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PlusOne Family, Religion and Moral Education | Grade 7 - Learner’s Book

ISBN: 978-0-7974-8176-3

First Published in 2020

Copyright © Wilson Zivave

Editor in Chief: Munyaradzi Gunduza

Development Editor: Tinashe Mutsengiwa
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Family, Religion and
Moral Education

Grade 7
Learner’s Book

Wilson Zivave
 Topic

1
FAMILY

Topic introduction
Family is an important concept in the indigenous communities in Zimbabwe. There are
different types of families which exist in the communities. There are also different ways
which families interact with each other in the community. There will be a look at various
family relations and roles of family members.

1
 CONTENTS
TOPIC 1: FAMILY .............................................................................................................. 1
Unit 1: Concept of the family ......................................................................................................... 2
Unit 2: Family and religion .............................................................................................................. 9
Unit 3: Family and community....................................................................................................... 14
Unit 4: Social and emotional learning.......................................................................................... 18

Test 1 ........................................................................................................................................ 26

TOPIC 2: RELIGION ......................................................................................................... 31

Unit 5: Concept of religion .............................................................................................................. 32
Unit 6: Indigenous Religion ............................................................................................................ 35
Unit 7: Christianity ............................................................................................................................ 41
Unit 8: Judaism ................................................................................................................................... 49
Unit 9: Islam ........................................................................................................................................ 55

Test 2 ........................................................................................................................................ 62

TOPIC 3: MORALS AND VALUES .................................................................................. 67

Unit 10: Concept of morals and values ...................................................................................... 68
Unit 11: Rights and responsibilities ............................................................................................. 71
Unit 12: Conflict and conflict management .............................................................................. 78
Unit 13: National value systems ................................................................................................... 82
Unit 14: Religion on technology and enterprise ...................................................................... 85

TOPIC 4 RELIGION AND HEALTH ................................................................................. 90

Unit 15: Religion and abuse ........................................................................................................... 91
Unit 16: Religion and gender ......................................................................................................... 95
Unit 17: Religion and sexuality ..................................................................................................... 97
Unit 18: Religion, HIV and AIDS ................................................................................................... 100
Unit 19: Healthy living ..................................................................................................................... 104

Test 3 ........................................................................................................................................ 111

Some relations within the family come through adoption, child fostering as well as marriage
which results in one having in-laws. It is important to maintain relations within the family as
a way of maintaining identity and promoting cordial relations.
1. Adopted child
This is when a person takes a child as his or
hers from another family. It is common in the
western culture where some adopt a child by
buying the child from the biological parents
or ask from children’s homes to nurture the
child. The person who would have taken the
child becomes the parent of the adopted
child.
The advantage of this family is that it reduces
the burden of nurturing the child from the
biological parents and brings in money into
the family. A couple adopting a child

2. Foster child
A foster child is someone who is raised by someone who is not his or her parent. Foster
family system is whereby a minor is placed into a ward, group, home like children’s home
or treatment center or private home of a state-certified caregiver. This is regarded as foster
parenting. The placement of the child is normally arranged through the government or a
social service agency. Fostering is preferred by parents who do not want their children to be
adopted but are unable to fend them.
3. In-laws
An in-law is someone who is a relative
because of marriage. One can refer to
his or her spouse’s entire family as his
or her in-laws. In indigenous society, a
married woman moves in with her in-laws,
symbolically becoming part of their family.
An in-law refers to “anyone of a relationship
not natural” or “not by blood.”
Son-in-law greeting his in-laws

The father’s wife mother-in-law

The mother of one’s husband mother-in-law
The husband of one’s sister sister-in-law
The brother of one’s wife brother-in-law
The father of one’s husband father-in-law
The younger sister of one’s wife sister-in-law
The elder sister of one’s wife sister-in-law

3
 Unit THE CONCEPT OF FAMILY

1
Unit objectives
By the end of this unit, you should be able to:
(a) identify family relations.
(b) state roles of the family members.
(c) explain what is meant by family dynamics.
(d) state changes that bring about family dynamics.
(e) state the effects of family dynamics.
(f) state the importance of lineages.
(g) describe the functions of totems.

Looking Back
In the previous grade, you looked at the family relationships where you discussed family
relations such as cousin, nephew and niece. You also looked at family dynamics outlining the
causes of changes in the family like migration and religious affiliation. At this level, you will
continue looking at family relationships, family dynamics, lineages and totems.

Key Words

Family relations – how people are connected within the family.

Family dynamics – changes that happen in families due to several factors.
Lineages – genealogies or ancestral line where one comes from that is traced
from one person to another.
Patriachal – a system which is controlled by men.

Family relationships
Family refers to a group of people who are related to each other because of blood and
marriage. This includes the father, mother, grandfather, grandmother, aunt, uncle, children
and even the ancestors. Due to differences, families have their own identities as well as
religions. Family relationships refers to how different people within the family relate.

2
 Exercise 2

1. State any three family relations.

2. Identify any four members of the family.
3. State any two roles of one family member of your choice.
4. List any two advantages and disadvantages of a foster family.

Family dynamics
Family dynamics refers to changes that take place in families due to several factors. Family
has been changing in terms of its composition due to separations and death. This has led to
the development of negative effects on family relations as well as structure.
(a) Separations
Separation refers to the breaking of one family into two disjointed parts. This has been as
a result of tension in marriage between the mother and father as well as living in separate
towns and countries. Family dynamics can cause changes in couples living under separation
and children have often been affected leading to single parent families and child headed
families because parents are separated.
(b) Death
The death of either the father or mother or even both within the family has changed the
outlook of the family. Due to death, single parent and child-headed families have also been
created.
Effects of family dynamics
There are several effects of family dynamics on the composition, structure and roles of the
family members. These effects include the following:
• development of child headed families because parents are dead or have been
separated.
• it has diluted the role of the extended family members in families.
• it has increased the needy for social responsibility.

Activity 3

In pairs, discuss the effects of family dynamics and present your findings to the class.

Exercise 3

1. Define family dynamics.

2. Give any two reasons for the development of a child headed family.
3. Name any two reasons of separation in families.
4. State any two effects of family dynamics.

5
 Activity 1

In groups, discuss the roles of in-laws in the family.

Exercise 1
1. What is family?
2. A foster family is __________.
3. State any four family members who are regarded as in-laws.
4. Name any function of the father in-law.

Roles of family members

• Family members refers to individuals who belong to a group of people who are related
by blood and marriage. These include father, mother, grandfather, grandmother,
children and in-laws. All these perform different roles within the family and this
maintains family identity and relations.
• Father is the head of the family whose role is to lead the family as well as provide for
the family.
• Grandfather is an elder within the family who belongs to a generation of a group people.
This means that even if the grandfather is not aged than the son, he is accorded due
respect. The grandfather solves family conflicts as well as presides over inheritance
issues within the family. In some cases he distributes land. He also teaches boys about
life skills like thatching, blacksmithing and carpentry.
• Mother plays an important role in fending for the family. She nurtures children and
performs daily household chores.
• Grandmother is regarded as reservoir of wisdom and thereforeshe teaches the girl child
within the family to be responsible individuals within the community. The grandmother
can also act as midwife within the family who ensures that pregnant mothers in the
family deliver children well.
• Children help the father and mother on
daily chores at the household.
• Aunt is there to teach young boys
and girls about family values. She is
regarded as the maternal father (tete
or babakadzi) which means she can
perform duties done by the father
within the family. She facilitates
marriage of her niece.

A woman shelling maize

Activity 2
In groups, discuss the roles of family members.

4
Functions of totems
There are several values attached to totems in indigenous communities, these include that
totems:
• control marriage relations. Marriage or sexual intercourse between people who are
closely related is not allowed.
• are symbol of power and authority.
• explain the origin of a clan.
• strengthen unity among family members.
• reinforce clan identity.
• help in the protection of the natural environment as well as the endangered species.
This is due to the fact that people are supposed to protect their totem symbol.
• are a form of religious expression.

Activity 4

In groups, research on the functions of totems in your community.

Exercise 4

1. What is lineage?
2. Indigenous lineages are traced through ___________ because of __________.
3. Give one factor which affect lineages.
4. ___________is sacred object or animal valued by the clan.
5. State any two major functions of a totem.

Key points in this unit

• Family refers to a group of people who are related to each other because of blood and
marriage.
• A foster child is someone who is raised by someone who is not his or her real parents.
• Separation refers to the breaking of one family into two disjointed parts.
• Lineages refers to ancestral line where one comes from that is traced from one person
to another.
• Totems control marriage relations.

7
Lineages and totems
Lineage refers to ancestral line where one comes from, this is traced from one person to
another. Lineages are traced through the father because the society is patriarchal in nature.
Each and every individual has an ancestral lineage which can be traced back to the prominent
male ancestors.
Lineages can only be disrupted in a situation where there is a case of cheating in marriage or
when one does not know his or her actual father. This is the reason why marital faithfulness
on the part of the wife is a must than that of a men in indigenous society. Faithfulness in
marriage is however called for from both husband and wife.
Importance of lineages
• They give people an identity.
• They help in performing rituals in Indigenous Religion. Names of the departed ancestors
are pronounced in their hierarchy.
• They help in inheritance issues where the real offspring of the deceased benefit.
• They help in the selection and installation of a chief or headman.
• They promote unity among people who share the same lineage.
Totems
Totems can be defined as animals, body parts of animals and other things of great
importance like rivers and fire which are given great value by a particular group of people
and is considered as sacred among that group of people. In simple terms, totems are sacred
animals and things which are valued by a clan.
Totems started as a form of social identity whereby a group of people were well known for
certain attributes like bravery, being powerful, love and caring. Some argue that totems were
as a result of the need for intermarriage. An African great ancestor had three wives and
the children of these three wives were identified with totems. Totems helped to discourage
marriage between those related through totems.
Totems started as a result of aspects of power, the need for self-identity, avoidance of
marrying a relative and ancestor veneration. All these contributed to the need of totems
among the indigenous people.
Totems like that of the elephant (nzou or indlovu), lion (shumba or isilwane) and buffalo (nyati
or inyathi) are associated with power. The monkey (shoko or tsoko) and fish or water totem
is associated with the rain cult in terms of origin.
There are certain taboos associated with totems. These include that:
• one should not eat his or her own totem for he or she may become toothless.
• one should not marry a spouse of the same totem for they can have children with
disabilities.

6
 Unit FAMILY AND RELIGION

2
Unit objectives
By the end of this unit, you should be able to:
(a) explain ways of marrying in different religions.

Looking Back
In the previous grade, you have looked at family life and marriage in religion where you
explored the role of religion in marriage and family life such as counselling. In this grade, you
will focus on family life and marriage looking at ways of marrying in different religions.

Key Words

Marriage – a union between a male and female as husband and wife.

Ways of marrying in Indigenous Religion

Marriage is a union of two people and this is important in strengthening family relations.
The primary purpose of marriage is to create family continuity through reproduction. For
marriage to be complete, there has to be bride price (lobola or roora) payment.
Marriage can be done in various ways in indigenous society and these include elopement,
formal marriage, child pledging and working for a wife (kutema ugariri).
1. Formal marriage (Kukumbira in Shona or kuhwaya in Nambya)
It is the most descent and respected way
of marrying. The son-in-law, through his
family, ask for a hand in marriage and pays
bride price before living with the wife. The
essential part of bride wealth is meant to
replace the money or cattle that the parents
of the bride spent on their daughter. Among
the Nambya people, families from both the
bride and the groom gather as the bride
formally introduces his groom in the form of Lobola payment in session

9
Unit Revision Exercises
Multiple Choice Questions
1. Which one has the lower status in a family?
A. Grandfather B. Nephew C. Mother D. Children
2. ___________ affects family dynamics.
A. Separation B. Technology C. Marriage D. Education
3. ___________ is not an effect of family dynamics.
A. Existence of child headed family
B. Reduction of the needy for social responsibility
C. Death
D. Divorce
4. What happens if one eats his or her own totem?
A. One will die. B. One becomes toothless.
C. Children die. D. Rain will not fall.
5. ________ is not a function of a totem.
A. Control marriage relations B. Re-enforcing clan identity
C. Preserving environment D. Provide food for the people
6. ___________ disturbs family lineage.
A. Technology B. Education C. Infidelity D. Religion
7. A family lineage is traced through the _______.
A. father B. mother C. uncle D. nephew

8
 Activity 1

In groups, dramatise any way of marrying in Indigenous Religion.

Exercise 1

1. Name the person who facilitates marriage in Indigenous Religion.

2. State four ways of marrying in Indigenous Religion.
3. What is the advantage of formal marriage?

Ways of marrying in Christianity

In Christianity, marriage is done through a marriage proposal. A men would ask for a hand
in marriage from the bride’s family. This marriage is sealed by the payment of lobola. Other
forms of marriage like levirate marriage are seen as evil. As such, marriage is viewed as a
union between two adults and it has to be witnessed through a wedding.
Wedding in church
Congregants and relatives witness the
marriage of the two. A wedding ceremony
is conducted by a church minister, pastor or
priest. The religious official reminds people
present that marriage forms the basis of
life established by God. The Bible is read
which explains the nature and importance of
marriage. The couple make promises to stay
together, “For better, for worse, for richer, for
poorer, in sickness and in health, to love and
to cherish until death do us part.” Wedding in church

Activity 2

In groups, discuss how Christians marry each other.

Exercise 2

Answer the following questions with True or False.

1. Marriage proposal is an ideal way of marrying in Christianity.
2. Lobola is not required in Christianity.
3. Levirate marriage is permissible in Christianity.
4. A wedding ceremony is officiated by religious officer in Christianity.

Ways of marrying in Judaism

The marriage process is characterised by a marriage proposal. Marriage often began with
Match-making or marriage proposal. This proposal would come from the groom “chatan”

11
a ceremony. After the ceremony, the groom brings two goats, a he-goat to be slaughtered
by his family members and a she-goat to be slaughtered by the bridegroom’s family. This
symbolises unity among the two families.
The person who facilitates marriage between two families is known as munyai in Shona
or izhendeji in Nambya. Furthermore, bride-wealth (roora or lobola) has a vital religious
importance because part of it is dedicated to the bride’s family spirits. A wedding ceremony
is conducted when the two are formally married by family members.
2. Elopement (Kutizira or kutizisa)
This is a type of marriage that occurs when
a girl is pregnant or when the groom (boy)
has inadequate resources to go for formal
marriage. On pregnancy, the girl would want
to conceal the pregnancy by eloping to the
boy who had impregnated her. If the girl’s
pregnancy is discovered before she is married
the boy would be required to pay a fine.
The idea of a girl going to the boy for marriage
is known as kutiza mukumbo whereas
kutizisa was planned by the boy because of A girl eloping with her aunt
such reasons as pregnancy of the girl and
inadequate resources for lobola.
3. Child pledging (Kuzvarira)
This was an arranged marriage usually between the poor family and the rich family. This
kind of marriage was normally caused by drought such that the poor family would not be
able to feed itself. They would then use the girl child that they have or unborn to source food.
The father of the girl would find a go between who would go to the rich family. A man could
offer her girl child to his friend as a sign of cordial relations and to cement the friendship.
4. Working for a wife (kutema ugariri)
This was a marriage that was initiated by
the poor groom who would want to marry
a girl. It was usually done by orphans who
had no parents to give them bride wealth.
The man or boy would do some work at the
homestead of the future wife. After working
to the satisfaction of the in-laws, he would
be given his wife.
This marriage system had the advantage
of accepting the poor, but at the same time
it was unfair for one had to work for a long A man working for a wife
period of time far beyond the expected bride
price.
10
 Activity 4
In pairs, discuss the marriage process in Judaism.

Exercise 4
1. State two ways of choosing a marriage partner in Islam.
2. Name the pre-wedding ritual that is done in Islam.
3. The Muslim wedding ceremony is known as _________.

Key points in this unit

• Marriage is a union of two people and this is important in strengthening family relations.
• The person who facilitates marriage between two families is known as a mediator.
• In Islam, marriage is incomplete without the approval of both the bride and groom.

Unit Revision Exercises

Multiple Choice Questions
1. The most descent way of marrying in Indigenous Religion is _________.
A. musengabere B. kukumbira C. kutizisa D. kutiziswa
2. Match-making is known as __________ in Judaism.
A. shiddukim B. shiva C. kiddushin D. shloshim
3. Marriage is known as __________ in Islam
A. Meh B. Imani-Zamin C. Mehndi D. Nikkah
4. _________ is not a way of family interaction in Indigenous Religion.
A. Funeral ritual B. Wedding ceremony
C. Elopment D. Cooperative

Structured Questions
1. State two ways of marrying in Indigenous Religion.
2. Which one is an ideal way of marrying in Christianity?
3. State two ways of choosing a marriage partner in Islam.
4. Name a religious official who officiates at the marriage ceremony in Islam.

13
and the proposal was handed to the parents of the bride “kallah”. The bride had to consent
to the proposal of the groom.
After the proposal, betrothal followed and it was at this stage where vows were exchanged
before marriage. The betrothal stage was known as “kiddushin” meaning sanctification. The
climax of the marriage process manifested itself through dowry (Mohar) payment which is
the sum of money that was paid to the father of the bride in exchange of the hand of his
daughter in marriage.
Mohar could be paid in form of money. Before taking a wife into the husband’s household,
the husband had to prepare and present a completed marriage contract called “ketubah”
which literally means a document.

Activity 3

In groups, dramatise how Jews marry.

Exercise 3

1. A Jewish marriage is done through _________.

2. Match-making is known as_________ in Judaism.
3. A marriage is sealed by the payment of ___________ which is known as ______in
Judaism.
4. A marriage contract is known as _________ in Judaism.

Ways of marrying in Islam

There are two ways that lead to marriage in Islam, dating in the presence of relatives and
arranged marriages. Islam does not allow forced marriages.
Marriage is incomplete without the approval of both the bride and groom. In practice,
arranged marriages in Islam refer to the process where a third party introduces two families
with young adults of marriageable age.
After agreement either of the two lovers or families, a wedding follows involving family and
friends and may last for several days, depending on one’s culture. Some pre-wedding rituals
are meant to take consent from Allah to perform the wedding. After it is done, the groom’s
mother visits the bride’s house with sweets, a silver or gold coin wrapped in silken clothes.
At the wedding, there are two religious heads present at the place, representing the two
parties, the bride and the groom.
Mehr is paid to the bride (in the form of money or possessions) and after this, the religious
official known as the Maulavi asks the bride three times, whether she accepts the concerned
person as her husband.
After her consent, the groom is asked three times, whether he accepts the concerned woman
as his wife, with the decided amount of Mehr. After his consent, a marriage contract is signed
by the couple followed by the recital of sermon, a religious discourse. Blessings are showered
upon the bride and the groom for a prosperous married life.

12
Benefits of family interaction
There are several benefits of family interaction which include promotion of family identity.
It also shapes morality and ethics within the family as family members perform a role of
instilling good morals.
Family interaction is important in uniting people during times of need like during mourning.
It also enables people to respect each other as relatives, reduces conflicts within the family
and cements relationships within the family.

Activity 1
In pairs, discuss the benefits and significance of family interaction.

Exercise 1
1. What is family interaction?
2. State how indigenous families interact.
3. Describe the benefits of family interaction.
4. In your opinion what has led to the disappearance of family interaction.

Ways of caring for the needy

The community has various ways of caring
for the widows, orphans, disabled, the poor
as well as those living with HIV and AIDS
who are regarded as the needy by society.
These groups of people need support from
the family and community members who are
well resourced for them to survive well.
There are also some organisations which
care for the needy in society like Regai Dzive
Shiri, World Vision, Plan International and
the Islamic organisation like the Muslim People donating clothes to kids living in
foundation which assists the needy and streets
vulnerable in Zimbabwe.
The Government’s department of Social Welfare also caters for the needy in society. One of
the attributes of unhu or ubuntu is to have empathy towards the needy in society.
1. Provision of material support. The needy receive material support like clothes and food
from well-wishers. For example, orphans are given food and clothing at various centres
where they are. In Indigenous Religion, orphans get food relief from Zunde ramambo
or Isiphala senkosi. In Islam almsgiving (zakat) helps in giving material support to the
needy in society while in Judaism tithe is used for caring for the needy.
2. Provision of religious and spiritual support: from a religious context, the disabled
and those living with ill-health conditions like HIV and AIDS receive prayers and healing
miracles in various religious groups.
15
 Unit FAMILY AND COMMUNITY

3
Unit objectives
By the end of this unit, you should be able to:
(a) explain the benefits of family interaction.
(b) identify ways of caring for the needy.
Looking Back
In the previous grade, you looked at family interaction looking at how families assist each
other when raising children, during funerals and family celebrations. In this grade you will
focus on benefits of family interaction and ways of caring for the needy.

Key Words

Empathy – the ability to understand and share the feelings of another.

Needy – those vulnerable groups of people who are considered as poor and in
need of help for them to survive.

Family interaction
Interaction involves working together to
produce an effect on each other. This implies
that family interaction refers to how people
who are related because of blood and
marriage work together to the extent of
effecting each other for the betterment of the
family.
Family interaction involves how people within
the family conduct, control and mould each
other to become responsible citizens. Community members working together
Family interaction is done through rituals like the bringing back ceremony (kurova guva or
umbuyiso), family gatherings like marriages and funerals, communal gatherings like nhimbe
or ilima.

14
Structured Questions
1. What is family interaction?
2. State two ways indigenous families interact.
3. Identify two benefits of family interaction.
4. State any two groups of people who are regarded as the needy in society.
5. Identify two ways of caring for the needy in society today.

17
3. Avoidance of discrimination and stigma: people in society are educated to love and
support the needy without discriminating them.
4. Community projects: some projects like gardening, piggery, poultry production and
sewing have been initiated to make the needy self-reliant.
5. Financial support: orphans in schools are given financial support which is channelled
towards their fees. The financial support is known as the Basic Education Assistance
Module (BEAM).

Activity 2
As a class, visit the needy in your society and show your caring to them.

Exercise 2
1. Define the term needy.
2. State any three groups of people who are regarded as the needy in society.
3. How does Indigenous Religion care for the needy?
4. Orphans are assisted with financial aid through a programme known as_________.
5. Identify two ways of caring for the needy in society.

Key points in this unit

• Interaction involves working together to produce an effect on each other.
• Family interaction is done through rituals.
• The community has various ways of caring for the widows, orphans, disabled, the
poor as well as those living with HIV and AIDS who are regarded as the needy by
society.
• The needy receive material support like clothes and food from well-wishers.

Unit Revision Exercises

Multiple Choice Questions
1. Family members gather to help one another in a____________.
A. rain asking ceremony B. collaborative work
C. wedding ceremony D. disbursement ritual
2. Family interaction is important because __________.
A. it promotes disunity B. it increases immorality
C. it promotes family identity D. it increases conflicts in family
3. _____________ are the needy in society.
A.Chiefs B. Orphans C. Village head D. Headman
4. Orphans are assisted with free education under ____________.
A. BEAM B. Stem C. Eduloan D. Zunde Ramambo
5. __________ is way of caring for the needy.
A. Provision of material support B. Condemning them
C. Chasing them away D. Giving them passports

16
Religions are regulators of human relationships. This means that Indigenous Religion,
Christianity, Judaism and Islam are tools that are used to maintain relations as well as
managing human and social relationships through teachings and practices.

Indigenous Religion
1. Arbitrators: are used in Indigenous
Religion. A family friend (sahwira or
umngane) aunt and nephew have special
value in managing conflicts within the
family.
2. The concept of avening spirits (ngozi):
helps in relationship management as
the child respects the mother and father.
This manages relationships between
children and parents. Women who are socialising
Christianity
Ethics: these are rules that govern how people are supposed to relate to each other. Christian
ethics state that one should not retaliate, one should honour father and mother and one
should have tolerance. This manages relationships between diverse people.
Judaism
1. Decalogue: or the Ten Commandments.
They are made up of two components,
one deals with men’s relationship
with God and the other deals with
men’s relationship with fellow human
beings. It is the second part which
condemns things like adultery, stealing,
covetousness and murder for they disrupt
human relationships. So, the Decalogue
is involved in relationship management
in Judaism. Young Jews being taught

2. Prophets: they are custodians of morality in society as well as human relationships.

Judaism, therefore, manages conflicts through prophets who act as the voice of the
voiceless by condemning vices which disrupts human relationships. Amos is an example
of a prophet who managed relationships in Judaism by condemning social injustice and
immorality.

Islam
1. The Sharia
In Islam, human relationships are controlled and regulated by the Shariah which is a path
which is supposed to be followed by every Muslim.

19
 SOCIAL AND EMOTIONAL
Unit
LEARNING

4
Unit objectives
By the end of this unit, you should be able to:
(a) explain ways of managing relationships.
(b) demonstrate maturity in handling criticism and anger.
(c) state the need for respect for self and others.
(d) explain the importance of love and concern for others.
(e) choose the right friends.
(f) resist peer pressure in decision making.
(g) explain the importance of wisdom in decision making.

Looking Back
In the previous grade you learnt about relationship management, building religious
relationships and responsible decision making. In this grade you will focus further on
relationship management, communication and social management, building relationships
and responsible decision making.

Key Words

Anger management – the ways of controlling anger from degenerating into bad
effects.
Cohesion – the action of doing things as a unit.
Handling criticism – the way one reacts to how people criticise their views or
them.
Relationship management – how one controls and govern relationships.
Vices – immoral or wicked behaviours.

Relationship management across religions

Relationship management refers to how one controls and govern relationships. It is vital to
manage a relationship well as it fosters family identity as well as religious identity. This is
vital in reducing interpersonal conflicts, intergroup conflicts and this creates social stability
and social cohesion.

18
Anger management
Anger refers to a fierce feeling of displeasure which can result in the desire to cause harm
to oneself, others and property. If anger is not managed, it can result in fighting each other,
creation of enemity, bad social relations and depression.
Ways of anger management
• Saying what has offended you.
• Moving away from what makes you angry.
• Finding a mediator who can help you talk over the issue to end anger.
• Praying is another way of anger management.
• One can receive counselling from others.

Activity 2

In pairs, find proper ways of handling criticism and anger. Present your findings to the class.

Exercise 2

Answer the following questions with either true or false.

1. Criticising others result in conflicts.
2. Intolerance is required when handling criticisms.
3. Anger refers to a fierce feeling of pleasure which can result in the desire to cause harm
to oneself, others and property.
4. Sobbing is not a way of anger management.

Building relationships
A healthy society is marked by strong relationships which are built from a strong foundation of
respect, sympathy, empathy and responsible decision making. We need to build relationships
to win allies who support us in our daily endeavours.
In order to get support from others living in the community, we need to build relationships
with people who know and trust us. Positive and supportive relationships will help us to feel
healthier, happier, and more satisfied with our lives.
1. Respect
One of the biggest challenges people experience in relationships is failure to respect each
other and other people’s perceptions. Respect means treating others with dignity and this
builds relationships as it creates harmony.
People feel more comfortable when they know that people “respect” them and value them
as human beings. So respecting each other despite diversity in opinion, outlook and other
factors is a great starting point for building relationships.

21
According to the Shariah, theft is punishable through the cutting of the hand, one is forbidden
to have sexual relationships and unfair business practices are condemned. This shows that
Islam manages relations through the Sharia which is an Islamic law.
2. The Sunnah
Relationship management is also done through following the exemplary life of Prophet
Muhammad which is known as the Sunnah. Muhammad left a pattern of life that should
be followed by every Muslim including how people should manage their relationships with
others.

Activity 1
In groups, discuss how to manage relationships in religions and present your findings to the
class.

Exercise 1

1. What is relationship management?

2. Give one reason why it is important to manage relationships.
3. State any two ways of relationship management.
4. Name one Jewish way of relationship management.

Criticism handling
The way people communicate issues when they are angry and when they are criticising
other people’s views is important in the solving of conflicts in society. People should be self-
restraint when they are communicating issues by avoiding unnecessary criticism which
dehumanise others.
The way we express our opinion and criticise others’ views may affect others resulting in
conflicts. When communicating criticism, it should not attack the person but an idea or
behaviour. It should also be done in a way which shows respect for others and in a polite
way. Therefore, when one is criticised for having a different perception, tolerance and respect
for others is important in handling criticism.
Ways of criticism handling
There are so many methods of managing or handling criticism that is directed against us.
Firstly being self-restraint is a strategy which manages criticism well. Being self-restraint
means limiting oneself from taking a particular action.
The other way of handling criticism is accepting other people’s views even when they are
wrong and this is known as tolerance. Avoiding people who often criticise your views and
dialogue is another way of criticism handling.

20
Characteristics of a good friend
A friend in need is a friend in deed. Therefore, there are several good features of a good
friend. These features are:
• having empathy
• support a friend in times of needy.
• good listener.
• always willing to assist.
• stands with you even in your absence.
Characteristics of a bad friend
• Back bites you in your absence.
• Gossiping
• Deserts you when you are in trouble.
• Always want to benefit from you.

Activity 4
In groups, list characteristics of good and bad friends.

Exercise 4
1. What is a friend?
2. Give two reasons for having a friend.
3. State any four characteristics of a good friend.
4. List any two features of a bad friend.

Peer pressure
This refers to an undue influence from friends
or colleagues. Young people may struggle to
cope with varying forms and degrees of peer
pressure. Peer pressure can be a powerful
force, fortunately, increased awareness has
led to numerous resources to help learners
and religious leaders to manage it effectively.
Peer pressure affects how people conduct
themselves as they listen to colleagues and
copy what other colleagues will be doing. Young boys drinking and smoking
Effects of peer pressure
1. Unwanted pregnancies.
2. Drunkenness.
3. Drug abuse.
4. Lack of respect for others and self.
5. Bullying.
23
2. Sympathy

Having sympathy helps in establishing

relationships. Sympathy towards our loved
ones, friends, work colleagues and the needy
in society, build a real harmony. This can
be expressed through material provisions
and this establishes connections which
are important in developing and building
relationships in the family and the wider A couple sympathising with each other
society.
3. Empathy
Developing empathy is one of the key fundamentals in building relationships. Empathy and
understanding builds connection between people thereby establishing strong relationships.
Empathy also means “reading” another person’s inner state and interpreting it in a way that
will help the other person and offer support and develop mutual trust.
Responsible decision making
Responsible decision making occurs when one make judgements that do not affect others
negatively. One of the biggest dangers with irresponsible decision making is to consider
one’s selfishness which results in people disliking you.
Responsible decision making in the workplace can lead to a culture of creating a strong
bond with others and reception of support from others. In turn, this can lead one to become
a successful and popular person in the community. It boosts the moral of others.

Activity 3

Take turns to read stories on and empathy. Show why it is important to build relationships.

Exercise 3
1. State any four things which help in building strong relationships.
2. _________ means treating others with dignity.
3. How does sympathy help in building relationships?
4. Why is empathy important for building relationships?

Friends
Friends refers to people whom you share
the same feelings of natural likings and
understanding. Friends are there to help,
support, advice and understand us in every
situation. They influence people’s decisions
as well as how people conduct themselves
in a wider community. Friends going to school
22
6. Has unceasing hope regardless of the negative situation.
7. Learn from the past for the benefit of the present and future generation.

Activity 5
In pairs, find a story on wisdom and read. Tell how a religious story reflect wisdom.

Exercise 5

1. What is wisdom?
2. State any 2 causes of peer pressure.
3. State any three features of wisdom.
4. List any three wisdom stories that you know.

Key points in this unit

• Relationship management refers to how one controls and governs relationships.
• Religions are regulators of human relationships.
• Prophets are custodians of morality in society as well as human relationships.
• A healthy society is marked by strong relationships which are built from a strong
foundation of respect, sympathy, empathy and responsible decision making.
• Wisdom is defined as the quality of having experience, knowledge and good judgement.

Unit Revision Exercises

Multiple Choice Questions
1. Relationship management is important because __________.
A. it enables people to hate each other B. it prevents conflicts
C. it promotes family gatherings D. it helps in removing social cohesion
2. ___________ has a role in relationship management in Indigenous Religion.
A. Child B. Wife C. Aunt D. Stranger
3. _________ is a way of relationship management in Indigenous Religion.
A. Sharia law B. Christian ethics C. The Decalogue D. Existence of ngozi
4. The Decalogue manages relationships by condemning __________.
A. adultery B. helping others C. peaceful living D. loving one another
5. ____________is an Islamic way of managing conflicts.
A. The Sunnah B. Use of aunt C. Prophets D. Christian ethic

25
Ways of withstanding peer pressure
• Having principles.
• Avoiding bad friends.
• Getting religious advice from religious officials.
Religious ways of dealing with peer pressure
There are several religious ways of dealing with peer pressure in society. These ways include:
(a) Preaching against friendship with bad people. In Christianity they preach that
friendship with the world is against God.
(b) Religious laws: The Shariah in Islam, the Torah in Judaism, Christian ethics as well as
indigenous laws and taboos prohibit copying bad behaviour from others. For example
in Islam, teenage pregnancy is punishable which reduces peer pressure among girls.
(c) Youth gatherings: youth fellowship
and gatherings are used to mould the
young to withstand peer pressure.
This reduces peer pressure in the
young as they are taught good morals.
In Christianity, the youths are taught
good morals.
(d) Initiation ceremonies are used in
Indigenous Religion to deal with peer
pressure.During kukomba among the
Xangani, VaRemba and Venda people
young boys and girls are taught
principles that enables them to cope A pastor teaching youths
with peer pressure.
Wisdom
Wisdom is defined as the quality of having experience, knowledge and good judgement.
Some words that can be used in place of wisdom are understanding, intelligence, insight,
use of common sense or prudence. Wisdom is important in understanding problems and
making judgements on issues affecting human life. In short, it helps in making a correct
decision which does not harm others and oneself.
Qualities of wisdom
1. Humility is a key feature of wisdom.
2. Accepting uncertainty is a feature of wisdom. One has to admit what happens in future
whether good or bad.
3. Maintenance of character than reputation. One does not conform easily and change
character.
4. Listens well and asks questions.
5. Reflective.

24
15. _________ is not a way of family interaction in Indigenous Religion.
A. Funeral ritual B. Wedding ceremony
C. Elopement D. Nhimbe or ilima
16. Family members gather to help one another except in ____________
A. rain asking ceremony B. collaborative work
C. wedding ceremony D. sleeping
17. Family interaction is important because __________
A. it promotes disunity B. it increases immorality
C. it promotes family identity D. it increases conflicts in family
18. _____________ are the needy in society.
A. Chiefs B. Orphans C. Village head D. Headman
19. __________ is way of caring for the needy.
A. Provision of material support B. Condemning them
C. Chasing them away D. Giving them passports
20. ________ helps people living with disabilities in society.
A. Jairos Jiri Association B. Schools
C. Banks D. Urban areas
21. Orphans are assisted with free education under ____________.
A. BEAM B. STEM C. Eduloan D. Zunde Ramambo
22. Relationship management is important because __________.
A. it enables people to hate each other B. it prevents conflicts
C. it promotes family gatherings D. it helps in removing social cohesion
23. ___________ has a role in relationship management in Indigenous Religion.
A. Child B. Wife C. Aunt D. Stranger
24. _________ is a way of relationship management in Indigenous Religion.
A. Sharia law B. Christian ethics C. The Decalogue D. Existence of ngozi
25. __________ is not a Christian ethic that encourages relationship management.
A. None retaliation B. Retaliation C. Intolerance D. Hating sinners
26. The Decalogue manages relationships by condemning __________.
A. adultery B. helping others C. peaceful living D. loving one another
27. ____________is an Islamic way of managing conflicts.
A. The Sunnah B. Use of aunt C. Prophets D. Christian ethics
28. _____________ is not a way of criticism handling.
A. Self-restraint
B. Intolerance
C. Avoid people who often criticise your views
D. Dialogue
29. _________ is a result of failure to manage anger.
A. Fighting each other B. Creation of a bond
C. Good social relations D. Happiness
30. ___________ is a way of anger management.
A. Sobbing B. Fighting
C. Finding a mediator D. Moving away from what makes you angry

27
Test 1
Paper 1: Multiple Choice Questions
Time 1 hour 30 minutes
You are required to answer all the questions in this paper.
1. A nuclear family is composed of _________.
A. father, mother and their children B. father, mother, children and friends
C. children and friends D. parents and friends
2. The placing of a child into a ward, group home like children’s home or treatment center
or private home of a state-certified caregiver is called _________.
A. extended family B. adoption C. foster parenting D. blending
3. ___________ is not an in-law.
A. Mother of spouse B. Father of spouse
C. Aunt D. Brother of spouse
4. Which one has the lower status in a family?
A. Grandfather B. Nephew C. Mother D. Children.
5. ___________ affects family dynamics.
A. Separation B. Technology C. Independence D. Religion
6. ___________ is not an effect of family dynamics.
A. Existence of child headed family
B. Reduction of the needy for social responsibility
C. Death
D. Divorce
7. __________ is a totem derived from body parts.
A. Fish B. Lion C. Fire D. Leg
8. What happens if one eats his or her own totem?
A. One will die B. One becomes toothless
C. Children die D. Rain will not fall.
9. ________ is not a function of a totem.
A. Control marriage relations B. Re-enforcing clan identity
C. Preserving environment D. Providing food for the people
10. ___________ disturbs family lineage.
A. Technology B. Education C. Infidelity D. Religion
11. The most descent way of marrying in Indigenous Religion is _________.
A. formal marriage B. eloping
C. child pledging D. working for a spouse
12. Who pays bride price in Indigenous Religion?
A. Bride B. Husband to be
C. Bride’s brother D. Aunt
13. In Islam, they follow the teachings of ________.
A. Moses B. Isaac C. Jesus D. Muhammad
14. Marriage is known as __________ in Islam
A. Mehr B. Imani-Zamin C. Mehndi D. Nikkah

26
Paper 2
[1 hour 30 minutes – 50 marks]
Section A
This section is compulsory and carries 30 marks.
1. Define family. [1]
2. Name any two family relations. [2]
3. State any advantage of a foster family. [1]
4. What causes adoption? [1]
5. Give any two reasons for the development of a child headed family. [2]
6. What is lineage? [1]
7. Indigenous lineages are traced through _________ [1]
8. State any two major functions of a totem. [2]
9. What is the primary purpose of marriage? [1]
10. State any two ways of marrying in Indigenous Religion. [1]
11. Show how an indigenous family interacts. [1]
12. Give one way of helping the needy. [1]
13. How does Indigenous Religion care for the needy? [1]
14. Give one reason why it is important to manage relationships. [1]
15. List any two ways of relationship management. [2]
16. State any one way of anger management. [1]
17. Name any two things which help in building strong relationship. [2]
18. State any two characteristics of a good friend. [1]
19. Identify any two effects of peer pressure. [2]
20. State any two ways of managing peer pressure. [2]

Section B
Answer 4 from the 6 questions given. [20 marks]
Each question carries 5 marks
1. (a) What is family interaction? [1]
(b) State any one way a family can interact. [1]
(c) What is the benefit of family interaction? [1]
(d) State any factor which affects family interaction. [1]
(e) What is the disadvantage of family interaction? [1]
2. (a) What is a totem? [1]
(b) Give one example of a totem. [1]
(c) What is the importance of totems in your society? [1]
(d) Lineage refers to ________. [1]
(e) State the importance of knowing one’s lineage. [1]

29
31. ______ is not a feature of building strong relationships.
A. Respect B. Sympathy
C. Selfishness D. Responsible decision making
32. Friends are needed for ______________
A. giving us problems B. supporting us
C. retaliate on behalf of us D. giving us bad advice
33. _________is not a feature of a good friend.
A. Having empathy B. Support a friend in times of need
C. Bad listener D. Always willing to assist
34. ____________ is a result of peer pressure.
A. Self-restraint B. Soberness
C. Unwanted pregnancies D. Self respect
35. ____________ is a symbol of African wisdom.
A. Jesus B. Prophet Muhammad
C. Moses D. Nehanda
36. _________ is a quality of wisdom derived from parables.
A. Good decision making B. Foolishnes
C. Anger D. Cruelty
37. _____________ is a quality of having experience, knowledge and good judgement.
A. Self-restraint B. Intolerance C. Wisdom D. Dialogue
38. In Islam _________ helps in giving material support to the needy in society.
A. zakat B. tithes C. Zunde D. Torah
39. ___________ law is used to manage human relationships in Islam.
A. Decalogue B. Shariah C. Koran D. Muhammad
40. __________ means treating others with dignity and this build relationships as it creates
harmony.
A. Tolerance B. Caring C. Respect D. Unity

28
 Topic

2
RELIGION

Topic introduction

In Zimbabwe, people belong to different religions. The major religions which we will look at
in this topic include Christianity, Indigenous Religion, Judaism and Islam. You will learn about
the different world religions which are found in Zimbabwe. There will be a look at various
concepts which are associated with the above mentioned religions.

31
3. (a) Define the term needy. [1]
(b) State any three groups of people who are regarded as the needy in society. [1]
(c) How does Indigenous Religion care for the needy? [1]
(d) Orphans are assisted with financial aid through a programme known as_____. [1]
(e) Identify two ways of caring for the needy in society. [1]
4. (a) What is relationship management? [1]
(b) Give one reason why it is important to manage relationships. [1]
(c) State any one way of relationship management. [1]
(d) Name one Jewish way of relationship management. [1]
(e) What is the importance of relationship management? [1]
5. (a) A friend is __________. [1]
(b) Give one reason of having a friend. [1]
(c) State any one characteristic of a good friend. [1]
(d) Name any one feature of a bad friend. [1]
(e) Friends influence people’s decisions as well as how people conduct themselves in a
wider community. (True or False) [1]
6. (a) Peer pressure is __________. [1]
(b) What is the cause of peer pressure? [1]
(c) State any one effect of peer pressure. [1]
(d) Suggest one solution to peer pressure. [1]
(e) Give one religious way of solving peer pressure? [1]

30
 Judaism Christianity Islam Hinduism Taoism Buddhism

Sikhism Confucianism Shintoism Jainism Bahai Faith

Symbols of religion

Activity 1
Draw religious symbols of any three world religions.

Features of world religions

There are several features of world religions which have been used to categorise world
religions but they have weaknesses.
1. Scriptures: world religions have scriptures. This makes them literate religions. Written
scriptures make a religion to graduate from a primal religion to a world religion. Scriptures
guide the followers of a religious group on how they are supposed to behave in various
circles of life.
2. Salvation: world religions have a clear concept of salvation unlike primal religions which
have an abstract concept of salvation.
3. Universal message: world religions have a universal message aimed at saving the entire
humanity unlike primal religions where salvation is group tied. To be Hindu is to be an
Indian. Hinduism is non-appealing outside India but it is a world religion.
4. Missionaries: world religions have a set of missionaries. A missionary is a member of
a religious group sent into an area to promote their faith. For example, Christianity and
Islam has missionaries who spread their faith in different parts of the world.Africans and
Indians do not have missionaries.
5. Numerical superiority: world religions possess a numerical superiority over others. They
have millions of followers across cultural groups. Christianity has the largest numbers of
followers the world over.

33
 THE CONCEPT OF
Unit
RELIGION

5
Unit objective
By the end of this unit, you should be able to:
(a) list world religions.

Looking Back

In the lower grade, you learnt about religions which are commonly practised in Zimbabwe.
In this grade, you will focus on religions that are found the world over which are known as
world religions. These religions are so many and they include Judaism, Christianity, Islam,
Hinduism, Buddhism, Baha’i faith and Jainism among others.

Key Words

Primal – relating to an early stage.

World religions – religions that are practiced in many parts of the world.

World religions
Religions of the world or world religions are religions that are practiced in many parts of the
world.
Symbols of some world religions
World religions have symbols which represent them. Religions which have symbols include
Christianity, Judaism, Islam, Taoism, Buddhism and Jainism.

32
 Unit INDIGENOUS RELIGION

6
Unit objectives
By the end of this unit, you should be able to:
(a) explain the concept of life after death in Indigenous Religion.
(b) describe the rites and rituals performed in Indigenous Religion.
(c) state ways of conserving the natural flora and fauna in Indigenous Religion.
Looking Back
In the previous grade, you learnt a lot on Indigenous Religion. Some of the things which you
learnt are development of Indigenous Religion in Zimbabwe. In this grade, you will learn more
about Indigenous Religion on concepts such as key teachings, rites and rituals, lineages and
totems as well as Indigenous Religion and the environment.

Key Words
Fauna – the animals of a particular region.
Flora – the plants of a particular region.
Indigenous Religion – the beliefs and practices of the native people.
Rites – rituals that are done at various stages in human life.
Environment – the natural things that surrounds us.

Key teachings
Indigenous Religion refers to the beliefs and practices of the native Zimbabwean people.
These beliefs and practices are found in religious teachings of the indigenous people. One of
the key teachings and beliefs of indigenous people is that death is not death but a transition
into another state. They teach that there is life after death.
Concept of life after death
Death, although a dreaded or painful event is seen as a necessary stage in the transition into
another state. The ultimate goal of life is to become an ancestor after death. This is because
Africans do not die. For indigenous people, death is not the end of life but the beginning of
another life spiritually.

35
 Activity 2
In groups, state different world religions that you know.

Exercise 1
1. State any one religion which does not have scripture.
2. List the five features which make a religion a world religion.
3. State two religions which do not have missionaries.

Key points in this unit

• Religions of the world or world religions are religions that are practiced in many parts
of the world.
• World religions have a clear concept of salvation unlike primal religions which have an
abstract concept of salvation.
• World religions possess a numerical superiority over others.

Unit Revision Exercise

Structured Questions
1. What is a world religion?
2. Name any two religions which are world religions.
3. List any two other world religions from Asia.
4. Give any two features which makes a religion a world religion.
5. State one religion which does not have missionaries.

34
 • intervene and solve cultural and social conflicts for example marriage issues.
• provide and withdraw the benefits, for example, rainfall in the event of moral decay.
• fertilise the infertility of both human and that of the land.
• are mediators between the living and the dead. They convey the messages and rituals
to Mwari. They mediate on behalf of humans before God.
Alien spirits as good spirits
They can bring good lucky or skill which early travellers failed to see. One can become a
prominent healer. This is a therapy function. Others can become great hunters, warriors, singers
and dancers. An alien spirit (shavi) can also impart athletics skills in a person.
Bad alien spirits
Some alien spirits like witchcraft, adultery, prostitution which is beyond the ordinary “ane
shavi rekuhura” and stealing is another negativity associated with shavi spirit.
Avenging spirits (ngozi)
They are spirits of those who died with grievances as well as being murdered. They come
back for retribution. It is the most fearful type of spirit. It causes misfortunes and it is the
most devastating and it needs compensation. It can only stop affecting the living when it is
compensated.
Goblin (chikwambo)
These are the people who die with grievances. In terms of manifestation, a goblin is very
tricky. Some want to categorise it as a spirit but sometime can change form. It may be an
object or animal. It is used mainly by those in business and if the goblin is not respected in
terms of its demands, it will backfire and kill the people in the family.

Activity 1
In pairs, distinguish between good and bad spirits.

Exercise 1

1. Death is not the end of life but the beginning of a new life in Indigenous Religion. (True
or False)
2. State any three ways which show that there is life after death in Indigenous Religion.
3. Identify any two good spirits in Indigenous Religion.
4. State any two bad spirits in Indigenous Religion.
5. Give any two function of ancestral spirits.

Rites and rituals

Rites can be defined as practices which are done to show the transition from one stage of
life to the other, while rituals are a set of actions that are repeated according to the same
fixed pattern. There are rites and rituals done at various stages in human life.

37
Ways showing life after death in Indigenous Religion
Words used to refer to death: there are
words which acknowledge that life exists
after death for example, he or she has
travelled, he or she has left us, he or she has
gone and he or she has rested.
Grave name: the grave name rinda or imba
reflects that death is not the end but the
beginning of the new chapter. Imba means
a house where one lives and rinda means a A graveyard
place of waiting to go to the spiritual realm.
The other name is buriro meaning “to go” to
some destination.
Funeral rituals: rituals performed upon the
death of the person reflects the concept of
life after death. For example, the deceased is
bathed for him or her to travel to the spiritual
world well. A traveller always travels after
bathing and with good clothes. Other funeral
rituals which shows life after death include
a night vigil in the hut, stopping at intervals
saying “let us make him or her rest” and tools Burial proceedings
put inside the grave.
Rituals: the home bringing ceremony (kurova guva or umbuyiso) is a clear evidence of life
after death.
Existence of spirits: existence of ghosts (magoritoto)and avenging spirits (ngozi) attest that
there is life after death in Indigenous Religion.
Communication with the spirits: this is evidence of life after death when the indigenous
people communicate with the spirits in their day to day life or when they face problems in
life. They conduct a ceremony where they constantly talk to spirits.
Existence of spirit mediums: spirit mediums are representatives of the dead. They act as a
link between the spirit world and the human world.
Good and bad spirits
Good spirits in Indigenous Religion refers to ancestors as well as some of the examples of
alien spirits which can benefit the individual as well as the community.
Why ancestors are good spirits because they:
• are guardians because they guide day and night.
• protect the land and descendants, they provide for the well-being of the land and interest.
• defend and protect the family and help in cases of sickness and misfortunes.
• diagnose the cause of anything and misfortune.
36
Exercise 2
1. What is a rite?
2. State any two rites associated with the birth of a child.
3. Why is the name important in indigenous birth rite?
4. List two reasons why burial rituals in Indigenous Religion are important.

Indigenous Religion and the environment

Environment is defined as the surroundings and in this context it refers to prevention or
protection measures taken to preserve the natural environment. It involves air, land,
vegetation and water bodies. For the indigenous people, the natural environment is sacred
and it should be protected from wanton destruction through various practices and beliefs.
Ways of conserving the environment include the following:
Taboos: there are taboos in Indigenous Religion which protect the environment. For example,
it is not allowed to kill frogs for this can cause low rainfall and if one kills an owl, hands will
fall away.
Totems: totems is a way of preserving the natural environment. For example, those of the beta
(termite) totem are not allowed to eat ants as well as destroying the anti-hill. Furthermore,
those of the eland totem do not eat their totem meaning elands will be preserved.
Sacredness: trees and pools are preserved because of their sacredness. For example water
sources like Gonawapotera and Hashiti pool which are abode of water spirits are protected
from water pollution as bathing with detergents is prohibited. Sacred trees like Muhacha,
Mutarara, Chizhuzhu and Munyamharadze are preserved.
4. Indigenous laws: chiefs and villages
have laws which conserve trees. Firstly in
November in Gutu, people are not allowed to
cut trees during the whole month. Cutting
trees during this sacred month attracts a
heavy fine. Also, during a chisi sacred day,
trees are not cut down.

A man forbidding people from cutting trees

Activity 3

In pairs, carry out a project on nature conservation.

Exercise 3
1. What is an environment?
2. _____, _______ and ________ are components of the natural environment.
3. Why is the natural environment sacred in Indigenous Religion?
4. Who is responsible for enforcing indigenous environmental laws?

39
1. Birth
Treatment of the fontanelle, a child has a soft
spot on top of the head which he or she is
born with. This is known as nhova and proper
rituals have to be carried out to ensure the
safety of the child by treating the fontanelle.
Treating the fontanelle which is known as
kugadzira nhova or ukwethesa inkanda is
done through herbs and medicated things. A child being treated the fontanelle
Naming of the child: this is a ritual that is done during a family gathering and the child is
given a name with a connection to family history. The name given can also be of the departed
relative or the living relative (sazita). Naming of child has a social and religious significance
among the Shona, Ndebele, Venda and other ethnic groups.
2. Marriage
Marriage is the union between two adults, a male and female for the reason of having
children. It marks the change of one’s status from single to married. There are various types
of marriage which include formal marriage, elopement and child pledging among others.
There are also forms of marriage depending on one’s social status which include polygamy
and monogamy. The most acceptable type of marriage is the marriage proposal which is
done after the two prospective husband and wife have agreed to marry each other. After
that, a go between will be a carrier of messages from both ends. The payment of lobola
seals the marriage.
3. Burial
Death in Indigenous Religion is viewed as a change of form and status. This implies that one
changes from a physical being to a spiritual being. There are rituals associated with death.
Folding of the deceased is the first ritual that is done when a person dies. Mouth is closed
and the hands are aligned to the body.
After folding of the deceased, the deceased’s body is bathed and anointed by a close relative.
After this, a beast is killed which will help the deceased to graduate into the spirit world.
During burial, the deceased’s body lie in state at the homestead and make a procession to the
graveyard. They stop at intervals going to the graveyard which is marked by a close relative
(kutema rukawo). The dead is buried with weapons if he is a male and kitchen utensils if she
is a woman. When one is buried they face a certain direction depending on the culture of the
people.

Activity 2
In groups, research on rites and rituals in Indigenous Religion.

38
 Unit CHRISTIANITY

7
Unit objectives
By the end of this unit, you should be able to:
(a) deduce meanings from parables.
(b) describe how Jesus Christ was crucified.
(c) state how Jesus Christ was buried.
(d) explain Jesus Christ’s resurrection.
(e) identify key Christian teachings.
(f) identify the rites and rituals in Christianity.
(g) explain the rites and rituals in Christianity.
Looking Back
In the previous grade as learners you learnt on Christianity where you explored issues such
as Jesus Christ’s life and ministry, key teachings of Christianity, ceremonies and festivals in
Christianity. In this grade you will learn more on Christianity focusing on Jesus Christ’s life
and ministry, his death, burial and resurrection, key teachings, rites and rituals in Christianity.

Key Words
Rites – rituals that are done at various stages in human life.
Environment – the natural things that surround us.

Jesus’ life and ministry

Jesus is the son of God and born of a Virgin Mary. His ministry began when he was baptised
by John the Baptist and tempted by the devil. Throughout his life and ministry, Jesus taught
people using simple language and parables for various purposes.
Parables
A parable is an earthly story with a heavenly meaning. These stories were derived from the
daily life of the Jewish people like farming, trade, marriage and fishing among others.

41
Key points in this unit
• The ultimate goal of life is to become an ancestor after death.
• Rituals performed upon the death of the person reflect the concept of life after death.
• There are rites and rituals done at various stages in human life.
• Totems are a way of preserving the natural environment.

Unit Revision Exercises

Multiple Choice Questions
1. __________ is an ultimate goal of life in Indigenous Religion.
A. Being an ancestor B. Being prosperous
C. Being innovative D. Being religious
2. ___________ do not reflect the existence of life after death in Indigenous Religion.
A. Rituals B. Grave names C. Totems D. Existence of Mediums
3. ___________ is an example of good spirits.
A. Ancestral spirits B. Goblins C. Ghosts D. Avenging spirits
4. ___________ is an alien spirit which promote enterprise.
A. Fighting B. Stealing C. Witchcraft D. Hunting
5. __________ is a birth rite in Indigenous Religion.
A. Giving milk B. Bathing the baby
C. Naming of the child D. Marriage
6. Marriage is a ritual that is sealed by __________.
A. ancestors B. in-laws C. lobola payment D. children
7. ___________ is not a death ritual in Indigenous Religion.
A. Washing of the body
B. Sobing
C. Folding of the body parts
D. Burying the deceased with weapons or utensils.
8. _____________ is not part of environment in Indigenous Religion.
A. Vegetation B. Stones C. Pools D. Hut

40
Exercise 1
1. Who is the founder of Christianity?
2. What is a parable?
3. Give two reasons why Jesus taught in parables.
4. Describe the parable on stewardship.
5. Draw lessons from the parable of two debtors.

Jesus Christ’s death, burial and resurrection

The climax of Jesus’ life is marked by his suffering and death. This is the reason why Jesus is
known as the suffering servant. He was condemned to death and was crucified on the cross.
He was buried and rose from the dead on the third day. The resurrection of Jesus became the
cornerstone of Christian faith.
Crucifixion (Matthew 27: 35, Mark 15:24 Luke 23:32)
Crucifixion was a Roman method of
executing criminals. After being condemned
by Pilate to death, Jesus was taken to
Golgotha for crucifixion. He was made to
carry his cross but was helped by Simon of
Cyrene. He was beaten, ridiculed all the way
to the cross. He was nailed on the cross and
this cross was very high. Crucifixion of Jesus

From the sixth hour to the ninth hour, there was great darkness, the temple curtain was
torn into two and the earthquake was felt. Jesus then cried out “Eloi Eloi Lamasabachatan”
meaning my lord my lord why have you forsaken me. The bystanders thought he was calling
for Elijah. When Jesus said he was thirsty, the guards gave him a sponge filled with vinegar
to drink. Jesus then died immediately.
Burial
It was on the day of preparation, before the Sabbath, Joseph of Arimathea, a respected
member of the council, who was also looking for the kingdom of God, took courage and
asked for the body of Jesus for burial from Pilate. Pilate wondered if he was already dead
and confirmed with the guards.
After Pilate was told that Jesus was dead, he was given the body. Joseph of Arimathea then
shrouded and wrapped the body of Jesus with linen clothes. He laid Jesus in a tomb which
he had hewn out of a rock and rolled a stone against the door of the temple.
Resurrection
On the third day from burial, Jesus rose from the dead. Resurrection refers to the raising of
someone from the dead. It is central to Christian faith. After Jesus’ death, he resurrected and
appeared to his disciples to strengthen the faith of his followers as well as to prove his divinity.
The resurrection of Christ is important for Christians because it shows the importance of
Christian faith and history. There are two evidences of Jesus’ resurrection which are:

43
Why Jesus taught in parables
There are several reasons why Jesus taught
in parables. These reasons include:
• for his hearers to understand clearly
about the kingdom of God.
• to confuse his enemies.
• to tease the mind of his hearers.
• for his followers to easily remember Jesus teaching in parables
his teaching.
Stewardship (Luke 16: 1-13)
Jesus told his hearers of the parable of the rich man who had a steward. The rich man heard
that his steward was wasting his riches. He called the steward and told him that he was
going to be stopped from being a steward.
The steward then thought of going to the people who owed his master and asked how much
each owed his master. To the one who had hundred measures of oil he took off his bill and
wrote fifty. To the other one who had hundred measures of oil he took the bill and wrote
eighty. The master condemned the dishonest steward.
Lessons from the parable
• People should think of what they will become when they die.
• Possessions and talents should be placed in the world to come.
• People should be wise concerning things of this world.
Two debtors (Luke 7: 41-43)
There was a certain creditor who had two
debtors. One owed him one hundred denarii
and the other fifty. The two could not pay
the creditor and they were all forgiven. Jesus
asked Peter who was forgiven most and
Peter told him that the one who was forgiven
more. Jesus agreed with Peter’s answer.
Lessons
The two debtors
• One should forgive others no matter how bad one has been offended.
• No sin is bigger than the other.
• We should not compare ourselves with others when it comes to sinning.
• God loves sinners.

Activity 1

In pairs, discuss lessons learnt from parables.

42
2. Eternal life
Eternal life refers to the idea whereby people live for ever. People will be freed from death
and live forever with Christ as the ruler. Those who will have eternal life are those who lived
a Christ like life, a life free from sin as well as those who accepted Jesus as their only saviour.

Activity 3

Discuss the importance of the key teachings in Christianity in pairs.

Exercise 3
1. What is judgement?
2. The second coming of Jesus is known as __________.
3. What is eternal life?

Rites and rituals

Rites are known as stages in which every individual passes through like birth, puberty,
marriage and death whereas rituals are religious activities that are repeated according to a
fixed pattern.
1. Burial
Burial rites vary from one church to the other. Firstly the body is anointed with a pastor or
priest before it is buried. On the grave site, the pastor or priest will say, “We commit this body
to the ground, earth to earth, ashes to ashes and dust to dust.” This reminds all people that
they will die and they are God’s creation.
Before the body is lowered into the grave, a prayer is done to dedicate the spirit to God. The
body is then lowered into the grave and the grave is filled with soil or covered. Later a tomb
stone is placed giving the details of the deceased person’s life. Some put a cross on the grave
after burial to show that the deceased was a believer.
2. Holy matrimony
Marriage is regarded as the holy matrimony. The two adults male and female are joined
together as husband and wife in the presence of the congregation. The bride will be in a
white gown and they exchange rings.
The pastor or priest would first read the Bible to sanctify the marriage. Declarations are
then made by the couple, making their promises in front of God that they will love, comfort,
honour and respect each other as long as they are alive.
After the declarations vows are made in which both the couples say, “to have and to hold
from this day forward, for better, for worse, for richer, for poorer, in sickness and in health,
to love and cherish, till death do us part”, the couple will then exchange rings saying, as a
sign of everlasting love life together. The priest or the pastor will then declare the couple as
husband and wife. The two are given a certificate of marriage. The feast marks the end of
the holy matrimony rite.

45
1. Empty tomb evidence: Mary the mother
of Jesus and Mary Magdalene as well as
disciples of Jesus found that the grave in
which Jesus was buried was empty. This
shows that he resurrected.
2. The resurrection appearances: After
resurrection, Jesus appeared to the
twelve disciples, the five hundred people
and lastly to Paul.
Empty tomb of Jesus
Why Jesus resurrected
1. Jesus wanted to fulfil what he had said.
2. To strengthen the faith of the disciples.
3. To reassure the disciples of the kingdom of God.
4. To prove that he was the risen Christ.

Activity 2
Watch a video on Jesus’ burial and then make notes on how Jesus was buried. Present your
findings to the class.

Exercise 2
1. Where was Jesus crucified?
2. Who buried Jesus?
3. Describe how Jesus was buried.
4. Who were the first people to witness the resurrection of Jesus?
5. Describe any two evidence that Jesus resurrected from the dead.
6. State any two reasons why Jesus resurrected from the dead.

Key teachings
Christianity has several core teachings. In this context judgement and eternal life are some
of the key teachings besides other teachings that Jesus is the son of God and saviour.
1. Judgement
Judgement is whereby the good will be separated from the evil. The evil will be thrown into
the hell of fire while the good will have eternal bliss in paradise. On this day, God himself will
be judging all the people. Misfortunes will befall those who are evil (Matthew 13:40-48). So,
there will be judgement for the bad ones as well as salvation for the good ones.
Judgement will happen after the second coming of Jesus which will be marked by an arch
angel’s call, raising of the dead and judging of people by Christ. After judgement the kingdom
of God will be established.

44
Baptism
The term baptism is derived from the Greek
word “baptiso” which means immersion.
Baptism therefore refers to the dipping of a
believer in water. Firstly a Christian repents
and accepts to be a Christian by believing
that Jesus is the saviour. The pastor or priest
will then baptise him or her with water in a
river and the believer would now assume a
A woman being baptised
new life different from the old one.
Today people can be baptised in water ponds and swimming pools, other churches use just
a cup of water to pour on the head as a sign of baptism. Baptism marks a transformation
from old life to new life and it also symbolises the death and resurrection of Jesus Christ as
well as repentance and cleansing of sin. After baptism some change their names and adopt
a Christian name like Peter, Paul, John, Elizabeth and Mary.

Activity 4

In pairs, research on rites and rituals in Christianity.

Exercise 4

1. What is the importance of the holy matrimony in Christianity?

2. Why do Christians pray?
3. State the importance of the Lord’s Prayer.
4. Give two reason why Christians are baptised.

Key points in this unit

• Jesus is the son of God and born of a Virgin Mary.

• Jesus taught in parables.
• The climax of Jesus’ life is marked by his suffering and death.
• Crucifixion was a Roman method of executing criminals.
• Marriage is the regarded as the holy matrimony.

47
 Rituals
Rituals are a set of religious actions that are repeated according to a fixed pattern. Prayer
and baptism are important rituals in Christianity which is done according to a fixed pattern.
The Lord’s Prayer is the standard ritual prayer for all Christians. Baptism is a religious action
which marks one’s entrance into Christianity.
(a) Prayer
Prayer in Christianity is done in a church and
it can either be individual or group prayer.
When Christians pray, they do so through
Jesus Christ. They should approach God as
a child approaches a parent, with simplicity
and directness, in confidence and in love.
Many Christians set aside daily family
time, usually in the evening, for prayer and
G scripture reading. Small groups meet in the
A home for Bible study. Christians often pray
upon waking up and at bedtime. Prayers of
Christians praying
thanksgiving are said at mealtime. Christians
pray on behalf of the sick and visit the sick in
order to pray with them.
The Lord’s prayer
The Lord’s prayer teaches the Christians to ask for physical and spiritual goods. Prayer must
not be selfish. The Gospel of Matthew contains an example of prayer that Jesus gave to his
followers, setting the pattern on how to pray and what to pray for. The Lord’s Prayer is a
model for prayers of adoration, confession and petition in Christianity.
Our Father who art in heaven,
Hallowed be thy name.
Thy kingdom come,
Thy will be done,
On earth as it is in heaven.
Give us this day our daily bread;
And forgive us our debts,
As we also have forgiven our debtors;
And lead us not into temptation,
But deliver us from evil.
(Matthew 6:9-13)

46
 Unit JUDAISM

8
Unit objectives
By the end of this unit, you should be able to:
(a) state the ten commandments.
(b) explain monotheism in Judaism.
(c) identify the rites and rituals in Judaism.
(d) state measures taken by the Jews to keep communities free from pollution.
(e) outline the history of Judaism in Zimbabwe.
(f) describe the Jewish practices of worship in Zimbabwe.
Looking Back
Previously you learnt about the key teachings in Judaism as well as Jewish ceremonies and
festivals, religious practitioners and their roles as well as Jewish worship. In this grade, you will
focus more on key teachings in Judaism such as the Ten Commandments and monotheism,
Jewish rites and rituals, Judaism and the environment as well as Judaism in Zimbabwe.

Key Words
Monotheism – the belief in one God.
Ten Commandments – the ten laws given to the Israelites through Moses.

Key teachings
There are various teachings in Judaism which reflect the beliefs and practices of the Jewish
people. The Ten Commandments and monotheism are key teachings which reflect their
belief in one God as well as explaining human relations.
1. The Ten Commandments
(Exodus 20: 1-17)
Jews believe in the Ten Commandments or
Decalogue written in the Torah. The Ten
Commandments were given by God to the
Israelites through Moses after leaving Canaan.
Moses with the commandments

49
Unit Revision Exercises
Multiple Choice Questions

1. The founder of Christianity is ___________.

A. Jesus B. Mary C. God D. Abraham
2. ____________is an earthy story with a heavenly meaning.
A. Bible B. Quran C. Scripture D. Parable.
3. _________ is the reason why Jesus taught in parables.
A.Showing intelligence B. Arrogance
C. Being a teacher D. To make his message easier to understand
4. ___________ is not a lesson derived from the parable of the two debtors.
A. Forgiveness B. God loves sinners C. Penitence D. Everyone is a sinner
5. Name the place that Jesus was crucified?
A. Galilea B. Mt Olivet C. Jerusalem D. Golgotha.
6. On which day was Jesus buried?
A. Saturday B. Sunday C. Monday D. Friday.
7. ______ is the evidence of Jesus’ resurrection.
A. Earthquake B. Death of Judas C. Empty tomb D. Ascension to heaven
8. ______________ is not a feature of Judgement day.
A. Raising of the dead B. Separation of good from bad
C. Establishment of the kingdom of God D. Rebirth of Jesus
9. __________ is given upon the completion of a marriage wedding ceremony.
A. Marriage certificate B. Wedding gowns
C. Rings D. Love tokens
10. Christian baptism symbolises_______.
A. renewal of life B. purity
C. death and resurrection of Jesus D. membership to Christianity

48
Importance of the circumcision ritual in Judaism
• The ritual is done to symbolise that
one is a true Jew.
• Circumcision marks entry by the male
child into the Jewish community.
• The ritual of circumcision in Judaism
has become law for all Jews to follow.
The ritual of circumcision is seen by the Jews
as a mark of distinction between the Jews
and other nationalities. Circumcision in Judaism
(b) Burial
The causes of death is sin in Judaism. Upon the death of a Jew, rituals such as closing of the
eyes and mouth as well as aligning hands to the body are done. The body is then ritually
cleansed with anointing oil and is wrapped as well as shrouded by males if the body is that
of a male and females if it is the body of a female.
The Jewish custom is that burial of the dead takes place in less than 24 hours. Mourning the
dead goes on up to a week by relatives and is known as Shiva while mourning for thirty days
by family members can continue and this mourning is known as Shloshim.
Importance of the ritual
• Death rituals are done to give a proper and respectful burial to the deceased.
• The ritual is done to comfort mourners or the bereaved.
• Rituals are done in anticipation of the resurrection of the dead.

Activity 2

Research on the procedures followed during circumcision.

Exercise 2
1. The circumcision of male Jews is known as __________in Hebrew.
2. When is a male Jew circumcised?
3. State any two importance of circumcision in Judaism.
4. List two reasons why circumcision is important in Judaism.

Judaism and the environment

Environment refers to the air, water and land in which people, animals and plants live.
Judaism plays an important role in the understanding of the natural environment by creating
attitudes which help in the protection of the natural environment. The environment has been
created by Yahweh.
The source of environmental protection is found in the prohibition in the biblical command
51
The first four laws are concerned with men’s relationship with God and the other six are about
how humans should relate to each other. The Ten Commandments are:
• You shall have no other gods before me.
• You shall not make for yourself an idol.
• You shall not misuse the name of the Lord your God.
• Remember the Sabbath day by keeping it holy.
• Honour your father and your mother,.
• You shall not murder.
• You shall not commit adultery.
• You shall not steal.
• You shall not give false testimony against your neighbour.
• You shall not covet.
2. Monotheism
Monotheism refers to the belief in one God. Judaism clearly distinguished itself from all other
ancient religions by its belief in one God known as Yahweh. Since time immemorial, Jews
believe in one living God, Yahweh who is eternal and rules the entire universe.

Activity 1
In pairs, discuss monotheism in Judaism.

Exercise 1

1. Give the other name for the Ten Commandments.

2. List any three laws from the Ten Commandments.
3. What is monotheism?
4. Name one God whom Jews believe in as the Supreme Being.

Rites and rituals

A ritual can be defined as a religious ceremony or ceremonies that are often repeated in the
same form. Jewish rituals are based on the Jewish law “halakhah”. Rituals in Judaism help
in expressing gratitude and exhibiting Jewish identity. Some of the rituals in Judaism include
prayer, birth rituals, circumcision and burial rituals.
(a) Circumcision (Brit milah)
Circumcision is also known as brit milah. By definition circumcision is the removal of the
foreskin of the male sexual organ. In Judaism, circumcision is done by a mohel, meaning a
qualified circumciser.
This ritual is done to show the identity that one is a Jew. Circumcision is also done in fulfilling
the covenant that was made between God and Abraham in which Abraham was made to
circumcise himself by God (Genesis 17:10-11). Every male child is circumcised on the 8th day
from the day of birth. The person who fails to be circumcised is guilty of the sin of kareit
meaning spiritual removal.

50
Chinyika area in Gutu where the VaRemba people are found.
Jewish practices of worship in Zimbabwe
• They congregate on Friday for the reception of the Sabbath.
• During the reception of the Sabbath, candle Sabbath are lit and they read scriptures.
• On the Sabbath, they visit synagogues for prayers.
• They rest from all forms of work on the Sabbath and devote their time to scripture
reading.
• They close the Sabbath on Saturday on sunset.

Activity 4
In groups, describe the history of Judaism in Zimbabwe.

Exercise 4

1. Who established Judaism in Zimbabwe?

2. Name the two schools that were built by early Jews in Zimbabwe.
3. State any three places where Jews are found in Zimbabwe.
4. Identify any three Jewish practices.

Key points in this unit

• Jews believe in the Ten Commandments or Decalogue written in the Torah.
• Jews believe in the existence of one God.
• The source of environment protection is found in the prohibitions in the Hebrew Bible.
• Judaism was established in Zimbabwe by merchants and Jewish investors.

Unit Revision Exercises

Multiple Choice Questions
1. Judaism believes in the existence of one God called _________.
A. Allah B. God C. Yahweh. D. Jesus Christ
2. The Ten Commandments are also known as the __________.
A. Torah B. Decalogue C. Priest D. Laws.
3. _________ is the first of the Ten Commandments.
A. You shall not make for yourself an idol
B. Do not steal
C. Honour your father and mother
D. You shall have no other gods before me
4. _________ is a law which promotes good human relations in Judaism.
A. Worship one God
B. You shall not covet your neighbour’s house
C. You shall worship God alone
D. Remember the Sabbath to keep it holy

53
that, soldiers at war should not cut down fruit trees to use their wood in besieging an enemy
(Deut. 20:19-20). In this regard, Judaism is against all forms of threat to the environment like
pollution.
Judaism and pollution
Pollution refers to the destruction of the natural state of the environment. There are laws
which prevent water pollution in Judaism. These laws are known as Mishnah and they deal
with laws of water and air pollution, limiting the rights of both rural and civic residents.
The law condemns emission of gaseous
of smoke into the atmosphere, disposal of
sewage into water bodies leading to water
pollution, littering in public places leading to
land pollution and this in turn pollutes the air.
There are also Jewish laws which limit
pollution known as halvah. According to
halvah, furnaces which emit smoke into the
air were forbidden in Jerusalem because they
resulted in air pollution of the city. Controlling
pollution is a religious obligation of every Jew. Jews picking up litter in the streets

Activity 3

In pairs, outline the Jewish practice in dealing with pollution.

Exercise 3

1. What is pollution?
2. State any two components of the environment.
3. Give any two forms of pollution that are condemned by the Jewish religion.
4. The Jewish law which limits pollution is known as _______.

Judaism in Zimbabwe
Judaism was established in Zimbabwe by merchants and Jewish investors. The early
founders of Judaism lived in cities and established the Jewish religion in cities like Harare
and Bulawayo for economic reasons.

The first Jewish synagogues were built in Harare and Bulawayo respectively in the early
1960’s. Jews were able to build schools like Sharon and Camel primary schools to cater for
Jewish needs in the education sector.
Due to missionary activities as well as historical factors, Judaism is also found in rural areas
like Mberengwa in the Midlands where the VaRemba people who are believed to be the lost
tribe of Israel are found. Judaism for the VaRemba people is not only a religion but a culture.
Furthermore, Judaism is also found concentrated in Mapakomhere in Masvingo as well as in

52
 Unit ISLAM

9
Unit objectives
By the end of this unit, you should be able to:
(a) identify key teachings in Islam.
(b) identify rites and rituals in Islam.
(c) state ways of conserving the natural resources by Muslims.
(d) explain the history of the Islamic religion in Zimbabwe.

Looking Back
In grade six, you learnt about various concepts in Islam which include its key teachings,
ceremonies or festivals, religious practitioners in Islam and their roles as well as Islamic
worship. In this grade, you will learn more on the other key teachings in Islam like judgment
as well as resurrection. The rites and rituals in Islam, the concept of environment in Islam as
well as Islam in Zimbabwe will also be explored at this level.

Key Words

Judgement – the condemnation of the evil people and attainment of paradise on the
righteous.
Rites – the rituals that are done in Islam to mark specific stages.
Unique – being the only one of its kind unlike anything else.

Key teachings
There are important teachings in Islam which makes it a religion of its kind. It teaches about
the uniqueness of Allah, angels, the prophets and the day of judgement. All these make
Muslims more committed to their religion.
1. Uniqueness of Allah
Allah is a unique God who has no partners. He does not have a son, wife or other lesser gods
for he is one. He is so remote since he dwells in heaven. Therefore Allah is above everything
and he created the universe alone. This shows that Allah is unique.

55
5. Jewish rituals are based on the Jewish law known as _______
A. Torah B. Decalogue C. Halakhah D. Midrash
6. The environment is owned by _________ in Judaism.
A. kings B. Yahweh C. humanity D. prophet
7. The Jewish law which limits pollution is called _______.
A. Decalogue B. Torah C. Halakhah D. Halvah
8. Judaism was first established by ________ in Zimbabwe.
A. Christian missionaries B. traders
C. Prophet Moses D. Abraham
9. What led to the spread of Jewish beliefs in rural areas?
A. Trade B. Missionary work C. Spirit Mediums D. Politicians
10. ____________ is not a Jewish worshipping practice in Zimbabwe.
A. Congregate on Friday for reception of the Sabbath
B. Reading scriptures on the Sabbath
C. Going to Jerusalem temple for worshiping services every Sabbath
D. Refraining from work

54
4. State any three prophets in Islam?
5. What is the major belief on Judgement in Islam?

Rites and rituals

1. Death rites
In Islam, death is known as the little brother
of sleeping because it is similar to sleeping.
This means that they believe that people will
be raised from the dead and go to paradise.
All relatives are informed quickly about
the death of their beloved one. The body is
bathed about five times with clean water in a
private place and this is known as Ghusl. The
body is wrapped with white linen clothes to
signify simplicity.
Burial in Islam Burial in Islam
The body of the deceased is buried soon after death and it is buried without a coffin. Before
the body is put inside the grave, the Koran is read by an Imam. The body of a Muslim is
buried facing Mecca, the Holy city for Muslims. After burial, mourners go to the house of the
deceased where a meal is prepared.
2. Circumcision
Circumcision is known as Khitan in Islam and it is the removal of the foreskin from the male
sexual organ. Muslims are circumcised because they follow the example of the Prophet
Muhammad. This happens around the age of 10 to 11 before the child reaches puberty.
It is done for purifying a Muslim as well as maintaining personal hygiene. Muslims believe
that if one is not circumcised, his prayers will not be heard by Allah.
3. Marriage
Marriage is the centre of family extension in
Islam. Marriage is arranged between two
partners by matching the two couples. If
the two match, the groom’s mother would
give the bride sweets and gifts as a sign of
acceptance. An engagement ritual ceremony
is then done and this is known as Magni.
After engagement, an actual marriage
known as Nikkah will be done and is
officiated by a religious official known as
Maulvi.
Marriage in Islam

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2. Angels
Muslims believe in the existence of angels as God’s messengers. This belief in spiritual beings
or angels is called Jinns. Angels (Jinn) are created from fire and not from clay. Angels serve
and worship Allah. Rebellious angels are called Jiuns and the chief of the rebellious angels is
called Iblis (Satan). Allah allows Jinn to tempt men to strengthen their faith.
Roles of angels
• They protect men.
• Responsible for the execution of God’s punishment.
• They deliver God’s message.
• They encourage believers to be holy.
• They record what happens in one’s life and it will be used on judgement day.
• Intermediators between God and the prophets.
3. Prophet
Prophets are God’s messengers to the people and the Muslims believe prophecy started with
Adam and ended with Muhammad who is regarded as the seal of the prophets. Some of the
great prophets of Allah are Noah, Moses, Jesus and Muhammad is the last prophet. None of
the prophets sent by Allah is divine, only Allah is divine and Jesus is not divine but human.
These prophets were sent to be the representatives of God in the human world. Each of the
prophets received a sacred book which contained God’s message for example Musa (Moses)
received the Torah, Dawd (David) received Psalms and Isah (Jesus) received the Gospels.
Adam, Moses and Jesus are prophets with the highest rank. Jesus did not die and it is within
this context that they believe Jesus is not the son of God.
4. Day of judgement
Muslims believe that people will die, resurrect and be judged. There will be a trumpet that
will be blown to mark the resurrection from the dead and the Jinn will be called to count as
well as separate the good from evil. The dead are sleeping waiting for the resurrection day
when God will judge and send the evil to hell.
One’s moral record determines one’s future either in hell or paradise. The earth is seen as a
place of preparation to go to either paradise or hell. Worshiping other gods will lead to hell
and one who commits himself to the will of Allah will go to paradise and avoid judgement.

Activity 1

In groups, discuss the key teachings in Islam.

Exercise 1
1. The name of the Supreme being in Islam is __________.
2. Give the Muslim name for non rebellious angels __________.
3. State any three roles of angels in Islam.

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4. Deforestation is condemned
Islam is against the cutting or destruction of plants and trees unnecessarily. The destruction
of the natural resources will result in one being condemned into hell fire.
5. Utilisation of resources
All human beings have a religious obligation of using resources in a sustainable manner.
The future generation should be catered for by all human beings through sustainable use of
resources since all humanity are equal partners on earth.
6. Avoiding degradation
In Islamic law, conservation of living and non-living things is vital and any action that
destroys or pollutes the environment with any substance is condemned for it does not only
affect the present generation but all generations.
7. Pollution
The Shariah law condemns pollution of the natural environment. So, toxic material like waste
products and exhaust fumes, resulting from ordinary human or industrial activities and the
uses of modern and advanced technology, should be carefully disposed of or eliminated in
order to protect the environment against pollution.
8. Keeping the environment clean
Islam urges its followers to keep the streets clean and free from any harm, and such work
is considered as a part of faith. The spoilers of streets, roads and parks will face a severe
punishment. The prophet said that cleanness is half of faith.

Activity 3

Conduct a tour of the environment, what are the factors which are hazardous to the
environment which you note? How can those challenges be solved?

Exercise 3

1. What is environment?
2. Why is the environment important in Islam?
3. State any two ways of conserving the environment in Islam.
4. Name one method of environmental conservation in Islam.
5. How does the sharia law help in the preservation of the natural environment?

Islam in Zimbabwe
Islam came to Zimbabwe with the Arabs during the precolonial period and most Muslims are
business people and are found in big cities nearer to their businesses. In Zimbabwe, towns
and cities are the stronghold of Islam because mosques are located near these towns and
cities like Harare, Bulawayo, Kwekwe, Chiredzi, Masvingo and Gweru. Both Muslim of Arab
origin and African origins are found in these areas because they came for business creation
and seeking employment respectively.

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They read the Koran first and vows would be made followed by the signing of the marriage
contract.
The contract outlines the duties and rights of the husband and that of the wife. The wedding
ends with blessings showered to the newly married couple.

Activity 2

In pairs, list the rites and rituals in Islam.

Exercise 2

1. What is the Arabic name for Muslim circumcision?

2. Give two reasons why Muslims are circumcised.
3. Describe the marriage ritual in Islam.
4. Marriage is a contract between two families. (True or False)

Islam and the environment

Islam values the environment and every human being is seen as a steward of the natural
environment. It values the relationship between living organisms and the environment in
order to maintain the ecological balance created by Allah. Mankind has the responsibility of
ensuring the safe custody of the environment by preserving and conserving it.
Ways of conserving the environment
Environmental conservation is one of the basic belief in Islam. Today our soil is deteriorating,
forests being chopped down. Immediate steps are required to protect natural resources.
Conserving the natural environment is a religious duty of every Muslim.
1. Reduction, reuse and recycling waste
When taking a bath for prayer, water should be used in a sustainable manner. Such water
should be reused for other purposes. The accumulation of waste is largely a result of
wastefulness. Islam’s prohibition of wastefulness, however, requires the re-use of goods and
recycling of materials and waste products in so far as is possible, instead of their disposal
as trash.
2. Planting of trees
Planting trees is done as an act of continuous charity, or a good deed. Muslims are encouraged
to cultivate barren lands and for such a task, a good reward is prepared for them in the
hereafter.
3. Preserving the environment
Human beings are the custodian of the natural environment and preservation of trees, water
sources and other natural resources is a mark of a true Muslim.

58
3. Non-rebellious angels are known as ________ in Islam.
A. Jinns B. Iblis C. Rosul D. Allah
4. ___________ is not a role of Angels in Islam.
A. Messengers B. Creating
C. Recorders of everything in human life D. Protecting men
5. Judgement in Islam means ___________
A. killing Muslim enemies B. jihad
C. separation of good from evil D. judged with Jesus
6. The body of the deceased is bathed how many times in Islam.
A. Once B. Seven times C. Five times D. Three times
7. The body of Muslim is buried facing____________.
A. Medina B. Jerusalem C. Heaven D. Mecca
8. Muslims are circumcised at which age?
A. One Year. B. Five years. C. Twelve years. D. 18 Years.

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Mosque in Kwekwe
Many African followers of Islam in Zimbabwe
are of Malawian origin who were mainly
employed in mining towns. It is because
of this reason that Islam is found heavily
concentrated in mining towns like Mhangura,
Renco mine, Zvishavane, Bindura and
Buchwa areas among other places. Today
Islam is found in rural areas such as Chinyika
in Gutu where they have constructed a
school, Mvurwi and Gumbo area in Zaka
because of missionary work and mosques Mosque
have been built in these areas.

Activity 4

In pairs, discuss the history of the Islamic religion in Zimbabwe.

Exercise 4

1. What is Islam?
2. Who came with Islam to Zimbabwe?
3. Why is Islam dominating in towns and mining centres?
4. State any two rural areas where Islam is dominant?
5. What is the reason for the growth of Islam in Zimbabwe?

Key points in this unit

• There are vital teachings in Islam which makes it a unique religion.
• Muslims believe in the existence of angels as God’s messengers.
• Prophets are God’s messengers to the people and the Muslims believe prophecy
started with Adam and ended with Muhammad who is the seal of the prophet.
• One’s moral record determines one’s future either in hell or paradise.
• Many African followers of Islam in Zimbabwe are of Malawian origin who were mainly
employed in mining towns.

Unit Revision Exercises

Multiple Choice Questions
1. The founder of Islam is __________
A. Prophet Muhammad B. Abdu Mutalib C. Khadijah D. Allah
2. Allah is unique because _____________.
A. he has no partners B. he has prophets
C. he is only found in Mecca D. he has a son called Jesus

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16. The founder of Christianity is ___________.
A. Jesus Christ B. Mary C. God D. Joseph
17. ____________is an earthy story with a heavenly meaning.
A. Drama B. Memory verse C. Scripture D. Parable
18. _________ is the reason why Jesus taught in parables.
A. Showing intelligence B. Arrogance
C. Being a teacher D. To make his message easier to understand
19. ___________ is not a lesson derived from the parable of the two debtors.
A. Forgiveness B. God loves sinners C. Penitence D. Everyone is a sinner
20. Name the place that Jesus was crucified?
A. Galilea B. Mt Olivet C. Jerusalem D. Golgotha
21. ________ is not a strange thing which happened when Jesus was crucified.
A. People laughing B. There was darkness
C. The earth shook D. The temple curtain was torn into two
22. On which day was Jesus buried?
A. Saturday. B. Sunday. C. Monday. D. Friday.
23. Who buried Jesus in his private tomb?
A. Simon of Cyrene. B. Pontius Pilate. C. Jesus’ disciples. D. Joseph of Arimathea.
24. ______ is the evidence of Jesus’ resurrection.
A. Earthquake B. Death of Judas C. Empty tomb D. Ascension to heaven
25. Who last saw Jesus after his resurrection?
A. His disciples B. Paul C. Mary Magdalene D. John the Baptist
26. The second coming of Jesus is known as __________
A.eschatology B. parousia C. salvation D. righteousness
27. ______________ is not a feature of Judgement day.
A. Raising of the dead B. Separation of good from bad
C. Establishment of the kingdom of God D. Rebirth of Jesus
28. _______ is a Christian ritual done on the burial of the deceased.
A. Prayer B. Eucharist C. Baptism D. Confession of Sin.
29. __________ is given upon the completion of a marriage ceremony.
A.Rings B. Wedding gowns C.Love tokens D. Marriage certificate
30. Christian baptism symbolises_______.
A.renewal of life B. purity
C. death and resurrection of Jesus D. membership to Christianity
31. Judaism believes in the existence of one God called _________
A. Allah B. Musikavanhu C. Yahweh D. Jesus Christ
32. The Ten Commandments are also known as the __________.
A.Torah. B. Decalogue. C. Quran D. Laws
33. _________ is the first commandment of the Ten Commandments.
A. You shall not make for yourself an idol
B. Do not steal
C. Honour your father and mother
D. You shall have no other gods before me

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Test 2
Paper 1: Multiple Choice Questions
Time 1 hour 30 minutes
There are 50 multiple-choice questions and you are required to answer all.
1. How does Indigenous Religion spread?
A. Through evangelism. B. Through Mediums.
C. Through oral transmission. D. Through scripture.
2. __________ is an ultimate goal of life in Indigenous Religion.
A. Being an ancestor B. Being prosperous
C. Being innovative D. Being religious
3. ____________ is not a word which shows that there is life after death in Indigenous
Religion.
A. He or she has passed by B. He or she has left us
C. He or she has died D. He or she has rested
4. ___________ does not reflect the existence of life after death in Indigenous Religion.
A. Rituals B. Grave names C. Totems D. Existence of Mediums
5. ___________ is an example of good spirits.
A. Ancestral spirits B. Goblins C. Ghosts D. Avenging spirits
6. ___________ is an alien spirit which promotes enterprise.
A. Fighting B. Stealing C. Witchcraft D. Hunting (udzimba)
7. A child is treated ________ at birth.
A. fontanelle B. headache C. stomach-ache D. influenza
8. __________ is a birth rite in Indigenous Religion.
A.Giving milk B. Bathing the baby C. Marriage D.Naming of the child
9. Marriage is a ritual that is sealed by __________.
A.ancestors B. in-laws C. lobola D. children
10. ___________ is not a death ritual in Indigenous Religion.
A. Washing of the body
B. Sobing
C. Folding of the body parts
D. Burying the deceased with weapons or utensils
11. _____________ is not part of the environment in Indigenous Religion.
A. Vegetation B. Stones C. Pools D. Hut
12. The natural environment is owned by __________ in Indigenous Religion.
A. father B. ancestors C. chiefs D. village head.
13. ___________ is an indigenous way of solving environmental challenges.
A. Taboos B. EMA C. Beating people D. Use of Sharia
14. ____________is not a sacred tree which is preserved due to its sacredness.
A. Muhacha B. Mutarara C. Chizhuzhu D. Paw-Paw.
15. Which totem preserves land from degradation?
A. Gumbo B. Moto C. Moyo D. Beta

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Paper 2
[1 hour 30 minutes – 50 marks]
Section A
This section is compulsory and carries 30 marks.
1. What is a world religion? [1]
2. Name any two world religions. [1]
3. State any two evidences of life after death in Indigenous Religion. [2]
4. Give two examples of a bad spirit in Indigenous Religion. [2]
5. State the importance of burial rituals in Indigenous Religion. [1]
6. List any two indigenous ways of preserving the natural environment. [1]
7. What is a parable? [1]
8. Give two reasons why Jesus taught in parables. [2]
9. Give any two features of a world religion. [2]
10. Where was Jesus crucified? [1]
11. State any two evidence that Jesus resurrected from the dead. [2]
12. The second coming of Jesus is known as __________. [1]
13. What is the importance of the holy matrimony in Christianity? [1]
14. State the importance of the Lord’s Prayer. [1]
15. Give the other name for the Ten Commandments. [1]
16. When is a male Jew circumcised? [1]
17. List any two ways Jews use to prevent pollution. [2]
18. Name the lost Jewish tribe found in Zimbabwe. [1]
19. State any three prophets in Islam? [3]
20. What is the Arabic name for circumcision? [1]
21. State a way of conserving the environment in Islam. [1]
22. What is the reason for the growth of Islam in Zimbabwe? [1]

Section B
Answer 4 from the 5 questions given. [20 marks]
Each question carries 5 marks.
1. (a) Death is not the end of life but the beginning of a new life in Indigenous Religion.
(True or False) [1]
(b) State any one way which shows that there is life after death in Indigenous Religion.
[1]
(c) Identify any one good spirit in Indigenous Religion. [1]
(d) State any one bad spirit in Indigenous Religion. [1]
(e) Give any function of ancestral spirits. [1]

65
34. Jewish rituals are based on the Jewish law known as _______
A. Torah B. Decalogue C. Halakhah D. Midrash
35. The Jewish name for circumcision is ______
A. Bar Mitzvah. B. Bat Mitzvah. C. Mikvah. D. Brit Milah.
36. Circumcision in Judaism is done on the _________day from birth.
A. seventh B. eighth C. third D. nineth
37. A Jew who fails to be circumcised is guilty of _________
A. kariet B. contamination C. spiritual incision D. complacency
38. A ritual of mourning for a week done after the burial of a Jew is known as______
A. Shloshim. B. Shiva. C. Bar Mitzvah. D. Mikvah.
39. The environment is owned by _________ in Judaism.
A. kings B. Yahweh C. humanity D. prophet
40. The Jewish law which limits pollution is called _______
A. Decalogue B. Torah C. halakhah D. halvah
41. Judaism was first established by ________ in Zimbabwe.
A. traders B. Abraham C. prophet Moses D. Christian missionaries
42. What led to the spread of Jewish beliefs in rural areas?
A. Trade B. Missionary work C. Spirit mediums D. Politicians
43. The lost Jewish tribe found in Zimbabwe is known as the _____
A. Benjamites B. Muslims C. Remba people D. VaBudya people
44. ____________ is not a Jewish worshipping practice in Zimbabwe.
A. Congregate on Friday for reception of the Sabbath
B. Reading scriptures on the Sabbath
C. Going to Jerusalem temple for worshiping services every Sabbath
D. Refraining from work
45. The founder of Islam is __________
A. Muhammad B. Abdu Mutalib C. Khadijah D. Moses
46. Allah is unique because _____________.
A.He has no partners B. He has prophets
C. He is only found in Mecca D. He has a son called Jesus
47. Angels are known as ________ in Islam.
A. Jinn B. Iblis C. Rosul D. Allah
48. ___________ is not a role of Angels in Islam.
A. Messengers B. the creator
C. Recorders of everything in human life D. Protecting men
49. The last prophet in Islam is ________
A. Jesus B. Sadam Hussein C. Muhammad D. Adam
50. Judgement in Islam means ___________
A. killing Muslim enemies B. jihad
C. separation of good from evil D. judged with Jesus

64
 Topic

3
MORALS AND VALUES

Topic introduction
Morals and values are an important aspect in the life of every individual in the community. In
this topic, we will look at various issues pertaining to morals and values. There will be a look
at the benefits of good morals. You will also learn why it is important to have good morals in
life. There will also be a look at rights and responsibilities. A good child is a responsible child.

67
2. (a) Where was Jesus crucified? [1]
(b) Who buried Jesus? [1]
(c) Describe how Jesus was buried. [1]
(d) Who were the first people to witness the resurrection of Jesus? [1]
(e) State any evidence that Jesus resurrected from the dead. [1]
3. (a) The circumcision of a male Jew is known as __________in Hebrew. [1]
(b) When is a male Jew circumcised? [1]
(c) State the importance of circumcision in Judaism. [1]
(e) Give two reasons why burial in Judaism is important. [1]
4. (a) What is pollution? [1]
(b) Name any one component of the environment. [1]
(c) State any one form of pollution that is condemned by the Jewish religion. [1]
(d) How does Judaism prevent pollution. [1]
(e) The Jewish law which limits pollution is known as _______ [1]
5. (a) State any three roles of angels in Islam. [3]
(b) Who came with Islam to Zimbabwe? [1]
(c) Why is Islam dominating in towns and mining centres? [1]

66
The African man and woman have a social and communal nature which is based on unity.
• Hospitality: At all times, there is always
good welcome and accommodation
to unfamiliar persons and visitors.
Africans effortlessly incorporate
strangers and offer them where to
sleep as well as giving them food.
• Compassion: people are supposed
to show compassion to one another.
This is the reason why there is
either extended family system or
individualism.
• Generosity: Unhu entails that one A woman giving to the needy children
should express generosity to the
needy in society.
• Respect: elders should be respected at all times. The young should not sit on the
bench while elders are seated on the ground.
• Fairness: fairness requires one to treat people without favouritism when dealing with
others.
• Justice: every individual in the community should uphold justice in every area of life.
• Respect: respect is an important aspect in all communities. People have to treat
each other with respect. Young children must respect their elders. The young should
not sit on the bench while elders are seated on the ground. Other ways of showing
respect include greeting your elders, listening to others when they are speaking and
not bullying others.

Activity 1

In pairs, identify two aspects which show that one is doing what is right.

Exercise 1

1. Draw a table which distinguishes what is right and wrong from the following attributes.
fairness, hospitality, generosity, corruption, justice, malevolence, rude, respect, impolite,
tenderness and empathy

Benefits of good morals

Good morals have many benefits which include being acceptable in society. The person with
good morals is employable as the person is wanted by the employer. The person with good
morals earns respect from others, has high self-esteem and it leads to self-satisfaction that
is shown through everlasting happiness. Good morals make every member of society to like
to be associated with the person with good morals.

69
 Unit CONCEPT OF MORALS

10
Unit objective
By the end of this unit, you should be able to:
(a) state the benefits of good morals.
Looking Back
In the previous grade you learnt about the concept of morals. You learned about what is right
and wrong. In this grade, you will build on what is right and wrong as well as looking the
benefits of good morals.

Key Words

Morals – deals with the good and bad behaviour.

Right – things which are accepted by society as good.
Wrong – things which are detested by society as evil or bad.

Right and wrong

Religion condemns acts of immorality and lack of values. Morality and ethics in religions
are embedded in the ideas and beliefs about what is right or wrong, what is a good or bad
character. It is also found in the conceptions of satisfactory social relations and attitudes held
by the members of the society. It is embedded in the forms or patterns of behaviour that are
considered by the members of the society to bring about social harmony and cooperative
living, justice and fairness.

Right conduct
• Universal human brotherhood (or
unity), the African man or woman is
first and foremost a member of his or
her family, the extended family, the
community and his or her society in
that order before being an individual.
Men helping each other to push a car

68
 RIGHTS AND
Unit
RESPONSIBILITIES

11
Unit objectives
By the end of this unit, you should be able to:
(a) justify the need to belong to a religion.
(b) state rights and responsibilities at community level.
(c) identify ways of treating others fairly at community level.
(d) identify the International conventions.
(e) discuss the importance of the conventions.
Looking Back
In the previous grade you learnt about rights and responsibilities by reflecting on the right to
belong to a religion, rights and responsibilities. In this grade, you will build on what you learnt
earlier on as you will focus on the right to belong to a religion, rights and responsibilities in
fairness and international conventions.

Key Words

International conventions – agreements that are done between states and among states.
Responsibilities – the state or fact of having a duty to deal with something.
Rights – things which human beings are entitled to because they are
human.

Right to belong to a religion

Religion is the interaction between human beings and the Supreme Being. Human problems
as well as the inadequacy of human beings are the major reasons for the need to belong to
a religion.
People believe that there is an unknown being that is supreme that can understand and
respond to the challenges of life. All religions have answers to human problems as well as
the problem of evil in the world. So, every individual belong to one religion or the other.
The right to belong to a religion is one of the fundamental entitlements of every human being.
This means that there has to be freedom of worship. Each and every individual has the

71
 Activity 2

In pairs, list the benefits of good morals.

Exercise 2

Answer the following with either True or False.

1. Good morals include hospitality.
2. People should be cruel to strangers.
3. Elders should be respected only when they are giving you food.
4. It is good to help the needy in local communities.

Key points in this unit

• Religion is based on strong moral and ethical grounds.
• Morality and ethics in religions are embedded in the ideas and beliefs about what is
right or wrong.
• People are supposed to show compassion to one another.
• Every member of society likes to be associated with the person with good morals.

Unit Revision Exercises

Structured Questions
1. Define morals.
2. State any two attributes of unhu that a child has to exhibit.
3. Give any two examples of what is right.
4. Identify any two examples of what is wrong.
5. List any three benefits of good morals.

70
individual’s duties or obligations to the community and include cooperation, respect and
participation in the activities of the community.
Each individual is part of a larger community. Family, neighbours, tribe, village, chiefdom,
city, country and the world form a larger community in the life of every human being. Human
potential can be reached if individual rights are upheld by the society. Every right has a
corresponding responsibility.
• Voluntary actions by citizens working
together to change directions and
pursue benefits for the common good.
• Individuals can take the initiative to
promote their own well-being and to
advance the well-being of others in
the community.
• Individuals, as responsible members of
their communities, may give their time
and volunteer their services to help
obtain needed improvements.
• Individual responsibility requires doing Community members helping each other to
no harm to others in the pursuit of construct a dam wall
one’s own interest or task.
Ways of treating others fairly at community level
• Treat others with respect without judging them.
• Be a person with integrity when relating with others.
• Treat everyone with kindness.
• Avoid belittling others, always treat others in the same way. Treat everyone you meet
with honour.
• Withhold making judgement on issues affecting others.
• Never look down on someone unless you are helping them up.
• Treat all people including yourself with love and compassion.

Activity 2

In pairs, identify rights and responsibilities in the community.

Exercise 2

1. What is a right?
2. Give any two examples of rights.
3. State any two individual’s responsibilities in a community.
4. Identify any two ways of treating others fairly.

73
right to belong to a religion which he or she wants to belong to. It is because of this reason
that Zimbabwe has a rainbow of religions practiced which include Indigenous Religion,
Christianity, Judaism and Islam.
The constitution of Zimbabwe guarantees
freedom of worship. According to the
constitution of Zimbabwe in terms of freedom
of worship, it says “everyone has the right to
freedom of conscience which include freedom
of thought, opinion, religion or belief as well as
freedom to practice and propagate and give
expression to their thought, opinion, religion
or belief whether in public or in private and
whether alone or together with others.” A teacher teaching about religion
Benefits of belonging to a religion
• It promotes unity among people who practice a particular religion.
• It instils respect for other believers.
• It promotes social responsibility as people help one another because of religion.
• It instils moral values and principles.
• It promotes religious identity.

Activity 1

In groups, discuss the benefits of belonging to a religion.

Exercise 1

1. What is religion?
2. Why do people belong to a religion?
3. State any religions that are found in Zimbabwe.
4. What are the benefits of freedom of worship?
5. Identify the importance of belonging to a religion.

Rights and responsibilities in fairness

The concept of a right relates to the freedom from interference by other individuals or the
government. Individual rights refer to the liberties of each individual to pursue life and goals
without interference from other individuals or institutions.
Examples of individual rights include the right to life, liberty, the pursuit of happiness, freedom
of worship and conscience as stated in the constitution of Zimbabwe.
Rights and responsibilities at community level
A community is a group of people with common interests and values. Community is
characterised by wholeness incorporating diversity. Community responsibilities are an

72
 (i) Freedom of assembly and association: one has the right to assemble freely without
interference as well as associating with a person or organisation one wants. This
include the right to form or join a political party, religion and any association. This right
ensures that one is not forced to join an organisation if he or she does not want.
(j) Freedom of movement: this means that one has the right to enter and leave his or her
country freely, to stay where one wants.
(k) Protection from discrimination: this implies that one should not be discriminated by
law on the grounds of race, gender and tribe, place of origin, political affiliation and
religious affiliation.
2. Conventions on disability
The Convention on the Rights of Persons with Disabilities and its Optional Protocol was
adopted on 13 December 2006 at the United Nations Headquarters in New York, and was
opened for signature on 30 March 2007. It entered into force on 3 May 2008 and its main
objective is it to protect human rights for people living with disabilities.
It clarifies and qualifies how all categories of rights apply to persons with disabilities and
identifies areas where adaptations have to be made for persons with disabilities to effectively
exercise their rights and areas where their rights have been violated and where protection of
rights must be reinforced. For example, people with disability have the right to be employed
just like other people who are able-bodied.
3. Conventions on children’s rights
The United Nations Convention on the Rights of the Child, often referred to as “CRC”, is an
international convention setting out the civil, political, economic, social and cultural rights
of children. The United Nations General Assembly agreed to adopt the Convention into
international law on November 20, 1989; it came into force on September 2, 1990, after it
was accepted by the required number of nations.
The Convention generally defines a child as any person under the age of 18, unless an earlier
age of majority is recognised by a country’s law. The Convention has two Protocols which
have been adopted by the General Assembly in May 2000 and applicable to those states
that have signed and accepted guidelines on children’s rights.
The first one deals with the Rights of the Child by offering protection of children from being
used as child soldiers in armed conflict. The other protocol deals with the Rights of the Child
by protecting the child from being sold, used as child prostitutes as well as condemning child
pornography.
4. Conventions on citizenship
The 1954 Convention is designed to ensure that stateless people enjoy a minimum set of
human rights. It deals with people who do not have any nationality of any country. The
convention establishes minimum standards of treatment for stateless people in respect to a
number of rights which include the right to education, employment and housing.
This convention guarantees stateless people a right to identity, travel documents and
administrative assistance. The 1954 convention was improved in 1961. It requires that states

75
International conventions
International conventions are treaties or agreements between countries. Other terms used
in place of International convention are “international treaty,” “international agreement,”
“compact,” or “contract between states.” Conventions may be general or specific in nature.
They can be made between two or multiple states.
Conventions between two states are called bilateral treaties while conventions between
a large number of states are called multilateral treaties. There are nine core international
human rights treaties but in this context only four will be discussed.
1. Conventions on human rights
The International Conventions on Human Rights created by the United Nations treaty basing
on the Universal Declaration of Human Rights was started in 1966. It was effected on 23
March 1976. It outlines the fundamental human rights that are supposed to be upheld.
The Universal Declaration on Human Rights states that “all human beings are born free and
equal in dignity and rights.” This equality does not change with age: older men and women
have the same rights as people younger than themselves. Some of the rights as stipulated in
the Universal declaration of human rights are;
(a) Right to life: a person cannot be deprived of life through execution.
(b) Right to liberty: no one should be deprived of his liberty through unlawful detention.
(c) Protection from slavery and forced labour: no one should be enslaved and be forced
to work without consent.
(d) Protection from inhuman treatment: no one should be subjected to torture or
inhuman or degrading punishment or treatment for example the use of corporal
punishment.
(e) Protection from deprivation of property: no one should be deprived of his or her
own assert.
(f) Protection from arbitrary search: no one should be searched without consent and
no one should be allowed into someone’s property. Protection from the law include:
• the right to fair trial.
• the right to be presumed innocent.
• the right for self-defence in court.
• the right not to be tried twice for the same offense.
• the right not to witness on one’s case on trial.
• the right to trial within a reasonable time.
(g) Protection of freedom. This implies that one has to have:
• freedom of thought.
• freedom of religion.
• the right not to take an oath in conflict with one’s conscience.
(h) Freedom of expression: this means that one has the right to hold opinions, to
express ideas and pass on ideas and information. It also means freedom from non-
interference with correspondences.

74
3. __________is not a feature doing what is good for community and country.
A. Respecting others B. Hardworking
C. Disrespecting elders D. Creating conflicts
4. The result of doing what is wrong is ________.
A. being jailed B. respect
C. becoming a hero D. receive reward from God
5. _________ is an advantage of having good morals.
A. Being jailed B. Injuring others
C. Injuring one’s self D. Earning respect from others
6. _________ is the main reason why people have a religion.
A. Human problems B. Money C. Technology D. Missionaries
7. _________ is the concept of having a religion of one’s choice without restriction.
A. Right B. Freedom of worship
C. Religious conflict D. Religious fundamentalism.
8. ________ is not a benefit of belonging to a religion.
A. It instils respect for other believers B. Promoting social responsibility
C. Instilling moral values and principles D. It creates religious conflicts
9. _____________ is a fair way of treating others.
A. Gossiping B. Spread false information about the other
C. Being polite when talking to others D. Bullying
10. _________ is not a right and responsibility at community level.
A. Voluntary actions which help others
B. Injuring other people through demonstration
C. Promotion of wellbeing of the community
D. Help in community development projects

77
establish and safeguard their nations’ laws to prevent statelessness at birth and later in life.
Perhaps the most important provision of the convention establishes that children are to
acquire the nationality of the country in which they are born if they do not acquire any
other nationality. It also sets out the importance to prevent statelessness due to loss or
renunciation of nationality and state succession.
Importance of the conventions
• Treaties are source of most specific international laws.
• They create international institutions or mechanisms to enforce international law.
• They promote human rights.
• They universalise laws and make all human beings equal. So they promote equality.
• They help in formulating humanitarian laws to restrain the loss of human life through
wars and other human activities.

Activity 3
In pairs, state International conventions that you know.

Exercise 3
1. What is an international convention?
2. Give another term for international convention.
3. Describe the convention on human rights.
4. State any three international conventions that you know.
5. What is the importance of having international conventions?

Key points in this unit

• People believe that there is an unknown being that is supreme that can understand
and respond to the challenges of life.
• Avoid belittling others, always treat others in the same way. Treat everyone you meet
with honour.
• International conventions are treaties or agreements between countries.
• The 1954 Convention is designed to ensure that stateless people enjoy a minimum set
of human rights.

Unit Revision Exercises

Multiple Choice Questions
1. When a person does what is right he or she is regarded as having _________.
A. good morals B. bad morals
C. wisdom D. intelligence
2. A person who does what is right ________.
A. practice hospitality B. stingy
C. bullying D. is not compassionate
76
Therefore interpersonal conflict is whereby
two people may disagree over an issue.
There are so many causes of interpersonal
conflicts and these include personality
differences, differences in backgrounds,
religion, clashes of values and interest, power,
status differences like the rich conflicting with
poor and depletion of resources like grazing
pastures and land can result in conflict.
Children scolding each other
Ways of managing inter-personal conflict
Interpersonal conflict is difficult to deal
with since the two cannot reconcile as both
individuals may not want to give in. Some
ways of dealing with interpersonal conflict
include:
1. Dialogue
The two disagreeing individuals can talk
to each other. The intention of dialogue
is to promote a better appreciation and
understanding of each other amidst diverse
views concerning the disagreement. A teacher stopping a fight

2. Mediation
Mediation can also take place to resolve conflicts between the two individuals that will be
disagreeing. For example, a conflict between the mother and father can be resolved through
mediation by the aunt.
3. Conformity
It is another way of resolving conflict in which the other party or both parties adapt to what
is causing conflicts.
4. Compromising
It is whereby two conflicting parties relax some of the demands made which cause conflicts.

Activity 1
In groups, discuss causes of interpersonal conflict.

Exercise 1
1. What is interpersonal conflict?
2. Give two example of interpersonal conflicts.
3. Name any two causes of interpersonal conflict.

79
 CONFLICT AND
Unit
CONFLICT MANAGEMENT

12
Unit objectives
By the end of this unit, you should be able to:
(a) identify causes of interpersonal conflict.
(b) suggest ways of managing inter-personal conflict.

Looking Back
In the previous grade you learnt about intra-personal conflict as well as ways of managing
of intra-personal conflict through coping skills like critical thinking, decision making and
analytical thinking. In this grade you will learn more on what causes inter-personal conflict
as well as its effects. Ways of managing inter-personal conflict will also be explored.

Key Words
C
onflict – a serious disagreement between two people or groups
that can result in fighting or quarrelling.
Interpersonal conflict – conflicts between two people which can result in fighting,
hatred or quarrelling.
Management of conflict – ways of dealing and reducing effects of conflict.

Conflict
Conflict can be defined as a serious disagreement and argument about something important
which may result in fighting, antagonism and hatred. If two people or groups are in conflict,
it is a result of serious disagreement or argument on which they fail to reach an agreement.
There are different levels of conflict. These include intrapersonal (within an individual),
interpersonal (between individuals), intragroup (within a group), intergroup (between
groups), and intra-organisational (within organisations).
Causes of interpersonal conflict
Interpersonal conflict involves two or more individuals rather than one individual. For
example, when two chiefs or village heads are competing for the same position or two
religious leaders are fighting for the same post.

78
Unit Revision Exercises
Multiple Choice Questions
1. A conflict that happens between two people is called ________.
A. intergroup B. intrapersonal C. interpersonal D. intragroup
2. __________ is not a cause of interpersonal conflicts.
A. Clashes of values and interest B. Grazing pastures
C. Status differences D. Depleted resources
3. _________ is a method of conflict management at interpersonal level.
A. Fighting B. Dialogue C. Quarrelling D. Murdering
4. A conflict between the mother and children in the family can be managed by_________
A. father B. aunt C. stranger D. judge
5. _______ is a religious method of managing conflict.
A. Religious war B. Preaching
C. Diffusion of conflict D. Condoning mediation

Structured Questions
1. What is meant by the term conflict?
2. Interpersonal conflict is _________.
3. Give two examples of interpersonal conflict.
4. State two causes of interpersonal conflict.
5. Suggest any two ways of managing interpersonal conflict.

81
4. State any four ways of managing interpersonal conflict.
5. State two people who can solve interpersonal conflict at family level.

The role played by religion in managing interpersonal conflict

Conflicts are part and parcel of every society
as well as between individuals. It is the role
of religion to build good behaviour among
people by providing guidelines and principles
so that they live in a peaceful environment.
Religion promotes dialogue
Dialogue refers to a discussion between
two conflicting parties to solve a crises.
For example, the conflict between two
individuals within a church can be solved
with a dialogue initiated by the pastor. A muslim solving conflict

• It facilitates negotiations between conflicting parties.

• Encourages compromise between conflicting parties.
• Religion leads conflict transformation - conflict transformation is process of increasing
justice and equity in society.
• Helps in solving tension.

Activity 2

In groups, describe ways of managing inter-personal conflict.

Exercise 2

Answer the following with either True or False.

1. Dialogue is important in solving conflict.
2. Mediation solves intra-personal conflicts.
3. Conflict is disagreement between two or more people.
4. Conformity resolves conflicts.

Key points in this unit

• Conflict can be defined as a serious disagreement and argument about something
important which may result in fighting, antagonism and hatred.
• There are different levels of conflict.
• Interpersonal conflict is difficult to deal with since the two cannot reconcile as both
individuals may not want to give in.
• Conflicts are part and parcel of every society as well as between individuals.

80
(b) Optimism
Being able to have hope for the future is a mark of resilience. Being resilient means that one
is able to look into the future with a positive mind and one does not despair but soldiers on
with the hope of having a better tomorrow.
(c) Determination
Determination refers to the idea that one does not give up on what he or she is doing. Despite
losses and pain, a resilient person will keep on doing what one ought to do.
(d) Resourcefulness
Having several resources is a true mark of resilience. Despite lack of resources, one has to
move on with a variety of little resources available. There is need to improvise in order to
solve current challenges. Resourcefulness does not only mean having financial resources but
having solutions to various challenges.
Benefits of being resilient
1. Identity is maintained.
2. Principles are created.
3. One can become successful at the end.

Activity 1

In pairs, tell each other religious stories that reflect aspects of resilience.

Exercise 1

1. Give any two challenges which people face in life.

2. Optimism requires one to __________.
3. Determination is _________.
4. Name one benefit of being resilient.

Key points in this unit

• Resilience means being strong enough to cope with the difficulties or challenges being
faced in life.
• There are so many challenges people face in their day to day lives and it requires one
to have strong character and mental courage which does not resist pressure.
• Being able to have hope for the future is a mark of resilience.
• Having several resources is a true mark of resilience.

83
 NATIONAL VALUE
Unit
SYSTEMS

13
Unit objective
By the end of this unit, you should be able to:
(a) identify attributes that show resilience.
Looking Back
In grade six you learnt about national value systems by looking at care which is exhibited
through filial piety, friendliness, stewardship and benevolence. In this grade, you will learn
about resilience. Explaining of key features of resilience like handling change, optimism,
determination and resourcefulness will be done.

Key Words

National values
– things which are so treasured by the nation which makes one a
national of that country.
Resilience – being strong enough to cope with the difficulties or challenges being
faced in life.

Attributes related to resilience

Resilience means being strong enough to cope with the difficulties or challenges being faced
in life. Resilience also refers to the ability to recover quickly from difficulties or problems.
As such, Zimbabwe as a nation has a role in making citizens resilient. It is a sign of lacking
national values to easily succumb to anything without recovering.
There are so many challenges people face in their day to day lives and it requires one to have
strong character and mental courage which does not resist pressure. Being resilient has the
advantage of maintaining one’s character, personality as well as creation of an identity that
is not influenced by others.
The attributes of resilience include the following:
(a) Handling change
When one is resilient, he or she does not change because of different circumstances he or she
faces in life. Changes in life are managed without changing one’s personality and character.
A resilient person is able to handle issues without being compromised by the changes.
82
 RELIGION ON TECHNOLOGY
Unit

14
AND ENTERPRISE

Unit objectives
By the end of this unit, you should be able to:
(a) list religious artefacts.
(b) design religious artefacts.
(c) discuss the impact of technology on religious and social values.
Looking Back
In the previous grade you learnt about religious artefacts, enterprise as well as technology
and values. In this grade you will focus on religious artefacts, religious art as well as the
impact of technology on social values.

Key Words

Religious artefacts – objects that are of religious significance in various religions.

Technology – machines of scientific designs that are used today.

Religious artefacts
Religious artefacts refers to objects that are of religious significance in various religions.
These religious artefacts help in preserving religious heritage and identity. Religions like
Indigenous Religion, Christianity, Islam and Judaism have their own artefacts.
Religious artefacts in Indigenous Religion

Calabash Thumb piano (mbira) Shakers

85
Unit Revision Exercise
Structured Questions
1. What is resilience?
2. State any two features of resilience.
3. Identify two stories on resilience.
4. State the story of resilience from Indigenous Religion.
5. What are the advantages of being resilient?

84
The Koran is the most valuable religious artefact which is respected with high honour. It
should not be exposed to sunlight and dust. It is not supposed to be put on the ground and
even below other books. Before touching it, one should perform a ritual cleansing known as
the Wuddu. Wuddu involves washing the hands, mouth, nostrils, arms, head and feet with
water
Prayer beads
• Prayer beads have the 99 names of
Allah are a religious artefact in Islam
and are used for prayer.
• Hijab is a modest dressing for Muslim
women and it is a religious artefact.
Prayer beads
Religious artefacts in Judaism
In Judaism, there are religious artefacts which include
a prayer shawl, skull cap, the candlestick and Mezuzah.
• The skull cup shows respect for Yahweh and that
Yahweh is the owner of earth.
Menorah
• The candlestick (Menorah) is another artefact in
Judaism which makes Jews remember the burning
bush that was seen by Moses during his call.
Mezuzah Menorah
• The Mezuzah is another Jewish artefact that is
placed at the doorpost of every Jewish home. It
contains words which reminds Jews to love and
worship Yahweh alone through obedience to his
covenant.
Importance of religious artefacts
Mezuzah
• They help in prayer.
• They help in giving praise to the Supreme Being.
• They help in communicating with the Supreme Being.
• They show the religious identity of the believer.
• They help believers to know the history of their religion.

Activity 1

In pairs, suggest ways of making a living out of religious artefacts.

87
 Marimba Tsvimbo Spear
Indigenous Religion has many religious artefacts. These include musical instruments such as
drums, thumb piano, rattles, shakers and marimba.
Weapons are also part of religious artefacts, for example, spears and staff (tsvimbo) which
symbolise authority and the presence of ancestors. Furthermore, beads, calabashes and
necklaces complete the list of religious artefacts in Indigenous Religion. These artefacts can
be played as instruments, put on as clothes and used as weapons.
Religious artefacts in Christianity
The Bible
The cross and the Rosary beads are the
prominent religious artefacts in Christianity.
The cross reminds Christians of the death
of Jesus Christ at Calvary. Rosary beads
are religious artefacts used in the Roman
Catholic Church as a way of helping believers
to concentrate on prayer as well as count
their prayers. Today some churches use
wrist bands as religious artefacts, these
include Prophetic, Healing and Deliverance
Ministries (PHD), United Family International
Church (UFIC) and many others. Bible
Religious artefacts in Islam
In Islam, there are so many religious artefacts.

Koran on a Koran stand A girl reading the Koran

86
 Activity 2

In groups, identify the impact of technology on religious and social values.

Exercise 2

1. What is technology?
2. Give two example of technological items.
3. What are values?
4. State any four positive impact of technology on values.
5. List any two negative impact of technology on values.

Key points in this unit

• Religious artefacts refers to objects that are of religious significance in various religions.
• Indigenous Religion has many religious artefacts.
• The cross and the rosary beads are the prominent religious artefacts in Christianity.
• Technology refers to the machines or devices that are made from scientific knowledge.

Unit Revision Exercises

Multiple Choice Questions
1. ___________ is a religious artefact in Indigenous Religion.
A. Great Zimbabwe B. Bible C. Rosary D. Thumb piano
2. A _________ is a religious artefact which shows authority and the presence of ancestors.
A. Rattles B. Ngoma C. Staff D. Calabash
3. What is the importance of mbira as a religious artefact?
A. It gives identity B. It enables spirit possession
C. It shows authority D. It is used to store beer
4. __________ is a religious artefact in Christianity.
A. The cross B. The Koran C. The Mezuzah D. Beads
5. A candle stick is a religious artefact in Judaism which is also known as______
A. mezuzah B. menorah C. covenant D. stand
6. Which Christian church uses the rosary as a religious artefacts?
A. PHD B. UFIC
C. ZCC D. Roman Catholic Church
7. ___________ is not a religious artefact in Islam.
A. Koran B. Prayer Beads C. Mosque D. Cross
8. Which religious artefact in Islam reminds Muslims of the ninety nine names of Allah?
A. Koran B. Mosque C. Prayer beads D. Hijab
9. Prayer is done in a __________ in Islam.
A. cave B. mosque C. church D. synagogue
10. _________ is a religious artefact put on by Jews.
A. Menorah B. Mezuzah C. Hijab D. Skull cap

89
Exercise 1

1. What are religious artefacts?

2. List any two religious artefacts in Islam.
3. Name any three religious artefacts in Indigenous Religion.
4. State two ways people are making a living out of religious artefacts.
5. Give three reasons why religious artefacts are important.

Technology and values

Technology refers to the machines or devices that are made from scientific knowledge. There
are various technological items like cellphones, laptops, televisions, radios, emails, blogs and
websites which are used by various religions.
Impact of technology on religious and social values
The use of these technological items have positive and negative impact on religious and
social values.
Positive impact
• It has led to the acceptance of other religious values. Technology has led to the
acceptance of other important values derived from other religions. For example, caring
for the needy is an important value that is derived from Islamic concept of almsgiving
through technology.
• People can become self-reliant. Technology has led to the spread of religious teachings
which encourage one to be an entrepreneur. For example, people can learn to be self-
reliant after watching a video of the book of Acts where Paul and Lydia are models of
entrepreneurship.
• Spread of religious values is done through technology. For example, through social
media like Facebook and WhatsApp, religious values like belief in one God are spread.
• Technology has improved cooperation between people of different religions. For
example people can exchange ideas and discuss their religious teachings through
video conferencing.
Negative impact
• Dilution of norms and values: technology has led to the dilution of some religious and
cultural values. For example, the extended family system is one of the values that have
been diluted because of technology which spread other values which despise African
values such as the value of relating with each other in a family.
• Adopting different cultures is a product of technology, for example, the African culture
which believes in empathy and tolerance is destroyed.
• Lack of respect for others who do not belong to our religion. This has often resulted in
religious conflicts because technology is used to spread teachings which do not value
other religious beliefs leading to religious movement.

88
 Unit RELIGION AND ABUSE

15
Unit objectives
By the end of this unit, you should be able to:
(a) identify forms of sexual and substance abuse.
(b) list abused substances at home and school.
(c) suggest ways of ending substance abuse.
Looking Back
In the previous grade you looked at the forms of sexual and substance abuse. You particularly
focused on religious teachings that help to fight against sexual and substance abuse. In
this grade you will learn about the forms of sexual abuse and substance abuse as well as
identifying substances that are abused at home and school.

Key Words

Substance abuse – overuse of legal and illegal substances in an unhealthy way.

Forms of sexual and substance abuse

Religion is used to abuse as well as prevent various forms of sexual abuse and substance
abuse. This is because religion has a moral message that can help young people to refrain
from substance abuse as well as to condemn any form of sexual abuse.
Sexual abuse
Sexual abuse refers to a sexual act or any attempt to have sex with a child. It also include
unwanted sexual comments and also forcing someone to watch sex videos (pornography).
Sexual violence can also be done not only to the young but also to the adults. Sexual
violence include:
• forced exposure to pornography.
• rape.
• trafficking for the purpose of having sex.
• forced marriage or child marriage.

91
 Topic

4
RELIGION AND HEALTH

Topic introduction
There is a relationship that exists between religion and health. There are various aspects
of health which are discussed or taught in various religions. There will be a look at forms
of sexual and substance abuse. You will learn about various substances which are being
abused by young people in different communities. You should be able to suggest ways of
ending various forms of substance abuse. There will be a look at religion and gender and
how men and women relate to each other.

90
Ways of ending substance abuse
The problem of substance abuse requires a multi-faceted response which include:
• early intervention.
• employment opportunities.
• good standard of living.
• reporting to the police.
• counselling.
• keep away substances that can be abused.
• educating children about the dangers of substance abuse.
Religious ways of ending substance abuse
Religion has the power to deal and prevent substance abuse. There are various ways which
enable various religions to play a part to bring to an end drug and substance abuse. These
ways include:
• Conversion of drug or substance addicts. For example, Christianity and Islam encourage
people to live a sober life. This means that those who abuse substances will leave that
practice and live a life without substance abuse if they are converted to that particular
religion.
• Therapeutic support is given by religion. For example, in Christianity, religious therapy
is given.
• Some religions believe that drug and substance abuse is caused by evil spirits. Various
religions pray for those involved in substance abuse leading to spiritual deliverance.
• Counselling substance abuse addicts. Counselling the drug and substance addicts
will help in giving them information which will highlight the negative impact of drug
abuse. This will pave way for the victims to leave drug and substance abuse.

Activity 2

In pairs, identify religious ways of ending substance abuse.

Activity 3
In groups, dramatise on the ways which can be used to reduce drug abuse in local communities.

Key points in this unit

• Sexual violence can also be done not only to the young but also to the adults.
• Substance abuse refers to overuse of legal and illegal substances in an unhealthy way.
• Many children drink alcohol at a tender age due to peer pressure and experimentation.
• Educating children about the dangers of substance abuse is important.

93
 Activity 1

In groups, identify forms sexual abuse that are common in your society.

Exercise 1

1. What is sexual abuse?

2. List any two examples of sexual abuse.
3. State two causes of sexual abuse.

Forms of substance abuse

Substance abuse refers to overuse of legal and illegal substances in an unhealthy way.
The use of drugs and other illegal substances and the abuse of alcohol have reached crisis
proportions, endangering the health and welfare of some Zimbabweans today. Substance
abuse has negative effects on personal, family and societal life.
1. Glue sniffing
This is whereby children sniff glue and
this results in dizziness as well as mental
instability. Glue contains some substances
which cause dizziness.
2. Alcohol abuse
Many children drink alcohol at a tender age
due to peer pressure. They drink alcohol and
because of their age, the alcohol content will
be too much for them. They become addicted
to alcohol. Young boys sniffing glue

3. Dagga
Children also smoke dagga which makes them unstable in the mind. They feel happy and
this is normally caused by boredom.
4. Spirits
This is the taking of spirits with strong alcohol content.
Results of substance abuse
There are negative effects of substance abuse which include:
• school dropouts.
• mental disorder.
• depression.
• unbecoming behaviour like violence.
• damaging of the internal body parts.
• death.
• breathing problems.

92
 Unit RELIGION AND GENDER

16
Unit objective
By the end of this unit, you should be able to:
(a) state the benefits of equal opportunities between men and women.
Looking Back
In the previous grade you learnt about gender equality as well as ways of balancing
opportunities between men and women. In this grade, you will learn about gender equality
particularly the benefits of equal opportunities between men and women.

Key Words

Gender – the social construction of what is a male and female.

Gender equality – the process of allocating resources and programs and decision making
fairly to both males and females without any discrimination on the
basis of sex.
Lenient – m  ore merciful or tolerant than expected.

Gender equality
Gender equality is the process of allocating
resources and programs 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. Both men and women have
to access a full range of opportunities to
achieve the social, psychological and physical
benefits that come from resources given. A boy and a girl helping each other to clean
Gender equality requires that girls and women be provided with a full range of activity and
program choices that meet their needs, interests and experiences. It also involves being
given financial resources, education and some advantages so that women rise in society
just like men. Therefore, some activities may be the same as those offered to boys and men,

95
Unit Revision Exercise
Structured Questions
1. State any two forms of sexual abuse.
2. Name any three substances that are abused.
3. What are the factors which lead to substance abuse?
4. State any two forms of substance abuse.
5. What are the results of substance abuse?
6. Suggest any three ways of ending substance abuse.

94
 Unit RELIGION AND SEXUALITY

17
Unit objectives
By the end of this unit, you should be able to:
(a) identify religious teachings on boy-girl relationship.
Looking Back
In grade six you learnt about sex identification, looking at the five circles of sexuality which
include sensuality, intimacy, identity, reproduction and sexualisation. You also looked at the
importance of sex identification. In this grade, you will explore the religious teachings on
boy-girl relationship.

Key Words

Boy-girl relationship – how a young male person and a young female person treat
each other.
Relationship – how people treat each other.

Religious teachings on boy-girl relationship

Boy and girl relationship is regulated in all religions. In most religions the girl is relegated to
the private sphere and is not allowed to be adventurous like the boy. The way a girl interacts
with boys is limited and controlled because they are seen as a weaker sex.
1. Indigenous Religion
A young woman is to maintain her virginity
for marriage. This is the reason why virginity
tests are practised to maintain social norms
regarding premarital sex. Sex only occurs in
a marriage. A young woman’s virginity is a
valuable asset.
It is accompanied by a token in form of a cow
known as mombe yechimanda.
Illustration of a mother teaching her child

97
some may be changed, for example, the entrance into university programs is a bit lenient to
girls than boys.
Benefits of equal opportunities between men and women
• Ensuring women have leadership roles and are involved in decision-making.
• Women are available as role models for other girls and women promoting equality in
both private and public spaces.
• Improve quality of life and bring gender equality with equal amount of opportunities.
• 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.
• Makes women independent in all aspects from thought, mind, decision, wealth and
brings equality in society.
• It removes stigma and discrimination associated with female sexuality.
• The country can have a variety of human resources since women are also trained just
like men.
• It provides opportunities for girls to understand and respect their bodies which in turn
helps them to deal with health issues.

Activity 1

In groups, identify the benefits of having equal opportunities between men and women.

Exercise 1

1. Gender equality gives equal opportunities to both _______ and ________.

2. Why is it important for women to be involved in decision making?
3. State any two areas where there is gender equality in Zimbabwe.

Key points in this unit

• Gender equality is the process of allocating resources, programs and decision making
fairly to both males and females without any discrimination on the basis of sex.
• Gender equality requires that girls and women be provided with a full range of activity
and program choices that meet their needs, interests and experiences.
• Gender equality improves quality of life and bring gender equality with equal amount
of opportunities.

Unit Revision Exercises

Structured Questions
1. Define gender equality.
2. Identify areas where women need to be uplifted.
3. Name any two things which promote gender equality.
4. State any three benefits of gender equity.
5. Identify any two institutions that promote gender equality.
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Key points in this unit
• Boy and girl relationship is regulated in all religions.
• Young children should maintain their virginity until marriage.
• The Sharia teaches that a girl cannot go into the public without the company of a male
relative and when going out into the public the girl should put on a veil so that she
would not attract boys.

Unit Revision Exercises

Structured Questions
1. Define a boy-girl relationship.
2. State any two non-permissible health boy-girl relationship in Islam.
3. Give two features of a good boy-girl relationship.
4. State any three ways boys and girls relate to each other in Indigenous Religion.

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Boys and girls play together as they grow up. Young boys and girls imitate the roles of
adults playing. Boys will be playing the role of fathers whilst girls will be playing the role of
mothers. They also play various games together, these include chisveru, abantwana and
pada among others.
In Indigenous Religion, boys and girls would listen to folktales and stories together during
the evening.
2. Christianity
In Christianity, the boy-girl relationship is regulated by Christian principles and values. They
should relate to each other in a Christian way that promotes brotherly love among people.
Boys and girls go to church together. They also do their Sunday school lessons together.
They play together including acting, for example, they act the play of the birth of Jesus Christ
together. Boys and girls also go and come back to school together.
Boys and girls are encouraged to work together as one because both of them are created
by God.
3. Judaism
Judaism teaches that a girl cannot go into the public and interact with a boy. Instead the
Jews practice what is known as match making where the boy and girl are matched for the
purpose of marriage. This means that intimate relationships which result in marriage are
arranged.
Adultery before marriage is punishable. Adultery is believed to cause shame in the family.
Boy-girl relationship is strictly controlled in Judaism.
In Judaism, boys and girls can learn together.. They go to religious services together. There is
unity between boys and girls in Judaism.
4. Islam
Just like Judaism, Islam strongly controls the boy-girl relationship. The Sharia teaches that
a girl cannot go into the public without the company of a male relative and when going out
into the public the girl should put on a veil so that she would not attract boys.
Boys and girls can learn together. They can do various activities together which include
learning, going and coming back from the mosque together. Boys and girls are not encouraged
to do sexual activities before marriage.
Activity 1

In groups, discuss religious teachings on boy- girl relationship and give feedback to the class.

Exercise 1

1. Define a boy-girl relationship.

2. State two features of a good boy-girl relationship.

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 Activity 1

In pairs, discuss the effects of HIV and AIDS in your society. Present your findings to the
class.

Exercise 1

Answer the following questions with True or False.

1. HIV and AIDS has resulted in the increase of orphans and widows.
2. HIV and AIDS has created the extended family system.
3. HIV and AIDS has created many myths.
4. HIV and AIDS has created child headed families.
5. HIV and AIDS has created a society of elderly people.

Solutions to HIV and AIDS

Abstinence: this means one has to keep away from having sexual activities at any cost. This
prevents the contraction of the disease.
Education: informing people about the disease is important since education is the best
weapon of preventing the disease. When one is educated about the causes of the disease
and ways of preventing it, this reduces the spread of the disease.
Behaviour modification: although religion at times can perpetuate this challenge of HIV and
AIDS, by focusing on moral misconduct and sin as the root cause of the virus and disease,
behaviour modification has been the primary objective of religion. Religion has led to the
decrease in the transmission of HIV, therefore slowing the effects it has on the world.
Prevention from Mother to child Transmission (PMCT): mechanism is used to curb the
infection from infecting the unborn child.
HIV and AIDS
There are various myths and facts pertaining to HIV and AIDS. These myths and facts have
some positive and negative effects towards the attitude of people pertaining to people living
with HIV and AIDS.
Myths and facts
A myth is a story which is not true which is believed by many people while a fact is a true
story. Here are some myths and facts about HIV and AIDS.
Myths
• AIDS can be transmitted through sharing of clothes, cups and even kissing.
• Having the disease means that one is dying, AIDS is a death sentence.
• It is a disease that was invented by westerners to destroy the African race.
• In Indigenous Religion, the disease is caused by witchcraft and spirits.
• In Indigenous Religion, HIV and AIDS can be cured by having a sexual relationship
with a virgin or an albino.
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 Unit RELIGION, HIV AND AIDS

18
Unit objectives
By the end of this unit, you should be able to:
(a) list the effects of HIV and AIDS on a global scale.
(b) suggest ways of preventing HIV and AIDS globally.
(c) distinguish facts from myths on HIV and AIDS.
(d) organise awareness campaigns on HIV and AIDS.
Looking Back
In the previous grade, you learnt about different religious attitudes towards people living
with HIV and AIDS as well as awareness on HIV and AIDS. In this grade, you will learn about
the effects of HIV and AIDS, attitudes towards HIV and AIDS, solutions to HIV and AIDS as
well as awareness on HIV and AIDS.

Key Words

Campaign – work in an organised and active way towards a particular goal.

Effects of HIV and AIDS

The disease has resulted in the increase of orphans and widows because many people who
are infected have died leaving behind dependants.
HIV and AIDS destroyed the extended family system. The family system is largely
premised on a web of relationships known as the extended family system. The pandemic
has victimised grandfathers and mothers, in-laws and every relative. This has led to the
disappearance of the extended family system.
HIV and AIDS increase child-headed family. A new type of family which is headed by a child
has been formed because of the disease.
HIV and AIDS has led to death of the young causing low production in the industry because
the youths who are active in production are dying. This has created a society of elderly
people.

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Key points in this unit

• A myth is a story which is not true which is believed by many people while a fact is a
true story.
• There has been several ways that have been adopted by religions, secular world and
governments to make people aware of the disease HIV and AIDS.
• Educating people where various peer groups teach people about the disease is
important.

Unit Revision Exercises

Structured Questions
1. What does AIDS stand for?
2. State any two effects of HIV and AIDS.
3. Name two ways of preventing HIV and AIDS.
4. Give any two of Christian attitudes towards HIV and AIDS.
5. State any two myths about HIV and AIDS.
6. Identify any two ways of making people aware of the disease.

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Facts
Facts are verifiable truth about HIV and AIDS. The truth has concrete evidence available.
• An infected pregnant mother can bear a baby who is disease free if measures are
taken during pregnancy.
• Using sharp objects like razor blades and needles used by an infected person result in
one getting the infection.
• Living a positive life after being diagnosed that one is infected makes one live longer.
Awareness campaigns on HIV and AIDS
Several ways have been adopted by religions, secular world and the governments to make
people aware of the disease HIV and AIDS. These include;
• Educating people where various
peer groups teach people about the
disease. Children are even taught
about the disease at school and at
various forums in religions.
• Health conferences: in Christianity
some programs have been put in
place to make people aware of HIV
and AIDS during church conferences
where health issues are discussed.
• Media coverage is also being used to
make people aware of the disease.
For example, the Mai Chisamba Show HIV and AIDS campaign at a growth point
makes awareness campaigns.

Activity 2

In your groups, discuss the ways of preventing the spread of HIV and AIDS.

Activity 3

As a class, plan programmes for peers to educate others at school and community on HIV
and AIDS.

Exercise 2

1. __________ is not doing sexual activities before marriage.

2. ___________ refers to the imparting of knowledge about the disease.
3. What is behaviour modification?
4. PMCT means __________.

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Christianity
Christianity has some food laws which help in maintaining health and well-being. Christian
teachings derived from Paul allowed gentiles to eat meat from pagan markets.
The only prohibitions for Gentiles in the matter of foods in the early New Testament period
was concerning strangled animals and the consumption of blood (Acts 15v29). All the other
food laws in the Old Testament are ritualistic and have no effect on Christianity.

Activity 1

In groups, list foods that constitute a balanced diet.

Exercise 1

1. What are food laws?

2. List any food that is considered as balanced diet.
3. Give two food laws in Indigenous Religion.
4. Describe food laws in Christianity.
5. What is the benefit of having food laws?

Judaism
The Israelites were given a set of dietary Laws at Mount Sinai. These were recorded by
Moses and are found in Leviticus chapter 11 and Deuteronomy chapter 14v2-21 God told
Moses that certain animals were “clean” to eat especially those with cloven hoofs which
chewed the cud such as cattle, goats, sheep, deer and so forth.
All fish with fins and scales, and insects of the locust family are “clean.” The pig and the
camel, however, are “unclean” and are not to be eaten. All carnivorous birds, sea creatures
without fins and scales, most insects, rodents, reptiles are “unclean.” This is the essence of
the dietary laws which came from God to ensure health and well-being.
Islam
According to Islamic law, all foods are considered halal, or lawful, except for pork and its by-
products, animals improperly slaughtered or dead before slaughtering, animals slaughtered
in the name of anyone apart from Allah (God), carnivorous animals, birds of prey, animals
without external ears (some birds and reptiles), blood, alcohol and foods contaminated with
any of these.
All seafood is halal. Muslims choose to eat halal-certified products only, available in Muslim
stores. The Islamic Halal meats in Zimbabwe provide such certification.
Foods mentioned in the Koran have a great spiritual value. Eating habits in Islam are derived
from the practice of the Prophet Muhammad. Olives, honey, yogurt, dates, figs, grapes,
pomegranate and legumes are at the top of the list of food that is permissible in Islam
because of the religious and nutritious value.

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 Unit HEALTHY LIVING

19
Unit objectives
By the end of this unit, you should be able to:
(a) discuss food laws.
(b) explain advantages of seeking medical health care.
(c) discuss how religions view professional medical care.
(d) explain what is meant by adolescence.
(e) suggest ways of maintaining cleanliness during adolescence.
Looking Back
In the previous grade, you learnt about personal hygiene as well as health habits. You learnt
about benefits of having good hygiene and environmental cleanliness at home, school as
well as in the community. In this grade, you will learn more on health habits looking at food
laws, advantages of medical care and ways of maintaining cleanliness during adolescence.

Key Words

Laws – the system of rules.

Obesity – the state of being overweight due to an excess of body fat.

Food laws
Food laws are set rules that govern what one is supposed to eat and what one is not supposed
to eat. Many societies have food laws which help them have an identity, being healthy as
well as being pure from a religious perspective.
Indigenous Religion
Indigenous Religion is against food that has some spices, strangled meat and fats. It
encourages the eating of natural foods like muboora, munyevhe and other wild vegetables.
These natural foods are important in the maintenance of a healthy living because they reduce
some of the common diseases like diabetes, high blood pressure and obesity. Indigenous
people are forbidden from eating animals that have died on their own.

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This shows a positive attitude of Christianity towards medical care. However, some African
independent Christian churches are against seeking medical care by advocating for spiritual
care. They argue that illness is caused by the devil and there is no need for medical care but
spiritual care.
3. Judaism
Judaism like any other religion views medical care in a positive way. It teaches that human life
is of great value and needs to be preserved (Deuteronomy 30:19). They believe that human
beings were created by God to make this world better through the provision of medical care.
Provision of medical care is an obligation of every Jew.
They support a universal health care coverage for all humanity. Physicians have the duty of
providing healing to those who are ill. They also offer prayers for those who need medical
care and preventative medicine.
4. Islam
Provision of medical care is one of the core beliefs of Muslims that is based on spiritual
values. They strongly believe that every Muslim should be offered medical care in a way that
does not dilute Islamic principles like diet, privacy and accepted medicines.
Therefore, provision of medical care is restrictive in Islam because medication that contains
alcohol, gelatin or pork based products are forbidden. No oral medication as well as
dehydration liquids are allowed as part of medical care during the month of Ramadan.
Doctors cannot provide medical care to patients of the opposite sex and before entering
into the room where a Muslim patient is, one has to obtain permission. All this reflects that
though Islam allows medical care, it is restrictive in nature.

Activity 3

In groups, compare and contrast religious and professional ways of providing medical care.

Exercise 3

1. What is medical care?

2. State any three professionals who offer medical care.
3. Identify two advantages of getting medical care.
4. Compare Muslim and Jewish attitudes towards medical care.

Adolescence
Adolescence refers to the period when one is at puberty stage. The age range for adolescence
is between twelve to nineteen years. It is characterised by voice break and development
of pimples for boys while menstruation, development of breasts and hips are adolescence
features for girls.

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 Activity 2

In groups, discuss the food that is allowed in Islam.

Exercise 2

1. Identify two foods that are permissible in Judaism.

2. State any two food laws in Judaism
3. Give the Arabic term for permissible foods.
4. State any two foods that are not allowed in Islam.

Medical care
Medical care refers to the maintenance or improvement of health through the prevention,
diagnosis, treatment, recovery, or cure of disease, illness, injury and other physical and
mental impairments in people.
Medical care is offered by health professionals like dentists, pharmacists, midwives, nurses,
doctors, optimeticians, audiologists, psychologists, occupational therapists, physical
therapists and other health professionals are all part of health care. Medical care includes
work done in providing care.
Advantages of getting medical care
Medical care has several benefits which include:
• maintain the health of person.
• restoring or improving the health of the persons protected and their ability to work
and to attend to their personal needs.
• specialist treatment is offered at both home and in hospitals.
How religions view professional medical care
1. Indigenous Religion
For the traditional African, health is not just about the proper functioning of bodily organs.
Good health for the African consists of mental, physical, spiritual and emotional stability of
one’s self and others. Good health is usually understood in terms of the relationship with
one’s ancestors.
Therefore, medical care is seen negatively since illness is associated with spirits. There is
no point for seeking medical care since witchcraft and spirits are at the centre of African
sickness. As such medical care can only be provided by herbalists or diviners.
2. Christianity
Christianity views medical care as part of God’s mercy on those who are ill. As such,
Christianity encourages seeking medical care as it established affordable clinics and
hospitals like Gutu Mission Hospital and Howard Mission hospital.
It also trains medical care personnel such as nurses and environmental health technicians.

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Personal hygiene for girls and boys
Although all teenagers have the same basic hygiene issues, girls need help to manage their
periods. For example, they need to know the correct use of pads or tampons and how to
dispose of them hygienically. Boys need advice about shaving their arm pits and in between
the legs, cleaning their genitals and bodily fluids.
Ways of maintaining cleanliness during adolescence
• Washing the body daily: this is a way of maintaining personal cleanliness during
adolescence. During adolescence there is a lot of smell that is produced when running
and doing other daily chores that create a fertile ground for breeding of germs. Bathing
daily kills germs and bacteria that may develop and cause diseases and unpleasant
smell. Make sure that you carefully wash your private parts.
• Washing one undergarments daily: this kills germs and bacteria that may develop
as a result of sweat and dirtiness of undergarments clothes like pants, petticoats and
skin tights.
• Regular changing of underwear: you have to change your undergarments everyday
after bathing. Soon after changing your underwear wash it.
• Use of sanitary wear: using this is a way of maintaining cleanliness during adolescence.
If menstruation discharge is not managed well, it results in unhygienic state. This
means that girls should clean themselves during menstruation as well as use sanitary
wear to maintain cleanliness.

Activity 4

Perform a role play on ways to maintain personal hygiene during adolescence.

Exercise 4

1. Define adolescence.
2. State any two hygienic practices during adolescence.
3. Name two hygienic problems associated with adolescence.
4. Suggest ways of maintaining cleanliness during adolescence.

Key points in this unit

• Food laws are set rules that govern what one is supposed to eat and what one is not
supposed to eat.
• Christianity has some food laws which help in maintaining health and well-being.
• All sea food is halal.
• Hygiene involves washing your hands, cleaning your body, teeth, and covering your
mouth when coughing.

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Hygiene during adolescence
Hygiene involves washing your hands,
cleaning your body and teeth and covering
your mouth when coughing. The youths in
the adolescent period also have some new
hygiene needs. Puberty causes all kinds
of changes in your body as it prepares for
adulthood.
During adolescence, hormones go into
overdrive such that the body produces more
oil, more sweat and growing of hair under
your arms, on your legs and around your
genitals (pubic hair). All this require good A girl washing hands
hygiene for maintenance of good health.
The development of the physical body for both boys and girls requires special hygiene
practices. There is need to control body odour, smelly feet and dental hygiene. Good hygiene
habits in childhood are a great foundation for good hygiene in the adolescence years.
Keeping clean is an important part of staying healthy. For example, the simple act of washing
hands before eating and after using the toilet is a proven and effective way of fighting off
germs and avoiding sickness. Being hygienic is also an important part of confidence for
teenagers.
1. Body odour
When children reach adolescence period, a new type of sweat gland develops in their
armpits and genital areas. Skin bacteria feed on the sweat this type of gland produces and
this can lead to body odour. If you wash your body and change clothes regularly, especially
after physical activity, it will help to reduce the build-up of bacteria and avoid body odour.
Changing the underwear and other clothes worn next to the skin is important. These clothes
collect dead skin cells, sweat and body fluids, which bacteria love to eat. That is why they
get smelly.
2. Smelly feet
Smelly feet and shoes can also be a problem for you, whether you do sports or not. You can
avoid this issue by giving your feet extra attention in the shower and making sure they are
completely dry before putting shoes on. It is a good idea to encourage each other to alternate
shoes and to wear cotton socks instead of the ones made from synthetic fibres.
Dental hygiene
Good dental and mouth hygiene is as important now as it was when you were very young.
You need to keep making regular dental appointments for yourself. Brushing teeth twice a
day, flossing and going to the dentist regularly are vital if you want to avoid bad breath, gum
problems and tooth decay.

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Test 3
Paper 1: Multiple Choice Questions
Time 1 hour 30 minutes
You are required to answer all the questions in this paper.
1. When a person does what is right, he or she is regarded as having ________.
A. unhu/ubuntu B. bad morals C. wisdom D. intelligence
2. A person who does what is right ________.
A. has good morals B. is stingy. C. is bully D. is not compassionate
3. __________is a feature of doing what is good for the community and country.
A. Bullying others B. Hardwork
C. Disrespecting elders D. Creating conflicts
4. The result of doing what is wrong is __________.
A. jailed B. receive reward from God
C. respect D. becoming a hero
5. _________ is an advantage of having good morals.
A. Being jailed B. Earning respect from others
C. Injuring one’s self D. Injuring others
6. _________ is the main reason why people have a religion.
A. Missionaries B. Money C. Technology D. Human problems
7. _________ is the concept of having a religion of one’s choice without restriction.
A. Right B. Freedom of worship
C. Religious conflict D. Religious fundamentalism
8. ________ is not a benefit of belonging to a religion.
A. It instils respect for other believers B. Promoting social responsibility
C. Instilling moral values and principles D. Religious conflict
9. _____________ is a fair way of treating others.
A. Gossiping B. Spread false information about the other
C. Being polite when talking to others D. Bullying
10. _________ is not a right and responsibility at community level.
A. Voluntary actions which help others
B. Injuring other people through demonstration
C. Promotion of wellbeing of the community
D. Help in community development projects
11. ________ is the other name for international convention.
A. International conference B. International treaty
C. International nation D. United nations
12. What is the main objective of the human rights convention?
A. To protect the environment.
B. To ensure fair business practices.
C. To ensure fair play in soccer.
D. Treat all human beings with dignity and respect.

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Unit Revision Exercises
Structured Questions
1. What are food laws?
2. Give two food laws in Indigenous Religion.
3. State any two professionals who offer medical care.
4. Identify two advantages of getting medical care.
5. State any two features associated with adolescence.
6. Identify any three hygienic practices that need to be done during adolescence.
7. Suggest two ways of maintaining hygiene during adolescence.

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27. Muhammad migrated to which city when people opposed his message?
A. Mecca B. Medina C. Zam-Zam D. Jerusalem
28. Muhammad is a symbol of resilience in Islam because ________.
A. he preached Islam despite opposition
B. he migrated to the other city
C. he converted many people from Medina
D. he lost so many battles.
29. ___________ is a religious artefact in Indigenous Religion.
A. Great Zimbabwe B. Bible C. Rosary D. Mbira
30. A ______ is a religious artefact which shows authority and the presence of ancestors.
A. rattles B. ngoma
C. calabash D. staff (tsvimbo/induku)
31. What is the importance of mbira as a religious artefact?
A. It gives identity. B. It enables spirit possession.
C. It shows authority. D. It is used to store beer.
32. __________ is a religious artefact in Christianity.
A. Cross B. Koran C. Mezuzah D. Beads
33. A candle stick is a religious artefact in Judaism which is also known as______.
A. mezuzah. B. menorah. C. covenant. D. stand.
34. Which Christian church uses the Rosary as a religious artefact?
A. Reformed Church B. Seventh Day Adventist
C. Zion Christian Church D. Roman Catholic Church.
35. ___________ is not a religious artefact in Islam.
A. Koran B. Prayer Beads C. Mosque D. Cross
36. Which religious artefact in Islam reminds Muslims of the ninety nine names of Allah?
A. Koran B. Mosque C. Prayer beads D. Hijab
37. _________ is a religious artefact put on by Jews.
A. Menorah B. Mezuzah C. Hijab D. Skull cap
38. __________ is the importance of prayer shawl in Judaism.
A. Help in singing songs B. Help in having decent dressing
C. Helping in prayer D. Decoration
39. ___________ is not technological facility.
A. Social media B. Televisions C. Emails D. Ngoma
40. ________is an example of technology used in Christianity.
A. Bible B. Television C. Pulpit D. Pastor
41. ________ is a positive impact of technology on values.
A. Dilution of norms and values B. Acculturation
C. Lack of respect D. Being self-reliant
42. _________is a disadvantage of technology on values.
A. Acculturation B. Tolerance
C. Spread of religious values D. Improved cooperation
43. _________is not a form of abuse.
A. Emotional B. Physical C. Economical D. Sexual

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12. When was the International Convention on Rights of Persons with Disabilities
established?
A. 1966 B. 1980 C. 2000 D. 2006
13. The convention on children’s rights seek to protect children from being used in______.
A. education B. in worshiping services
C. armed conflicts D. household chores
14. __________protects people without any nation which they belong to.
A. Children’s rights convention B. Citizenship convention
C. Disability convention D. Healthy
15. A conflict that happens between two people is called ______
A. intergroup B. intrapersonal C. interpersonal D. intragroup
16. __________ is not a cause of interpersonal conflict.
A. Clashes of values and interest B. Grazing pastures
C. Status differences D. Depleted resources
17. _________ is a method of conflict management at interpersonal level.
A. Mediation B. Fighting C. Quarrelling D. Murdering
18. A conflict between the father and mother in the family can be managed by_________.
A. father B. aunt C. stranger D. judge
19. _______ is a religious method of managing conflict.
A. Religious war B. Preaching
C. Diffusion of conflict D. Condoning mediation
20. Being strong enough to cope with the difficulties or challenges being faced in life is
called________.
A. hope B. patience C. resilience D. pessimistic
21. _________ is an advantage of being resilient.
A. Maintaining one’s character B. Personality change
C. Dilution of identity D. Increase of diseases
22. ______ is a symbol of resilience in Indigenous Religion.
A. Robert Mugabe B. Abel Muzorewa
C. Mbuya Nehanda D. Father Gonzalo Da Silveira
23. Why did Nehanda refuse to be converted into Christianity?
A. To preserve African culture. B. To be killed.
C. She was already baptised. D. Whites oppressed her.
24. Why is Jesus a resilient figure in Christianity?
A. He had followers.
B. He died and rose again.
C. He was born in a kraal.
D. He was born by Mary.
25. __________ is a Jewish story of resilience.
A. Death of Jesus on the cross B. The giving of the ten commandments
C. The wilderness experience D. Their settlement in Canaan
26. ________who led the Jews to be resilient in the wilderness.
A. Abraham B. Jacob C. David D. Moses

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Paper 2
[1 hour 30 minutes – 50 marks]
Section A
This section is compulsory and carries 30 marks.
1. Define morals. [1]
2. Why is it important to have good morals? [2]
3. Give one example of bad morals. [1]
4. Why do people belong to a religion? [1]
5. State any one religion found in Zimbabwe. [1]
6. What is the benefit of freedom of worship? [1]
7. Identify the importance of belonging to a religion. [1]
8. What is a right? [1]
9. State any individual responsibility in a community. [1]
10. Identify any one way of treating others fairly. [1]
11. State any two international conventions that you know. [2]
12. What is interpersonal conflict? [1]
13. Give two examples of interpersonal conflict. [1]
14. Identify two religious stories on resilience. [2]
15. What are religious artefacts? [1]
16. Name any one religious artefact in Islam. [1]
17. List any two positive impact of technology on values. [2]
18. State any one example of sexual abuse. [1]
19. Name any one factor which lead to substance abuse. [1]
20. State any one form of substance abuse. [1]
21. Give any one benefit of gender equity. [1]
22. Identify any one effect of HIV and AIDS. [1]
23. State any one myth associated with HIV and AIDS. [1]
24. What are food laws? [1]
25. Identify two advantages of getting medical care. [1]
26. Define adolescence. [1]
27. Suggest one way of maintaining hygiene during adolescence. [1]

Section B
Answer 4 from the 6 questions given. [20 marks]
Each question carries 5 marks.
1. (a) What are bad morals. [1]
(b) Give any one attribute of unhu that a child has to exhibit. [1]
(c) State any one example of what is right. [1]
(d) Identify one example of a wrong doing. [1]
(e) State one benefit of having good morals. [1]
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44. Rape is an example of _________.
A. physical abuse B. sexual abuse C. love D. psychological abuse
45. _________is a form of sexual violence on children.
A. Child marriage B. Bathing a child
C. Beating a child D. Sending them to school
46. One of the religious solutions to child sexual abuse is________.
A. preaching against any form of sexual abuse
B. chasing away the perpetrator
C. beating perpetrators
D. putting perpetrators into the hell of fire
47. __________ is not a substance that is abused by children.
A. Sadza B. Glue C. Drugs D. Alcohol
48. __________ decrease the mental and mental activity of the body.
A. Stimulants B. Depressants
C. Alcohol D. Hallucinogenic substances
49. Substance abuse is caused by __________.
A. companies B. parents C. peer pressure D. having a lot of money
50. HIV and AIDS has negatively resulted in __________.
A. prosperity B. family unity C. development D. orphans

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2. (a) What is an international convention? [1]
(b) Give another term for international convention. [1]
(c) When was the convention on human rights established? [1]
(d) State any other international convention that you know. [1]
(e) What is the importance of having international conventions? [1]
3. (a) What is meant by the term conflict? [1]
(b) Interpersonal conflict ___________. [1]
(c) Give any example of interpersonal conflict. [1]
(d) State one cause of interpersonal conflict. [1]
(e) Suggest any one way of managing interpersonal conflict. [1]
4. (a) What are religious artefacts? [1]
(b) List any one religious artefact in Islam. [1]
(c) Name any religious artefact in Indigenous Religion. [1]
(d) Give one way people are making a living out of religious artefacts. [1]
(e) State the importance of religious artefacts. [1]
5. (a) Define gender equity. [1]
(b) Identify areas where women need to be uplifted. [1]
(c) State any one way of promoting gender equity. [1]
(d) Give any benefit of gender equity. [1]
(e) Identify any one institution that promotes gender equity. [1]
6. (a) Define adolescence. [1]
(b) State any one feature associated with adolescence. [1]
(c) Identify any one hygienic practice that needs to be done during adolescence. [1]
(d) Suggest one way of maintaining hygiene during adolescence. [1]
(e) Give any ritual washing in Islam which promotes hygiene. [1]

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