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PlusOne Heritage - Social Studies | Grade 7 – Learner’s Book
ISBN: 978-0-7974-8181-7
First Published in 2020
Copyright © Wilson Zivave
Editor in Chief: Munyaradzi Gunduza

Development Editor: Tinashe Mutsengiwa
Text layout: Farlen Shoriwa
Cover design: Parsons P. Makombore
Illustrations: Wilbert Kakowa and Cover Sizara
Cover image: Khami Ruins
Printed by: Secondary Book Press
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Heritage - Social Studies
Grade 7
Learner’s Book
Wilson Zivave
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

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
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
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
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
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
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 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
Exercise 2
Answer the following questions with True or False.

1. Mediation reduces armed conflicts.
2. Compromising cannot solve disputes.
3. A conflict between mother and father can be solved through negotiation.
4. Dialogue is a solution to conflicts.
5. Conflicts cannot be solved by guidance and counselling.
• Conflicts at home, school and community are caused by several factors.

• In the community, conflict can be between two villages or clan territory or residential
areas.
• The cultural differences among the groups sometimes cause tension and lead to
conflict.
• Peace mediation is a solution to conflict situation.

1. __________ is a cause of conflict at home.
A. Honest B. Leadership C. Trust D. Poor communication
2. A fight between mother and father is a conflict at______
A. school B. home C. community D. personal
3. _________ is an example of conflict at school.
A. Fight between parents B. Fight between political parties
C. Fight between learners D. Quarrel between village heads
4. ___________ is not a strategy of solving conflicts.
A. Dialogue B. Mediation C. Compromising D. War
1. What is conflict management?
2. What are the two causes of conflicts at home?
3. State any two conflicts that are found at home.
4. Identify any two people who solve conflicts at school.
5. List any three possible ways of resolving conflicts in the community.
8
clash over the construction of a clinic at one area at the expense of the other.
3. Resources: people in the community clash because of few resources available in the
community. For example, minerals found in the community can cause conflict with
outsiders who may want to mine those minerals.
4. Grazing pastures in rural areas can cause conflicts between people from different
villages.
5. Suspicions or accussations of witchcraft is another cause of conflict in the community.
Activity 1
In groups, perform a role play on conflicts at home.
Exercise 1
1. What is a conflict?
2. Identify any two causes of conflicts at home.
3. Two examples of conflicts at home are _______ and ________.
4. A conflict at school can be between ________ and ________.
5. Identity any two causes of conflicts in the community.
Possible ways of resolving conflicts

There are many ways of resolving conflicts at home, school and community.
1. Mediation: peace mediation is a solution to conflict situation. The concept of peace
mediation refers to solving of disputes peacefully and fairly so as to prevent them to
degenerate into armed conflict or violent conflict.
2. Diffusion of conflict: is where by potential conflict is reduced by making two conflicting
parties agree to disagree.
3. Compromising is a solution to conflict where settling disputes or differences between two
opposing sides is done by each side reducing its demands and agreeing to the demands
of the other part.
4. Negotiation is another way of solving conflicts. This involves talking to each other and
see how best the conflict can be prevented.
5. Conflicts can be solved by guidance and counselling.
Activity 2
In groups, discuss the causes and effects of conflicts in society.
7
Midlands, Matabeleland
IsiNdebele Ngungumbane, Nkayi, Tsholotho, Lupane
South and North
English All over the country Towns and cities
Masvingo, Mashonaland
Chewa Renco Mine, Shamva Mine, Kambuzuma
Central and Harare
Chibarwe Manicaland Nyanga
TjiKalanga Matabeleland South Plumtree
Koisan Matabeleland South Plumtree
Nambya Matabeleland North Hwange
Chindau Manicaland Chipinge
Xichangana Masvingo Chiredzi (Chilonga, Muhlanguleni, Boli)

SeSotho Matabeleland South Gwanda
Chitonga Matabeleland North Binga
Setswana Matabeleland South Plumtree
TshiVenda Matabeleland South Beitbridge
IsiXhosa Matabeleland North Mbembesi
Sign language All over the country Among the deaf and dumb
Although there are about 16 official languages in Zimbabwe, Lozi and Manyika languages
have not been considered as unique languages, but as dialects of the Shona language.
Activity 1
In groups, list the languages that are spoken in Zimbabwe and present your findings to the
class.
Exercise 1
1. What is a language?
2. State any three languages that are spoken in Zimbabwe besides Shona.
3. Why is English language an official language?
4. How many official languages are found in Zimbabwe?
5. Identify a group of people who use sign language.
Cultural practices
It should be noted that Zimbabwe is home to various cultural groups because there are
many ethnic groups. These ethnic groups have unique cultural heritage and they include
the Karanga, the Ndau, the Manyika, the Korekore, the Venda, the Tonga, the Ndebele and
Xangani people.
10
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 – words 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
7. Kukhomba
Kukhomba is a cultural practice among the Xangani and Lemba people. A ritual is held to
mark the entry of young boys and girls from adolescent period to adulthood. The initiation
happens in a bush or at the house of the traditional leader who conducts the initiation.
Initiation is done in winter (June and July) so that boys would become physically fit. Boys’
initiation is conducted by elderly males while that of girls is conducted by elderly women.
Boys are educated on how to be good husbands to their wives, to provide for the family
and to make their wives happy. Circumcision of boys is done as well as training of skills
like hunting, thatching and blacksmith. After the completion of the initiation process, the
boy is given a new name. As for girls, initiation helps girls to understand the process of
menstruation and what it entails in terms of hygiene. Girls are also taught life skills and the
basic roles of a woman in society.
Venda culture: Domba dance
The most famous of the Venda dances is the Domba or python dance which is held annually
at one of their most sacred sites, Lake Fundudzi to secure good rains for the following season.
Young maidens, in the final stage of their initiation into womanhood, line up in single file
forming a chain and dance in long fluidly, winding lines, like a snake. Traditionally the dancers
wear small aprons covering the back and front, with tasselled ornaments called thahu.
During planting and weeding, only important
ritual music and work songs are performed
regularly. However, when the first green
maize cobs are appearing, girls perform the
festive dances, tshigombela and tshifhasi.
The tshigombela is usually performed by
married women whilst the tshifhasi is very
similar but performed by young unmarried
girls (khomba). Circumcision schools are held
during the winter and possession dances and
boys’ communal dances take place chiefly
during the period of rest between harvest Domba dance
and planting.
Activity 2
In pairs, compare the cultural practices of two cultural groups in Zimbabwe.
Exercise 2
1. What is a cultural practice?

2. Identify two cultural practices of the Shona people.
3. State any two cultural practices associated with the Venda.
4. Describe kutobela as a cultural practice of the Nambya.
5. State any two activities that happen during kukhomba cultural practice.
12
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
• A language refers to words and phrases used by a particular ethnic group.

• Zimbabwe is a multi-cultural society with unique customs.
• In indigenous cultures, boys are educated on how to be good husbands to their wives,
to provide for the family and to make their wives happy.
• During planting and weeding, only important ritual music and work songs are
performed regularly.

1. There are __________ official languages in Zimbabwe.
A. thirteen B. fourteen C. fifteen D. sixteen
2. ___________ is not an official language of Zimbabwe.
A. Zulu B. Chewa C. TshiVenda D. Xichangana
3. Ndau is dominant in which province?
A. Masvingo B. Midlands C. Manicaland D. Mashonaland East
4. ___________ is not a cultural group in Zimbabwe.
A. Nyanja B. Xangani C. Nambya D. Tonga
5. _________ is a cultural practice for the Xangani people.
A. Kukhomba B. Kutobela C. Domba dance D. Kutyora Muzura
1. State any three languages that are spoken in Zimbabwe.
2. How many official languages are found in Zimbabwe?
3. Identify two cultural practices of the Venda people.
13
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
(a) Village head
A village head is the leader of several family units. He deals with conflicts between families in
the village which may be caused by resources like land and pastures. Some of the roles of the
village head include:
• safe guard sacred days (chisi or izolo).
• issue out land in consultation with the headman.
• they settle social disputes.
• they distribute food on behalf of the headman and chief.
(b) Headman
A headman is known as sadunhu in indigenous society. They are considered as
representatives of the ancestors of the land. The headman can revoke the judgement given
by the village head. They are considered as custodians of the natural environment as they
protect sacred forests and places. Headmen deal with criminal cases in the areas as well as
settling legal disputes. Some of the roles of the headman include:
• safeguard sacred days (chisi or izolo).
• issue out land in consultation with the chief.
• they settle social disputes.
• they distribute food on behalf of the chief.
• lead ritual ceremonies like rain-making ceremony for the area.
• implement what mediums tells them to do.
(c) Chief (mambo/ishe/nkosi)
Chiefs are the top leadership of indigenous people. These
are the living focal point who ensure that land is preserved
and protected. They are responsible for giving out land to
headmen and village heads. Chiefs are the living custodians
of land.
The chief has several important roles which he plays in the
life of the indigenous people. These include: Chief addressing people
• Distributing land. Traditional leaders in most parts of Zimbabwe always play a role
in the allocation and management of communal land for residential, agricultural and
grazing purposes.
• Communicating with ancestors on behalf of the people. Carry out instructions given
by the ancestors.
• Protecting the environment.
• Leading in ritual action. For example, traditional leaders usually lead delegations in
African rain-making ceremonies.
• Chiefs are responsible for promoting and upholding the cultural values, traditions and
heritage of their communities. As the head of the community, traditional leaders perform
a number of functions linked to culture, customs and traditions. Developmental and
co-coordinative role: chiefs are charged with the facilitation of development in their
respective jurisdictions through structures, such as the ward and village assemblies.
15
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
All these ordeals were to make the chiefs courageous, obtain good faith and have confidence
in leading the people. After this, a ceremonial installation ritual of the chief is done with all
village heads and headmen present.
The chief would sit infront of the people where he would be able to be seen by all people
and was given emblems of a chief like a ritual head dress, a spear or staff and a handful
of soil. The head dress represent the royalty of the chief while a spear or staff represent
the authority of the chief and the handful of soil represent that the chief is the owner and
custodian of the land.
The medium would then dedicate the chief and outline what he is supposed to do as a chief.
People present including village heads and headmen would then offer gifts in recognition of
the chief’s office. During this installation there will be traditional music and dance as well as
traditional beer and feasting will be offered to the people. Today the chief is installed by the
minister of local government or his representative in the presence of family members.
Chief’s burial
Burial refers to an action of putting the dead into the grave or hiding the deceased’s body.
Chief’s burial refers to how the indigenious leader’s body is hidden or disposed. Chiefs had a
certain way of being buried that was different from ordinary people.
(a) Ndebele burial of a chief
The chief’s death is highly respected among the Ndebele people and considered as a great
loss to the clan. It is symbolised as the falling down of a tree. Burial rituals to show continuity
are done. The chief’s spear is surrendered to the next chief.
The deceased chief lays deep in the grave and the spear tapped his power from the grave
in the ground through the blade that was stuck into the ground. The spear was given to the
new chief whose installation symbolised rebirth and regeneration of the chiefly lineage.
(b) Shona burial of chief
The death of a chief is a frightening thing among the indigenous people. When a chief dies,
his death would remain secretive as many of the people in his area would not be aware of
his death.
This was done to prevent the enemies of the chief to attack and invade the territory. Long
back a dead chief would be emptied of his internal parts like intestines and then he would be
dried by a people known as vanachuru which literary means a preserver of the chief’s body.
In some areas, it was done by family friends, sons-in-law and the wives of the chief. When
the body had dried up, the body was wrapped in cattle hides and was buried secretly slanting
in a sacred cave where other chiefs are buried. After this, people would be informed of the
death of the chief saying “gomo raparara” which means the great chief has died.
Beasts will be killed and people will be shown a fake burial site of the chief and a new look
after chief “sarapavana” is selected to lead the people waiting for the installation of a new
chief. The mourning of a chief is marked by a sacred holiday known as mahakurimwi where
all people are not allowed to work in the field.
17
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
9. People who dry and prepare the body of the chief for burial in traditional society are
known as _________.
A. VaNyachide B. Vanachuru C. undertaker D. medium
10. ________ is burial place for chiefs among the Shona.
A. River bank B. Anthill C. Sacred cave D. Hut
19
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
others. The ZAPU’s military wing ZIPRA operated from there. Freedom Camp is a shrine
with mass graves of many Zimbabweans who perished there. Some of the prominent people
who perished at Freedom Camp include D. Ngwenya, G Ncube, J. Magadlela, L. Nkomo,
K. Magaya, M. Siziba, M. Mlauzi, M. Moyo, M. Mlilo, M. Mpoko, E. Tshuma and D. Matenga
among others.
2. Chimoio (Mozambique)
Chimoio is a heritage site in honour of the fallen heroes who died in Mozambique in their quest
to liberate Zimbabwe from white colonialists. It is a place where the massive annihilation of
thousands of human souls by the Smith illegal regime’s forces was carried out. Among the
people who died at Chimoio are freedom fighters, refugees, innocent as well as defenceless
women and children. They were buried in mass graves at Chimoio.
Chimoio is a heritage site which safeguards the country’s liberation heritage. This heritage
site preserves the identity, history and understanding of self as Zimbabweans. It also helps
to heal wounds as well as creating revenue for the survivors of the liberation war. At this
site there is a museum which seeks to explore how the Chimoio massacre was planned and
executed. The ZANLA forces of ZANU operated from Mozambique at Chimoio.
3. Njelele
Njelele is also known as Matonjeni. It is a local
shrine where the Mwari cult is found. That
is where indigenous people go and conduct
rain-making ritual ceremonies for the whole
nation. The rain-making messengers and
spirit mediums safeguard this place. Women
in menstrual periods are not allowed to visit
the place as they defy the place.
Matonjeni/Njelele shrine
Activity 1
In groups, identify major heritage sites in Zimbabwe.
Exercise 1
1. What is a heritage site?

2. State any two liberation heritage sites.
3. In which two countries do we find liberation heritage sites for Zimbabweans?
4. State the main purpose of Njelele as a heritage site for indigenous people.
21
Contemporary ways of preserving heritage
The National Museums and Monuments of Zimbabwe (NMMZ) helps in the preservation of
heritage sites in a number of ways. It has drafted laws, conducted educational awareness
campaigns and protected heritage sites through fencing them.
1. Laws: the use of legislative approaches is vital in environmental protection. For example,
Hazardous Substances and Articles Act, Atmospheric Pollution Prevention Act and the
Water Act and the Natural Resources Act whose main objective is to control the use of
resources are some of the legislative framework used in protecting the environment in
Zimbabwe. It is important to note that throughout the whole world, regulations have been
put in place to protect the environment.
The legislative measure can be implemented by government, for example, through the
implementation of the polluter pay principle so that individuals and companies that lead
to pollution and environmental degradation pay heavy fines. Furthermore, policy and
procedures on environmental protection should be constantly evaluated and monitored to
ensure that they are in line with the national needs and international standards.
2. F
encing: the contemporary way of preserving heritage is to secure the place through
fencing. For example, the Great Zimbabwe is fenced and the Zimbabwe Republic Police
is responsible for protecting the place from vandalism. The Njelele or Matonjeni is also
protected by the Republic of Zimbabwe. Today liberation heritage sites like Freedom
Camp and Chimoio have been fenced to preserve heritage.
Activity 3
Conduct an educational tour to any one heritage site of your choice.
Exercise 3
1. What is preserving a heritage site?

2. Suggest any two indigenous ways of preserving heritage sites.
3. State one heritage sites which is protected through spiritual beliefs.
4. State the Act which preserves heritage sites in Zimbabwe.
5. Identify two contemporary ways of preserving heritage sites.
• The National Museums and Monuments of Zimbabwe (NMMZ) helps in the

preservation of heritage sites in a number of ways.
• Freedom Camp is a shrine with mass graves of many Zimbabweans who perished
there.
• The Victoria Falls also known as Mosi-oa-Tunya is one of the heritage sites with the
most spectacular waterfalls in the world.
24
Activity 2
Conduct an educational tour to a heritage site of your choice.
Exercise 2
1. Why is the Heroes’ Acre an important heritage site for Zimbabweans?

2. State any two heroes/heroines buried at the National Heroes Acre.
3. Give the other indigenous name for Great Zimbabwe heritage site.
4. State the two compatments found at Great Zimbabwe heritage site.
5. What type of a heritage site is Victoria Falls?
Indigenous ways of preserving heritage

Heritage is both tangible and intangible. Tangible means objects or structures that are
preserved for the benefit of future generation while intangible heritage refers to things that
cannot be touched. Therefore, heritage sites like Great Zimbabwe, Njelele and others can be
preserved through taboos and spiritual beliefs.
Taboos
Taboos are avoidance rules or things that are forbidden to be done by set rules of the society.
In Shona taboos are known as zviera. Many shrines are associated with taboos due to their
sacredness which helps in the preservation of the natural environment.
• Totems are part of indigenous heritage which is preserved through taboos. If one eats
his or her own totem, one will become toothless and this protects animals like elephant,
lion, eland and zebra among others.
• Killing of pythons is a taboo for it is a symbolic animal associated with rain and bad
omen (shura).
• Cutting of trees is forbidden in the month of November in Gutu. This is a taboo
which preserves trees as natural heritage which can be used for medicine, fuel and
construction purposes.
• If one pollutes the area, it is believed that one may disappear. By so doing it is taboo
which prevents pollution of the heritage sites. For example, Chinhoyi caves.
• Forest are sacred in Indigenous Religion. Cutting down of trees as well as any other
form of breaking taboos associated with spirit world is prohibited. Some of the forests
that are sacred are Chirinda Forest and Chiroro Forest in Gutu.
Spiritual beliefs
Heritage sites are believed to be places where ancestors live. As such these places are
preserved because people will be afraid of offending the ancestors. If one destroys these
heritage sites, one will receive the wrath of the ancestors. For example, Great Zimbabwe
is the place where Mamwa spirit are housed while at Njelele the Mwari cult is also housed
there.
The Zambezi River is also controlled by water spirits. As such, the belief that heritage sites
are owned and controlled by spirits helps in the preservation of heritage sites.
23
Topic
2
CULTURAL HERITAGE
Topic Introduction
This topic looks at cultural heritage. There will be a look at various aspects which are
important in our own Zimbabwean environment. One of the important cultural issue which
you will learn about is the boy and girl relationship. There will be a look at how boys and
girls relate to each other. There will be a look at marriage, the ways of marriage and also
the effects of age on marriage and population growth. There will be a look at the issue of
child-bearing.
26
1. __________ is a liberation heritage for Zimbabweans.
A. Chinhoyi caves B. Chimoio C. Victoria Falls D. Njelele
2. Where is Freedom Camp found?
A. Mozambique B. Zimbabwe C. Zambia D. Tanzania
3. _______ is the indigenous name for Victoria falls.
A. Zambezi river B. Rainbow falls C. Tonga falls D. Mosi-oa-Tunya
4. _________ is an indigenous method of preserving heritage sites.
A. Laws B. Education C. Taboos D. Fencing
5. ______is a modern way of preserving heritage sites.
A. Taboos B. Spiritual beliefs C. Sacredness D. Laws
1. State one liberation heritage site.
2. In which two countries do we find the liberation heritage sites for Zimbabweans?
3. State the importance of Great Zimbabwe as a heritage site for indigenous people.
4. Suggest any two indigenous ways of preserving heritage sites.
5. State one heritage site which is protected through spiritual beliefs.
25
How healthy boy-girl relationship is cultivated in indigenous culture
Taboos
It is not allowed to engage in sexual activities or peep on the opposite sex while bathing.
Totems
Managed healthy boy-girl relationships. A boy would respect a girl whom he shares the
same totem with as her sister. This promoted healthy boy-girl relationships.
The aunt
Had a role in managing how boys and girls related. The blame is laid upon the aunt when a
boy-girl relationship becomes unhealthy.
Shelter
Boys had their place of sleeping known as gota while girls had their own known as nhanga.
It is a taboo for a boy to be seen in girls’ sleeping house. This promoted a healthy boy-girl
relationship.
Marriage practices like mombe yechimanda
This ensured a healthy boy-girl relationship. It is an honour during marriage for both a
boy and girl to be virgins. In appreciation of the conduct of the girl’s sexual conduct before
marriage, a beast is offered. When a girl is not a virgin, during marriage a blanket will be
holed and be given to the parents of the girl. This was a shame and it helped in promoting a
healthy boy-girl relationship.
Healthy boy-girl relationships
A healthy boy-girl relationship refers to how a boy and a girl should befriend one another in
a way that does not endanger the other. A healthy boy-girl relationship is characterised by:
• respecting each other’s bodies.
• valuing of differences in body.
• no sexual play is allowed between the boy and a girl.
• respecting each other through good communication.
• they should see each other in public spaces.
• dressing of both a boy and girl should not be suggestive but should be motivated by
respecting each other.
Activity 1
In groups, perform a role play on healthy boy-girl relationship.
Exercise 1
1. What is a healthy boy-girl relationship?
2. Identify one feature of a healthy boy-girl relationship.
3. Suggest any one unhealthy boy-girl relationship.
4. State one way the indigenous people promote healthy boy-girl relationships.
28
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
EFFECTS OF AGE ON MARRIAGE
Unit
7
AND POPULATION GROWTH
Unit Objectives
(a) relate the age of marriage to population growth.
(b) analyse the effects of marriage types on population growth.
Looking Back
In the previous grade you learnt about the legal age of majority and legal age of consent.
You also looked at the cultural views of legal age of majority and legal age of consent. In this
grade, you will learn on the age of marriage and how it links with population growth. You will
also look at the results of marriage types on population growth.
Key Words
Age of marriage –the suitable age where a girl or a boy can marry without
endangering oneself and the baby.
Population growth – the increase in number of people in a given area.
Effects of age on marriage and population growth

The legal age of marriage is eighteen years. Getting married below this age or way after this
change has great impact on population growth as well as the type of marriage.
• Marital dispute is an effect of age on marriage. People marrying at a young age tend
to have prolonged disputes in marriage.
• If one gets too old before getting married there are high chances of failing to get
married.
• Getting married at the right age enables one to procreate without risks and this
increases population growth.
• The higher the age, the less likelihood of having more children. This limits population
growth.
• The lower the age, the higher the chances of having more children. This leads to
population growth.
30
• The indigenous people ensured that the boy and a girl whether related or not had a
healthy relationship.
• An unhealthy boy-girl relationship who are related resulted in breaking of cultural
taboos.
• Totems also managed healthy boy-girl relationships.
• A healthy boy-girl relationship in indigenous society is based on unhu/ubuntu which is
exhibited through respect and observance of cultural norms and taboos.

1. What is the importance of cultural heritage?
A. It makes one arrogant B. It instils values
C. It creates identity D. It promote intolerance
2. Who is the influential person in ensuring healthy boy-girl relationship in family?
A. Father B. Aunt C. Nephew D. Mother
3. ________ is a pillar of a healthy boy-girl relationship in indigenous society.
A. Medium B. Family C. Unhu/ubuntu D. Society
4. _____ is not an indigenous cultural heritage which promotes healthy boy-girl relationship.
A. Totems B. Technology C. Taboos D. Marriage practices
5. __________ is not a feature of a healthy boy-girl relationship.
A. Engaging in premarital sex B. Respecting each other’s body
C. Descent dressing D. Meeting in public places
29
1. The main objective of marriage is __________.
A. procreation B. beating each other
C. to be given food D. to be assisted in household chores
2. _________ is an age of marriage that increases population growth.
A. 15 B. 25 C. 30 D. 35
3. _________ is when one husband has one wife.
A. Matriarchy B. Marriage C. Monogamy D. Polygamy
4. __________ is an effect of giving birth on a mother.
A. Pain B. Having more children
C. Maternal death D. Being given a present
5. _______ is the giving of birth through operation.
A. Scissor B. Surrogacy C. Pregnancy D. Crying
32
Activity 1
Tell a story on a healthy boy-girl relationship. What lessons can be drawn from your story?
Exercise 1

1. Marital dispute has an effect of age on marriage.
2. If one gets too old before getting married there are high chances of failing to get married.
3. Getting married at the right age has great risks.
4. The higher the age, the less likelihood of having more children.
5. The lower the age, the higher the chances of having less children.
Marriage type and population growth

Polygamy, monogamy and gay marriage are types of marriages that have a bearing on
population growth.
1. Polygamy refers to a situation where the husband has several wives. This increase
population growth as wives will be having children for securing their marriage as well as
to please the husband.
2. Monogamy refers to a situation where a husband has one wife. This has less children
that are conceived and born in wedlock. Hence monogamy limits population growth.
3. Co-habitation refers to a situation where two people stay together but they are not
officially married. Children are born in this marriage and it leads to population growth.
Activity 1
Divide your class into two groups, debate the effects of family size on country’s population
and economic activity.
Exercise 1
1. Define marriage.
2. What is the link between age of marriage and population growth?
3. Identify one type of marriage which increases population growth.
4. State two effects of child-bearing on the mother.
• The legal age of marriage is eighteen years.

• Marital dispute is an effect of age on marriage.
• Getting married at the right age enables one to procreate without risks and this
increases population growth.
• Monogamy refers to a situation where a husband has one wife.
31
children above the age of forty. It can lead to the mother-to-child transmission of a disease
like HIV and AIDS.
This is why today prevention from mother-to-child is done to promote the welfare of the
unborn baby. The high rate of the child-bearing has an effect to children as some may be
born with healthy problems.
Activity 1
In pairs, discuss the effects of the rate of child-bearing on the health and welfare of the
child.
Exercise 1
1. What is child delivery?

2. State any two health challenges which may affect the mother as a result of delivering
a child.
3. State any two effects of child delivery on the welfare of the child.
4. Which age has a great risk to the child to bear a child?
5. What is done to promote the welfare of the child by preventing infection of HIV and
AIDS?
• Child-bearing refers to the process in which a pregnant mother gives birth.

• The mother may die during delivery of the child.
• The delivery of a child has also a bearing on the welfare of the child.
• The high rate of the child-bearing has an effect to children as some may be born with
healthy problems.

2. Newly unborn babies are protected from being infected by their mothers through ____.
A injection B. spiritual healing C. abstinence D. PMCT
3. ______ is the health risk for the mother during child delivery.
A. Backache B. Tuberculosis C. Influence D. Death of the child
4. _______ is the giving of birth through operation.
A. Scissor B. Surrogacy C. Pregnancy D. Crying
5. _______ is a result of delivering a child at an old age.
A. Kwashiorkor B. Measles C. Disability D. AIDS
34
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
INDEPENDENCE AND
Unit
9
SELF-GOVERNANCE
Unit Objectives
(a) relate independence to self-governance.
(b) describe the importance of self-governance.
Looking Back
In the previous grade, you learnt about the systems of governance like egalitarian, autocracy
and democracy as well as structures and functions of the central government. In this grade,
you will learn on independence and self-governance.
Key Words
Independence – a condition of a person, nation, country or state in which its residents

and population exercise self-governance, and have a sovereignty,
over their territory.
Self-governance – self-rule which literally means the ability of a group or individual to
exercise all necessary functions of regulation without intervention
from an external authority.
Independence and self-governance

Independence is a condition of a person,
nation, country or state in which its
residents and population exercise self-
governance, and have a sovereignty
over their territory. 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.
On the other hand, self-governance refers to People gathered at a stadium celebrating
self-rule which literally means the ability of a Independence
36
Topic
3
NATIONAL HISTORY,
SOVEREIGNITY AND GOVERNANCE
Topic Introduction
This topic looks at various issues to do with national history, sovereignity and governance.
There is a look at independence and self-governance of Zimbabwe. There is also a look at
the importance of self-governance. Land Reform Programme is another important reform
programme which took place in Zimbabwe. There is a look at the Land Reform Programme
looking at its causes and benefits. We will look at Zimbabwe as a member of other regional
and international organisations.
35
3. ______________ is when a country has self-rule and exercise all necessary functions of
regulation without intervention from an external authority.
A. Independence B. Self-governance C. Democracy D. Colonisation
4. Self-governance came as a result of ________.
A. Nehanda B. voting C. whites D. liberation struggle
5. __________ is the importance of self-governance.
A. Corruption B. Development of patriotism
C. Squandering resources D. Increase in conflicts
1. Define independence.
2. When did Zimbabwe get independence?
3. State any feature of an independent country.
4. What led to Zimbabwe’s self-governance and independence?
5. List any two features of self-governance.
38
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
Causes of the land reform programme
1. S
hortage of land for blacks: the increase of population in the post-colonial Zimbabwe
led to the need for land reform programme. Many Zimbabweans lived in unproductive
land which affected their day-to-day life.
2. E
mpowerment of blacks: the government of Zimbabwe also conducted the land reform
programme to empower blacks to be owners of the means of production. Land would
empower blacks to be owners of their wealth.
3. R
egaining of rural support: the land reform programme was done at a time when the
grassroots support of the ruling party was dwindling. As such, to regain the popular vote,
the land reform programme was done to win support from the majority of Zimbabweans
whose livelihood largely depended on land.
4. Defiance of the British government: the Lancaster House Conference which led to
the surrendering of the country by white colonialists had passed agreed promise that
the former colonial master would fund the land reform programme. However, after
independence the British government backtracked on its promises.
5. R
ejection of the Draft Constitution during the referendum: the rejection of the
constitution of Zimbabweans led the government to start the land reform programme as
a way of gaining political popularity.
Activity 1
In your groups, discuss the causes of the land reform programme.
Exercise 1
1. What is land reform programme?

2. Who initiated the fast-track land reform programme?
3. State any one cause of the land reform programme.
4. Name one importance of the land reform programme.
Benefits of the land reform programme

There are several benefits of land reform programme which include economic empowerment
of blacks, promotion of equality, increased food production, restoration of African heritage
and reduced poverty.
1. Economic empowerment of blacks: many indigenous people are now owners of the
means of production and this has led to the accumulation of wealth by blacks.
2. Promotion of equality: it has resulted in the promotion of equality between blacks and
whites. The social classes which have been created were removed because of the land
reform programme.
3. Increased food production: food production has increased since many people are now
utilising land as compared to the previous period where land was owned by few whites
and some land lying idle.
40
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
5. _________ is the conference which led to the independence of Zimbabwe.
A. Harare B. Lancaster House C. Berlin D. London
1. What is land reform programme?
2. Name the facility that was put in place soon after independence to ensure land
redistribution in Zimbabwe.
3. When did the fast-track land reform programme start?
4. State any two causes of the land reform programme.
5. Identify three benefits of the land reform programme.
42
4. Restoration of African heritage: African heritage is largely earmarked by land. Owning
land makes a person complete and the land reform programme helped in the restoration
of African identity as blacks redeemed their lost heritage from the white colonialists.
5. Reduced poverty: agriculture is the main stay of the economy. The land reform programme
reduced poverty in the society as indigenous people are now able to farm on productive
land and sell extra produce.
Activity 2
Conduct an educational tour to land reform beneficiary and observe the benefits of the land
reform programme.
Exercise 2
1. State any two causes of the land reform programme.

2. Identify the importance of land.
3. Name any one benefit of 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 government of Zimbabwe conducted the land reform programme to empower
black to be owners of the means of production.
• The land reform programme was done at a time when the grassroots support of the
ruling party was dwindling.
• Food production has increased since many people are now utilising land.

1. The land reform that started soon after independence is known as the ______.
A. fast-track B. resettlement
C. willing-buyer-willing-seller D. colonisation
2. The fast-track land reform programme started in _________.
A. 1980 B. 2017 C. 1990 D. 2000
3. ___________ led the fast-track land reform programme.
A. Robert Mugabe B. General Constantino Chiwenga
C. Hebert Chitepo D. Morgan Tsvangirai.
4. 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
41
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 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
Importance of the national school pledge and the national anthem
• It instils patriotism into the young generation. This means the love for Zimbabwe by
Zimbabwean young people grows through the national pledge.
• It explains the history of Zimbabwe, thereby, enabling the indigenous people to know
where they came from and where they are going. The pledge revisit the liberation
struggle and vividly explain that Zimbabwean independence came after a protracted
war of liberation.
• It enables the young people to preserve natural resources for the benefit of future
generation. This is exemplified by the statement, “we are proud inheritors of our
natural resources”.
• It instils values which are important in making the people human. Virtues such as
honest, dignity and hard work are imparted into the young.
• It connects people to their God. This implies that the national pledge inculcates the
belief that one’s destiny is in the hands of the creator.
Activity 3
Sing the lyrics of the national anthem.
• A national school pledge is a solemn promise to love and work for the good of the
country.
• A national anthem refers to a country’s ceremonial song of praise.
• The Zimbabwean national anthem is important in showing how Zimbabwe came into
being, as well as the natural heritages that are found in Zimbabwe.

1. The national pledge is important in instilling which value?
A. Patriotism B. Immorality C. Courage D. Integrity
2. The red colour on the national flag represent __________.
A. natural resources
B. indigenous people
C. blood lost during the liberation struggle
D. love for the country
3. How many colours are on the national flag?
A. 4 B. 5 C. 6 D. 9
4. _________ 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
46
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
Government on 17 August 1992, in Windhoek, Namibia. The headquarters of SADC is found
in Botswana.
There are about fourteen nations which belong to this regional organisation. These
include Angola, Botswana, Democratic Republic of the Congo, Lesotho, Malawi, Mauritius,
Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Zambia and
Zimbabwe. Each and every nation has its task which it monitors and coordinates by
proposing sector policies, strategies, priorities and processing projects for inclusion in the
sectorial programme, monitoring progress and reporting to the Council of Ministers.
Country Responsibility
Angola Energy commission.

Botswana Agricultural research, livestock production and animal disease control.
Lesotho Environment, land management and water.
Malawi Inland fisheries, forestry and wildlife.
Mauritius Tourism.
Culture, Information, Sport, and the Transport and Communications
Mozambique
Commission (SATTCC).
Namibia Marine Fisheries and Resources Legal Affairs.
South Africa Finance, Investment and Health.
Swaziland Human resources development.
Tanzania Industry and Trade.
Zambia Employment, Labour and Mining.
Zimbabwe Crop Production, Food, Agriculture and Natural resources.

D.R.C N/A
Seychelles N/A
Activity 1
In groups, discuss the role of Zimbabwe in the SADC.
Exercise 1
1. When and where was the original SADC formed?

2. SADC means__________.
3. How many nations belong to SADC?
48
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
4. State the portifolio being held by Zimbabwe in the SADC.
5. Which country is responsible for Finance, Investment and Health in the SADC?
2. Common Market for Eastern and Southern Africa (COMESA)

The Common Market for Eastern and Southern Africa (COMESA) is the largest regional
economic organisation in Africa, with 19 member states which include Burundi, Comoros,
D.R. Congo, Djibouti, Egypt, Eritrea, Ethiopia, Kenya, Libya, Madagascar, Malawi, Mauritius,
Rwanda, Seychelles, Sudan, Swaziland, Uganda, Zambia and Zimbabwe. The main objective
of COMESA is to ensure that there is free trade among the 19 member states. It is customs
union that was launched in 2009. So the basis of this regional organisation is on economic
trade.
3. African Union (AU)
The African Union (AU) is a continental body consisting of
the 55 member states that make up the countries of the
African continent. The organisation was formed in 2002
and it came out of the Organisation of African Unity (OAU)
which was formed in 1963. It was operational until 1999
and its main objective was to promote pan-Africanism.
The launch of the African Union in July 2002 in Durban,
South Africa was to create a new continental organisation
to build on the strength and weaknesses of the OAU.
African Union Logo
The AU is guided by its vision of “An Integrated, Prosperous and Peaceful Africa, driven by
its own citizens and representing a dynamic force in the global arena.” The headquarters
of African Union are found in Ethiopia, Addis Ababa. The main mandate of African Union
include to:
• defend the sovereignty, territorial integrity and independence of its member states.
• encourage international cooperation.
• promote peace, security and stability on the continent.
• promote and protect human and peoples’ rights in accordance with the African
Charter on Human and Peoples’ Rights and other relevant human rights instruments.
• promote co-operation in all fields of human activity to raise the living standards of
African peoples.
• advance the development of the continent by promoting research in all fields, in
particular, in science and technology.
• work with relevant international partners in the eradication of preventable diseases
and the promotion of good health on the continent.
• develop and promote common policies on trade, defence and foreign relations to
ensure the defence of the continent and the strengthening of its negotiating positions.
Activity 2
In pairs, discuss the main functions of the AU.
49
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
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
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
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
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
19. Where is Chimoio found?
A. Mozambique B. Zimbabwe C. Zambia D. Tanzania
20. _______ is the indigenous name for Victoria Falls.
A. Zambezi river B. Rainbow falls C. Tonga falls D. Mosi-oa-Tunya
21. _______ is an indigenous method of preserving heritage sites.
A. Laws B. Education C. Taboos D. Fencing
22. ______is a modern way of preserving heritage sites.
A. Taboos B. Spiritual beliefs C. Sacredness D. Laws
23. What is the importance of cultural heritage?
A. It makes one arrogant B. It instils values
C. it creates identity D. It promote intolerance
24. Who is the influential person in ensuring healthy boy-girl relationship in family?
A. Father B. Aunt C. Nephew D. Mother
25. A sexual relationship between two related individuals, a boy and girl is called _____.
A. bestiality B. improper association
C. incest D. homosexuality
26. ______ is not an indigenous cultural heritage which promote healthy boy-girl relationship.
A. Totems B. Technology C. Taboos D. Marriage practices
27. A place where girls sleep separately from boys is called ________.
A. gota B. hut C. nhanga D. bedroom
28. A girl who has a relationship with a boy is recognised through a beast known ______.
A. bull B. rusambo
C. mombe yechimandamanda D. mombe yemavhunwa
29. __________ promote unhealthy boy-girl relationship.
A. Suggestive dressing B. Seeing each other in public spaces
C. Listening to the aunt D. Being romantic
30. _________ is an age of marriage that increases population growth.
A. 15 B. 25 C. 30 D.35
31. __________ is when one husband has several wives.
A. Polygamy B. Monogamy C. Polyandry D. Patriarchy
32. A union between two people of the same sex is called _______.
A. monogamy B. gay marriage C. polygamy D. patriarchy
34. When did Zimbabwe gain independence?
A. 1880 B. 1896 C. 1980 D. 1990
35. __________ is the importance of self-governance.
A. Corruption B. Development of patriotism
C. Squandering resources D. Increase in conflicts
36. The land reform programme that started soon after independence is known as the
______.
A. fast track B. resettlement
C. willing-buyer-willing-seller D. colonisation
37. The fast-track land reform progrsamme started in _________.
A. 1980 B. 2017 C. 1990 D. 2000
53
3. (a) What is a healthy boy-girl relationship? [1]
(b) Identify one healthy boy-girl relationship. [1]
(c) What is the link between age of marriage and population growth? [1]
(d) Identify one type of marriage which increases population growth. [1]
(e) State one effect of child-bearing on the mother. [1]
4. (a) What is chief’s installation? [1]
(b) State how a Shona chief is installed. [1]
(c) State one emblem that is given to the Shona chief during installation. [1]
(d) Who is responsible for chief’s burial among the Shona? [1]
(e) Give the name of sacred days observed during the mourning of a chief. [1]
5. (a) What is a heritage site? [1]
(b) State any one sacred heritage site. [1]
(c) What is the importance of liberation heritage sites? [1]
(d) State the main purpose of Freedom Camp as a heritage site for indigenous people. [1]
(e) Suggest one indigenous way of preserving heritage sites. [1]
6. (a) What is land reform programme? [1]
(b) Name the facility that was put in place soon after independence to ensure land
redistribution. [1]
(c) When was the fast-track land reform programme started? [1]
(d) State any one factor which led to the land reform programme. [1]
(e) Identify one benefit of the land reform programme. [1]
56
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 – act 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
Topic
4
ENTITLEMENTS/RIGHTS
AND RESPONSIBILITIES
Topic Introduction
This topic looks at entitlements/rights and responsibilities. There will be a look at the issue
of elections in Zimbabwe. There will be a look at different forms of elections and electoral
processes. We will also look at the ownership of property, there will be a look at movable
and immovable property. There will also be a look at inheritance and various institutions
which facilitates inheritance.
57
3. State the body that oversees the running of elections in Zimbabwe.
4. State any four elections that are conducted in Zimbabwe.
5. Give two reasons for a by-election.
Electoral processes
All the electoral process are run by Zimbabwe Electoral Commission. There has to be a voter
education which leads to voter registration where people will be added into the voter’s role.
This is done to prevent ghost voters. Then candidates who intend to be voted into office have
to register in the nomination court where their eligibility is verified like age, citizenship and
educational qualifications.
The nomination court will be done on a specific date as pronounced by ZEC. The Zimbabwe
Electoral Commission then trains polling officers who will run the election by verifying the
voter, check the name in the voters’ roll and mark the person using indelible ink to indicate
that the person has voted in order to prevent double voting.
During voting only those in the voters roll and Zimbabwean citizens are allowed to vote. The
votes will be counted and the winner will be pronounced by a ward election officer if he it is a
local government election, a district or provincial election officer can also declare the winner
of the senate and house of assembly election for the constituency.
The presidential election is pronounced by ZEC chairperson. During electoral processes,
observers are allowed to observe the conduct of the election. Some of the prominent
international observer groups are UN, African Union and the SADC. The Zimbabwe Election
Support Network (ZESN) is a local observer.
Activity 2
In groups, describe the electoral process in Zimbabwe.
Exercise 2
1. What does the abbreviation ZEC mean?

2. The process of making people aware of their right to vote and what to do during voting
is called ___________.
3. The court which certifies a contestant during the electoral process is called _______.
4. What makes one an eligible voter?
5. State any one election observer in Zimbabwe.
• 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 Zimbabwe Electoral Commission.
• The senate consists of two seats for each non-metropolitan district of Zimbabwe
elected by each provincial assembly of chiefs.
• The presidential election is pronounced by ZEC chairperson.
60
(a) Parliamentary
A parliamentary election is also known as the house of assembly election. There are 270
parliamentary seats. 210 members of house of assembly are elected directly to represent
their constituencies. 60 seats are reserved for women on the basis of proportional
representation. Elections are done in every five years.
(b) Presidential
The Zimbabwean government consists of an elected head of state, the president and a
legislature. The presidential term lasts for five years and is elected by majority, with a second
round if no candidate receives a majority in the first round. The president has a running mate
who succeeds him as the vice president. A president can be elected representing the party
or as an independent presidential candidate.
(c) Senatorial
This is an election where a senator is chosen to represent people for a five-year term.
The Senate has eighty members, sixty are elected for five-year terms in six member
constituencies representing one of the ten provinces. Members are elected based on the
votes in the lower house election, and using party-list proportional representation.
The senate consists of two seats for each non-metropolitan district of Zimbabwe elected
by each provincial assembly of chiefs. Also a female seat for people with disabilities elected
on separate ballots using FPTP by an electoral college designated by the National Disability
Board. The senate is composed of ZANU PF and MDC members.
(d) Local government election
This is an election that is done to select a councilor for each ward of the council. Elections for
councillors are now held at the same time as elections for parliamentarians. The Constitution
provides that a general election and elections for members of the governing bodies of local
authorities must be held within four months of a proclamation dissolving Parliament. The
councillors are directly elected by voters.
(e) By-elections
A by-election is the choosing of a representative in the event that the current office holder
has died, jailed, run away from the country or has quitted representing the party as a
councillor, senator or member of parliament. A by-election is not planned like general
elections because it is an election caused by other factors like death of someone currently
holding office, etc.
Activity 1
In groups, discuss different kinds of elections in Zimbabwe.
Exercise 1
1. What is an election?
2. The house of Assembly has a total of _____ seats.
59
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
1. ______________ is a body which runs elections in Zimbabwe.
A. ZANU PF B. ZEC C. ZESN D. ZIFA
2. __________ cast their vote through postal voting.
A. Diplomats B. Local voters C. Political leaders D. Church leaders
3. __________ is not elected through voting.
A. President B. Senator C. Councillor D. Chief
4. The elections of president, senator and councillor are done after a period of ___ years.
A. three B. six C. five D. ten
5. The senate is made up of ________ elected members.
A. 60 B. 80 C. 62 D. 78
1. What is an election?
2. Name the body that oversees the running of elections in Zimbabwe.
3. State any four elections that are conducted in Zimbabwe.
4. Give two reasons for a by-election.
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(a) Intellectual property
Intellectual property law deals with the protection of creativity and innovation. The
Zimbabwean law recognises a number of intellectual property rights that require formal
registration in the Zimbabwe Intellectual Property Office (ZIPO) or the African Regional
Intellectual Property Organisation (ARIPO) or under the Madrid International Trademark
System (Madrid System) before such rights can be protected and enforced against third
parties in Zimbabwe.
Some rights protect the following intellectual property; Copyright Rights, Industrial Designs,
Patents, Plant Breeders Rights and Trade Marks. It is therefore important for owners of
intellectual property to ensure that they register their rights in order to be protected from
abuses.
(b) Copyrights
The Copyright and Neighbouring Rights Act as stipulated by Chapter 26 subsection 5
defines the type of works that are eligible for copyright protection in Zimbabwe. The works
that qualify for protection as performers’ rights, works of folklore and moral rights are also
laid down in the Copyright Act. Works that are eligible for copyright protection include
literary works, artistic works, sound recordings and audio-visual works.
The Copyright Act also protects performance rights, recording rights and moral rights.
Performance rights relate to the rights that subsist in performances of drama or musical
works, the reading or recitation of a literary work, the performance of a variety of acts and
performances of folklore.
(c) Animal branding
Animal branding refers to the insertion of
a mark which shows ownership of animal
as well as the area in which the animal
belongs. Branding is used as a property
stamp identifying the stockbreeder as the
owner of the animal. There are many types
of branding which include fire branding, iron
branding, corrosion, freezing, earmarking,
ear tagging and tattooing. In Zimbabwe, it is
A branded cow - with a tag
done by veterinary services of Zimbabwe.
Activity 2
In pairs list the examples of property ownership documents.
Exercise 2
1. State any two properties.

2. State three documents that show property ownership.
3. What is a patent right?
64
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
Unit INHERITANCE
15
Unit Objectives
(a) explain inheritance.
(b) identify channels, institutions and organisations which facilitate inheritance.
Looking Back
Inheritance of property is a way of acquiring property in indigenous and contemporary
society. The person who inherits property is called an heir and there are certain channels
which facilitate inheritance. In this grade, you will learn about the channels, institutions and
organisations which facilitate inheritance.
Key Words
Inheritance –
the practice of passing on property, titles, debts, rights and
obligations upon the death of an individual.
Inheritance
Inheritance is the practice of passing on property, titles, debts, rights and obligations upon
the death of an individual. The rules of inheritance differ among societies but in Zimbabwe
inheritance issues are handled by the master of high court and estate executor using the
Deceased Estates Succession Act [Chapter 6:02].
The law stipulates that the first heir is the spouse, followed by the children irregardless of
gender. Other relatives can only be beneficiaries if the children and spouse are not surviving.
Institutions which facilitates inheritance
Ministry of Justice, Legal and Parliamentary Affairs is responsible for formulating and
implementing inheritance laws in line with universal human rights.
The court through the master of high facilitate inheritance of an estate by legible heirs.
Zimbabwe Human Rights Lawyers (ZHRL) they represent the vulnerable like widows and
orphans in seeking justice in inheritance of an estate in the event that some unqualified
people wants to inherit.
66
4. What is the importance of intellectual property?
5. State any three ways of animal branding.
• Owning a property is proven by having relevant documents which enables one to

claim ownership of either an animal, music, books or even land.
• 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.
• Intellectual property law deals with the protection of creativity and innovation.
• Animal branding refers to the insertion of a mark which shows ownership of animal as
well as the area in which the animal belong.

1. A_________ is an example of family property.
A. degree B. life C. house D. radio
2. A______ is not a property ownership document.
A. driver’s license B. title deeds C. copyright D. patent right
3. ___________ is a document which shows ownership of an invention like technology.
A. Title deeds B. Patent right
C. Intellectual property D. Animal branding
4. 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
5. ___________ conducts animal branding in Zimbabwe.
A. SPCA B. ZIFA C. Doctors D. Veterinary services
1. What is a family property?
2. State any two examples of movable properties.
3. Identify three immovable properties.
4. State three documents that show property ownership.
5. State any three ways of animal branding.
65
• 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
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
2. Women’s University of Africa: offers education and training of women so that they do
not rely on men but they are self-reliant.
3. Ministry of Youth, Gender and Empowerment: this offers resources and training to
women with the intention of empowering women to be better in society.
4. Mukaro Girls High: provides the girl-child with primary and secondary education which
is the unlocking key to women empowerment.
5. The Musasa Project: offers legal representation to women who are trapped under
patriarchy. It protects women from abuse by men.
Legislation on gender equity
The legal framework in the new constitution of Zimbabwe of 2013 chapter section 17 is a
policy document. Policy are ideas or plans used as the basis of decision-making in order to
achieve set targets.
There have been ideas or plans adopted by the government to ensure that there is equality
in society in line with millennium development goals. One of the fundamentals of equality in
society is gender parity and equity which have been supported by legal framework which
provides that:
• the state must ensure full participation of women in all spheres of Zimbabwean society
on the basis of equality with men.
• the state must take all measures including legislative measures needed to ensure that:
• both genders are equally represented in all institutions and agencies of government
at every level.
• women constitute at least half membership of all commissions and other elective and
appointed government bodies established by or under the Constitution of Zimbabwe
or an Act of Parliament.
• the state and all institutions and agencies of government at every level must take a
practical measure to ensure that women have access to resources, including land on
the basis of equality with men.
• the state must take positive measures to rectify gender discrimination and imbalances
resulting from the past practices and policies.
Activity 1
In groups, discuss ways of promoting gender equity in society.
Exercise 1
1. What is gender?
2. Define gender equity.
3. State indigenous institutions that promote gender equity.
4. Identify the law that promotes gender equity.
5. Suggest two ways of addressing gender equity.
70
INDIGENOUS INSTITUTIONS
Unit AND DOMESTIC LEGISLATION
16
ON GENDER EQUITY
Unit Objectives
(a) name indigenous institutions that promote gender equity.
(b) explain the importance of gender equity.
Looking Back
In the previous grade, you learnt on gender stereotypes and gender equity at the work place.
You also learnt about the importance of gender equity in the previous grade. In this grade,
you will learn about indigenous institutions which promote gender equity as well as the
importance of gender equity.
Key Words
Gender – the social construction of what is a male and female.

Gender equity – the process of allocating resources, programmes, and decision-
making fairly to both males and females without any discrimination
on the basis of sex.
Indigenous institutions which promote gender equity

Gender equity is the process of allocating resources, programmes and decision-making
fairly to both males and females without any discrimination on the basis of sex. It involves
addressing any imbalances so that men and women have some benefits.
Ways of encouraging gender equity include encouragement of positive behaviours on both
boys and girls. This is done by removal of gender stereotypes. Gender equity is addressed
through inclusive language, equal provision of resources, debunking of cultural and social
myths as well as educating society.
There are several institution which offer education and training, financial resources as well
as legal aid to women in order to address gender imbalances. These institutions include:
1. Women’s Bank: provides women with financial aid so that women start their own income
generating projects.
69
Exercise 2

2. Identify two problems which affects promotion of gender equity.
3. State any two roles of women which shows that indigenous society promote gender
equity.
4. State the importance of gender equity in the contemporary society.
• Gender equity can be addressed in various ways like encouragement of positive

behaviours on both boys and girls.
• There are several institutions which offer education and training, financial resources
as well as legal aid to women in order to address gender imbalances.
• The state must take positive measures to rectify gender discrimination and imbalances
resulting from the past practices and policies.
• Gender equity provides opportunities for girls to understand and respect their bodies
which in turn helps them to deal with health issues.

1. ___________ is a social construction of femaleness and maleness.
A. Gender equity B. Gender balance C. Gender D. Gender stereotyping
2. __________ is an institution which promote gender equity in Zimbabwe.
A. RBZ
B. Women’s Bank
C. Ministry of Primary and Secondary Education
D. ZINWA
3. ___________ is a law that governs equality of men and women in Zimbabwe.
A. Gender equity B. Gender policy C. Gender sensitive D. Gender balance
4. ________ is a model of gender equity in indigenous society.
A. Mbuya Nehanda B. Grace Mugabe
C. Auxillia Mnangagwa D. Oppah Muchinguri
5. _________ is not a feature of gender equity.
A. Provision of resources to women B. Giving women leadership positions
C. Use of inclusive language D. Promoting gender stereotypes
1. What is gender?
3. State indigenous institutions that promote gender equity.
4. Suggest two ways of addressing gender equity.
72
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
This is because some products will not be of good standards, others will be overpriced,
others will be under weighed and some products will be different from the one advertised.
It is because of this reason that the consumer needs protection because he has some rights
which include:
• goods must suit the purpose for which they are sold.
• goods must be safe for use, for example, paint must not be toxic and medicine must
not endanger the life of the customer.
• goods have standard hygiene that is maintained in preparation of food for sale.
• packed goods must have the correct weight of the contents.
• prices must be fair and just.
• advertising should not short change the customer.
• right to choose goods and services. A consumer is not to be forced to buy a product
which he or she does not like.
• the right to know the composition and expiry dates of packaged goods. This protects
the consumer from diseases that may come as a result of eating expired goods.
• the right to know the side effects of products. For example, the negative effects of
using detergents and deodorants.
Activity 1
In groups, discuss the rights a consumer has in Zimbabwe.
Exercise 1
1. Define a consumer.
2. What are consumer rights?
3. Name the body that protect the rights of a consumer in Zimbabwe.
4. State two reasons why a consumer needs protection.
5. Suggest any two consumer rights in Zimbabwe.
Importance of consumer rights

• They protect the consumer from life threatening products.
• They ensure that the customer is not overcharged and this leads to consumer
satisfaction. This reduces oppression of the customer.
• They ensure that products on the market are of expected standards.
• Standards of cleanliness is maintained by the producer.
Activity 2
In groups, list consumer rights and show their importance.
74
Unit CONSUMER RIGHTS
17
Unit Objectives
(a) identify consumer rights.
(b) interpret consumer rights.
(c) explain the importance of consumer rights.
Looking Back
In the previous grades, you learnt about rights in general and particularly children’s rights.
Therefore in this grade, you will learn about consumer rights by identifying them, interpret
consumer rights and know the importance of consumer rights.
Key Words
Consumer – a person who buys and uses goods and services.

Consumer rights – entitlements that a buyer of goods and services has as a customer.
Consumer rights
A consumer is a person who buys and uses goods and services. This person has some
entitlements or rights which protect him or her from abuses and some short changes that
comes from the seller. In Zimbabwe, the Consumer Council of Zimbabwe is a body which
deals with protection of consumer rights.
A couple shopping Peanut butter
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Topic
5
SHELTER
Topic Introduction
Shelter refers to places where people get protection from the sun, rainfall and wind. It is one
of the basic needs of every human being. Examples of shelter are houses, igloos, pyramids,
huts and tents. Without shelter one is often regarded as a destitute. Homeless people are
very poor, so they cannot afford the costs for their studies.
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Exercise 2

1. Consumer rights protect the consumer from life threatening products.
2. Consumer rights ensure that the customer is overcharged.
3. Consumer rights increases oppression of the customer.
4. Consumer rights ensure that products on the market are of expected standards.
5. Consumer rights ensure that the standards of cleanliness are maintained by the producer.

• A consumer is a person who buys and uses goods and services.
• In Zimbabwe, the Consumer Council of Zimbabwe is a body which deals with protection
of consumer rights.
• Packed goods must have the correct weight of the contents.

1. ________ is a person who buys and uses goods and services.
A. Businessman B. Sole trader C. Consumer D. Till operator
2. Consumer rights seeks to protect a customer from _______.
A. unfair price increases B. bad weather
C. using supermarkets D. using plastic money
3. _______ deals with consumer protection rights in Zimbabwe.
A. Zimbabwe Retailers association
B. Consumer Council of Zimbabwe
C. Confederation of Zimbabwean Industries
D. Zimbabwe Human Rights Lawyers
4. ____________ is a right of a consumer.
A. Being sold goods with unfair weight B. Hygienic and healthy product
C. Badly packaged goods D. Bad advertising strategies
5. __________ is not the importance of consumer rights.
A. Protecting the consumer from life threatening products
B. Ensuring that the customer is not overcharged
C. Increasing oppression of the customer
D. Ensure that products on the market are of expected standards
75
Activity 1
In groups, discuss the problems caused by shortage of shelter.
Exercise 1

1. A person without shelter is called a patient.
2. Shelter shortage results in the increase of health problems like cancer and sexually
transmitted infections.
3. Shelter shortage results in youth suffering from psychological symptoms like violence.
4. Shelter shortage decreases crimes such as theft, murder and kidnapping.
5. Shelter shortage does not result in the development of shanty towns or squatter camps.
Solutions to shelter shortage

Shelter shortage can be minimised through
a number of ways which include making
of housing cooperatives, constructing of
cheaper and affordable houses, construction
of skyscrapers as well as offering financial
support at low interest rate to build houses.
These solutions include the following:
• Housing cooperatives offers a
solution to shelter shortages. They
help in obtaining land for construction
purposes as well as helping with
construction material for example
Joshua Nkomo Housing cooperative in Houses being built for a cooperative
Harare.
• Cheaper and affordable houses should be provided to low income earners. For
example, the Hlalani Kuhle programme launched in early 2000 in Zimbabwe offered
cheap and affordable houses.
• Construction of flats or sky scrappers reduces demand for land for constructing houses
by many people.
• Mortgages should be affordable: banks should offer loans with low interest rates
which ensure that those who borrow money for building shelter would afford.
• Building society like CABS should offer cheaper housing programmes.
• Development of small towns is another way of solving shelter problems in large urban
areas.
Activity 2
In groups, discuss the solutions to shelter shortage.
78
Unit PROBLEMS AND SOLUTIONS
TO SHORTAGES OF SHELTER
18
Unit Objectives
(a) identify problems related to shelter.
(b) suggest possible solutions to shortage of shelter.
Looking Back
In grade six, you looked at the development of settlements in Zimbabwe like villages, rural
services centres, growth points and cities. In this grade, you will learn on the problems related
to shelter as well as possible solutions to the shelter shortage in Zimbabwe.
Key Words
Shelter – places where people get protection from the sun, rainfall and wind. It is
one of the basic needs of every human being.
Problems of shelter shortage

Shelter refers to places where people get protection from the sun, rainfall and wind. It is
one of the basic needs of every human being. Without shelter, one is often regarded as
homeless. Shortage of shelter is one of the common things in the contemporary society and
this has created numerous problems which include the following:
• increase of health problems like cancer and sexually transmitted infections. One of
these reasons is that the homeless have difficulty accessing hospitals and health
services. Other reason is that they do not care about their personal hygiene.
• shelter shortage results in youth suffering from psychological symptoms such as
depression, anxiety and behavioural disorders at high rates. One of them is violence.
• increase in crimes such as theft, murder and kidnapping. This is caused by shelter
shortage.
• development of shanty towns or squatter camps.
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9. Shortage of land for constructing shelter is solved by ___________.
A. construction of shelter on graves
B. banning people in the area
C. construction of sky scrappers
D. forming housing cooperatives
10. The main purpose of housing cooperatives is to _______.
A. help one another is getting land for constructing shelter
B. fight land barons
C. stop city council from collecting rates
D. give people plans
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Exercise 2
1. What is shelter?
2. Give two examples of shelter.
3. State any three problems of shelter shortage.
4. Give two possible solutions to shelter shortage.
5. Suggest challenges faced in dealing with shelter shortage.
• Shelter refers to places where people get protection from the sun, rainfall and wind.
• Shelter is one of the basic needs of every human being.
• Lack of shelter leads to increase in crimes.
• Housing cooperatives offers a solution to shelter shortages.

1. ________ is not an example of a form of shelter.
A. Tree shade B. Houses C. Igloos D. Tents
2. ___________ causes people to be homeless.
A. Lack of financial resources B. Government
C. Land lords D. Town council
3. _________ is a problem of shelter shortage.
A. Increase in population B. Urbanisation
C. Technology D. Development of squatter camps
4. __________ is a result of shelter shortage.
A. Increase in crimes
B. Improvement of living standards
C. Improvement in hygienic practices
D. Unemployment
5. _________ is a solution to shelter shortage.
A. Chasing away people
B. Destruction of squatter camps
C. Construction of affordable and cheaper houses
D. Use of family planning methods
6. ___________ is a loan facility given by banks to construct houses.
A. Mortgages B. Interests
C. Personal loans D. Banking services
7. Which bank is a building society which deals with shelter problems?
A. ZIMBANK B. CBZ C. CABS D. Standard Chartered
8. _________ is a housing programme for low income earners introduced in 2000.
A. Operation Restore Order B. Hlalani Kuhle
C. Murambatsvina D. Fast-track land reform programme
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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. Soil 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?
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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
Unit WAYS OF ACQUIRING
ACCOMODATION
20
Unit Objectives
(a) identify different ways of acquiring accommodation.
Looking Back
Every human being has a right to decent accommodation. However, acquiring
accommodation is done in many different ways. In this unit, you will focus on way of
acquiring accommodation which include renting a house, buying a house, constructing a
house as well as inheriting a house.
Key Words
Accommodation – shelter in which people live in.

Deeds – a document which shows legal ownership of property.
Different ways of acquiring accommodation

Accommodation is a place where people reside. There are many ways of acquiring
accommodation which include renting a house, buying a house, constructing a house as
well as inheriting a house. Acquiring accommodation has an advantage of having descent
living, avoidance of being a squatter as well as protection from bad weather and diseases.
Renting
This is whereby a person pays rental fees at the end of the month for staying at house. A
person who rents a house is known as a tenant while the owner of the house is the landlord.
The tenant has to adhere to renting rules and when a landlord feels he no longer need the
tenant he gives a notice.
Buying: title deeds
An accommodation is acquired through buying a house. When buying a house, there are
several types of title deeds which include deed of grant, full title deed, cession and sectional
title deed that reflect ownership of accommodation. All the land in Zimbabwe belong to the
state before it is passed on to private ownership.
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• Weather influence siting and designing of shelter.

• Areas with weak soils require a strong foundation.
• The availability of building material such poles, thatching grass and rocks influence
siting and designing of shelter.
• Shelter is also built in areas where there is good communication and road network.

1. The siting of the Tonga hut has been influenced by __________.
A. weather conditions B. relief
C. economic factors D. availability of building material
2. ________ is a factor which is considered when constructing a house in urban areas.
A. Poverty B. By-laws C. Chiefs D. Weather condition
3. A low lying area requires shelter with __________.
A. deep foundation B. shallow foundation
C. no windows D. no locks
4. The designing of an igloos has been influenced by ________.
A. weather conditions B. availability of building material
C. social factors D. political factors.
5. ______ is a form of accommodation in desert areas.
A. Igloos B. Tent C. Cave D. Tonga hut
1. What is a site?
2. State two factors which influence the siting of shelter.
3. Identify two factors which influence the designing of a house.
4. Give two examples of shelter that have been influenced by weather.
5. What material is used to build igloos?
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1. ________ is not a way of acquiring accommodation.
A. Renting a house B. Buying a house
C. Constructing a house D. Staying with a relative
2. _________ is a person who rents a house.
A. Tenant B. Landlord C. Land baron D. Refuse collector
3. _________ is a title deed used by land developers.
A. Full title deed B. Cession C. Deed of grant D. Sectional title deed
4. _________ is a deed which offers exclusive ownership of property to the person.
A. Deed of grant B. Full title deed C. Cession D. Sectional title deed
5. _________ is required when constructing your own house.
A. Permission from council B. Money
C. Following by-laws D. Plan
1. State two ways of acquiring accommodation.
2. A person who rents a house is called_______.
3. Identify two title deeds that are given when buying accommodation.
4. Who gives land for building accommodation in towns?
5. What is two advantages of acquiring accommodation?
86
A Deed of Grant: simply means the granting of state land to an individual or company as the
first title. This is the title that some land developers use when they sell stands after developing
the piece of land, purchasers will then be entitled to apply for full title deeds subject to certain
conditions being met. If the developer or beneficiary fails to meet obligations of the grant,
the land may revert back to the state whereupon it may be granted to another beneficiary.
A full title: deed is given by the deeds office which offers exclusive ownership of property
to the person.
A cession title: deed is when there is ceding of property by written agreement or treaty
with the purchaser getting immediate rights on the property. It literally means handing over
property ownership to another person and this can happen in the event the family decides
to sell land or property to another person.
Sectional title deeds: are used in properties located in urban areas. It allows the owner of
land to register against the title deed to the land where he wishes to transfer an undivided
share in the property which will be coupled with an exclusive right of occupation.
Construction of own accommodation
This is whereby one acquires land from council authorities. He or she will be given title deeds
by the council and construction of own accommodation is done following council by-laws. In
rural areas construction of own accommodation is done following indigenous laws.
Inheritance
Inheritance only occurs when someone dies. A heir assumes ownership of the
accommodation.
Activity 1
In your groups, discuss different ways of acquiring accommodation.
Exercise 1
1. State two ways of acquiring accommodation.

2. A person who rents a house is called_______.
3. Identify two title deeds that are given when buying accommodation.
4. Who gives land for building accommodation in towns?
5. What is the advantage of acquiring accommodation?
• Accommodation is a place where people reside.

• Acquiring accommodation has an advantage of having descent living, avoidance of
being a squatter as well as protection from bad weather and diseases.
• A Deed of Grant simply means the granting of state land to an individual or company
as the first title.
• Sectional title deeds are used in properties located in urban areas.
85
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.
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Topic
6
SOCIAL SERVICES AND
VOLUNTEERISM
Topic Introduction
Social services are there to make sure that people have a better living standards. These
services are offered and are paid for while others are given free of charge. Today there
are social services providers whose main objective is to uplift the standard of life for the
marginalised and vulnerable groups of people in society like widows, orphans, elderly and
those living with a chronic health conditions. This topic seek to identify prominent people
involved in voluntary work, explain the role of voluntary organisation in Zimbabwe, highlight
the challenges caused by some voluntary organisations, suggest ways of mitigating the
challenges as well as performing voluntary work.
87
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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He started to take ex-blind beggars to his house where he assisted them with material
needs. Jairos Jiri was given land to build shelter for helping the disadvantaged in Bulawayo
and Harare where he assisted people living with disabilities. At the time of his death, the
association which Mr Jiri founded, had grown from 1 centre in 1950 to 16 centers across the
country.
2. Matthew Rusike
Reverend Matthew Jacha Rusike worked in voluntary work to assist the less privileged
children through the establishment of a residential care facility for orphaned and vulnerable
children in Epworth in Harare in 1960. He registered the African Children’s Home which was
later changed to Matthew Rusike Children’s Home after his death.
Today Matthew Rusike Children’s Home (MRCH) has developed into one of the largest child
welfare organisation in Zimbabwe, caring for over six thousand and ninety-two children
in its Residential and Community Based Orphan Care Schemes and employing a staff
compliment of 50 in its childcare services. The MRCH has decentralised its childcare projects
to other districts and circuits by establishing home and community-based care initiatives in
these areas. The organisation is also setting up and running Community Resource Centre
for Children in need of care.
3. Mother Teresa
Mother Teresa whose original name is Agnes was the founder
of the Order of the Missionaries of Charity. She was a Catholic
nun born on August 26, 1910 in Macedonia to parents of
Albanian-descent who established a hospice; centers for the
blind, aged and disabled; and a leper colony.
She worked in India from 1931 where she was involved in
charity work. She established an open-air school and a home
for the dying destitutes in a dilapidated building. Between
1950 and 1960 Mother Teresa established a leper colony,
an orphanage, a nursing home, a family clinic and a string
of mobile health clinics. All this was done to help the under Mother Teresa
privileged in society.
4. Florence Nightingale
Florence Nightingale was born in Florence, Italy, on May 12,
1820. Nightingale was active in philanthropy, ministering to
the ill and poor people in the village neighbouring her family’s
estate. Nightingale eventually came to the conclusion that
nursing was her calling as she helped the poor. She volunteered
at a Middlesex hospital around this time, grappling with a
cholera outbreak and unsanitary conditions conducive to the
rapid spread of the disease in the early 1950s.
Nightingale made it her mission to improve hygiene practices,
significantly lowering the death rate at the hospital in the Florence Nightingale
process. She assisted a lot during the Crimean War by
89
Unit VOLUNTARY AND HUMANITARIAN
ORGANISATIONS IN ZIMBABWE
22
Unit Objectives
(a) explain the role of voluntary organisations in the country.
(b) highlight the challenges caused by some voluntary organisations.
(c) suggest ways of mitigating the challenges.
Looking Back
In the previous grade, you learnt about government departments and institutions which
assist vulnerable groups of people in Zimbabwean society. In this grade, you will focus on
the role of various voluntary organisations in Zimbabwe as well as the challenges caused by
some voluntary organisations and ways of mitigating these challenges.
Key Words
Voluntary organisation – non-profit making institutions which assist the vulnerable

groups.
Humanitarian organisations – institutions which helps people in problems like hunger,
drought, disaster and war situation.
Roles of voluntary and humanitarian organisations

There are over 1,000 non-governmental organisations (NGOs) working in Zimbabwe in
areas such as humanitarian aid, service organisations and political governance. There are
three organisational types that define NGOs in Zimbabwe namely the Private Voluntary
Organisations (PVOs), Trusts and Common Law Universitas.
The Private Voluntary Organisations are registered under the Private and Voluntary
Organisations Act through the Department of Social Welfare under the Ministry of Labour
and Social Services. These are mandated under the law to conduct humanitarian work,
charity, human rights work and legal aid for the benefit of the public, families, individuals
and animals. Roles of the voluntary organisations in Zimbabwe include the following:
• they provide care for children like orphans and the homeless. For example, Matthew
Rusike Children’s Home and Chinyaradzo Children’s Home.
92
8. ___________ was not established by Mother Theresa to assist the needy in society.
A. Leper colony B. An orphanage C. Nursing home D. An old people’s home
9. Where did Florence Nightingale engage in volunteerism?
A. Crimean B. Zimbabwe C. Britain D. Italy
10. __________ is not a volunteering work of Florence Nightingale.
A. Assisting british soldiers with bandages and soap
B. Treatment of soldiers
C. Assisting widows
D. Provision of sanitary ware
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Activity 2
In pairs, suggest solutions to challenges posed by voluntary organisations.
Exercise 2
1. What is a challenge?
2. State any two challenges caused by voluntary organisations.
3. State the act which regulates the conduct of voluntary organisations.
4. Suggest two solutions to the challenges caused voluntary organisations.
• There are three organisational types.

• The Private Voluntary Organisations are registered under the Private and Voluntary
Organisations Act through the Department of Social Welfare under the Ministry of
Labour and Social Services.
• A challenge is a problem encountered in doing something.
• Income-generating projects should be done to promote the welfare of those who rely
much on voluntary organisations.

1. Which ministry is responsible for overseeing the conduct and registration of voluntary
organisations?
A. Ministry of Health and Child Welfare
B. Ministry of legal and Parliamentary Affairs
C. Ministry of Labour and Social Welfare
D. Ministry of Home Affairs
2. ______ is a law which govern the conduct of voluntary organisations.
A. Gender Act
B. Education Act
C. POSA
D. The Private and Voluntary Organisations Act
3. _______ 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
4. ________ is a voluntary organisation which deals with HIV-AIDS patients.
A. HelpAge Zimbabwe B. Jairos Jiri
C. FACT D. Matthew Rusike Children’s home
5. ________ is a voluntary organisation which deals with vulnerable children.
A HelpAge Zimbabwe B. Jairos Jiri
C. FACT D. Matthew Rusike Children’s Home
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• provides care for the elderly. For example, HelpAge Zimbabwe.
• responsibility towards underprivileged like orphans, destitutes, widows are assisted
by Regai Dzive Shiri.
• assist in community projects: for example, the World Vision in constructing schools
and drilling boreholes.
• educating the underprivileged by paying fees. For example, Rudo and Regai Dzive Shiri
helps primary and secondary school pupils with school fees. Higher Life Foundation
also help in educating the underprivileged in society.
• support disaster victims. For example, the Red Cross helps people during the time of
floods as well as emergencies like bus accidents.
Activity 1
In groups, discuss the role of voluntary organisations in Zimbabwe. Present your findings to
the class.
Exercise 1
1. What is a voluntary organisation?

2. State three types of non-governmental organisations which assist vulnerable people in
society.
3. State any two voluntary organisations in Zimbabwe.
Challenges caused by some voluntary organisations

A challenge is problem encountered in doing something. In this case, challenges are problems
caused by voluntary organisations in areas where they work and in people who receive
support from these organisations. Below are some of the noted challenges.
• Dependence syndrome is a challenge that is brought by some voluntary organisations.
People will become over reliant on voluntary organisations instead of working for
themselves.
• They indoctrinate indigenous people with western cultures. Some voluntary
organisations which receive foreign funding end up diluting indigenous culture.
• Creation of conflicts. For example, those that work with human rights issues may
encourage those who are discontent to demonstrate and thereby creating conflict
under the guise of human rights of demonstrating.
Solutions to the challenges caused by voluntary organisations
• Income generating projects should be done to promote the welfare of those who rely
much on voluntary organisations.
• Laws which regulates the operations of voluntary organisations. In Zimbabwe there
is a Private and Voluntary Organisation Act which regulates the conduct of these
organisations.
• Formal registration of organisations. In Zimbabwe, they are registered by the Ministry
of Labour and Social Welfare.
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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
1. What is a voluntary organisation?
2. Name three types of non-governmental organisations which assist vulnerable people in
society.
3. List any three voluntary organisations in Zimbabwe.
4. State any two challenges caused by voluntary organisations.
5. Suggest two solutions to the challenges caused voluntary organisations.
95
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
98
Orphans and street kids: visit orphans and street kids in your area. Give them food and
clothes as part of voluntary work.
Elderly: these need food, clothes and shelter. Give them material support which they need
as part of social and voluntary work.
Activity 1
In pairs, outline the challenges caused by voluntary organisations.
Exercise 1
1. What is voluntary work?

2. State any two forms of voluntary work.
3. Identify two examples of voluntary work.
4. State the benefit of engaging in voluntary work.
• In your community there are many vulnerable groups that live at designated centres
while others live with you in your neighbourhood.
• You can donate to the less privileged groups.

1. _________ is group of people in needy of voluntary work.
A. School children B. Parents C. Teachers D. Elderly work
2. ________ refers to work done for none monetary gains to help the vulnerable.
A. Humanitarian work B. Praying
C. Voluntary work D. Social work
3. PLWHA is an abbreviation for __________.
A. people living with health ability
B. polite living with HIV-AIDS
C. people living with HIV-AIDS
D. persons love world with HIV-AIDS
4. __________ is a voluntary work offered to the people living with disability.
A. Provision of anti-retroviral drugs B. Provision of wheelchairs
C. Laughing D. Discrimination
5. ____________ is a voluntary work given to orphans.
A. Provision of food B. Provision of wheel chairs
C. Provision of anti-retroviral drugs D. Provision of love
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30. The siting of the igloos has been influenced by __________.
A. weather conditions B. relief
C. economic factors D. availability of building material
31. The designing of an igloos has been influenced by __________.
A. weather conditions B. availability of building material
C. social factors D. political factors.
32. ______ is a form of accommodation in desert areas.
A. Igloos B. Tent C. Cave D. Tonga hut
33. ________ is not a way of acquiring accommodation.
A. Renting a house B. Buying a house
C. Constructing a house D. Staying with a relative
34. _________ is a person who rents a house.
A. Tenant B. Landlord C. Land baron D. Refuse collector
35. _________ is a title deed used by land developers.
A. Full title deed B. Cession C. Deed of grant D. Sectional title deed
36. _________ is a deed which offers exclusive ownership of property to the person.
A. Deed of grant B. Full title deed C. Cession D. sectional title deeds
37. _________ is a person who inherits accommodation during inheritance.
A. Landlord B. Tenant C. Heir D. Title deed
38. __________ is not a vulnerable group which needs social services.
A. Widows B. Orphans C. Elderly D. Teacher
39. _________ is a prominent person involved in volunteerism in Zimbabwe.
A. Jairos Jiri B. Mother Theresa C. Desmond Tutu D. Florence Nightingale
40. Jairos Jiri assisted which vulnerable group in society?
A. Children B. Women C. Widows D. The disabled
41. Matthew Rusike is known for assisting __________.
A. widows B. orphaned and vulnerable children
C. elderly D. the disabled
42. ___________ 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
43. ______ is the original name for Mother Teresa.
A. Nun B. Agnes C. Florence D. Mary
44. ___________ was not established by Mother Teresa to assist the needy in society.
A. Leper colony B. An orphanage
C. An old people’s home D. Nursing home
45. __________ is not a volunteering work of Florence Nightingale.
A. Assisting British soldiers with bandages and soap
B. Treatment of soldiers
C. Assisting widows
D. Provision of sanitary ware
46. Which ministry is responsible for overseeing the conduct and registration of voluntary
organisations?
A. Ministry of Health and Child Welfare B. Ministry of Legal and Parliamentary Affairs
C. Ministry of Labour and Social Welfare D. Ministry of Home Affairs
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15. _________ is not a feature of gender equity.
A. Provision of resources to women B. Giving women leadership positions
C. Use of inclusive language D. Promoting gender stereotypes
16. The land that is given to women in indigenous society to promote their welfare in family
is called _______.
A. gombo B. tseu C. doro D. rukangararwe
17. Consumer rights seek to protect a customer from _______.
A. unfair price increases B. bad weather
C. using supermarkets D. using plastic money
18. _______ deals with consumer protection rights in Zimbabwe.
A. Zimbabwe Retailers Association
B. Consumer Council of Zimbabwe
C. Confederation of Zimbabwean Industries
D. Zimbabwe Human Rights Lawyers.
19. ____________ is a right of a consumer.
A. Being sold goods with unfair weight B. Hygienic and healthy product
C. Badly packaged goods D. Bad advertising strategies
20. ________ is not an example of a form of shelter.
A. Tree shade B. Houses C. Igloos D. Tents
21. ___________ causes people to be homeless.
A. Lack of financial resources B. Government
C. Landlords D. Town council
22. _________ is a problem of shelter shortage.
A. Increase in population B. Urbanisation
C. Technology D. Development of squatter camps
23. __________ is a result of shelter shortage.
A. Increase in crimes B. Improvement of living standards
C. Improvement in hygienic practices D. Unemployment
24. _________ is a person without shelter.
A. Blind B. Destitute C. Musician D. Orphan
25. _________ is a solution to shelter shortage.
A. Chasing away people
B. Destruction of squatter camps
C. Construction of affordable and cheaper houses
D. Use of family planning methods
26. ___________ is a loan facility given by banks to construct houses.
A. Mortgages B. Interests C. Personal loans D. Banking services
27. Which bank is a building society which deals with shelter problems?
A. ZIMBANK B. CBZ C. CABS D. Standard Chartered
28. _________ is a housing programme for low income earners introduced in 2000.
A. Operation Restore Legacy B. Hlalani kuhle
C. Murambatsvina D. Fast-track land reform programme.
29. Shortage of land for constructing shelter is solved by ___________.
A. construction of shelter on graves B. banning people in the area
C. construction of sky scrappers D. forming housing cooperatives
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Paper 2
1. What is an electoral process? [1]
2. Give two reasons for a by-election. [1]
3. Who runs the electoral processes in Zimbabwe? [1]
4. What is a property? [1]
5. State any two properties. [2]
6. State three documents that shows property ownership. [1]
7. What is a patent right? [1]
8. What is the importance of intellectual property? [1]
9. State any three ways of animal branding? [1]
10. Who inherits property in Zimbabwe? [1]
11. State two ways of promoting gender equity. [2]
12. Which organisation fights for consumer rights in Zimbabwe? [1]
13. Give two examples of shelter. [2]
14. State any three problems of shelter shortage. [3]
15. State three factors which influence the siting and designing of shelter. [3]
16. Give two example of shelter design that have been influenced by weather. [1]
17. State two ways of acquiring accommodation. [1]
18. State the role played by Jairos Jiri in voluntary services. [1]
19. State any three other people who were involved in voluntary services besides Jairos Jiri.
[3]
20. What is the importance of voluntary service? [1]
21. State any role of a voluntary organisation of your choice. [1]

1. (a) What is an election? [1]
(b) Name the body that oversees the running of elections in Zimbabwe. [1]
(c) State one election that is conducted in Zimbabwe. [1]
(d) Give one reason for a by-election. [1]
(e) State any electoral processes in Zimbabwe. [1]
2. (a) What is inheritance? [1]
(b) Who handles inheritance issues in Zimbabwe? [1]
(c) State one institution which facilitates inheritance in Zimbabwe. [1]
(d) State one feature of a will. [1]
(e) What is heirship? [1]
3. (a) What is gender? [1]
(b) Define gender equity. [1]
(c) State one indigenous institution that promotes gender equity. [1]
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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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Topic
7
NATURAL HERITAGE, PRODUCTION,
DISTRIBUTION AND CONSUMPTION OF
GOODS AND SERVICES
Topic Introduction
This topic looks at natural heritage, production, distribution and consumption of goods and
services. It is important to note that Zimbabwe as a nation has some strategic reserves
institutions. There different storage facilities in Zimbabwe which we will look at, these include
silos, warehouses, tanks and dams. We will also look at indigenous ways of preserving food.
104
(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]
103
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
106
Unit NATIONAL STRATEGIC
RESERVES
24
Unit Objectives
(a) identify national strategic reserves.
(b) explain the role of national strategic reserves institutions in Zimbabwe.
Looking Back
There are important national strategic reserves which are vital in storing food, water, fuel,
money and electricity. It is the thrust of this unit to look at the national strategic reserves
such as Zimbabwe Electricity and Transmission and Distribution Company (ZETDC), Reserve
Bank of Zimbabwe (RBZ), Zimbabwe National Water Authority (ZINWA), Grain Marketing
Board (GMB) and National Parks and Wildlife Management Authority (NPWM).
Key Words
National strategic reserve institutions – large organisations for the country set up to do
something for the people.
National strategic reserve institutions

National strategic reserve institutions refers to large organisations for the country set up to
do something for the people. They are used to store and distribute essential services and
goods to the people. Some of the national strategic reserves include Zimbabwe Electricity
Transmission and Distribution Company (ZETDC), Reserve Bank of Zimbabwe (RBZ),
Zimbabwe National Water Authority (ZINWA), Grain Marketing Board (GMB) and National
Parks and Wildlife Management Authority (NPWM).
1. Zimbabwe Electricity Transmission and Distribution Company (ZETDC)
The Zimbabwe Electricity Transmission and Distribution Company (ZETDC) is a subsidiary
of ZESA Holdings. ZETDC is responsible for the transmission of electricity from the power
stations, the distribution of electricity as well as its retailing to end users. In the event of
power shortages the institution conducts loadshedding so that the country does not run of
electricity. It also imports electricity from other nations like Mozambique, Zambia and South
Africa.
105
• 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
C. Zimbabwe Electronic Transmission and Distribution Company
D. Zimbabwe Electronic Transfer and Distribution Company
4. __________ 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
5. ___________ 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
4. Grain Marketing Board (GMB)

The Grain Marketing Board (GMB) is a state-owned commodity trading enterprise that deals
with the storage and selling of cereals and oil seeds, the provision of logistic services to the
agricultural industry as well as processing of products.
The main role of GMB is to ensure national food security through production, procurement
and management of cereals. It keeps these cereals like maize, beans, millet, rapoko and rice
in the country’s reserves and ensures food security for the country.
5. National Parks and Wildlife Management Authority (NPWM)
The National Parks and Wildlife Management Authority (NPWM) is responsible for
conserving Zimbabwe’s wildlife and wilderness resources in national parks, protected areas
and on other state-owned land.
Examples of national parks that are preserved by the National Parks and Wildlife
Management Authority are Lake Kariba, Mana Pools, Matusadona, Chizarira, Hwange,
Victoria Falls, Zambezi National Park, Gonarenzou and Lake Kyle. It preserves wild life by
preventing poaching of animals especially of endangered species like rhinos, elephants,
giraffes and pangolins. They also manage fire from destroying forests and animals. It
preserves the natural heritage of Zimbabwe for the benefit of future generations.
Activity 2
Conduct an educational tour to a national strategic institution of your choice.
Exercise 2
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.
107
cement, carbon black, woodchips, food products and sawdust. There are three types of silos
that are common today which include tower silos, bunker silos and bag silos.
The Grain Marketing Board in Zimbabwe owns silos which are used as a country’s reserve
for grain. Some of the grains that are stored in silos include maize, beans, millet, rapoko and
rice. In the silos, grain is protected from moisture as well as pests like weevils.
(b) Warehouses
These are storage facilities for manufacturers
and retailers. There are three types of
warehouses which include manufacturers’
warehouse, wholesaler’s warehouse and
bonded warehouse. For a manufacturer, a
warehouse is used for storing raw materials
as well as finished products. A wholesaler’s
warehouse is used to store different
commodities that are obtained from different
manufacturers.
Warehouse
A wholesaler’s warehouse can be used
for branding, grading of products according to quality as well as repackaging. The last
warehouse is the bonded warehouse that is used to store goods before payment of import
duties or re-export. Products in this warehouse can be graded, sorted, bottled or packaged.
3. Tanks
Tanks are used to store petroleum like
petrol, diesel and paraffin as well as gases.
The National Oil Company of Zimbabwe
(NOCZIM) stores fuel for the whole nation in
tanks and it will be distributed to suppliers of
fuel like Zuva, Engen and Total. Fuel suppliers
also store their products in tanks for selling
purposes. Some tanks are constructed
underground while others are on the surface.
Fuel tanks
4. Dams
A dam is a huge inland water body that is created by human beings for water storage.
During the rain season, water from rivers and other sources is stored in the dam for future
use. There are several prominent dams used for storing water for domestic and industrial
use in Zimbabwe.
Dam City/town Supplied Use

Lake Kyle Masvingo Domestic use
Bangala Dam Chiredzi Domestic and agricultural use
lake Chivero Harare and Chitungwiza Domestic and industrial use
Kariba Dam Kariba Electricity generation/domestic use
110
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
109
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
Activity 1
In groups, discuss storage facilities and strategies.
Exercise 1
1. What is a storage facility?

2. State any three storage facilities.
3. Why do people need storage facilities?
4. State two goods that are stored in silos.
Marketing institutions
Marketing refers to the activities by which goods are supplied, advertised and sold to buyers.
The supermarket and the departmental stores are used for supplying and selling goods to
many buyers.
(a) Supermarkets
A supermarket is a large retailing shop where goods are displayed in such a way that buyers
select products for themselves. This implies that a supermarket is a large retailing business
unit, selling mainly food and groceries on the basis of the low marginal gain.
Some of the examples of supermarkets in Zimbabwe are Pick n’Pay, OK and Spar. They have
a wide variety and varied assortment of goods. It lays emphasis on self-service since goods
will be on the shelves. Some of the features of a supermarket include the following:
• it operates on self-service basis.
• prices are comparatively lower.
• credits are not extended to customers.
• it offers large varieties of goods.
• the profit margin is lower.
• customer service is minimum.
• sales are not compelled.
• neat display of goods is quite attractive.
(b) Departmental store
A departmental store may be described as a large retail organisation having a number of
departments in the same building under centralised control. For example, Born Marche and
OK Mart are departmental stores. A departmental store offers the widest possible range of
goods and services at one place. It aims at providing convenience in shopping. Key features
of a departmental store include the following:
• they deal in different variety of products; say from needle to a car which can be
purchased at one place.
• there are various departments operating under one roof and each department
specialises in particular type of trade.
• all the departments operate under the centralised control and management.
• their operational expenses are very high.
111
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. Food 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
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
10. __________ is not a feature of a departmental store.
A. They deal in different variety of products
B. There are various departments operating under one roof
C. Operational expenses are very high
D. It has one till operator
113
Dried meat (biltong)
Vegetables are prepared, parboiled and sundried for some days, depending on the intensity
of the insolation. The vegetables are stored in bags and pots among others to maintain
flavour and kept for a period of a year. These dried vegetables are known as mufushwa.
2. Leaving covers
Leaving beans with covers, such as cowpeas (nyemba), beans and Bambara groundnuts
are left with covers, stored in sacks, clay pots and drums and they last for one to two years.
3. Smoked coating
Millet and sorghum seeds tassels are cut, dried and smoked coated and simply hung in
kitchen until the next planting season. Smoke produces a bitter taste, which deters pests.
4. Shade preservation
Melon, pumpkin and bottle gourd fruit varieties are preserved under shade in granaries or
grain bans. Watermelons are seasonal and need to be used immediately. Pumpkins last
from six to twelve months while other melon varieties can go up to the next season. If melons
are left under the sun, they rot or turn bad and are then not edible.
5. Salt the food
This method or preservation technique is based on presenting a food product to the action of
the salt or by diffusion directly on the surface of the food (dry) or by immersing the product in
a saline solution. This process can block microbial growth. This technique is used to preserve
meat and fish. It is used to prepare biltong.
6. Storing underground
This is a method that is used on sweet potatoes in winter after harvesting for future use. A
hole (pfimbi) is dug and sweet potatoes are put inside. This prevents the tubers from wilting,
rotting as well as maintaining its shape and test.
Activity 2
In groups, compare contemporary and indigenous ways of preserving food.
116
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
1. _________ is not a contemporary way of preserving food.
A. Use of food additives B. Drying
C. Ash mixing D. Smoked coating
2. Pasteurisation is used to preserve _________.
A. grain B. meat C. milk D. fruits
3. Drying is an indigenous way of preserving _______.
A. milk B. vegetables C. pumpkins D. sweet potatoes
4. _________ is not an advantage of using indigenous way of preserving food.
A. It is cheaper in terms of time and labour
B. It is safe
C. It is reliable
D. It is costly
5. _________ is the importance of food preservation.
A. Increases the food supply B. Increases the wastage of food
C. It makes food cheaper to obtain D. It reduces nutrients content of food
1. State one contemporary way of preserving food.
2. Give one example of food that can be preserved through indigenous ways.
3. State any two indigenous ways of preserving food.
4. State one suitable way of preserving sweet potatoes.
118
Exercise 2
1. What is food preservation?

2. Give two examples of food that can be preserved through indigenous ways.
3. State any two indigenous ways of preserving food.
4. State one suitable way of preserving sweet potatoes.
Importance of preserving food

• Food preservation adds variety to the food. For example, in the absence of fresh
vegetables during the hot summer months, dried vegetables (mufushwa) may be
made use of.
• Food preservation increases the shelf life of food. Nyii, ipwa and other fruits and
vegetables may be preserved by different methods for long periods of time.
• Food preservation increases the food supply. For example, in the winter season when
sweet potatoes are not available they are always in supply.
• Food preservation decreases the wastage of food. Excess foods which would have
otherwise been wasted, when processed and preserved add to the existing supplies,
thus also decreasing the wastage of food.
• Food preservation decreases dietary inadequacies. Variety in diet is brought about
with the help of preserved foods. For example, Munyevhi does not grow as vegetables
during dry season.
Activity 3
In groups, list the importance of preserving food.
Exercise 3

1. Food preservation does not add variety to the food.
2. Food preservation increases the shelf life of food.
3. Food preservation decreases the food supply.
4. Food preservation decreases the wastage of food.
5. Food preservation decreases dietary inadequacies.
• Preserving food is important for securing food during off-seasons as well as preventing
food from getting rotten.
• Refrigerators are used to preserve food by reducing bacteria and fungi through cold.
• There are indigenous ways of preserving food that have been used from long ago
using the indigenous knowledge systems.
• Food preservation adds variety to the food.
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FACTORS THAT INFLUENCE CHOICE
Unit OF MODE OF TRANSPORT AND
27
COMMUNICATION
Unit Objectives
(a) explain factors that influence the choice of the mode of transport and communication.
Looking Back
In the previous grades, you learnt about importance of transport, communication and ICT’s. In
this grade, you will learn about the factors that influence the choice of the mode of transport
and communication. This is important in making transporting goods and services effective.
Key Words
Transport – the movement of goods and services.

Communication – the exchange of information.
Factors that affect choice of modes of transport and communication

There are so many factors when choosing a mode of transport to ensure the movement of
goods and services. These factors include:
1. The type of goods to be carried: for example, bulky goods like coal and grain require
rail transport while perishable goods like milk and tomatoes require a quick and fast
transport like air transport over long distance.
2. The quantity of goods and services to be delivered: is another important factor. For
example, small quantities of goods like bread is carried by small vehicles while large
quantities like grain require heavy vehicles.
3. Distance: is also another factor that is considered when choosing the mode of transport.
For example, a short distance require road transport while a long international journey
require air transport or sea transport.
4. The cost of transport: the affordability of transport in terms of costs is considered when
making a selection of the means of transport. For example, air transport is expensive
than road transport over short distance.
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Topic
8
TRANSPORT AND
COMMUNICATION
Topic Introduction
Transport refers to the movement of goods and services. As such transport is important in
industry and trade as it necessitates the movement of goods and services. There are various
means of transport which include rail, road, sea, air and pipelines. Transport is important in
transporting raw materials, carry finished products, expand the market for manufacturing
industry and allow customers to obtain a variety of goods. It is because of this reason that this
unit deals with factors that influence the choice of the mode of transport and communication,
interpret maps and charts for travelling purposes, identify hazards and disasters in the
transport and communication industry, analyse causes and effects of hazards and disasters
in the transport and communication industry and suggest ways of managing hazards and
disasters in the transport and communication industry
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IMPORTANCE OF UP-TO-DATE MAPS
Unit AND CHARTS FOR TRAVELLING
28
PURPOSES
Unit Objectives
(a) interpret maps and charts for travelling purposes.
Looking Back
In the previous grade, you learnt about modes and forms of transport communication. In
this grade, you will learn about the importance of up-to-date maps and charts for travelling
purposes. You will learn how to interpret maps and charts for travelling purposes.
Key Words
Charts – information written or drawn in form of picture or graph which explains

something easily.
Maps – diagrams or drawings which represent the position of something or state
of something.
Travelling – an action of moving from one place to the other.
Importance of maps and charts for travelling purposes

Maps and charts are important for travellers who travel especially to areas where they are
new. Today some use technological gadgets like navigators for travelling purposes which
use geographical information systems (GIS).
• They give proper directions. This limits getting lost on the way as the traveller will
have an up-to-date map and charts.
• They help in the selection of the right mode of transport. For example, if one sees on
the map that he is visiting a rugged and terrain area, he or she may decide to travel
with a van with high clearance.
• They are also important in determining the time that one is going to take when
travelling. The chart and map indicates the number of kilometres to be covered. This
is important in knowing the time to be taken to complete the journey.
• It makes the traveller to make necessary preparations. For example, one will obtain
enough fuel, food and other essential needs needed for the completion of the journey.
This is because maps and charts indicate the type of road to be used.
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5. The type of destination: where goods and services are supposed to be delivered is
another factor to be considered when selecting a mode of transport. For example, when
going to rural areas, only road transport is suitable while going to Britain requires air
transport.
6. Time and efficiency is another factor that is considered: for example, if one wants the
goods to be delivered within the same day within one country, road transport is preferred
than rail transport which takes more time to deliver goods.
Activity 1
In your groups, tabulate factors that influence the choice of a mode of transport and
communication.
Exercise 1
1. What is transport?
2. State any two means of transport?
3. Identify two things that can be carried by transport?
4. Identify factors that are considered when choosing transport.
5. What is the advantages of using road transport over rail transport?
• There are so many factors when choosing a mode of transport to ensure the
movement of goods and services.
• The quantity of goods and services to be delivered is an important factor.
• Distance is considered when choosing the mode of transport.
• Time and efficiency must be considered in terms of transport and communication.

1. _________ is not a means of transport.
A. Rail B. Road C. Underground D. Air
2. __________ is considered when transporting perishable goods.
A. Fastness B. Costs C. Distance D. Quantity
3. Rail transport is considered when goods that are carried are ______.
A. perishable B. bulky C. lighter D. too fragile
4. Which transport is suitable for carrying perishables over short distance?
A. Rail B. Air C. Sea D. Road
5. Which transport is cheaper to carry bulky goods?
A. Air B. Sea C. Rail D. Road
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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
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Activity 1
In pairs, read maps and charts in domestic, regional and international traffic routes.
Exercise 1
1. What is a map?
2. What is a chart?
3. State one technological facility that is used for travelling purposes.
4. Identify the importance of using maps and charts when travelling.
• Maps and charts are important for travellers who travel especially to areas where
they are new.
• The chart and map indicates the number of kilometres to be covered.

1. ________ are used when travelling to areas which you are not familiar with.
A. Maps and charts B. Phones C. Computers D. Walking stick
2. GIS means _________.
A. Geographical Internet System B. Geographical Information Systems
C. Geographical Information Searching D. Geographical Intelligence System
3. _________ is the use of maps and charts when travelling.
A. Giving proper direction B. Selecting suitable type of fuel
C. Giving proper financial resources D. Showing clothes required
4. ________ is the disadvantage of travelling without maps and charts.
A. Getting lost B. Movement is made easier
C. Travelling is prepared well D. Selecting the right mode of transport
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Causes of hazards in the transport and communication industry
Hazards in the transport and communication industry are mainly caused by natural factors,
human error and mechanical faults. Natural factors refers to eventualities like floods, mist
and fog and mass movement which causes accidents in the transport and communication
industry.
The other cause is human error where by drivers and pilots do not follow expected
procedures and rules that govern the use of road and air transport respectively. For
example, overtaking at blind spots, driving whilst being drunk and piloting whilst in stress
causes transport hazards due to human error.
The other cause of hazards in the transport and communication industry is the mechanical
fault. For example, when a car is gutted due to electrical fault on the vehicle or when the
engine of an aeroplane fails while in air. Derailment of trains are also caused by mechanical
faults.
Effects of hazards in the transport and communication industry
1. Loss of human life: is a result of transport and communication hazards and disasters.
Many people are killed due to road carnage or derailment of the train.
2. Economic losses: the country losses money as the money for national development is
redirected towards rehabilitation of areas affected by transport and communication
hazards and disasters.
3. Destruction of infrastructure: bridges, roads and other structures are destroyed leading
to poor infrastructural development.
4. Trauma: is another effect of hazards and disasters associated with transport and
communication. Victims are affected psychologically.
Activity 2
In pairs, debate on the cause of roads accidents and hazards.
Exercise 2
1. What is a hazard?
2. Identify one transport hazard which affects air transport.
3. State two causes of hazards in the transport and communication industry.
4. State any two effect of hazards in the transport and communication industry.
• Hazard means a risk or accident while a disaster is a great misfortune.

• Floods is a hazard that causes loss of life in the transport and communication industry.
• Electrical trains develop faults which result in the burning of property and loss of
human life.
• Hazards in the transport and communication industry are mainly caused by natural
factors, human error and mechanical faults.
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Road carnage: is a disaster in the transport and communication industry often caused by
poor road surfaces, human error due to drunkenness and negligence.
Mist and fogs: this is a natural hazard that causes visibility problems to road users leading
to road accidents.
Derailment: some trains may derail leading to the loss of human life as well as economic
losses. It is usually caused by mechanical faults as well as non-maintenance of the rail way.
Mass movement: is a hazard that is caused
by earthquakes and excessive rains. It can
lead to rock fall and mudflow which affects
the transport and communication industries
by destruction of road surfaces and railway
system.
Electrical faults: electrical trains develop
faults which result in the burning of property
and loss of human life.
Electric fault on a train
Activity 1
In pairs, identify hazards and disasters affecting transport and communication industry.
Exercise 1
1. What is a hazard?
2. List two hazards and disasters associated with transport and communication industry.
3. Name two factors which causes hazards in the transport and communication industry.
4. State one example of a hazard that affects rail transport system.
Prevention of hazards and disasters in the transport and communication

industry
There are several ways of preventing transport hazards like automobile collisions, airplane
accidents, train crashes and other types of transportation accidents.
1. Use of early warning systems: hazards which are caused by natural factors like floods,
mass wasting and mist can be prevented by giving early warning system to transport
users so that they make necessary precautions or shelve the journey for a later date.
2. Constant maintenance of road transport, aeroplane, trains and ships: some disasters
are caused by bad roads and railway lines. There is need to maintain roads and rail way
systems.
3. Use of road worthy vehicles: in Zimbabwe the Vehicle Inspection Department is
responsible for certifying road transport fit to be used by passengers and other stake
holders. The civil aviation authority also ensures that aeroplanes are safe to use for
passengers.
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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.
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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
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Topic
9
WORK AND LEISURE
Topic Introduction
This topic will look at work and leisure. You will look at human capital development in
Zimbabwe. You will learn various careers opportunities which are in Zimbabwe. Self-
reliance refers to the use of one’s own means to survive without depending on others
especially the employer. We will look at various ways of self-reliance. We will also look at
the protection of worker’s rights.
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Activity 1
In groups, prepare and conduct a mock disaster management drill.
Exercise 1
1. What is disaster management?

2. State two disasters which affect the transport and communication industry.
3. List two ways of managing disaster in the transport and communication.
• Safety boards and other agencies should be put in place to analyse and investigate
accidents involving trains, planes and automobiles.
• Training of paramedics who helps disaster victims, fire fighters and health personnel
who deals with managing disaster victims.

1. _______ is the best way of 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
A. Trauma B. Enjoyment
C. Going to various places D. Buying fuel
3. 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
4. _____________ deals with safety of transport users.
A. National foods B. Vehicle Inspection Department
C. National Traffic Council of Zimbabwe D. Municipal police
5. ___________ is responsible for the monitoring and reducing air transport hazards.
A. Civil Aviation Authority B. Vehicle Inspection Department
C. National traffic police D. National Traffic Council of Zimbabwe
6. __________ assist injured disaster victims.
A. Pastors B. President C. Paramedics D. Prophets
7. Causes of transport disasters due to natural hazards are reduced by _________.
A. stopping natural hazards B. use of early warning system
C. putting police on the roads D. construction of fly overs
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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.
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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.
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5. ________ has a career in arts industry.
A. Khama Billiat B. Benjamin Locke C. Vharazipi D. Chief Justice Malaba
6. The role of vocational training centres is to_______.
A. train nurses B. train actors C. impart life skills D. run sport academy
7. _________ is responsible for human capital develop of lawyers.
A. Vocational training centres B. University
C. Teachers’ college D. Polytechnic college
8. _________ is an example of a teachers’ college in Zimbabwe.
A. University of Zimbabwe B. Masvingo Polytechnic College
C. Mulezu Agricultural College D. Mutare Teachers’ college
9. The development of apprenticeship is done by __________.
A. Kushinga Phikhelela
B. Zimdev
C. Ministry of Primary and Secondary Education
D. University of Zimbabwe.
10. ___________ trains nurses in Zimbabwe.
A. Schools
B. Teachers’ colleges
C. Hospitals
D. National University of Science and Technology
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• Teachers’ colleges train people in teaching. Some of these teachers’ colleges are
Bondolfi Teachers’ College, Hillside Teachers College, Mutare Teachers College, Mary
Mount Teachers College and Masvingo Teachers’ College among others.
• Nursing training institutions. These train nurses who are needed in the health sector.
Gutu Mission, Harare Hospital, Parirenyatwa, Mpilo and Masvingo General Hospital
are known for training nurses.
• Zimbabwe Defence Staff College is responsible for the training of army officers in
Zimbabwe.
• Zimdev through the Ministry of Manpower Development is responsible for the
development of apprentice in Zimbabwe which trains boiler makers, fitter and tuners
as well as artisans.
Activity 2
Conduct an educational tour to an institution which develop human resources.
Exercise 2
1. Define human capital development.

2. State any two institutions which train farmers in Zimbabwe
3. Identify two institutions which train teachers in Zimbabwe.
4. Give one example of an institution which trains medical doctors.
5. What is the main role of Vocational Training Centres?
• 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.
• Entrepreneurship is a career opportunity in Zimbabwe where one can start in business.
• Human capital development refers to the training and upgrading of skills which are
needed by the employer.

1. ________ is a career opportunity which require natural talent.
A. Teaching B. Driving C. Nursing D. Soccer player
2. _________ is an example of entrepreneurship.
A. Vending B. Teaching C. Nursing D. Tennis player
3. ________ is a career that is derived from the primary industry.
A. Sole trading B. Nursing C. Farming D. Banking
4. __________ is not a career that is derived from secondary industry.
A. Boiler makers B. Tailors C. Technicians D. Teaching
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and motor mechanics. It is important to create employment to reduce poverty as well as to
find something to do to earn a living.
Activity 1
In pairs, suggest ways of creating employment.
Exercise 1
1. What is self-reliance?
2. State two activities which shows one is self-reliant.
3. What is employment creation?
4. How do people create employment?
5. What are the benefits of employment creation?
Effects of unemployment
• Drug and substance abuse is an effect of unemployment among the youth. This is
because the unemployed will not have anything to occupy them except to engage in
drug and substance abuse.
• Social instability is another effect of unemployment where riots and demonstrations
increase.
• High levels of criminality: robbery, stealing, fraud and murder increase due to
unemployment.
• Mass movement of people to neighbouring countries. In Zimbabwe, many people
have migrated to South Africa because of unemployment. Thus it leads to migration
of people.
• Anti-ethical behaviour like prostitution increases because of unemployment.
• On a positive note, unemployment can lead to innovation and creation of self-reliant
jobs in the society. For example, so many people are involved in vending. Furthermore,
cheap labour is provided due to unemployment.
Ways of being self-reliant
1. Vending: is a practice of buying and selling goods in public and private spaces. For
example, one can buy snacks and sell them for profit-making. This makes a person to be
self-reliant.
2. Farming: can be done to produce products for consumption as well as selling purposes
for survival. The food surplus is sold for the benefit of the family and this makes one to be
self-reliant.
3. Income generating projects: like bee harvesting, poultry, piggery and fishery can make
one self-reliant.
4. Cooperatives: people team up in small numbers to initiate and run projects which make
them to be self-reliant. These cooperatives can either be market gardening, bakery,
clothing and textiles.
136
ENTERPRISE SKILLS/SELF-
Unit RELIANCE AND EMPLOYMENT
32
CREATION
Unit Objectives
(a) explain the concept of self-reliance and employment creation.
(b) discuss the effects of unemployment.
(c) suggest ways of being self-reliant and creating employment.
Looking Back
Many countries are affected by unemployment and there is need for being self-reliant as
well as creating self-employment to survive. This unit deals the concept of self-reliance and
employment creation, effects of unemployment as well as ways of being self-reliant thus
creating employment.
Key Words
Employment creation – ways that one can earn a living without getting a formal job.
Self-reliance – the use of one’s own means to survive without depending on
others especially employer.
Self-reliance and employment creation

Self-reliance refers to the use of one’s own means to survive without depending on others
especially employer. There are so many ways people are surviving without being employed
by others or depending on others for their survival.
Some of the activities which show that one is self-reliant are farming like market gardening
and crop husbandry, small-scale mining, fishing welding, upholstery, carpentry and motor
mechanics.
Employment creation refers to ways that one can earn a living without getting a formal job.
People create or make a living by working for themselves and not for others. This means that
employment creation has a close link with self-reliance.
Employment creation can be done for one’s self and others. This involves farming like market
gardening and crop husbandry, small-scale mining, fishing welding, upholstery, carpentry
135
Unit PROTECTION OF THE
WORKERS’ RIGHTS
33
Unit Objectives
(a) identify workers’ rights.
(b) explain the need for protecting workers’ rights.
(c) state occupational hazards and safety measures.
Looking Back
In the previous grades, you learnt on the occupational safety of a worker. A worker plays
an important role in the development a company. In this unit, the focus is on workers’ rights,
reasons why workers need to be protected as well as occupational hazards and safety
measures.
Key Words
Workers’ rights – entitlements that an employee is supposed to have.

Occupational hazards – something unpleasant that a person experiences or suffers
as a result of doing their job.
Safety measures – ways that are used to prevent occupational hazards in the
working environment.
Workers’ rights
Workers’ rights refers to entitlements that an employee is supposed to have and they are
part of human rights. Human rights are tenets of democracy. It ensures that state and private
employers have better working conditions by offering ordinary leave, compassionate leave,
study leave, maternal leave, paternal leave, allowing collective job action including right to
strike and sit-ins and collective bargaining agreements among others.
In Zimbabwe the Zimbabwe Congress of Trade Union is the main body which represent
workers’ rights. On 1 May every year, workers are recognised on this day known as workers
day which promotes workers’ rights the world over.
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Activity 2
In pairs, find ways of creating employment and present your findings to the class.
Exercise 2
1. What is enterprise?
2. State two examples of self-employment.
3. What causes unemployment?
4. Suggest ways of being self-reliant.
• Self-reliance refers to the use of one’s own means to survive without depending on
others especially employer.
• Employment creation can be done for oneself and others.
• Drug and substance abuse is an effect of unemployment among the youth.
• Farming can be done to produce products for consumption as well as selling purposes
for survival.

1. _____ is not an effect of unemployment.
A. Substance abuse B. Social instability
C. Increase of crimes D. closing of industries
2. ________ is the selling of goods in public and private spaces.
A. Sole trading B. Vending
C. Farming D. Barter trade
3. _______ is a way of being self reliant.
A. Entrepreneurship B. Teaching
C. Nursing D. Working at a farm
4. _______ is an income generating project which promote self-reliance.
A. Playing soccer B. Bee harvesting
C. Teaching D. Nursing
137
of hazardous chemicals that are used in industry that threaten the livelihood of workers.
Exposure to chemicals such as silica dust, engine exhausts, tobacco smoke and others have
been shown to increase risk of heart disease, stroke and high blood pressure.
3. Physical hazards
Physical hazards may be factors, agents or circumstances that can cause harm without or
with contact. They are also called environmental or occupational hazards and they include
radiation, heat and cold stress, vibrations and noise. Physical hazards cause injuries and
illnesses in several industries like mining and construction industry.
4. Psycho-social hazards
Psycho-social hazards are occupational hazards that affect employees’ psychological health.
These hazards affect their ability to take part in a work environment with other colleagues.
Workplace violence and occupational stress, for example, are psycho-social hazards.
Safety measures at work places
Safety measures are ways that are used to
prevent occupational hazards in the working
environment. Slips and trips are prevented
by keeping floor areas free from obstructions
with clear ‘thoroughfares’ for people to move
around in. Fire safety measures include the
use of fire extinguishers and to ensure that
members of staff are trained in how to use
them. There should be fire exit points and
also educate workers on the evacuation
procedure. Those in working environment
where they use computers which causes eye
problems and headaches. Fire fighters
The employer can conduct eye checking and provide employees with sun glasses to an
employee who requests one and who spends a significant part of their day on the computer.
Hearing aids can be supplied in working environment where there is excessive noise. Use of
helmets and safety shoes also reduces hazards in construction and mining industry.
Activity 2
In groups, discuss the dangers of occupational hazards.
Exercise 2
1. What is an occupational hazard?

2. State two example of occupational hazards.
3. State any three types of occupational hazards
4. Suggest any two solutions to occupational hazards.
5. Identify any two safety measures at work places.
140
Rights of workers
• Right to be free from discrimination and harassment of all types.
• Right to a safe workplace free of dangerous conditions, toxic substances and other
potential safety hazards.
• Right to be free from retaliation for filing a claim or complaint against an employer.
• Right to fair wages for work performed.
• Rights afforded to job applicants.
The need for protecting workers rights
There are several reasons why workers’ rights need to be protected which include;
• protection from unfair labour practices. The labour practices and standards must be
fair.
• give workers the dignity that they deserve.
• protect workers from unsafe working environment.
• unfair dismissal.
Activity 1
In pairs, identify the workers’ rights and present them to the class.
Exercise 1
1. Define workers’ rights.

2. State any three workers’ rights.
3. State three leaves that can be given to a worker.
4. When is the Workers’ Day held?
Occupational hazards and safety measures

A hazard is an undesirable, unpleasant event or danger. It can also mean ‘risk.’ Occupational
hazards are risks of illnesses or accidents in the workplace. In other words, hazards that
workers experience in their place of work.
An occupational hazard is something unpleasant that a person experiences or suffers as a
result of doing their job. There are many types of occupational hazards, such as biohazards,
chemical hazards, physical hazards and psycho-social hazards.
1. Biological hazards
Biological hazards or bio-hazards refer to biological substances that threaten the health
of human beings and other living organisms. This type of hazard may include samples of
a toxin of a biological source, a virus or a micro-organism. Specifically, samples that harm
human health.
2. Chemical hazards
Chemical hazards are occupational hazards that exposure to chemicals in the workplace
may cause. Victims can suffer acute or long-term negative health effects. There are hundreds
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Unit RESPONSIBILITY AT WORK
AND DURING LEISURE TIME
34
Unit Objectives
(a) justify individual responsibilities at work and during leisure time.
(b) describe the benefits of being involved in sports.
(c) design timetables for work and leisure.
Looking Back
In the previous grades, you learnt on responsibility at work and during leisure time. In this
grade, you will learn about individual responsibilities at work and during leisure time, benefits
of being involved in sports as well as designing of timetables for work and leisure.
Key Words
Leisure – things that we do when we are free from employment or any other duties.
Work – duties that we do as assigned by the employer.
Responsibility at work and during leisure time

Leisure time refers to a time when one is free from employment or any other duties. It means
the free time that one has. During this free time, it is important to select appropriate and
suitable ways of relaxing and resting. Some relax by going for swimming, some read novels,
some watch movies, some do nature walk and others visit their aunts and uncles for advice.
On the other hand, some go for beer drinking and engage in criminal activities. This is what
is known as irresponsible use of leisure time. There are so many responsibilities at work and
during leisure:
Individual’s responsibilities at work and during leisure
There are many responsibilities at work like ensuring maximum production at work, work in
a safe and clean environment as well as protecting the company’s reputation and integrity.
Other responsibilities at work are hard work, honesty, self-motivation and punctuality. The
individual responsibility during leisure time include:
• developing good behaviour (unhu/ubuntu) out of leisure activities.
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• Workers’ rights refers to entitlements that an employee is supposed to have and

they are part of human rights.
• In Zimbabwe, the Zimbabwe Congress of Trade Union is the main body which
represent workers’ rights.
• Occupational hazards are risks of illnesses or accidents in the workplace.
• Safety measures are ways that are used to prevent occupational hazards in the
working environment.

1. ________ is an organisation which deals with workers’ rights in Zimbabwe.
A. ZIFA B. ZNWA C. ZCTU D. ZBA
2. _________ is the day when workers’ rights are celebrated the world over.
A. 25 May B. 1 May C. 25 December D. 14 February
3. __________ is not a worker’s right.
A. Right to be free from discrimination and harassment of all types
B. Right to a safe workplace
C. Right to fair wages for work performed
D. Receive salary without working
4. ________ is the need for protection of workers’ rights.
A. Unfair dismissal B. Absenting from work without due reason
C. Working in safe environment D. Unemployment
5. ________ is not an occupational hazard.
A. Biohazards B. Having a headache
C. Chemical hazards D. Physical hazards
6. __________are occupational hazards that exposure to chemicals in the workplace may
cause.
A. Biohazards B. Chemical hazards
C. Physical hazards D. Psychosocial hazards
7. Physical hazards are common in __________industry.
A. hospitals B. mining industry C. banking industry D. teaching industry
8. ___________ is used as a safety measure against the risk of fire at workplaces.
A. Paraffin B. Fire guards C. Fire brigade D. Fire extinguishers
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• Leisure time refers to a time when one is free from employment or any other duties.
• Some relax by going for swimming, some read novels, some watch movies, some do
nature walk and others visit their aunts and uncles for advices.
• Sports refers to a game that has rules which require body effort and skill.

1. __________ is a responsibility at work.
A. Laziness B. Being corrupt
C. Punctuality D. Lack of self-motivation
2. _________ is not a leisure activity.
A. Swimming B. Read novels C. Watch movies D. Working over time
3. ___________ is not a responsible use of leisure time.
A. Swimming B. Reading C. Fishing D. Engaging in violence
4. _________ is not a benefit of being involved in sports.
A. Creation of self employment B. Improvement of physical fitness
C. Getting injuries D. Leading to self-entertainment
5. __________ is a person benefiting from sports.
A. President Mnangagwa B. Gedion Gono
C. Khama Billiat D. Prophet Makandiwa
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• inculcating good virtues.
• promote good health lifestyle.
• responsible enjoyment.
• refreshment.
Activity 1
In groups, discuss the individual responsibilities at work and during leisure.
Exercise 1
1. What is leisure?
2. State any two leisure activities.
3. Name any two benefits of having leisure time.
4. State any two responsibilities at work.
5. Identify one responsible use of leisure time.
Benefits of being involved in sports

Sports refers to a game that has rules which require body effort and skill. Today sport is
no longer a game but a form of work. Sport has created so many benefits for many people.
Some of the benefits include the following:
• creation of self-employment. For example, Khama Billiat is employed through sports.
• it helps in maintaining physical fitness. This is because one will be engaging in physical
exercises like jogging, stretching of muscles and eating healthy food.
• it reduces disease infection. Opportunistic diseases like influenza are always put on
hold.
• it is means of self-entertainment. When one is involved in sports, it leads to self-
realisation as well as self-pleasure. It is a means of providing one’s self with
entertainment.
Activity 2
In groups, discuss safety precautions at work and during leisure time.
Exercise 2
1. What is sports?
2. Give two examples of sports.
3. State the benefits of being involved in sports.
4. Give one example of a sports personality who is earning a living through sports.
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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
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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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the Great Zimbabwe is protected as tourist attraction centre and wildlife like elephants,
giraffes and other sites are preserved.
• Some indigenous customs like dances as well as art and craft are revived. For example,
there are cultural groups at Victoria Falls and Great Zimbabwe which exhibit art works
as well as indigenous dances.
• It creates friendship and cooperation between nations. For example, the Zimbabwe
Sanganai/Hlanganani Tourism Expo improved bilateral relations of Zimbabwe and
other nations like South Africa, China and Spain.
Activity 2
In groups, identify and explain major tourist destination centres in Zimbabwe.
Exercise 2

1. Tourism leads to infrastructure development.
2. Tourism brings out foreign currency.
3. Employment creation is another benefit of tourism.
4. Tourism helps in the preservation of heritage sites as well as natural resources.
5. Some indigenous customs like dances as well as art and craft are destroyed.
6. It creates enemity and lack of cooperation between nations.
• Tourism refers to the practice of travelling for pleasure especially on holidays.

• Tourism can be either domestic, regional or international.
• It should be noted that Victoria Falls is the major tourist attraction centre in Zimbabwe
that is found along the Zambezi River.
• Employment creation is another benefit of tourism.

1. What is a tourism?
2. State two factors which influence tourism.
3. Identify any two tourist destinations in Zimbabwe.
4. State any 3 tourist destinations in the SADC.
5. State any two benefits of tourism.
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There are also islands which tourists are attracted to in the SADC region and these are:
• Zanzibar, Tanzania (for photographers)
• Bazaruto Archipelago (for divers seafood lovers)
• Bird Island, Seychelles (for bird lovers)
• Chief Island, Botswana (for safari lovers)
• Mumbo Island, Malawi (for honeymooners)
Safaris in the SADC region which are important tourist destinations include:
• Duba, Botswana
• Mundulea Reserve, Namibia
• The Zambezi Valley, Zambia
• Kruger, South Africa
• Ruaha National Park, Tanzania
• The South Luangwa, Zambia
• The Central Kalahari Game Reserve, Botswana
3. Tourist destinations in other countries
Some International tourist destination include the pyramid of Zoser at Sakkarah, near Cairo
in Egypt, Templar fortress in Badajoz in Spain, the Great Wall of China, the Blue Lagoon in
Iceland, the Niagara Falls of Canadian as well as the Jerusalem Temple.
Activity 1
Conduct an educational tour to a local tourist destination as a class.
Exercise 1
1. What is a tourist?
2. State two factors which influence tourism.
3. Identify any two tourist destinations in Zimbabwe.
4. Identify one major tourist destination in the SADC.
Benefits of tourism
There are several benefits associated with tourism. Some of the benefits outlined include the
following:
• Infrastructure is developed. For example, hotels are constructed at tourist destinations
and tarring of road surfaces.
• It brings in foreign currency as visitors from other countries come with money from
their respective countries.
• Employment creation is another benefit of tourism. People are employed in hotels and
some as tour guides.
• Small agricultural production is enhanced. For example, market gardening is done to
provide tourists with fresh farm produce.
• It helps in the preservation of heritage sites as well as natural resources. For example,
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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
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Topic
10
GLOBAL ISSUES
Topic Introduction
This topic looks at various global issues. There will be a look at various environmental
issues such as desertification. There will be a look at causes effects and solutions of
desertification. We will also look at different types of pollution. We will be discussing the
causes, effects and solutions of various forms of pollution.
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4. Overpopulation: when areas start to become deserts, animals and people will go to
other areas where they can survive. This causes crowding and overpopulation on the
receiving area leading to the continuous cycle of desertification.
5. Poverty: this is because without food and water poverty increases.
Solutions of desertification
Desertification is a huge problem that needs to be addressed accordingly for the benefit of
the future generation. The Environmental Management Agency is responsible for mitigating
threats of desertification through advocacy on sustainable practices that need to be
implemented to prevent desertification.
1. Policy changes on farming practices: for example, plant rotation and zero tillage have
been put in place to help reduce the problems that are often associated with farming and
desertification.
2. Sustainable land use: land should be used in a manner that does not threaten the stability
of the natural ecosystem. For example, mining and urbanisation should be done through
proper land use which avoid wetlands areas as well as unnecessary cutting down of trees.
3. Education: education is an incredibly important tool that needs to be utilised in order
to help people to understand the best way to use the land that they are farming on. By
educating them on sustainable practices, more land will be saved from becoming desert.
4. Provision of alternative fuel like electricity and solar save trees from being destroyed for
fuel purposes.
5. Land rehabilitation efforts: Afforestation and reforestation should be done to rehabilitate
land from further losses. Some may also practise gully filling which reduces further
washing away of the top-soil.
6. Construction of skyscrapers also reduces effects of desertification which comes as a
result of urbanisation. The need for land in urban areas can be solved by constructing tall
buildings thereby limiting clearing of land for further development of the urban area.
Activity 2
Study the map of Africa and identify major deserts.
Exercise 2
1. State two causes of desertification.

2. Identify two effects of desertification.
3. Suggest one solution to desertification.
• Desertification refers to the change of productive land to a non-productive land.

• Animal grazing is a huge problem for many areas that are starting to become desert
like.
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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. Deforestation: 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. Urbanisation: 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.
7. Natural disasters: as a result of droughts, floods and tropical cyclones have damaged
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.
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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
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• The Environmental Management Agency is responsible for mitigating threats of
desertification through advocacy on sustainable practices that need to implement to
prevent desertification.

1. ________ refers to the change of productive land to a non-productive land.
A. Pollution B. Industrialisation C. Farming D. Desertification
2. ________ is the grazing of animals on one area leaving it prone to land degradation.
A. Zero tillage B. Overgrazing C. Paddocking D. Destocking
3. __________ is not a cause of desertification.
A. Deforestation B. Climate change C. Afforestation D. Urbanisation
4. ___________ is a natural disaster which causes desertification.
A. Flooding B. Heat wave C. Ice melting D. Overgrazing
5. __________ is not an effect of desertification.
A. Hunger B. Floods
C. Poverty D. Improvement in technology
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3. Air
Air pollution refers to the contamination of the air, irrespective of indoors or outside. A
physical, biological or chemical alteration to the air in the atmosphere is regarded as
pollution. It occurs when any harmful gases, dust, smoke enters into the atmosphere and
makes it difficult for plants, animals, and humans to survive using it because the air will be
contaminated. Air pollution can further be classified into two categories namely visible air
pollution and invisible air pollution.
Various causes of air pollution
• The burning of fossil fuels.
• Agricultural activities.
• Exhaust from factories and industries.
• Indoor air pollution.
• Disastrous effects of air pollution.
Effects of air pollution
1. Respiratory and heart problems
The effects of air pollution is that it creates several respiratory and heart conditions along
with cancer, among other threats to the body. Children in areas exposed to air pollutants are
said to commonly suffer from pneumonia and asthma.
2. Global warming
Global warming is the direct effect of air pollution which has led to the increase in
temperatures worldwide, increase in sea levels and melting of ice from colder regions and
icebergs. This often results in flooding.
3. Acid rain
Harmful gases like nitrogen oxides and sulfur oxides which are released into the atmosphere
during the burning of fossil fuels result in the formation of acid rain.
4. Eutrophication
Eutrophication is a condition where a high amount of nitrogen present in some pollutants
gets developed on the water bodies like lakes, seas and dams surface. It turns itself into
algae and adversely affect fish, plants and animal species. The green coloured algae that
are present on lakes and ponds is due to the presence of this chemical only emitted into the
air as well as water sources.
5. Depletion of the ozone layer
Ozone exists in the earth’s stratosphere and is responsible for protecting humans from
harmful ultraviolet (UV) rays. Earth’s ozone layer is depleting due to the presence of
chlorofluorocarbons, hydro chlorofluorocarbons in the atmosphere from industries.
Solutions for air pollution
There have been several attempts at personal, industrial and governmental levels to curb air
pollution which is rising and regain a balance. Some of the solutions include the following;
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bodies causing water pollution. There are three classes of water pollution namely ground
water pollution, surface water pollution and sea water pollution.
Causes of water pollution
• Waste water from industries.
• Agricultural chemicals due to leaching.
• Sewage.
Effects of water
There are several results of water pollution which include death of aquatic species like fish,
increase of water-borne disease like cholera, giardia and typhoid as well as eutrophication.
It can also leads to the growth of water weeds like hyacinth. Lastly, it can lead to ocean
acidification making it tough for shellfish and coral to survive.
Prevention of water pollution
Water pollution is prevented through legislation. This means laws that govern environmental
practices. Furthermore, there should be close monitoring of disposal ways of industries.
Effluent from industry should be disposed in a way that does not pollute the environment.
2. Land pollution
Land pollution refers to the deterioration
of the earth’s land surfaces. Furthermore,
it occurs mainly due to the indirect and
direct effects of human activities. There are
several causes of land pollution caused by
substances that are spilled on the land.
Causes of land pollution Land pollution
Some of the causes of land pollution include garbage, factories, farming and mining.
However, garbage is the main common causes of land pollution as it is dumped on land.
This is usually caused by non-refuse collection in towns and cities.
Activity 1
In pairs, discuss the effects of land pollution on the environment.
Exercise 1
1. What is pollution?
2. State any two forms of pollution.
3. Suggest one measure that can be done to reduce land pollution.
4. Give one effect of land pollution.
5. Name any two causes of land pollution?
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1. _________ is not a form of pollution.
A. Water pollution B. Land Pollution
C. Air pollution D. Technological pollution
2. ________ refers to the deterioration of the earth’s land surfaces.
A. Water pollution B. Noise pollution C. Air pollution D. Land pollution
3. __________ is a cause of land pollution.
A. Garbage B. Noise from industry
C. Waste from animals D. Too much resources
4. __________ refers to a physical, biological or chemical alteration to the air in the
atmosphere.
5. _________ is not a cause of air pollution.
A. Burning of fossil fuels B. Noise from industry
C. Use of insecticides and pesticides D. Exhaust from factories and industries
6. __________ is health problem caused by air pollution.
A. Asthma B. Stomach ache C. Headache D. Gout
7. Burning of fossil fuels releases gases like nitrogen oxides and sulfur oxides causes
________.
A. cloud seeding B. poor rain C. acidic rainfall D. high temperatures
8. ____________ is an effect of eutrophication.
A. Development of algae B. Development of poor rain
C. Disappearing of clouds D. Smelling of soil
9. _________ is a solution to land pollution.
A. Reduce, reuse and recycle of garbage
B. Use of road worthy vehicles
C. Use of clean energy
D. Use of hearing aids
10. __________ is not a cause of water pollution.
A. Effluent from industries B. Agricultural chemicals due to leaching
C. Sewage D. Garbage
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1. Use public mode of transportation
Encourage people to use more and more public modes of transportation to reduce pollution
which comes by traffic congestion as well as increase of private transport. Carpooling is
another solution to air pollution. This is whereby people use the same car if they come from
the same location and going to the same location than going with two cars.
2. Conserve energy
Reducing the number of fossil fuels to be burned reduces air pollution.
3. Understand the concept of reduce, reuse and recycle
Do not throw away items that are of no use to you. Reuse them for some other purpose. For
example, you can use old jars to store cereals or pulses.
4. Emphasis on clean energy resources
Clean energy technologies like solar, wind and geothermal are on high demand these
days. Governments of various countries have been providing grants to consumers who
are interested in installing solar panels for their homes. This will go a long way to curb air
pollution.
Exercise 2
1. What is air pollution?

2. State any three causes of air pollution.
3. State two effects of air pollution on the environment.
4. Suggest causes of water pollution.
5. Identify measures that can be taken to reduce pollution.
• Pollution refers to the destruction of something pure to become impure.

• Water pollution is largely caused by toxic substances from farms, towns and factories
that are released into water sources and bodies causing water pollution.
• Harmful gases like nitrogen oxides and sulfur oxides which are released into the
atmosphere during the burning of fossil fuels result in the formation of acid rain.
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10. _________ is not a contemporary way of preserving food.
A. Use of food additives
B. Drying
C. Ash mixing
D. Smoked coating
11. Pasteurisation is used to preserve _________
A. grain B. meat C. milk D. fruits
12. Shading is an indigenous way of preserving _______.
A. milk B. vegetables C. pumpkins D. sweet potatoes
13. _________ is not an advantage of using indigenous way of preserving food.
A. It is safe
B. It is cheaper in terms of time and labour
C. It is reliable
D. It is costly
14. _________ is the importance of food preservation.
A. Increases the food supply
B. Increases the wastage of food
C. It makes food cheaper to obtain
D. It reduces nutrients content of food
15. _________ is not a means of transport.
A. Rail B. Road C. Underground D. Air
16. _________ is not the importance of transport.
A. Transporting raw material
B. Carry finished product
C. Expand the market for manufacturing industry
D. It leads to accidents
17. _________ is a cause of transport hazard.
A. Over speeding
B. Shortage of fuel
C. Government
D. Police
18. Which transport is cheaper to carry bulky goods over short distances?
A. Air B. Sea C. Rail D. Road
19. ________ is used when travelling to areas which you are not familiar with.
A. Maps and charts B. Phones C. Computers D. Walking stick
20. Road carnage is largely caused by _________.
A. police
B. aeroplanes which fly above
C. lack of education
D. human error
A. Trauma
B. Enjoyment
C. Buying fuel
D. Going to various places
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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.
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34. ______ is not a benefit of tourism.
A. Cultural dilution
B. Brings in foreign currency
C. Infrastructural development
D. Preservation of heritage sites
35. ________ refers to the change of productive land to a non-productive land.
A. Pollution B. Industrialization C. Farming D. Desertification
36. __________ is not a cause of desertification.
A. Deforestation B. Climate change C. Afforestation D. Urbanisation
37. ___________ is a natural disaster which causes desertification.
A. Flooding B. Heatwave C. Ice melting D. Overgrazing
38. ___________ is not an effect of desertification.
A. Flooding B. Hunger
C. Death of people D. Increased farming production costs
39. Poor farming methods can be solved through_______ to reduce desertification.
A. plant rotation B. monoculture C. banning farming D. use of tractors
40. ________ is a solution to deforestation.
A. Improvement of hydro-electricity use B. Building more industries
C. Urbanisation D. Cutting non-fruit trees only
41. _________ is an institution which protects the environment.
A. ZESA B. EMA C. Police D. Forestry commission
42. ________ refers to the deterioration of the earth’s land surfaces.
43. __________ is a cause of land pollution.
A. Garbage B. Noise from industry
C. Waste from animals D. Too much resources
44. __________ refers to a physical, biological or chemical alteration to the air in the
atmosphere.
45. _________ is not a cause of air pollution.
A. Burning of fossil fuels B. Noise from industry
C. Use of insecticides and pesticides D. Exhaust from factories and industries
46. Indoor air pollution is caused by ___________.
A. garbage disposed outside B. noise from vehicles
C. household cleaning products D. effluent from industry
47. __________ is health problem caused by air pollution.
A. Asthma B. Stomach ache C. Headache D. Gout
48. Burning of fossil fuels releases gases like nitrogen oxides and sulfur oxides causes ____.
A. cloud seeding B. poor rain C. acidic rainfall D. high temperatures
49. ____________ is an effect of eutrophication.
A. Development of algae B. Development of poor rain
C. Disappearing of clouds D. smelling of soil
50. _________ is a solution to land pollution.
A. Reduce, reuse and recycle of garbage B. Use of road worthy vehicles
C. Use of clean energy D. Use of hearing aids
162
22. _____________ deals with safety of transport users.
A. National foods
B. Vehicle Inspection Department
C. National Traffic Council of Zimbabwe
D. Municipal Police
23. Causes of transport disasters due to natural hazards is reduced by __________.
A. stopping natural hazards
B. use of early warning system
C. putting police on the roads
D. construction of fly overs
24. ________ is a career that is derived from the primary industry.
A. Sole trading B. Nursing C. Farming D. Banking
25. The role of vocational training centres is to_______.
A. train nurses
B. train actors
C. impart life skills
D. run sport academy
26. _____ is not an effect of unemployment.
A. Substance abuse
B. Social instability
C. Increase in crime
D. closing of industries
27. _______ is not an income generating project which promotes self-reliance.
A. Playing soccer B. Bee harvesting C. Poultry D. Piggery
28. ________ is an organisation which deals with workers’ rights in Zimbabwe.
A. ZIFA B. ZNWA C. ZCTU D. ZBA
29. _________ is the day when workers’ rights are celebrated the world over.
A. 25 May B. 1 May C. 25 December D. 14 February
30. ________ is not an occupational hazard.
A. Biohazards
B. Having a headache
C. Chemical hazards
D. Physical hazards
31. _______ is not a safety measure against occupational hazards.
A. Use of fire extinguishers
B. Use of exit points
C. Use of hearing aids
D. Use of security guards
32. __________ is a tourism that is done within a country.
A. Regional tourism
B. Travel expo
C. Domestic tourism
D. International tourism
33. _________ is a domestic tourist destination.
A. The pyramid of Zoser at Sakkarah B. The Great Wall of China
C. Victoria Falls D. The Niagara Falls of Canadian
161
3. (a) What is transport? [1]
(b) State any one means of transport? [1]
(c) Identify one thing that can be carried by transport? [1]
(d) Identify one factor that is considered when choosing transport. [1]
(e) What is the advantage of using road transport over rail transport? [1]
4. (a) What is a career? [1]
(b) Identify career opportunities in Zimbabwe. [1]
(c) Give an example of a person who is earning a living out of arts as a career. [1]
(d) Name one institution which assists in career development. [1]
(e) State the general requirements for one to work in the tertiary industry. [1]
5. (a) What is a tourist? [1]
(b) State one factor which influences tourism. [1]
(c) Identify any one tourist destination in Zimbabwe. [1]
(d) Name one tourist destination in the SADC. [1]
(e) Give one benefit of tourism. [1]
6. (a) What is pollution? [1]
(b) Give any one form of pollution. [1]
(c) State one cause of pollution. [1]
(d) Name one effect of pollution on the environment. [1]
(e) Identify one measure that can be taken to reduce pollution. [1]
164
Paper 2
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]

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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SECONDARY BOOK PRESS

4TH FLOOR, CABS CENTRE,

PlusOne Heritage - Social Studies | Grade 7 – Learner’s Book

Copyright © Wilson Zivave

Editor in Chief: Munyaradzi Gunduza

Cover image: Khami Ruins

Printed by: Secondary Book Press

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

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

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

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

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

Characteristics of ideal marital relationship

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

A man chasing away his wife after a dispute

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

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

Causes of conflicts at home, school and community

Conflict between children at home

Answer the following questions with True or False.

Key points in this unit

• Conflicts at home, school and community are caused by several factors.

Unit Revision Exercises

In groups, perform a role play on conflicts at home.

Possible ways of resolving conflicts

In groups, discuss the causes and effects of conflicts in society.

Xichangana Masvingo Chiredzi (Chilonga, Muhlanguleni, Boli)

Language Province Area of dominance

In pairs, compare the cultural practices of two cultural groups in Zimbabwe.

1. What is a cultural practice?

Chief – the clan leader of an indigenous society.

Indigenous leadership hierarchy in Zimbabwe

• A language refers to words and phrases used by a particular ethnic group.

Unit Revision Exercises

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

In groups, identify major heritage sites in Zimbabwe.

1. What is a heritage site?

Conduct an educational tour to any one heritage site of your choice.

1. What is preserving a heritage site?

Key points in this unit

• The National Museums and Monuments of Zimbabwe (NMMZ) helps in the

Conduct an educational tour to a heritage site of your choice.

1. Why is the Heroes’ Acre an important heritage site for Zimbabweans?

Indigenous ways of preserving heritage

Healthy boy-girl relationship

Effects of age on marriage and population growth

Unit Revision Exercise

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

Independence – a condition of a person, nation, country or state in which its residents

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

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