Heritage Studies

‘O’ Level Revision

ar y notes
• With summ s objectives
e r in g s yll a b u
cov
SEC questions
• Model ZIM
and answers
Heritage Studies
‘O’ Level Revision Book
ng
h su m m a r y notes coveri
• W it
ives
syllabus object and
d el Z IM SEC questions
• M o
answers
Published by:
Secondary Book Press Private Limited
4th Floor, CABS Centre Building,
Cnr Jason Moyo & 2nd Street,
Harare, Zimbabwe
Tel: +263 242 771 406 | +263 242 753 201
Mobile: +263 712 560 870 | +263 788 954 870
Email: [email protected]
Website: www.secondarybookpress.co.zw

A Practical Approach to Heritage Studies | ‘O’ Level Revision Book

ISBN: 978-0-7974-8551-8

First Published in 2022

Copyright © Secondary Book Press

Editor in Chief: Munyaradzi Gunduza

Development Editor: Netty Magura and Mukoko Orleen V. M
Text and design layout: Beverly Maraya

Acknowledgements
The publisher would like to express heartfelt appreciation and thanks to the following contributors;
Thoko Ndebele and Jaquelline Nyakwangwa. Their contribution and devotion are recognised in
making this publication a success.
Every effort has been made to trace the copyright holders. In the event of unintentional omissions
or errors, any information that would enable the publisher to make the proper arrangements will be
appreciated.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without prior permission of the copyright owner.
Contents
Topic 1: Socialisation.........................................................................................................................1
Topic 2: Identity: Family Local and national identity........................................................................6
Topic 3: Cultural Heritage: Norms and values...................................................................................15
Topic 4: National History: Sovereignty and governance...................................................................22
Topic 5: National Heritage.................................................................................................................36
Topic 6: Constitution of Zimbabwe....................................................................................................41
Topic 7: Rights and responsibilities...................................................................................................49
Topic 8: Production and distribution of goods and services..............................................................57
Topic 9: Global issues........................................................................................................................67

Specimen Examination Papers

Specimen Examination 1 Paper 1..................................................................................................71
Paper 2..................................................................................................75

Specimen Examination 2 Paper 1..................................................................................................77

Paper 2..................................................................................................81

Specimen Examination 3 Paper 1..................................................................................................83

Paper 2..................................................................................................87

Specimen Examination 4 Paper 1..................................................................................................89

Paper 2..................................................................................................93

Specimen Examination 5 Paper 1..................................................................................................95

Paper 2..................................................................................................99
Specimen Examination 6 Paper 1..................................................................................................101
Paper 2..................................................................................................105

Specimen Examination 7 Paper 1..................................................................................................107

Paper 2..................................................................................................111

Specimen Examination 8 Paper 1..................................................................................................113

Paper 2..................................................................................................118

Specimen Examination 9 Paper 1..................................................................................................120

Paper 2..................................................................................................125

Specimen Examination 10 Paper 1..................................................................................................127

Paper 2..................................................................................................131
Answers .............................................................................................................................................133
 INTRODUCTION

Heritage Studies O-Level is a very exciting subject. Heritage Studies O-Level Revision Book covers
all the topics and concepts that are found in the ZIMSEC Syllabus and are structured according to the
New Curriculum expectations. It summarises the twelve main topics that are in the Syllabus whilst
equipping students with relevant information in their preparation for the O-Level Heritage Studies
examinations. You must work your way through this study guide to improve your understanding,
identify your areas of weakness and correct your own mistakes. To ensure a high-quality pass, you
should also substantiate your knowledge other textbooks and your class notes. We are confident that
this Heritage Studies study guide can help you prepare well so that you pass the ZIMSEC O-Level
exams.
Overview of the exam for Heritage Studies O-level Study Guide

The exam questions have been arranged topically and in the respective order in which they are taught.
The questions are structured typical of ZIMSEC exam standard. Paper 1 carries 40 multiple choice
questions which carry one mark each and the student is required to answer all the questions. You are
required to answer all the questions. Paper 2 carries 11 structured questions. It is divided into two
sections which are section A and B. The candidate is required to answer all questions from section A
and choosing any two from section B.

How to use this study guide

This study guide covers all aspects of the different topics from Form 1 to 4 Heritage Studies curriculum
in the order that it is usually taught. The selected aspects of each topic are presented in the following
way:
• An explanation of terms and concepts.
• Worked examples to explain and demonstrate.
• Answers for you to use to check your own work.
• Typical ZIMSEC exam papers are included in the study guide for you to practice.
• Cover the answers and do the exercises on your own. Then check your answers.
• Reward yourself for the things you get right. If you get any incorrect answers, make sure you
understand where you went wrong before moving onto the next section.

Top 10 study tips

Try these study tips to make learning easier

• Have all your materials ready before you begin studying – pencils, pens, highlighters, paper
and all the other necessary material.
• Be positive. Make sure your brain holds on to the information you are learning by reminding
yourself how important it is to remember the work and get the marks.

i
 • Take a walk outside. A change of scenery will stimulate your learning. You will be surprised
at how much more you take in being outside in the fresh air.
• Break up your learning sections into manageable parts. Trying to learn too much at one time
will only result in a tired, unfocused and anxious brain.
• Keep your study sessions short but effective and reward yourself with short, constructive
breaks.
• Teach your concepts to anyone who will listen. It might feel strange at first, but it is worth
reading your revision notes aloud.
• Your brain learns well with colours and pictures. Try to use them whenever you can.
• Be confident with the learning areas you know well and focus your brain energy on the
sections that you find more difficult to take in.
• Repetition is the key to retaining information you must learn. Keep going, do not give up.
• Sleeping at least 8 hours every night, eating properly and drinking plenty of water are all
important things you need to do for your brain. Studying for exams is like strenuous exercise,
so you must be prepared physically.
Question words to help you answer questions

It is important to look for the question words (words that tell you what to do) to correctly understand
what the examiner is asking. Use the following table as a guide when answering questions.
Account for – explain the cause of; explain why; give reasons for.
Analyse– separate; examine and interpret critically; positives and negatives; pros and cons
argue put forward reasons in support of or against a statement.
Classify – place things with similar characteristics in the same group; to arrange according to
type or sort.
Comment – give your opinion, based on facts.
Compare – to list both similarities and differences.
Contrast – stress the differences between things, events or problems.
Distinguish– Look for differences between.
Define – give a concise and clear meaning.
Demonstrate – show or make clear; illustrate or explain; prove by reasoning and evidence (note
that you can give examples).
Describe – list the main characteristics of something; give an account of (note that a diagram
or map may be part of a description).
Discuss – give the reasons for your statement; present both sides and reaching a conclusion
Evaluate – express an opinion, using evidence, of how good/bad, negative/positive, successful/
unsuccessful something is.
Explain – make clear, interpret, and spell out the material you present. Give reasons for
differences of opinion or of results.
Give –  to state facts without discussions or explanations (note that you may be asked to
‘give a reason’).
Identify – name a feature from the source material.

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Interpret – to give an explanation of; to give the meaning of.
Justify – give reasons for the validity of a view or idea why some action should be
undertaken. This might reasonably involve discussing and discounting alternative
views or actions. Each of the views present or options available will have positives
and negatives.
List – present concise, itemised information in bullet points or table form.
Outline – provide a brief account of relevant information.

Study skills to boost your learning

This guide makes use of three study techniques you can use to help you learn the material:

• Mobile notes
• Mnemonics
• Mind maps

Mobile notes

Mobile notes are excellent tools for learning all the key concepts in the study guide. Mobile notes are
easy to make and you can take with them with you wherever you go:
1. Fold a blank piece of paper in half. Fold it in half again. Fold it again.
2. Open the paper. It will now be divided into 8 parts.
3. Cut or tear neatly along the folded lines.
4. On one side, write the basic concept.
5. On the other side, write the meaning or the explanation of the basic concept.
6. Use different colours and add pictures to help you remember.
7. Take these mobile notes with you wherever you go and look at them whenever you can.
8. As you learn, place the cards in three different piles:

• I know well
• Getting there
• I need more practice
9. The more you learn them, the better you will remember them.

Mnemonics

A mnemonic code is a useful technique for learning information that is difficult to remember. This is
an example of a word mnemonic using the word MAPPING where each letter of the word stands for
something else:

M – Make an effort
A – Apply yourself to your studies

P – Practise, practise, practise your mapwork

P – Prepare well for the exams

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I – Ignite your passion for Geography

N – Notice your subject around you

G – Go for it – the stars are the limit!

Mnemonics code information and make it easier to remember. The more creative you are and the more
you link your ‘codes’ to familiar things, the more helpful your mnemonics will be. This guide provides
several ideas for using mnemonics. Be sure to make up your own.

Mind maps

There are several mind maps included in this guide, summarising some of the sections. Mind maps
work because they show information that we have to learn in the same way that our brains ‘see’
information. As you study the mind maps in the guide, add pictures to each of the branches to help you
remember the content. You can make your own mind maps as you finish each section.

How to make your own mind maps:

1. Turn your paper sideways so your brain has space to spread out in all directions.
2. Decide on a name for your mind map that summarises the information you are going to put on it.
3. Write the name in the middle and draw a circle or bubble or picture around it.
4. Write only key words on your branches, not whole sentences. Keep it short and simple.
5. Each branch should show a different idea. Use a different colour for each idea. Connect the
information that belongs together. This will help build your understanding of the learning areas.
6. Have fun adding pictures wherever you can. It does not matter if you can not draw well.

Top 10 exam tips

1. Make sure you have all the necessary stationery for your exam, i.e. pens, pencils, eraser,
protractor, compass, calculator (with new batteries), as well as your ID document and exam
admission letter.
2. Arrive on time, at least one hour before the start of the exam.
3. Go to the toilet before entering the exam room. You do not want to waste valuable time going to
the toilet during the exam.
4. Use the 10 minutes reading time to read the instructions carefully. This helps to ‘open’ the
information in your brain. Start with the question you think is the easiest to get the flow going.
Break the questions down to make sure you understand what is being asked. If you do not answer
the question properly you will not get any marks for it. Look for the key words in the question to
know how to answer it. A list of these words is on page ii of this study guide.
5. Try all questions. Each question has some easy marks in it so make sure that you do all the
questions in the exam.
6. Never panic, even if the question seems difficult at first. It will be linked with something you have
covered. Find the connection.
7. Manage your time properly. Do not waste time on questions you are unsure of. Move on and come
back if time allows.

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8. Check weighting – how many marks have been allocated for your answer? Take note of how
marks are allocated to the questions in this study guide. Do not give more or less information than
is required.
9. Write big and bold and clearly. You will get more marks if the marker can read your answer
clearly.

Common errors

• Candidates deliberately ignore reading examination instructions.

• In paper 2, some candidates answer questions from one section or answer only three
questions from section A instead of all the questions.
• Improper numbering or failure to number their presentation properly.
• Candidates fail to comply with the demands of the question.
• Mostly in paper 2, candidates may be able to raise points but fail to explain or expand the
points appropriately.

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 TOPIC 1 SOCIALISATION

Objectives • Socialisation cannot occur in isolation

of people or a community, therefore, it
By the end of this topic, you should be able
can only be effected through various
to:
agents. These may include and not be
• define socialisation. limited to, a home, school, village,
• list socialising agents in the home. suburb, workplace or church.
• examine the role of each family member Socialisation agents
in socialisation.
• assess the impact of the school on • Family
socialisation. • School
• state the role of the community in • Community
socialisation. • Work
• explain the socialisation process in the • Religion
community. Socialisation in the home
• identify forms of ICT.
• outline the role of media in the • A home is made up of individuals that
socialisation process. share the same origin, identity and
• assess the impact of media on biological or adoptive background.
socialisation. • In the home, one may find different
types of family, each of which has a
Introduction role in socialisation.
• Different family types may inculcate
This chapter defines socialisation and identifies
different positive and or negative norms
socialisation agents. The role of each socialisation
and values in an individual or a child.
agent is explored and also the significance of the
• At home, a child is taught norms like
community at large in the whole process. The role
respect for elders, responsibility in
of media as well as its impact on socialisation are
doing household chores, kindness and
discussed in depth.
obedience.
Socialisation Role of family members in socialisation
• Socialisation is a lifelong process in A mother:
which people learn to interact with
• nurtures children.
others while sharing and acquiring
• provides norms and values.
different cultures.

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 • introduces religion. Socialisation at work
• teaches language.
Socialization increases motivation among
• teaches good morals.
employees. Generally, when employees socialize
• teaches household chores/duties.
in an organization, it allows them to shape the
• instils discipline.
way they view work habits, teamwork, and
A father: sharing of information, which are all significant
factors for a growing business. Each workplace
• leads the family as the head.
is a community with set rules and guidelines that
• provides moral support.
should be adhered to for an individual to continue
• instils sense of security.
to exist and co-exist in that given environment.
• directs the family.
Socialisation at work helps in the following:
• provides for the family.
• instils sense of identity. • inculcates general and specific norms
• instils discipline. and values in an employee.
• problem solver. • fosters respect for authority.
• promotes punctuality.
Siblings:
• emphasises productivity.
• provide companionship. • encourages transparency and
• provide comfort. accountability.
• serve as play partners.
• teaches language. Socialisation in the community
• role models for younger ones. Socialisation in the community may involve
Socialisation in school interacting with friends and family, being told
to obey rules, being rewarded for doing chores,
A major objective of socialization in the school and being taught how to behave in public places
setting is to make a child socially competent. A These enable a person to function within his or
child must develop skills that allow him or her to her culture. Socialization is important because
function socially, emotionally and intellectually it helps uphold societies and cultures; it is also
within the school environment. The school is a key part of individual development. It is
a community that operates under rules and also important to highlight the concept of the
regulations to be adhered to maintain order. It phrase “it takes a village to raise a child” which
helps in the following: originates from an African proverb and conveys
• it supports family norms and values. the message that it takes many people “the
• it teaches skills. village” to provide a safe, healthy environment
• it identifies inherent talents. for children, where children are socialised and
• helps students explore their talents to given the security they need to develop and
reach their fullest potential. flourish and to be able to realize their hopes and
• helps encourage external interaction dreams. How one interacts with other human
and the co-existence of people within a beings and nature, or the Creator, was and still is
community. the guiding principle.
• prepares individuals for the future.

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Socialisation in the community helps in the same headline for a lengthy period, and
following: within the shortest possible breaks.
• Informative role - this is the ability of
• promotes cleanliness of the
the media to provide facts and analysis
environment.
of events that will be happening with
• encourages observance of council rules
the purpose of educating the public.
and acts of kindness.
Awareness campaigns are an example
• teaches respect for each other.
of such headlines.
• promotes authority and teaches
• Entertainment - this is when media
responsible citizenship.
provides joy and excitement through
Socialisation in religious various forms of publications for
organisations example, drama, song, music, movies,
jokes.
• Religious organisations are governed • Interpretive role - the media can
by doctrines and their norms and values provide analysis columns or editorial
are derived from their religious beliefs. comments on prominent issues and
• Religious groups within the society usually answer how an event happened,
may include Christianity, Islam, why it happened, when and where it
Rastafarianism, Hinduism, African took place.
Indigenous Religion among others.
• Promotes humanity. Effects/Impacts of media in
• Teaches good norms and values within socialisation
the society. These are the effects that different types of media
• Teaches respect. have on the interaction between different groups
of people. The effects are both positive and
Forms of media
negative.
There are two types of media; print media and
electronic media. Positive effects
• Allows social connections to take place.
• Print media includes, yet not limited
• Teachings on good health practices like
to newspapers, books, scripts, journals
hygiene and safe medical practices or
and letters.
knowledge on the use and effectiveness
• Electronic media includes cellphones,
of natural herbs.
radios, televisions and computers.
• Recognition of human rights and
The role of media on the socialisation children’s rights.
process • Awareness on bad criminal offences
and bad religious practices.
There are four major roles of media, which are; • Spread of knowledge on democratic
• Agenda setting - this is the ability governance.
of media houses to pick on topical • Promotion of humanitarian activities.
issues at a given time. This usually • Teaching of social and economic skills.
involves repeated publication of the • Discovery of talents to promote creative
arts industry.

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 • Awareness on environmental laws and sizable audiences, as opposed to just
global issue. one person on the other end of a phone.
• Growth of trade and international The radio’s ability to reach a large
relations (globalisation). audience at a low cost continues to
• Spread and advancement of technology motivate a lot of communicators to take
and invention. full advantage of the tool.
• Provided entertainment. • Television: It is another way to reach
extensive audiences, but it brought
Negative effects may include: a new perk to the table: visual
• Culture dilution. communication. Some information
• The spread of violence through violent is hard to describe using just words.
films, wars, violent music. Television provides audiences with the
• The spread of discriminatory practices best of both worlds: information and
against individuals, groups, nations. visuals to accompany it. This advantage
• Promotion of cults. caused the television to replace the
• Condoning of abusive and or criminal radio as the leading tool for mass
practice. communication.
• Spread of addictions, alcohol and drug • Internet: The internet eliminates the
abuse. need for communicators to have a
• Provides a platform for hacking to take separate device for each different type
place. of communication technology. The
• Promotes false beauty and identity. internet successfully combines all types
of communication technology and
Forms of ICT houses them in one place. It provides
There are four main types of communication the largest array of information and
technology that have contributed to the ease of communication sources known to man.
sending messages: telephone, radio, television, Verbal and non-verbal communication
and internet. can be accomplished with video
• Telephone: It revolutionized verbal conferencing software. Written
communication. People can talk to messages can be sent through email.
each other from any place in the Electronic versions of pictures can be
world, strengthening relationships sent to and from any internet device.
and eliminating the worries of long ICTs in socialisation
distance communication. Examples of
telephones include the landline which As ICT has become ubiquitous, faster and
is connected to a cable and a cellphone increasingly accessible to non-technical
which is wireless. communities, social networking and collaborative
• Radio: About twenty years after services have grown rapidly enabling people to
the telephone, communicating using communicate and share interest in many more
the radio came into play. Another ways. Sites like Facebook, Twitter, LinkedIn and
innovation in the realm of verbal YouTube to mention but a few.
communication, radio is used to reach

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The following can be helpful ways to engage with • Taking an online class. If you have
others using modern technology: been thinking about going back to
school, getting a certificate or just
• Use of online video chat platforms to
learning something new, now is a good
connect with friends and family, host
time to explore those ambitions.
a virtual party or holiday celebration,
• Joining an online workout to keep those
play a game, cook or do an art project
endorphins going. You can find several
together through the computer.
videos on the SamFit Facebook page to
• Join an online club such as a book,
help keep you active at home.
running, music, knitting, writing or
spiritual club. There are online groups
for every interest and finding those with
similar hobbies and skill sets can help
you feel part of something.

5
 IDENTITY: FAMILY LOCAL
TOPIC 2 AND NATIONAL IDENTITY

Objectives importance of personal identity will be explored

in regards to documents, language, totems and
By the end of this topic, you should be able
tools. Identity may not be fully covered without
to:
an insight into indigenous practices and religious
• distinguish different relationships ceremonies. The holistic approach is designed to
within different types of families. make learners understand who they are.
• assess the roles of family members in
the home, community and nation.
Types of families
• identify language aspects that have 1. One parent
national identity.
Refers to a family with children under the age of
• explain the use of indigenous hunting
18 headed by a parent who is divorced, widowed
and productive tools.
or never married.
• list the national identification
documents. 2. Child headed
• explain the importance of possessing
• A family in which a minor or a
national identification documents.
teenager is head of the family.
• explain the significance of totem
• A child headed household is one where
systems.
there are no adult carers available and
• explain the use of various indigenous
children live on their own.
herbs.
• explain the importance of upholding 3. Monogamous
indigenous languages and cultures.
• The family consists of two parents and
• describe the role of the family and the
children.
community in shaping one’s identity.
• This is when two individuals are in a
• list the indigenous community
partnership or relationship and there
gatherings and events.
are no more than two people in the
• identify indigenous ceremonial tools.
relationship.
• define the concepts of monogamy and
polygamy. 4. Polygamous
• explain the significance of indigenous
A family where the husband has more than one
wise sayings.
wife.
Introduction
The chapter discusses the key concepts of identity
from family, community to national level. The

6
Roles in the home (b) Idioms

Home Community Nation These are phrases that have a meaning of their
Father Head of Participate in Educate own and cannot be understood from the meaning
the family. community the child. of individual words for example, lilanga liphuma
economic meaning she is very beautiful.
Provision Promote
activities.
of food. good (c) Riddles
Making Cleaning use of
This is a phrase with whose meaning is a puzzle
important communities. resources.
for example, in Ndebele Ngikulibha bhoda ngale
decisions. sihlangane phambili - it is a belt. In Shona, Pota
Mother Manages Transmit Help nekoko tisangane - it is a belt.
household societal nation by
chores norms and protecting (d) Folklore
values. the These are stories that use animals as characters
Nurturing
rights of with the aim of teaching norms and values of a
children.
children. society.
Grandparents Mentors Transmit Teaching
children. norms and history of Indigenous hunting and production
Spiritual values. the nation. tools
guiders. (a) Indigenous hunting tools:
Children Help Cleaning their Promote
parents communities. good use (i) Traps
in doing of natural Cage traps - They are designed to catch the live
household resources. animals. Food is usually used to lure the animals
chores. into the trap.
Language and national identity (ii) Snares

• Language is a systematic means of • Mostly used to catch wild animals.

communicating ideas and feelings by • Snare traps the wild animal around the
use of sounds, signs. neck or body.
• It can also be written or spoken.
• Identity refers to a sense of belonging (iii) Spears

to a nation. Language is an important A pole weapon with a sharp point, normally

aspect of cultural identity. thrown at the animal.
(a) Proverbs (iv) Bows and arrows

A traditional way of saying the truth, or advising Uses a flexible arc and an arrow to shoot animals
about a certain behaviour. For example, Kwabo from a distance. Arrows were usually poisoned.
kagwala akula sililo/Gwara harina rinda
meaning “The house of a coward does not
mourn”.

7
 CULTURAL HERITAGE:
TOPIC 3 NORMS AND VALUES

Objectives • identify the threats to indigenous

culture in Zimbabwe.
By the end of this topic, you should be able
• explain the roles of man and woman in
to:
marriage.
• explain the importance of unhu/ubuntu/ • explain the importance of sport, arts,
vumunhu. and culture.
• describe the norms and values at home,
school, community and workplace.
Introduction
• describe indigenous and contemporary The topic focuses on the various aspects of
heirship practices. Zimbabwean cultural heritage. Special emphasis
• explain rites of passage in different is given to various norms and values that shape
ethnic groups in Zimbabwe. our a societies.
• outline advantages and disadvantages
of different indigenous courtship The concept of unhu/ubuntu/vumunhu
practices. Unhu/ubuntu refers to the good behaviour
• discuss age of consent to marriage as accepted by society. Ubuntu is an African
per constitution of Zimbabwe. philosophy that places emphasis on being human
• identify the main features of indigenous through other people. A person with unhu
Zimbabwean culture. upholds the cultural standards, expectations,
• describe Zimbabwean birth and death values and norms of a society.
rites.
• describe the various inheritance Concept and attributes
and heirship practices of indigenous (a) Tolerance
families and societies.
• list contemporary courtship practices Ability or willingness to be patient/to tolerate
and compare the contemporary and the existence of opinions or behaviour that one
indigenous courtship practices. dislikes or disagrees with.
• explain the role of indigenous marriage (b) Integrity
counsellors.
• explain the significance of indigenous Having strong moral principles. A person with
forms of entertainment. integrity behaves ethically and does the right
• describe the importance of dance and things.
drama as forms of entertainment, (c) Oneness
leisure and employment.
• identify Zimbabwean and foreign Being united for a purpose. It is a strong feeling
norms and values. of closeness to one another.

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 NATIONAL HISTORY:
TOPIC 4 SOVEREIGNTY AND GOVERNANCE

Objectives • outline the economic, political and

social gains of independence.
By the end of this topic, you should be able
• describe the challenges faced by the
to:
government after independence.
• describe the economic, social and • identify local government structures.
political systems of the San and the • identify the different systems of
Khoikhoi. government.
• outline the heritage passed on by the • define the structure and function of
San and Khoikhoi. central government.
• explain the significance of • describe the regional and international
chieftainship. organisation to which Zimbabwe is a
• describe how indigenous leaders were member.
enthroned.
• identify the Early Iron Age societies.
Introduction
• outline the social, economic and This chapter evaluates precolonial societies, the
political activities of the Late Iron Age enthronement of leaders and the general political,
societies. economic and social organisation of the Iron Age
• explain the contributions made by states. The chapter will discuss the reasons for the
Iron Age societies to contemporary Chimurenga war, its effects and aftermath. The
development. structures put by independent Zimbabwe shall be
• define colonisation. discussed as well as Zimbabwe’s participation in
• outline the causes of colonisation in regional and international affairs.
Africa.
• outline the terms of the Berlin Precolonial societies
Conference. These are societies that existed before
• identify the treaties that led to the colonisation for example the San, the Khoikhoi
colonisation of Zimbabwe. and the Iron Age states.
• outline the events that led to the Anglo-
Ndebele war. 1. The San
• outline the events and effects of the first
The San are the oldest inhabitants of Southern
Chimurenga.
Africa, who have lived for at least 20 000
• identify the heroes and heroines of the
years. The term San is commonly used to refer
first Chimurenga.
to a diverse group of hunter-gatherers living
• assess the role played by foreign
in Southern Africa who share historical and
groups in the colonisation of
linguistic connections.
Zimbabwe.

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The San were also referred to as Bushmen, 2. The Khoikhoi
but this term has since been abandoned as it is
The Khoikhoi were the first native people to
considered derogatory.
come into contact with the Dutch settlers in the
(a) Social organisation mid 17th century. As the Dutch took over land
for farms, the Khoikhoi were dispossessed,
• The San moved in bands of three to
exterminated, or enslaved and therefore their
four families.
numbers dwindled.
• These units had men who jointly hunted
wild animals and birds with poisoned (a) Social organisation
arrows. These animals and birds were a
• The Khoikhoi lived in groups of 100 or
source of food for the unit.
more.
• They led a nomadic way of life
• They lived in round huts covered in
and their population was small and
grass and green branches and also
scattered in the region.
covered in reed mats.
• They lived in caves and spent their
• Their cattle kraal was at the centre of
leisure time painting on rocks.
the village to protect them from thieves
• The San were polygamous and they
or wild animals.
paid bride price.
• The San belief system generally (b) Political organisations
observes the supremacy of one
• The Khoikhoi had a hierarchical
powerful god, while at the same time
political structure.
recognizing the presence of lesser gods
• The Khoikhoi had chiefs, hearken,
along with their wives and children.
elders and servants.
• Religious ceremonies like adult
• The Khoikhoi chief was responsible
initiation, celebration of new and full
for maintaining harmony and making
moons were also done.
decisions.
• Their main food was animals and birds,
• The role of the chief was hereditary.
they also ate roots and other items
gathered by the women. (c) Economic organisations
(b) Political organisations The Khoikhoi’s major economic activity was
• The San had no formal political livestock production though hunting and
authority. gathering was also practiced.
• They had no chiefs but governed
Heritage passed down by San and
themselves through group agreement.
Khoikhoi
• Disputes were resolved through lengthy
discussions where all involved have a • Use of animal skin as clothing.
chance to make their thoughts heard • Craftwork.
until some agreement is reached. • Jewellery making.
• Wearing of shawls by older women.
(c) Economic organisations
• Use of plants as medicine.
The San hunted, gathered wild fruits and also • Rock paintings.
fished.

23
 • Launching of the Educational SADC objectives
Transition Fund.
• Buying of educational material. • To foster democracy.
• Spreading computerised education. • To maintain peace and security.
• Rural electrification programs. • To end poverty.
• Building of roads and other • To enhance the standard and quality of
infrastructure to support education. life.
• Establishment of universities in each • To support the socially disadvantage.
province nationwide. • To achieve economic development.
• Increasing the number of polytechnics • To foster sustainable development.
and vocational training colleges.
The African Union objectives
• Introduction of the new curriculum.
• To unite people of Africa.
Challenges in education
• To promote political, economic and
• Infrastructural pressure. social integration.
• Double sessioning. • To defend the independence of its
• Overcrowded classrooms. members.
• Insufficient learning and teaching • To encourage international cooperation.
material. • To promote peace, security and
• Poor teacher remuneration. stability.
• High tuition. • To promote good governance and
• Shortage of specialised teachers. democracy.
3. Housing • To promote human rights.
• To improve living standards of African
• Providing land through the City
people.
Councils.
• To promote good health.
• Availing building funds through
building societies and banks. COMESA objectives
• Providing building material in rural
areas. • The major goal was to foster
• Building of students and staff sustainable growth and development
accommodation at universities and among the member states.
colleges. • Promote joint economic development.
• Promote cross-border domestic
Zimbabwe as a member of investments.
regional and international • Promote international relations.
organisations
Non-Aligned Movement (NAM)
• Zimbabwe like other African nations
objectives
has adopted regional and economic
cooperation through joining SADC, • To ensure national independence.
AU, COMESA, NAM and UN. • To promote sovereignty in nations.
• Zimbabwe’s duty at the SADC is to • To foster territorial integrity and
ensure crop production, agriculture and security.
natural resources.

34
 • To promote mutual respect for each Benefits of regional and international
other’s sovereignty and integrity. relations to Zimbabwe
• To promote mutual non-aggression and
non-interference in domestic affairs of • Funding from SADC, UN and the
its members. African Development Bank.
• To promote peaceful coexistence of its • Reduction of operational costs for
members. airlines, by COMESA.
• Promotion of regional and international
United Nations objectives trade.
• Political cooperation.
• To maintain international peace and
security.
• To foster friendly relations among
member states.
• To promote cooperation in solving
economic, social, political, cultural and
humanitarian problems.

35
 TOPIC 5 NATIONAL HERITAGE

Objectives National heritage

By the end of this topic, you should be able • A country’s heritage is all the qualities,
to: traditions, or features of life there
that have continued over many years
• define national heritage.
and have been passed on from one
• identify liberation war heritage sites in
generation to another.
neighbouring countries.
• It refers to the places, arts, culture and
• identify and explain the significance of
natural environment that have been
world heritage sites within Zimbabwe.
passed from the various generations
• outline the national school pledge.
and are being maintained in the present
• explain the relationship between the
and will be presented to future. It
national school pledge, the national
reflects the identity of a country and its
flag and the national anthem of
people.
Zimbabwe.
• describe government effort to improve National symbols, monuments
access to natural resources in
and shrines
Zimbabwe.
• evaluate the effectiveness of Liberation war heritage sites
government efforts.
1. Chimoio
Introduction This was a refugee camp for ZANLA fighters in
This unit will define national heritage and go Mozambique.
on to identify liberation war heritage sites. It • It had sub-camps under it, namely;
shall also outline the national symbols that Osisiba for women, Chaminuka
identify Zimbabwe as a country as well as their the main ZANLA security camp,
significance to people. Government effort in Chindunduma for young school
improving people’s access to natural resources, children, Percy Ntini the logistic base,
will be discussed below. the garage where vehicles were repaired
National heritage is defined as the historical, and serviced and also Takawira Base
cultural significance of a nation which is passed Two camp for males.
down from one generation to the other. • The Rhodesian forces used deception
to blind the guerrillas after which they
bombed Chindunduma, killing children
and civilians there.

36
2. Nyadzonya World heritage sites
• Rhodesian Selous Scouts attacked this This is defined as a landmark that is officially
place on 9 August 1976 under code recognised by the United Nations. In Zimbabwe
name Operation Eland. we have three heritage sites;
• They used four ferret armoured
(a) Matopo Hills
vehicles and seven armoured Unimogs,
all disguised under FRELIMO. • Was given world heritage status in
• Attack was led by sellout former 2003.
ZANLA commander Morrison Nyathi. • Covers 3100km2 of which 424km2
• Nyathi assembles the guerrillas and square metres are a national park.
blew the whistle on then which led to • Named by Mzilikazi.
the massacre of over a thousand people. • Situated 35km South of Bulawayo and
South West of Zimbabwe.
3. Freedom camp
• Dominated by kopjes.
• Situated 30km North of Lusaka. • Has balancing rock formations created
• A transit camp donated by the then by soil erosion.
President of Zambia. • Has the highest concentration of pre-
• On 28 October 1978 the Rhodesian historical paintings.
forces bombed the area while freedom • At the summit Malindidzimu are the
fighters were on parade. remains of Cecil John Rhodes.
• Over 400 people died and were buried • Has community shrines and sacred
in a mass grave. places such as Njelele.

Significance of liberation heritage (b) Victoria Falls

sites • Situated in Matabeleland North, it was
• Reminds Zimbabweans of the sacrifice accorded world heritage status in 1989.
made by freedom fighters, losing their • Local people named it Mosi-oa-Tunya
lives for freedom. meaning the smoke that thunders.
• The brutal massacres by Rhodesians • The property was protected under
create people’s loyalty to safeguard the National Heritage Conservation in 1998
gains of our independence. and Zambian Wildlife Act.
• Makes Zimbabweans to appreciate the • Has largest curtain of falling water in
assistance of neighbouring countries in the world, 1708m wide, 500 million
our quest for independence. litres of water per minute and 8
• Helps people trace the reasons behind spectacular gorges.
the struggle for independence and how • Breeding place for the Taita falcon and
it was fought. the black eagle.
• They form a huge part of our heritage (c) Great Zimbabwe
and identity.
• Makes people appreciate the role • Situated 27km South East of Mashing,
of freedom fighters in achieving it was given world heritage status in
independence from colonial rule. 1986.

37
 CONSTITUTION OF
TOPIC 6 ZIMBABWE

Objectives An insight will be covered on how government

institutions are expected to run as per the
By the end of this topic, you should be able
constitution.
to:

• explain the process of constitution

The constitution making process
formulation. Step 1
• summarise the contents of the
When a previous constitution does not provide
Zimbabwean Constitution.
expectations of the people, leaders and opposition
• explain the importance of the
groups meet to discuss a way forward.
Zimbabwean Constitution.
• define the concept of human rights. Step 2
• outline the provisions of the declaration
Preparation of essential features to be involved in
of human rights.
the constitution.
• define the concept of citizenship.
• define rules and laws. Step 3
• identify types of courts in Zimbabwe.
Consultation of the public on issues raised by an
• describe the functions of Zimbabwean
appointed commission.
courts.
• explain the significance of the key Step 4
features of the constitution.
Debating the findings of the commission and
• describe the Zimbabwe electoral
adopting a draft constitution.
system.
• outline the major provisions of the Step 5
Lancaster House Constitution.
A national referendum is called to ratify the
• explain the reasons for the enactment
constitution.
of a new constitution.
• assess the importance of a home-grown Rationale for a new constitution in
constitution. Zimbabwe
Introduction 1. Dual citizenship

The topic focuses on the constitutional The previous constitution does not allow aliens to
development in Zimbabwe. The key features of vote.
the constitution will be outlined as well as the
role of the citizens in the constitution making
process. Attention will also be given to the
importance of the home-grown constitution.

41
 TOPIC 9 GLOBAL ISSUES

Objectives Types of natural resources

By the end of this unit, you should be able to: Natural resources are God made materials that
are present in nature which can be used as a
• identify the different forms of natural
source of wealth.
resources and explain how they can be
preserved. • Renewable resources – continually
• identify the causes of droughts and supplied and can be renewed though
floods. they are not finite for example plants,
• analyse the effects of droughts and water and animals.
floods. • Non-renewable resources – they
• list the different types of pollution and are inorganic material that cannot
suggest ways to reduce them. be renewed once used for example
• define natural and man-made disasters. minerals.
• identify pandemics and chronic • Perpetual natural resources – these
illnesses globally. are resources that are finite or last for
• assess the political, social and many years without being exhausted for
economic impact of pandemics and example the sun, moon or wind.
chronic illnesses.
• evaluate mitigation measures to reduce Preservation of natural resources
pandemics and chronic illnesses
• Trees can be replanted and grafted.
globally.
• define the concept of human trafficking. • Water can be recycled.
• state the causes of human trafficking • Animals can be kept and breeding
and suggest ways of reducing human promoted.
trafficking globally. • Minerals can be preserved if people do
not over mine.
Introduction • Perpetual natural resources can be kept
as stored energy in man-made gadgets.
This unit identifies forms of natural heritage
and how climate change affects them. There are Land degradation
methods that can be employed in order to mitigate
This is a process in which the value of the
the harm caused by climate change. Other global
biophysical environment is affected by a
issues are also explored for example, pollution,
combination of human processes the land.
disasters, droughts, diseases, human trafficking
and its impact globally.

67
Causes Effects of climate change

• Deforestation. • Illnesses and infectious diseases.

• Overheating. • Extreme weather patterns.
• Agricultural practices. • Ozone depletion.
• Uncontrolled gold panning. • Loss of biodiversity.
• Industrialisation. • Increased veld fires.
• Urbanisation. • Weakening food-producing systems.
• Poor land tenure policies or poor • Melting of glaciers and polar ice.
legislation. • Rising of sea levels.
• Increased droughts.
Effects of land degradation
• Increased flooding.
• Deterioration of the chemical and • Extinction of natural resources.
physical properties of soil. • Air pollution.
• Quickens soil erosion.
Mitigation measures of climate change
• Reduces primary productivity of plant
communities. • Building seawall to protect people
• Decline in bio-diversity. against sea level rise.
• Increased hazards of human occupancy. • Lowering the level of greenhouse gases
• Reduces the soil capacity to sustain in the atmosphere.
plant growth. • Planting trees in order to absorb carbon
dioxide from the air.
Mitigation measures of land degradation
• Practise energy efficiency.
(a) Strip farming. • Increase use of renewable energy
(b) Crop rotation. sources.
(c) Ridge and furrow formation. • Electrification of industrial processes.
(d) Dam construction. • Efficient means of transportation.
(e) Contour farming. • Building of more secure infrastructure.
(f) Planning ahead. • Landscape restoration and reforestation.
• Conserve energy and natural resources.
(g) Use of land surveys.
• Use recycling methods.
(h) Passing of good legislature.
Drought
Climate change
Refers to prolonged lack of rain over a long
This is the gradual shift in the overall
period of time.
environment or temperatures in the atmosphere.
Causes of drought
Causes of climate change
Changes in the weather patterns that move clouds
Human causes include burning fossil fuels,
and moisture in the atmosphere.
deforestation and urbanisation.

Natural causes include changes in the earth’s

orbit, intensity of the sun, circulation of the
ocean, atmospheric and volcanic activity.

68
 EXAMINATION PRACTICE 1

EXAMINATION PRACTICES
PAPER 1 4006/1
Time: 1 hour 15 minutes
Additional materials: Multiple choice answer sheet
Answer all questions. For each, there are four possible answers A, B, C and D. Choose the one that
you consider correct and record your choice in soft HB pencil on a separate answer sheet provided.

1. Socialisation can be defined as

A. the things we do.
B. parental guidance.
C. growing up from infancy to adulthood.
D. a life-long social experience where individuals share their customs and beliefs.
2. The most crucial stage of socialisation is
A. adolescence. B. childhood. C. retirement. D. adulthood.
3. The concept of giving genuinely to the needy in the society can be referred to as
A. philanthropy. B. kindness. C. love. D. donation.
4. Which of the following is not an agent of socialisation?
A. Family. B. Church. C. Song. D. Media.
5. Peer pressure in adolescents can lead to the following negative impacts except
A. drug and alcohol abuse. B. high achievement.
C. teenage pregnancies. D. theft.
6. Media is considered the most powerful tool in communication because
A. it is easily accessible.
B. it is available in print and electronic form.
C. it distributes a wide range of information globally.
D. it is entertaining.
7. The following are the roles of media except
A. intimidating the audience.
B. informing the public on events.
C. interpreting events.
D. entertaining people.
8. Which in Zimbabwe can be considered as the most accessible form of communication?
A. Internet. B. Television. C. Radio. D. Newspapers.
9. The excessive control of media by a few elite people is called
A. elitism. B. indoctrination. C. politics. D. hegemony.

71
EXAMINATION PRACTICES

10. Information that is transmitted on a gadget is termed

A. hardcopy information. B. softcopy information.
C. data. D. USB.
11. When media is termed the Fourth Estate, it simply means
A. it is very powerful.
B. it is owned by four estates.
C. it has four major roles.
D. it shapes and influences the course of politics the world over.
12. The following are forms of personal identity except
A. academic certificates. B. name.
C. totem. D. dress.
13. A totem is used
A. as a first name.
B. as a mockery.
C. as the name of an animal.
D. to identify someone's ancestry and thank them for doing something good.
14. In African heritage, the way people dress can reflect their
A. complexion. B. body type.
C. favourite colours. D. beliefs and character.
15. What is an anthropologist?
A. A person who is educated.
B. A person who is into anthropology.
C. A person who studies culture.
D. A scientific experiment.
16. A family consists of two or more individuals who are related by all of the following except
A. birth. B. marriage. C. adoption. D. wealth.
17. The process of passing down information from one generation to the other is known as
A. anthropology. B. oral tradition. C. archaeology. D. folktales.
18. Kurova guva/umbuyiso ceremony was done in order to
A. bring back home the spirit of the deceased.
B. revenge on bad luck.
C. bewitch the ones who killed a loved one.
D. link the family with the ancestors.
19. The process of graduating from one stage of life to the other is termed as
A. a graduation. B. reincarnation.
C. initiation. D. rites of passage.

72
 EXAMINATION PRACTICES
20. Norms and values at the workplace include the following except
A. punctuality. B. laziness. C. productivity. D. accountability.
21. The following are threats to norms and values in the school except
A. break time. B. bullying. C. peers. D. noise making.
22. In the Shona culture the most important birth rite is
A. rukuvhute. B. kusungirwa.
C. kugadzirwa nhova. D. kutema rukawo.
23. In the African indigenous culture the relatives of the bereaved visit the gravesite early in the
morning so as to
A. check if witches visited the place. B. greet the dead.
C. try wake the dead up. D. sweep the grave area.
24. The most immediate issue to resolve after the death of a father within an African home, is
A. inheritance. B. kurova guva. C. mourning. D. memorial.
25. In traditional marriages, the following rituals are performed except
A. exchange of gifts between husband and wife.
B. public kissing.
C. payment of bride price.
D. traditional celebration ceremony.
26. Which of the following traditional herb treats burns, rashes, asthma, arthritis and prostate issues?
A. Aloe vera. B. Blackjack. C. Zumbani. D. Ntolwani.
27. The following tools were used in the Iron Age except
A. handaxe. B. knives. C. hoes. D. spears.
28. Which of the following components in Iron Age are a major contribution to contemporary
societies?
A. Songs and dances.
B. Craftwork and medicine.
C. Clothing and language.
D. Architecture and writing.
29. In the colonial era, national resources were distributed
A. in an equal and fair manner.
B. according to levels of education.
C. according to wealth.
D. in a racial manner.
30. Which of the following natural resources was the major force behind the liberation struggle?
A. Land. B. Water. C. Minerals. D. Taxation.

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EXAMINATION PRACTICES

31. Which document officially legalised the occupation of land in Rhodesia?

A. The Land Apportionment Act (1930).
B. Native Land Husbandry Act (1951).
C. The Lippert Concession (1889).
D. The Matabeleland Order in Council Act (1894).
32. Which of the following natural resources has been a source of conflict in Africa?
A. Water. B. Gold. C. Asbestos. D. Trees.
33. The first war of dispossession fought between the people of Zimbabwe and the British was the
A. first Chimurenga.
B. pioneer column.
C. war of independence.
D. Anglo-Ndebele war.
34. The First Chimurenga was fought in
A. 1896. B. 1986. C. 1886. D. 1966.
35. The following are causes of the First Chimurenga except
A. forced labour. B. loss of land. C. loss of cattle. D. failure to vote.
36. The word Chimurenga/Umvukela means
A. to fight. B. to struggle. C. to make peace. D. war of liberation.
37. What is the name of the chief that resisted colonial rule in the Mazoe area?
A. Chief Kaguvi. B. Chief Mashayamombe.
C. Chief Chaminuka. D. Chief Mukwati.
38. Which party won 80 seats in parliament in the 1980 elections?
A. ZANU-PF.
B. UANC.
C. RHODESIA FRONT.
D. PF-ZAPU.
39. The National Schools Pledge is important in that
A. it is a government policy.
B. it helps people to praise God for their country.
C. it fosters patriotism in individuals.
D. it is poetic.
40. Disasters result in the following except
A. damage to the ecological environment.
B. destruction of property.
C. displacement of people.
D. improvement of the ecosystem.

74
 EXAMINATION PRACTICE 1

EXAMINATION PRACTICES
PAPER 2 4006/2
Time: 2 hours

Answer all questions from Section A and any two from Section B.
You are advised to spend no longer than 45 minutes on Section A and 1 hour 15 minutes on Section
B.

SECTION A
Answer all questions in this section. Each question carries 10 marks.

1. (a) List any four agents of socialisation in the community. [4]

(b) What are the three major roles of media in the socialisation process? [3]
(c) Analyse the importance of religion in the socialisation process. [3]
2. (a) Name any three features of the San. [3]
(b) State any two benefits of the San way of life in the preservation of culture. [2]
(c) What are the five advantages of folktales in the passing on of cultural heritage? [5]
3. (a) Identify any three types of drama. [3]
(b) Why was dance important in the Zimbabwean traditional societies? [4]
(c) Assess the use of dances in the teaching of cultural heritage in Zimbabwe. [3]
4. (a) List any four types of courts in Zimbabwe. [4]
(b) Define testate inheritance. [2]
(c) Assess the challenges faced by people under traditional inheritance practices. [4]
5. (a) Identify any three natural resources found in Zimbabwe. [3]
(b) Briefly explain the importance of the preservation of wildlife. [4]
(c) How did colonial distribution of resources affect the lives of indigenous people? [3]
6. (a) Identify any four threats to indigenous resources. [3]
(b) Explain the effects of poor waste disposal. [4]
(c) Assess how the government of Zimbabwe has improved the access to Indigenous
resources. [3]

75
EXAMINATION PRACTICES

SECTION B

Answer any two questions. Each question carries 20 marks.

7. (a) Briefly describe the birth rites practiced in Zimbabwe. [8]

(b) Outline the importance of performing rites in Zimbabwe. [6]
(c) Assess how birth rites are threatened by modernisation. [6]
8. (a) Describe the courtship practices in Zimbabwe. [8]
(b) Explain the importance of courtship. [6]
(c) How has technology affected courtship in the modern society? [6]
9. (a) Explain the usefulness of indigenous wise sayings in the Zimbabwean culture. [8]
(b) Outline the various types of indigenous sayings in the Zimbabwean context. [6]
(c) Assess the methods that can be used to limit the damage caused by technology on
cultural norms and values. [6]
10. (a) With examples, describe any four types of disasters. [8]
(b) Assess the effects of disasters on natural heritage. [6]
(c) To what extent can the negative effects of disasters be reduced? [6]
11. (a) Describe any four national events held in Zimbabwe. [8]
(b) Explain the role played by the school in promoting national heritage in Zimbabwe. [6]
(c) What is the significance of taking part in national events? [6]

76
 EXAMINATION PRACTICE 10

EXAMINATION PRACTICES
PAPER 1 4006/1
Time: 1 hour 15 minutes
Additional materials: Multiple choice answer sheet
Answer all questions. For each, there are four possible answers A, B, C and D. Choose the one that
you consider correct and record your choice in soft pencil on a separate answer sheet provided.

1. The most important role of man in the Early Stone Age period was
A. hunting. B. cultivating. C. craftwork. D. child bearing.
2. Where was Cecil John Rhodes buried?
A. In England. B. At Great Zimbabwe.
C. Matopo. D. In Bulawayo.
3. Which of the following promotes the Zimbabwean culture?
A. Politics. B. Constitution.
C. Marriage. D. Indigenous ceremonies.
4. Which of the following is not a form of print media?
A. WhatsApp. B. Newspaper.
C. Letters. D. Herald.
5. The elders in the villages preside over
A. family disputes. B. murder cases.
C. labour disputes. D. election disputes.
6. Money received after retirement is called
A. pension. B. a will. C. heirship. D. inheritance.
7. Which of the following religion believes in Jesus?
A. Rastafarianism. B. Buddhism.
C. Christianity. D. Islam.
8. Which of the following is a feature of Great Zimbabwe?
A. Mass graves. B. Great enclosure.
C. Heroes Acre. D. Freedom tower.
9. Which of the following inhibits production?
A. Lack of funds. B. Plenty of markets.
C. Availability of raw materials. D. Skilled labour.
10. Cholera can be spread through
A. eating cold foods. B. sharing clothes with an infected person.
C. contact with infected people. D. eating contaminated food.

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 EXAMINATION PRACTICES
21. The breakdown of cultural norms leads to
A. fewer churches in rural areas. B. most people marrying late.
C. many dating sites on the internet. D. many divorces.
22. –––––––––– is not a natural resource.
A. Gold B. Machinery C. Water D. Elephant
23. The –––––––– people built Great Zimbabwe.
A. Zulu B. Nambya C. Ndebele D. Shona
24. The Rudd Concession was signed in
A. 1888. B. 1894. C. 1987. D. 1980.
25. Which types of goods are best transported using the railway transport?
A. Flowers. B. Fresh meat.
C. Building materials. D. Fresh Kapenta.
26. Traditional religious practices are mostly carried out by
A. children. B. mothers. C. peers. D. elders.
27. Courtship is
A. learning one's culture. B. having many friends.
C. dating period before marriage. D. is a sign of polygamy.
28. The major challenge facing industry today is
A. lack of profit. B. lack of capital.
C. too many markets. D. politics.
29. Which of the following country does not have a constitution?
A. Lancaster city. B. America.
C. Zimbabwe. D. Britain.
30. Indigenous food preservation includes
A. canning. B. drying. C. refrigeration. D. burning.
31. A major aim of the Moffat treaty was to
A. sign treaties with African rulers. B. agree on freedom of navigation.
C. develop the colonised area. D. cancel the Grobler treaty.
32. The San were largely democratic this means
A. they had repressive laws.
B. only man were policy makers.
C. they consulted each other on major issues.
D. employed native commissioners.

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EXAMINATION PRACTICES

33. Why were the Ndebele and the Shona defeated by the British in the 1st Chimurenga/ Umvukela?
A. The British got help from the Portuguese.
B. The Ndebele and the Shona used inferior weapons.
C. The Shona signed peace treaties with the settlers.
D. The Ndebele and the Shona were affected by small pox.
34. Citizens can participate in voluntary community services such as
A. rallies. B. gully filling.
C. beer drinking. D. politics.
35. The National Museum is found in
A. Bulawayo. B. Chinhoyi.
C. Harare. D. Masvingo.
36. Melting ice can cause
A. floods.
B. heat wave.
C. diseases.
D. internal migration.
37. Land degradation can be a result of
A. air pollution.
B. reforestation.
C. poor mining activities.
D. gully reclamation.
38. A disease that is caused by mosquitoes is called
A. bilharzia.
B. kwashiorkor.
C. malaria.
D. marasmus.
39. One of the functions of the parliament is to
A. punish offenders.
B. enact laws.
C. ensure the safety of the president.
D. ensure the distribution of goods.
40. Zimbabwe Republic Police's victim friendly unit is responsible for assisting victims of
A. exploitation.
B. crimes.
C. slave trade.
D. gender based violence.

130
 EXAMINATION PRACTICE 10

EXAMINATION PRACTICES
PAPER 2 4006/2
Time: 2 hours

Answer all questions from Section A and any two from Section B.
You are advised to spend no longer than 45 minutes on Section A and 1 hour 15 minutes on Section
B.

SECTION A

Answer all questions in this section. Each question carries 10 marks.

1. (a) List any four identification documents given to individuals in Zimbabwe. [4]
(b) At what age are Zimbabweans required to apply for the following:
(i) national identity card.
(ii) passport.
(iii) driver’s license. [3]
(c) Assess the requirements needed to apply for a passport. [3]
2. (a) State four reasons for the decline of the Mapungubwe State. [4]
(b) Describe any three economic activities in the Mutapa State. [3]
(c) Evaluate the political factors that led to the decline of the Mutapa State. [3]
3. (a) State three traditional dances done in Zimbabwe. [3]
(b) Describe any three benefits of dancing. [4]
(c) Explain three challenges faced by musicians these days. [3]
4. (a) Define the term citizenship. [3]
(b) Outline the three different forms of citizenship. [4]
(c) Describe dual citizenship. [3]
5. (a) What is an industry? [2]
(b) Identify any three types of industries. [3]
(c) Assess the benefits of industries in Zimbabwe. [5]
6. (a) Define waste management. [2]
(b) State four types of waste. [4]
(c) Evaluate waste management strategies used in Zimbabwe. [4]

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EXAMINATION SOLUTIONS

– Promotes unhu/ubuntu.
PAPER 2 ANSWERS – Promotes preservation of culture.
4. (a) – Criminal courts (the Magistrate
court, High court, Constitutional
1. (a) Church, family, school, work, peers. court).
(b) Interpretive, informative, agenda – Civil courts (Ordinary civil court
setting, entertainment. and Specialised civil court).
(c) – It unites people. – Local courts (Customary Law
– Groom people in line in with court and small claims court).
culture. (b) – Involves the use of a will to
– Teaches respect. determine who inherits.
– Promotes humanity. – Involves the court system/the
2. (a) Short, light brown in complexion and Masters of Deceased Estates.
have kinky hair. (c) – It is unfair and discriminatory
(b) Clothing, medicine, art, hunting skills, against other beneficiaries.
storytelling. – May lead to the exclusion of others
(c) – Entertaining. from benefits.
– States the specific details. – May not uphold individual rights
– Can be passed on from one or entitlements.
generation to another. – May further gender disparities.
– Can be translated into local 5. (a) Land, wildlife, water, mountains.
languages. (b) – Economic benefits.
– Carry moral lessons. – Gives job opportunities.
– Pass on customs and tradition for – Protects heritage.
generations. – Protects identity and religion.
– One can ask questions during the (c) – Economic inequality.
storytelling and it is participative. – Poverty
3. (a) – 
Farce, comedy, tragedy, – Low agricultural production.
melodrama. – War
(b) – 
Mbende dance for marriage 6. (a) – Urbanisation.
ceremony. – Environmental effects such as
– Isitshikitsha for rainmaking weathering.
ceremony. – Economic hardships.
– Narration of history. – Religion, for example, Christianity.
– Entertainment. – Foreign influence.
– Form of employment. (b) – Surface water contamination.
(c) – Teaches norms and values. – Soil contamination.
– Gives identity to different cultures. – Land and air pollution.
– Links people to Indigenous – Leachate (water trickling through
religious ceremonies. contaminated areas then getting
– Indoctrinates individuals into into ground water).
expected culture. – Poor sanitation.
– Inculcates kindness. – Bad health.

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 EXAMINATION SOLUTIONS
(c) – 
Introduced Special Economic – Gives solutions to conflicts/
Zones (SEZs) aiming to stimulate problems.
economic development by – Transfer culture from one
attracting local and foreign direct generation to another.
investment. (c) Threats
– Access to the World Bank and the –Urbanisation
I.M.F. –Hospitalisation.
– Government passed the Control –Ignorance from the new generation
of Goods (Open General Import about birth rites.
Licence) which prohibits the – Religion.
importation of goods except under – Intercrossing of cultures and
licence granted by Ministry of mixed cultures.
Industry and Commerce. Ways to preserve birth rites
– Appointment of a member Land – Education
Commission by R.G. Mugabe, – Promotion of birth rites
mandated to ensure accountability – Oral tradition
and transparency in the 8. (a) – 
Traditional kidnapping
administration of agricultural land. (kukumbira/ukuvela)
– Encouragement of – modern courtship practices
entrepreneurship. (internet dating, dating,
– Schools and universities cohabitation).
undergoing programs to increase (b) – Cements relationships
skilled labour. – Allows couples know each other
better.
SECTION B – Reduces chances of divorce.
– It avoids conflicts.
7. (a) – Kusungira, where the pregnant
(c) – 
Short-term relationships.
woman who is pregnant for the
– Cultural dilution.
first time is sent back to her family
– Immoral behaviour.
to give birth there. A goat is
– Little knowledge of each other.
slaughtered for the ritual.
– May result in separation and or
– There is the dropping of the
divorce.
umbilical code and its disposal
– Risk of diseases.
which connects the baby to family
– High crime/fraud/scams.
ancestors.
– Eliminates group influence on
– Nhova/inkanda (fontanelle process
courtship.
to strengthen the baby through
herbs). 9. (a) – Teaches people.
(b) – Prevention of conflicts between – Flowers the indigenous languages.
age groups. – Grooms people in the concept of
– Gives stability of culture. ubuntu/unhu/humanity.
– Warns people of danger.

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EXAMINATION SOLUTIONS

– Tells us of the indigenous customs – Exercising caution.

and traditions. – Awareness campaigns.
– Used for entertainment. 11. (a) – Independence Day.
– Disciplines people for bad – Heroes Day.
behaviour. – Defence Forces Day.
(b) – 
Riddles, idioms, proverbs, – Unity Day.
folktales. – National Tree Planting Day.
(c) – 
Limit children’s access to harmful (b) – Teaching National Heritage.
social media sites. – Participating in national events and
– Promote lessons on guidance and commemorations.
counseling. – Including culture/ubuntu/unhu in
– Open social clubs and recreational the curriculum.
facilities in communities. – Promoting school norms and
– Use of negative reinforcement and values.
rehabilitation centres. – Teaching of national anthem and
– Use of indigenous wise sayings. national pledge.
– Encouraging the role of aunts, (c) – Gaining a sense of identity.
uncles and other custodians of – Uniting with other groups on the
culture within the community. nation.
10. (a) – 
Natural disasters such as drought, – Learning patriotism.
landslides, floods, veld fires, – Learning more about culture.
earthquakes, cyclones.
– Man-made disasters, for example,
EXAMINATION PRACTICE 2
accidents, industrial disasters,
fires.
PAPER 2 ANSWERS
(b) – Deforestation.
– Soil erosion. 1. (a) – Greeting elders
– Weathering. – Clapping to show appreciation.
– Disturbance of the ecosystem. – Kneeling when addressing elders.
– Death of animals and vegetation. – Thanking
– Climate change. (b) – 
Media, for example, music, films,
– Emptying of water reservoirs. movies, internet.
– Ground water level is depleted. – Modernisation/Westernisation
– Extensive crop damage. (language dilution, non-
– Poverty. performance of customs and
(c) – Landslides can be limited by traditions in favour of western
providing slope support and activities).
minimising human encroachment. – Religion (adoption of other
– Cyclones can be mitigated by use religions that are not African
of advanced technology. Traditional Religion).
– Drought can be reduced by – Occults.
conserving water and constructing – Peer pressure.
water reservoirs. – Foreign influence.

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