Updated Curriculum

HERITAGE-SOCIAL STUDIES

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B. Matingo
M. Nyevera Learner’s Book
 PlusOne

Heritage - Social Studies

Grade 6
Learner’s Book

B. Matingo M. Nyevera
 CONTENTS
TOPIC 1 : IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE............. 1
Unit 1: Clans in Zimbabwe......................................................................................... 2
Unit 2: Significance of customs, beliefs, folklore, games, songs and dances
............................................................................................................................... 6
Unit 3: Cultural values of motherhood in precolonial era................................. 11
Unit 4: Cultural values of fatherhood in precolonial era................................... 14
Unit 5: Indigenous language and cultures in Zimbabwe.................................. 17
Unit 6: Indigenous governance................................................................................. 21
Unit 7: Indigenous heritage resources.................................................................... 24

TOPIC 2 : CULTURAL HERITAGE.................................................................. 32

Unit 8: Courtship practices of different cultural groups.................................... 33
Unit 9: Heirship within the family............................................................................. 38
Unit 10: Age of consent to sex and marriage....................................................... 42

TOPIC 3: NATIONAL HISTORY,SOVEREIGNITY AND GOVERNANCE.... 45

Unit 11: Systems of governance.............................................................................. 46
Unit 12: Structures and functions of central government................................ 49
Unit 13: Colonisation of Zimbabwe........................................................................ 52
Unit 14: First Chimurenga / Umvukela (1896 - 1897)....................................... 56
Unit 15: S
 econd Chimurenga/Umvukela and sovereignity (1966-1979)..... 60
Unit 16: National symbols and celebrations ....................................................... 64
Unit 17: National school pledge ............................................................................. 69

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES .................. 72

Unit 18: Law making process in Zimbabwe ....................................................... 73
Unit 19: Gender stereotypes...................................................................................... 76
Unit 20: Gender equity in the work place ............................................................. 80

Test 1........................................................................................................................... 83
TOPIC 5: SHELTER ......................................................................................... 88
Unit 21: Development of settlements in Zimbabwe .......................................... 89
Unit 22: Siting of shelter in rural and urban areas ............................................ 93
Unit 23: Disaster and risk management ............................................................... 97

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM ................................ 100

Unit 24: Provision of social services in Zimbabwe ............................................. 101

Unit 25: Government departments and institutions .......................................... 104

TOPIC 7: N
 ATURAL HERITAGE: PRODUCTIONS,DISTRIBUTION AND .
CONSUMPTION OFGOODS AND SERVICES ............................. 108
Unit 26: Land as a basic means of production ................................................... 109
Unit 27: Redistribution of land ................................................................................. 112
Unit 28: Manufacturing and distribution of goods ............................................ 114
Test 2 .......................................................................................................................... 121

TOPIC 8: TRANSPORT AND COMMUNICATION ....................................... 126

Unit 29: Importance of transport, communication and icts ............................ 127
Unit 30: Modes and forms of transport and communication ......................... 131
Unit 31: Transport and communication links with other countries .............. 135

TOPIC 9: WORK AND LEISURE ................................................................... 138

Unit 32: Enterprise skills ............................................................................................. 139
Unit 33: Tourism in Zimbabwe ................................................................................. 142
Unit 34: Sports, arts and culture associations .................................................... 147
Unit 35: Responsibility at work and during leisure time .................................. 150
Unit 36: Occupational safety .................................................................................... 152

TOPIC 10: GLOBAL ISSUES ......................................................................... 155

Unit 37: Disasters and disaster management .................................................... 156
Unit 38: Information and communication technology (ICT) development . .
............................................................................................................................ 160
Test 3........................................................................................................................... 163
 Topic

1
IDENTITY: FAMILY HISTORY
AND LOCAL HERITAGE

Introduction

People are identified by their family, culture and traditions. Families live together as one unit
that shares language, customs and beliefs. Most families were kept together because they
lived as clans that have common beliefs and customs. Clans have a history that has been
passed from one generation to another. The clans were guided in their everyday lives by
chiefs, kings and headmen. Motherhood and fatherhood had an important part in the family
unit. To preserve such a unique identity, the natural and cultural heritage resources have
been passed from one generation to another. In this topic we look at family history and local
language.

1
 Unit CLANS IN ZIMBABWE

1
Unit objectives
At the end of this unit, you should be able to:
(a) identity clans in Zimbabwe.
(b) trace the origins of your respective clans.
(c) explain factors that unify people of the same clan.

Looking Back
How do families live in the communities? In the previous grades, you have learnt that every
person uses his or her father’s totem and that totems are a form of identity. In this unit we
identify the clans in Zimbabwe.

Key Words

Clan – a group of people who originate from the same ancestor.

Geographical – location in terms of climate, soil and vegetation.
Spirituality – sacred matters of religion.
Totem – is sacred animal, object or plant which serves to unite a clan or tribe.

Clans in Zimbabwe
A clan is a group of people united by actual or kinship descent. It is an expanded family
complex with the bond of blood. The major clans in Zimbabwe are the Ndebele and the
Shona.
The Shona clan is made up of the Zezuru, Korekore, Ndau, Manyika and Karanga. The
Ndebele clan is made up of the Ndebele and Kalanga groups which occupy South Western
part of Zimbabwe. There are also the Tonga, Venda and the Sotho clans.

Activity 1

1. In groups talk about the clans in Zimbabwe.

2. Which ones are you familiar with?

2
the country. All clans have their unique culture, language, customs and traditions. They live
together and preserve their culture, tradition and language.
(b) Totem

Buffalo, Nyati Zebra, Mbizi or Dube

Elephant or Nzou Monkey, Tsoko, Soko or Shoko

Totems were used for identification. Totems also identified the different clans that made up
the communities long ago. Totems were used to guard against bad behaviours or marriages
between relatives.
Totems also helped to preserve the environment. This unified clan members and caused
good relations. Animal names, plant names or objects were used as totems. Totems were
used on occasions like marriages, births, deaths or when inaugurating a new chief.
(c) Spirituality
The spirituality made the clan members to
live together. They believed in their supreme
being God (Nyadenga/Unkulunkulu). They
also believed in the supernatural protection
by the ancestors. Their spiritual lives helped
clan members to have good morals.
The clans believed that the ancestors had
power over rainfall and soil fertility. When
they got angry, they would have no rainfall.
This helped to respect their cultural and
traditional values. People at a ceremony

Activity 3

As a class, discuss the spiritual life of the indigenous clans.

4
Exercise 3

1. Who is the Supreme Being in indigenous clans?

2. One use for totems was to________.
3. What is the geographical location of the Kalanga clan?
4. The ancestors had power over which two things?
5. Which factor helped to preserve the environment?

Key points in this unit

• A clan is a group of people who originate from the same ancestor.
• There are many clans in Zimbabwe.
• The Shona clan is made up of members that originally lived in Zimbabwe and parts of
Mozambique.
• The use of totems helped to preserve the environment.
• The clans believed that the ancestors had power over rainfall and soil fertility.

Unit Revision Exercises

Multiple Choice Questions
1. The Ndebele clan was made up of mostly immigrants from __________.
A. Mozambique B. Zimbabwe C. South Africa D. Britain
2. Which of the following factors united clans?
A. Food B. Herbs C. Totems D. Soil
3. The Korekore are mostly located in the __________ part of Zimbabwe.
A. Northern B. Eastern C. Central D. Southern
4. Which statement is not true?
A. Totems were used in marriage.
B. People of the same totem could marry.
C. Totems are sacred animals, objects or plants.
D. Totems helped to preserve the environment.
5. Ancestors had power over _____________.
A. rainfall and soil fertility B. food and rainfall
C. murder and soil fertility D. rainfall and stealing
6. Clan members believed in their Supreme Being called __________.
A. Allah B. Yahweh C. Nehanda D. God
7. What were totems used for?
A. Death B. Identification C. Language D. Carving
8. Totems were used for all of the following, except________.
A. farming B. marriage C. births D. deaths
9. Which clan was found in the eastern part of Zimbabwe?
A. Korekore. B. Zezuru C. Korekore D. Manyika
10. Which of the following helped to preserve the environment?
A. Totems B. Farming C. Veld fires D. Hunting

5
 SIGNIFICANCE OF CUSTOMS,
Unit BELIEFS, FOLKLORE, GAMES,

2
SONGS AND DANCES

Unit objectives
At the end of this unit, you should be able to:
(a) identify indigenous customs and beliefs.
(b) analyse the significance of indigenous customs and beliefs.
Looking Back
In grade five we looked at marriage customs that were observed in our indigenous cultures
in Zimbabwe. We also talked about beliefs and taboos that guided people in their different
communities. In this unit we look at the importance of customs, beliefs, folklore, games and
dances.

Key Words

Belief – an idea in which some people put confidence in.

Custom – an inherited pattern of life.
Folklore – the unwritten stories, proverbs and songs of a culture.

Significance of customs and beliefs

Customs and beliefs helped to preserve norms and values of the community. They also
helped people to be disciplined. The use of totems helped to build relationships and respect
for each other. Dance and music were believed to communicate with the ancestors.
The belief that a dead person’s spirit would be brought back into the family for protection
enabled people to respect the graveyards and the deceased’s property. These beliefs helped
to maintain the local traditions.
The custom of marriage helped to promote community relationships. It also brought two
families together.
It was believed that if a family encountered bad luck such as death of children, poor harvest
or livestock, it was supposed to consult a traditional healer for help. Traditional healers were
able to ask the ancestors about the causes and solutions. This caused people to fear acting
against the traditions and customs of the community.

6
 Activity 1

Talk about the customs and beliefs in Indigenous culture.

Exercise 1

1. State one reasone why customs and beliefs are important.

2. Totems helped to __________ and ________.
3. What was believed to communicate with the ancestors?
4. Which custom promoted community relationships?

Significance of folklore
The folklore has been passed from one
generation to another. Folklore gave
information about the origins, history and
traditions of a group. They bring people
together since they were narrated to a group
of children.
They were a form of entertainment at night.
Folklore helped to express identity, purpose,
functions and customs of culture. The stories
were told with listeners sitting around a
fireplace. Grandmother telling a story

Usually grandmothers, mothers and aunts told the stories. Folklore helped to teach:
• Moral and cultural values
• Skills for productive living
• Community living skills
• Memorising and retelling
Nkosi learns about folklore
Last month Nkosi went to visit his cousins in Buhera. He carried his video game and tablet
to entertain him at night. He noticed that every day after supper, the children from the
whole village gathered at grandmother Tshuma’s home. The children sat around a fire to
listen to folklore. When grandmother began each story, all the children listened attentively.
Grandmother usually asked questions at the end of each story. On this day, grandmother
talked about the story of Rabbit and Baboon. The story goes like,
Once upon a time, there was Rabbit and Baboon. Rabbit would call Baboon his uncle, Baboon
would call Rabbit his nephew. They loved each other dearly.
One day Rabbit said to Baboon, “Uncle, I invite you to a rabbit festival. Whoever comes to
this festival should come with washed hands” Uncle Baboon happily accepted the terms.
Rabbit then burnt a fireguard around his village. The following day, Baboon took to the road

7
Playing house (Mahumbwe)
Mahumbwe is a dramatic play done by boys and girls. They play house and give each other
roles such as father, mother, children or other family members. In the family set up, we see
the mother doing the house chores and taking care of the family. We see the father gathering
food and protecting the family from danger.
Children, as they play house, they teach each other how to be responsible and hard working
adults. They learn to give ideas, to make decisions and to control their emotions when they
act as parents, children or relatives.

Activity 3

1. List down the importance of games.

2. Match games for each importance.

Exercise 3

1. Write any three indigenous games.

2. State any two reasons why games are important.
3. What two things do children learn from playing house?

Significance of songs and dances

Song and dance were done for leisure,
religious and cultural reasons. Song and
dance were a form of entertainment
especially when there is no work to do in the
fields especially in spring season. Each dance
and song had an occasion and a meaning.
Some women would sing for entertainment
while pounding or grinding grain. Those
doing communal work (nhimbe/ilima) would
also sing for entertainment while working. Traditional dancers

Some songs celebrated the good work of chiefs while some showed unhappiness on how
the chief was leading the community. The significance of songs and dances include to:
• teach social values. • celebrate different activities.
• retell our heritage. • communicate with the ancestors.

Activity 4

1. Talk about the songs and dances in your country.

2. Learn one of the traditional dances and song in groups.and present group dances to the
class.

9
Exercise 4

1. Song and dance were done for ___________ and ____________.

2. Which two activities were done by women whilst singing?
3. Write any two importance of song and dance?

Key points in this unit

• Indigenous customs, folklore, games, songs, dance and beliefs are important in life.
• Customs and beliefs helped to respect norms and values of the community.
• Dance and music were believed to communicate with the ancestors.
• Folklore gave information about the origins, history and traditions of a group.
• Folklore helped to teach moral and cultural values and skills for productive living.
• Games were mostly done for fun and were a form of entertainment.

Unit Revision Exercises

Multiple Choice Questions
1. The unwritten stories and songs of a culture are called______________.
A. belief B. culture C. beliefs D. oral tradition
2. Who was consulted when a family encountered bad luck?
A. Parents B. Medical doctors C. Adults D. Traditional doctors
3. Games taught ___________ skills.
A. cheating B. fighting C. hiding D. leadership
4. Song and dance were done for all of the following reasons except___________.
A. show off B. religion C. entertainment D. culture
5. Folklore was usually narrated to ____________.
A. mothers, grandmothers and aunts B. boys
C. children D. fathers only
6. What brought families together?
A. Marriage B. War C. Ancestors D. Hunting
7. ___________ helped to respect values in the community.
A. Customs B. Hunting C. Farming D. Stories
8. Which one is not an indigenous game?
A. Nhodo B. House C. Hide and seek D. Chess
9. Children sat _______ when they listened to folklore.
A. around a hut B. near the farm C. around a fire D. with their families
10. Who of the following usually told folklores?
A. Mothers only B. Mothers and grandmothers
C. Ancestors D. Teachers

10
 CULTURAL VALUES
Unit OF MOTHERHOOD IN

3
PRECOLONIAL ERA

Unit objectives
At the end of this unit, you should be able to:
(a) explain the cultural values of motherhood in pre-colonial era.
Looking Back
We have talked about family in the previous grades. In each family everyone has a role to
play. Father and mother have their roles and children have their roles too. In this unit we will
learn about cultural values of motherhood in pre-colonial era.

Key Words

Norms – an average pattern of life regarded as suitable for the community.

Taboos – sacred and forbidden.
Values – beliefs of a society.

Cultural norms and values protecting motherhood

Motherhood comes with being able to take a mother’s responsibility. Mothers are the ones
who bear children, raise them, feed them and teach them moral values expected in the
society. A mother is a role model. For all the hard work done by mothers, it is important to
know that there are cultural norms and values protecting motherhood.
(a) Taboos
There are some things that are not allowed in our indigenous culture when dealing with our
mothers. These forbidden things are called taboos. Let us look at taboos associated with
motherhood.
• Mothers were to be respected. Those who do not respect their mothers, anger the
ancestors. As a result, a person who did not respect their mother would get bad luck.
• A person who beat their mother would get a mental illness. This helped children to
respect their mother and to make them happy all the time.
• It was believed that if one made their mother angry, they would meet different
misfortunes in life. Children were motivated to make their mothers happy.

11
5. The male child was taught ___________ by his father.
A. cooking B. life skills C. sewing D. household chores
6. During the bride price payment, the father of the bride asked for__________.
A. a motherhood cow B. gold only
C. jewellery D. a number of cattle
7. Livestock paid as bride price was usually_________.
A. cattle B. chickens C. dogs D. road runners
8. Who was in charge of the bride price?
A. The bride B. The father C. The neighbours D. The villagers

Structured Questions
1. Write two roles of a father.
2. Which animal was mostly paid the father as bride price?
3. Which material was used to make the rusambo or amalobolo bracelet?
4. The rusambo bracelet was put on the girl’s _________ or _________.
5. The unpaid cattle when the bride price was paid, were paid as _________.

16
 INDIGENOUS LANGUAGE AND
Unit
CULTURES IN ZIMBABWE

5
Unit objectives
At the end of this unit, you should be able to:
(a) list indigenous languages.
(b) discuss some indigenous cultures.

Looking Back
In grade five, we learned about the languages and cultures in Zimbabwe. Who still remembers
the number of official languages spoken in Zimbabwe? Which cultural practices do you
still remember? In this unit, we will learn about the indigenous languages and cultures in
Zimbabwe.

Key Words

Communal – refers to something for a group of people.

Cooperative – an activity that is done by two or more people.

Indigenous languages in Zimbabwe

Map showing different regions where various languages are spoken

17
In Zimbabwe there are sixteen official languages. Some are indigenous and some foreign.
Every language represents a special way of life of viewing human experiences.
Kalanga – the south-western branch of the Shona group spoken by the Kalanga people of
western Zimbabwe and North Eastern Botswana.
Ndau – spoken by people in eastern Zimbabwe like Chipinge and Chimanimani.
Nambya – is spoken in western Zimbabwe particularly in the Hwange, Dete area, part of
Victoria Falls and Matetsi.
Shangani – is spoken by the Tsonga people of southern part of Zimbabwe in areas like
Chiredzi, Nandi Mill, Triangle, Mbizi, Mwenezi, Zaka and Chipinge.
Sotho – originally from Lesotho. They are found in the south of Gwanda.
Tonga – is also known as Zambezi as it is spoken both in Zambia and Zimbabwe by people
who reside along and near the Zambezi River in northern Zimbabwe in places like Binga,
Kariba, Chirundu, Kanyemba and many others.
Tswana – is spoken by people in Zimbabwe, Botswana, Zambia and South Africa. in
Zimbabwe, Tswana is spoken by people in areas like part of Plumtree.
Venda – it is spoken by the Venda people of South Africa and the Lemba people of southern
Zimbabwe in areas such as Thuli and Beitbridge.
Xhosa – native to the eastern Cape and Lesotho regions, spoken by a small population in
Zimbabwe based in Mbembeswana near Bulawayo in Matebeleland South.
Koisan – is spoken by about 10 native speakers now in both Zimbabwe and Botswana.
Chewa – also called Nyanja, spoken in Zimbabwe, Zambia and Malawi, as well as parts of
Mozambique.
Chibarwe – Sena of central Mozambique and Malawi is known as Chibarwe in Zimbabwe.
Zimbabwe Sign Language – is used in different parts of Zimbabwe.

Activity 1

Group the sixteen official languages of Zimbabwe into foreign and indigenous.

Exercise 1

1. Complete the table below

Language Area which it is spoken in Zimbabwe
Sotho
Ndebele
Chewa
Venda

18
Unit Revision Exercises
Multiple Choice Questions
1. A ____________ is an activity done by two or more people.
A. belief B. job C. game D. cooperative
2. How many official languages are there in Zimbabwe?
A. fifteen B. sixteen C. sixty D. three
3. ______________ is a way of life that a group of people follow.
A. Culture B. Prayer C. Religion D. Worship
4. During communal work, which of these is taken?
A. Beer only B. Traditional drink only
C. Beer and traditional drink D. Tea
5. The most common ceremony in indigenous religion is __________.
A. farming B. circumcision C. dance D. marriage
6. Which one is not an indigenous language?
A. French B. Sotho C. Ndebele D. Shona
7. What was the importance of culture?
A. To teach norms and values B. To teach hunting
C. To teach games D. To teach song and dance
8. _____________ takes place when there is need for helpers in a field work.
A. Farming B. Communal work C. Marriage D. Forced work
9. Cultural life is followed through_____________.
A. hunting B. farming C. dance only D. beliefs
10. Which ceremony is done when there is no rainfall for a long time?
A. Rain making ceremony B. Bringing back the spirit of the dead
C. Marriage D. Communal work

Structured Questions
1. (a)Write any two indigenous languages in Zimbabwe.
(b) Write where each of the languages is spoken.
2. Every language teaches us ____________ and _____________.
3. Culture is made up of ___________ and __________.
4. Most people living in Zimbabwe speak which indigenous language?

20
 INDIGENOUS
Unit
GOVERNANCE

6
Unit objectives
At the end of this unit, you should be able to:
(a) describe indigenous governance structures.

Looking Back
In previous grade, we learnt about the roles of the community leaders. The village head,
headman, chief and councillor all help in the day to day functioning of the community. In this
unit, we will look at the indigenous governance structures in Zimbabwe.

Key Words

Customary – to do with people’s accepted traditions.

Elopement – running away to get married.
Implementation – carrying out a project that has been planned.

Indigenous governance structures

The indigenous governance structure is made up of the chief, headman and village head.
The diagram below shows that the village head reports to the headman and the headman
reports to the chief who is in charge of the whole community.

Village Chief
Headman
head

Indigenous governance structures

21
 Activity 1

Visit a local village and find out about their indigenous governance structure. Discuss findings
as a class.

Exercise 1

1. The indigenous governance structure is made up of ______, _________ and ________.

2. In the indigenous governance structure, the chief supervises the _______ and _______.
3. Write two roles for each indigenous leader.

Key points in this unit

• The chief supervises the headman and the village head.
• The headman supervises the village head.
• Their common roles are to promote culture, tradition, protecting the environment,
solving disputes and to develop their community.

Unit Revision Exercises

Multiple Choice Questions
1. Who supervises the village head?
A. Chief B. Headman C. Men D. Women
2. The death of a village member was supposed to be reported to ___________.
A. police B. community C. people D. church
3. The chief____________.
A. allows overgrazing B. allows illegal use of land
C. prevents illegal use of land D. allows hunting of sacred animals
4. The _______ helps the headman and chief in their duties.
A. family B. school C. villagers D. village head
5. What is discouraged by the headman?
A. Proper use of land B. Veld fires
C. Grazing D. Cultivation far away from the stream banks
6. Which of the following is a community leader?
A. Chief B. Headman C. Village head D. Leaders
7. Who nominates the headman?
A. The villagers B. The village head C. The children D. The chief
8. The chief helps in _________________.
A. promoting conflict B. illegal land use
C. environmental destruction D. planning development programs
9. In the rural areas, the death of a person is reported to the police by the _________
A. children B. headman C. ancestors D. herd boys
10. Which public facilities are monitored by the village head?
A. Schools and clinics B. Library and swimming pools
C. Churches and clinics D. Hotels and surgeries

23
 INDIGENOUS HERITAGE
Unit
RESOURCES

7
Unit objectives
At the end of this unit, you should be able to:
(a) distinguish between natural and cultural heritage resources.
(b) identify natural and cultural heritage resources.
(c) identify cultural ways of preserving heritage resources.

Looking Back
In the previous grades, we have learnt about the past and about the importance of places like
Njelele shrine, Chishawasha hills and Nyangani Mountains. These places are very important
just like cultural values such as respecting elders, hardworking and honesty. In this unit, we
will learn about the indigenous cultural and natural heritage resources.

Key Words

Acts – legal documents stating how people should be guided in the society.
Extinction –the reducing in numbers.

Indigenous cultural heritage resources

There are a number of cultural heritage resources in different parts of Zimbabwe. Some of
themes are natural whilst others are man-made. These heritage sites play an important role
as tourist attractions.
1. Cultural heritage sites
Cultural heritage sites are those sites which are aligned to the different cultures of different
people across Zimbabwe.
(a) Matopos Hills
Matopo Hills is both a natural and cultural heritage resource located south-west of Bulawayo.
It is the home of the God (Mwari/Umlimu) of the Indigenous religion. Matopo hills have battle
sites of Chimurenga/Umvukela, graves and ruins of events that happened many years ago.

24
Ethnic group Dance
Kalanga Amabhiza
Ndebele Isitshikitsha, Amabhiza, Amantshomane
Ndau Muchongoyo
Shona Mbakumba, Jerusarema, Mbende, Dinhe, Mhande, Mbira

The most important dances are Muchongoyo and Jerusarema. To preserve traditional music
and dance, schools take part in the Jikinya Dance festival every year. The festival is done to
showcase and preserve the different traditional dances around Zimbabwe.

Dance Ceremony
Jerusarema Marriage, funerals, celebrations
Mbira Religious ceremony like Bira
Dinhe Religious, agriculture
Mbakumba Entertainment
Mhande Kurova guva/imbuyiso
Muchongoyo War
Isithsikitsha Rain making(injelele), social activities
Amabhiza Social ceremonies

Activity 1

Visit one cultural heritage site and find out about the activities that took place there long
ago.

Exercise 1

1. Name one cultural heritage resource.

2. What is the other name for Dzimba Dzemabwe?
3. (a) Write any two dances in Zimbabwe.
(b) Write the ethnic group that are known for the dances you listed.
4. Write any two musical instruments played in traditional dance.

Indigenous natural heritage resources

A natural resource is the nature from the past that was originally created by God. Humans
usually maintain natural sites that have a history. These are called natural heritage resources.
In Zimbabwe we have natural heritage resources such as landscapes, animals, minerals,
falls and hot springs.

26
(e) Hot springs
Zimbabwe has a number of hot springs. The hottest are
at Binga, Lake Kariba, Lubimbi near Gwaai River and
Chimanimani. Let us look at Nyanyadzi hot springs.
Nyanyadzi Hot Springs are found in Chimanimani. There is
hot water that shoots from the ground throughout the year. It
is even hotter around the colder months. The natural geysers
are near Nyanyadzi Secondary School, were they got their
name.
The place is sometimes referred to as Chipise hot springs.
The Hot springs are used for cultural and healing activities.
Some believe that the water can heal some skin and bone
diseases. There are other hot springs in the Chimanimani Hot spring
area.

Activity 2

Find out about the other minerals that a known to be found in Zimbabwe

Exercise 2

1. Complete the table below

Mineral Where it is mined
(i)
(ii)
(iii)

2. What are endangered species?

3. What is found at Matopo Hills that makes it a cultural resource site?
4. What is the other name for hot springs?
5. Which mineral is mined in Bikita?

Indigenous and contemporary methods of preserving heritage resources

The heritage resources we have looked at need to be preserved and passed from one
generation to another. They have been preserved by taboos, spiritual beliefs, gazetted Acts
and fencing.
• If one failed to respect or tampered with a heritage resource, the spirits would be
angry. As a result, the whole village would suffer disasters such a draught, sickness
or attack of fields by worms, locusts and birds. The wrongdoer would be asked to pay
a fine to appease the angry spirits.
• It was believed that if one passed urine or faeces in sacred forests, he or she would

29
Unit Revision Exercises
Multiple Choice Questions
1. Which people built the Great Zimbabwe?
A. Ndebele B. Shona C. Sotho D. Venda
2. Which one is a war dance?
A. Muchongoyo B. Jerusarema C. Mbakumba D. Dinhe
3. Diamonds are mined in __________.
A. Renco B. Bikita C. Zvishavane D. Marange
4. Name the hot springs found in Chimanimani.
A. Nyanyadzi B. Victoria Falls C. Nyangani D. Mana pools
5. Name the natural heritage resource shown.

A. Chinhoyi Caves B. Matopo Hills C. Nyangani D. Victoria Falls

6. Which bird was common among the carvings found at Great Zimbabwe?
A. Owl B. Parrot C. Hawk D. The Zimbabwe Bird
7. The Kalanga are known for which dance?
A. Amabhiza B. Muchongoyo C. Dinhe D. Mbira
8. What are endangered species?
A. Wild animals B. Animals that are close to extinction
C. Domestic animals D. Animals in the national parks

Structured Questions
1. Complete the table below
Cultural heritage site Location
(i) ___________________ South- west of Bulawayo
(ii) Great Zimbabwe Ruins ________________________
2. Zimbabwe’s natural heritage resources are made up of ___________ and __________.
3. Which mineral is mined in Renco?
4. Write one national park found in Zimbabwe.
5. Muchongoyo is a dance for which ethnic group of people?
6. Write any one natural heritage site in Zimbabwe.

31
 Topic

2
CULTURAL HERITAGE
Topic Introduction

Culture and heritage are words that cannot be separated. Indigenous cultural practices
have been passed from one generation to another. Our way of life is influenced by how
our ancestors lived. In this topic, we look at courtship practices of different cultural groups,
heirship and age of consent to sex and marriage.

32
 COURTSHIP PRACTICES
Unit OF DIFFERENT CULTURAL

8
GROUPS

Unit objectives
At the end of this unit, you should be able to:
(a) describe good boy-girl relationship practices.
(b) list indigenous courtship practices.
(c) explain the role of other family members in courtship.

Looking Back
In the previous grade, we learnt about the role of courtship in relation to marriage. Courtship
allows a boy and a girl to know each other better. Courtship helps a boy and a girl to decide if
they want to marry each other or not. In this unit, we will learn about the courtship practices
of different cultural groups.

Key Words

Courtship – the period of getting to know each other between a boy and girl who
want to marry each other.

Courtship
Courtship is a period during which a couple develop a romantic relationship before getting
married. During the courtship period, the couple gets to know each other better.
Courtship story
Themba Banda was a very quiet boy who
loved hunting. Every day when he went
hunting with his two friends, he would meet
a group of girls going to fetch firewood.
Themba observed the girls for two years and
discovered he liked one girl. Her name was
Sihle. Themba went to tell his uncle about
her interest in Sihle Moyo. His uncle new
Sihle and her family very well. She was a
Couple exchanging love tokens
well-behaved girl with good manners.
33
A girl was never expected to accept a love proposal quickly. When the girl finally accepted,
the boy and the girl went to the girl’s aunt. The two would exchange their love tokens in the
presence of the aunt. The aunt would keep the tokens. The relationship was well monitored
by the girl’s aunt and the boy’s uncle.
Sometimes the courtship was arranged by parents of both the girl and the boy. If the boy’s
parents admire a certain girl because of her good behaviour, they would initiate their son
to enter courtship with the girl. The girl and boy would enter their courtship and later marry
each other.
Activity 2

Discuss as a class the modern and indigenous courtship practices

Exercise 2

1. In which culture is the boy not allowed to approach the girl directly?
2. Girls did not accept a courtship proposal at first. (True or False)
3. What is exchanged by a boy when they enter courtship?
4. When the girl refused a courtship proposal at first, the boy would give up. (True or False)

35
Unit Revision Exercises
Multiple Choice Questions
1. Which one is not a reason for courtship?
A. To waste time
B. To know each other’s characters
C. To find out about family backgrounds
D. To learn about each other’s likes and dislikes
2. The aunt and the uncle taught the girl and the boy about the importance of ___________.
A. being naughty B. touching each other’s bodies
C. virginity D. sex
3. Which skill was taught boys at the courtship stage?
A. winnowing B. grinding C. household chores D. hunting
4. Who sometimes arranged courtship?
A. The parents B. The herbalist C. The mayor D. the chief
5. Which of the following statements is true?
A. A girl accepted courtship proposal at first.
B. A girl was told never to accept courtship proposals.
C. The girl only accepted the second courtship proposal.
D. A girl would accept a love proposal after refusing more than once.
6. In the Shona culture, they encouraged marriages of the same __________.
A. clans B. totem C. family D. language
7. During courtship, the boy and the girl learn about each other’s ___________.
A. character and interests B. character and hobbies
C. behaviour and hobbies D. school marks and hobbies
8. In which culture does the boy not go directly to propose courtship to the girl?
A. Ndebele B. Morden C. Tonga D. Shona

37
 HEIRSHIP WITHIN THE
Unit
FAMILY

9
Unit objectives
At the end of this unit, you should be able to:
(a) explain heirship within the family.
(b) analyse heirship processes in the family.
(c) justify the equity between males and females.

Looking Back
In the previous grades, we looked at boys and girls as equal in any family. Boys and girls can
do the same roles at home, at school and in the community. We also learnt that males and
females should be treated equally. In this unit, we will learn about heirship within the family.

Key Words

Estate – the property that one owns.

Heir – a person who is permitted by law or a will to inherit the estate of another.
Inheritance – is the practice of passing property and rights upon death of an individual.

Heirship in the family

Inheritance is the passing of title and estate to people upon one’s death. Heirship is the
process of being the heir/indlalifa (Ndebele) or mudyi wenhaka (Shona). Inheritance is an
important issue in both indigenous and contemporary Zimbabwean communities.
Heirship is the legal right to receive money,
property or possessions from a deceased
person. In indigenous culture, when the man
is deceased, the remaining property belongs
to the relatives of the man. The woman only
gets the kitchen utensils. If the deceased had
written a will, it will be used to distribute his
or her estate.

A man showing his wealth

38
 AGE OF CONSENT TO
Unit
SEX AND MARRIAGE

10
Unit objectives
At the end of this unit, you should be able to:
(a) explain the concept of consent.
(b) state the ages of consent to sex and marriage.

Looking Back
What things are you allowed to do at home or at school? Who gives you permission to visit
your friend next door? Who gives you permission to go to the toilet at school? We all need
permission to do something at any given time. In this unit, we will learn about the age of
consent to sex and marriage.

Key Words

Consent – give permission to do something.

Statutory rape – having sex with a child below the age of sixteen.

Legal age of majority

The legal age of majority in Zimbabwe is eighteen years. It is the age that one becomes an
adult and can vote in national elections. At eighteen years a person is allowed to drink beer,
smoke or marry.
Child marriage
Mr Mhlanga had only three daughters. They
all went to Crossway Primary School. The
oldest Maita was very good in class. She
stopped going to school. Her parents pledged
her to appease the spirit of a neighbour
that was murdered by Mr Mhlanga’s young
brother. The parents did not want to, but
it was the right thing to do according to
indigenous culture. Young pregnant girl

42
 STRUCTURES AND FUNCTIONS
Unit

12
OF CENTRAL GOVERNMENT

Unit objectives
At the end of this unit, you should be able to:
(a) illustrate the structure of Central Government.
(b) explain the functions of each of the arms of the government.

Looking Back
We have learnt about the functions of the community leaders such as the headman, chief
and village head. As a country, the government has many departments that help in the day
to day running of the country. In this unit we will learn about the structures and functions
of the Central Government.

Key Words

Executive – having the function of carrying out plans.

Judiciary – people who help apply justice.
Legislature – people who make laws.

The arms of government

The government has three arms that help
to regulate the functioning of the country.
The diagram shows the three arms of the
Executive
government.
(a) The executive
The executive is made up of the administration
of the government. It is made up of the Arms of
president, Cabinet and law enforcement government
agencies of the country. Legislature Judiciary
It is involved in the day to day running of the
government. Examples of professionals that
make up the executive are the police, the Structures of the government
49
military and the prisons service. Other government workers make up the executive.
(b) The legislature
The legislature is made up of the members of parliament (MPs) which has two chambers
called House of Assembly and the Senate. These are law makers. MPs are chosen in an
election. They represent the people in different constituencies. They listen to the people’s
needs and help to make sure the needs are addressed.
(c) The judiciary
The judiciary is made up of law courts. They help to interpret laws in the country. The law
courts decide if one arrested is guilty or not. Examples of law courts in Zimbabwe are
Magistrate court, High court and Supreme Court.

Activity 1

Name your MP and your constituency. Share with other members of your class.

Exercise 1

1. Which arm is made up of police and law courts?

2. Who represents a constituency?
3. Who arrests wrong doers?
4. Which arm of government is in charge of the day to day running of the country?

Key points in this unit

• The executive is made up of the administration of the government.
• The legislature is made up of the members of parliament (MPs) which has two
chambers called House of Assembly and the Senate.
• The judiciary is made up of the police and law courts.

Unit Revision Exercises

Multiple Choice Questions
1. The government of Zimbabwe has _____________ arms.
A. one B. two C. three D. four
2. Which one is not an arm of the government?
A. Judiciary B. Autocratic C. Executive D. Legislature
3. ____________ is made up of law makers.
A. The judiciary B. The police C. The executive D. The legislature
4. The executive is also made up of the __________ of the government.
A. administration B. magistrates C. Senate D. House of Assembly
5. The cabinet belongs to which arm of the government?
A. The Legislature B. The Dictatorship C. The Executive D. The Judiciary

50
 COLONISATION OF
Unit
ZIMBABWE

13
Unit objectives
At the end of this unit, you should be able to:
(a) explain the reasons for the colonisation of Zimbabwe.
(b) describe how Zimbabwe was colonised.

Looking Back
Last year we learnt about how the Europeans first traded with Mutapa, Ndebele, Rozvi
and Great Zimbabwe state. We also learnt that Europeans wanted to farm, mine and hunt
in Zimbabwe. This made the Europeans greedy and they wanted to control the whole of
Zimbabwe. In this unit, we will look at the colonisation of Zimbabwe.

Key Words

Colonisation – is the process of taking control over another country.

Concession – a written document that gives permission
Treaty – a written agreement between two people

Why Zimbabwe was colonised

Cecil John Rhodes wanted to expand the
number of British colonies from Cape to Cairo.
Colonialism is taking over another country’s
resources. Countries like Britain, France and
Portugal had interests in taking over Africa.
Some of the reasons why Zimbabwe was
colonised were because Britain wanted:
• to get cheap labour.
• to look for raw materials. Cecil John Rhodes
• to mine minerals such as silver, iron and gold.
• to hunt animals for meat, skins and ivory.
• they wanted to expand their businesses.

52
Unit Revision Exercises
Multiple Choice Questions
1. ______________ is the process of taking over another country
A. patriotism B. agreement C. concession D. colonisation
2. Who wanted to expand the number of British colonies?
A. Lobengula B. Rhodes C. Moffat D. Maguire
3. Which of the following countries had no interest in Africa?
A. Britain B. Mozambique C. Portugal D. Germany
4. Which country colonised Zimbabwe?
A. South Africa B. Germany C. Portugal D. China
5. The friendship agreement signed by Lobengula was called ___________.
A. friendship dea B. Moffat Treaty
C. Rhodes agreement D. Rudd Concession
6. ____________ sent three men to persuade Lobengula to sign an agreement.
A. Mzilikazi B. Francis Thompson
C. Cecil John Rhodes D. Ian Smith
7. The Rudd Concession gave the British the rights to __________.
A. marry blacks B. become new chiefs
C. mining D. visit Lobengula
8. What was promised Lobengula by the Rudd Concession?
A. Gold B. A white wife
C. A new farm D. 100 pounds every month
9. Zimbabwe was colonised because it had ____________.
A. many raw materials B. many black people
C. it was in Africa D. it wanted pounds
10. Lobengula was promised to have a ________ placed on Zambezi River.
A. a ship B. an army C. a gunboat D. a bodyguard

Structured Questions
1. Write any two things promised Lobengula by the Rudd Concession.
2. The Rudd Concession gave the British rights to _________ and ________.
3. The friendship treaty signed by Lobengula was called ___________.
4. Why did Britain colonise Zimbabwe?
5. The men hired by Cecil John Rhodes to occupy Zimbabwe was called the ________.
6. What name was given to the British flag that was raised on Fort Salisbury?
7. The former name of Harare was ___________.

55
 FIRST CHIMURENGA/
Unit
UMVUKELA (1896 -1897)

14
Unit objectives
At the end of this unit, you should be able to:
(a) outline the causes of First Chimurenga/Umvukela.
(b) describe the course of First Chimurenga/Umvukela.
(c) describe the role played by the spirit mediums in the Chimurenga/Umvukela.
(d) evaluate the results of the First Chimurenga/Umvukela.

Looking Back
In the previous grade, we have learnt about conflict. Conflict happens when two or more
people fail to agree. When the Europeans took control of farming, mining and hunting in
Zimbabwe, the black majority were not happy. This resulted in conflict. The conflict turned
into first Chimurenga/Umvukela (1896-1897) war which we will look at in this unit.

Key Word

Tax – 
a charge on a citizen’s property or activity for the support of the
government.

First Chimurenga/Umvukela
The term Chimurenga/Umvukela means a war of liberation. It was a war of freeing blacks
from whites. The First Chimurenga was fought between the European colonial masters and
the indigenous black people.
Causes of the First Chimurenga/Umvukela
(a) Loss of land
The blacks lost their land to the whites. Blacks were moved to reserves that had infertile soils
and less rainfall. Examples of reserves were Gwai and Shangani.
(b) Loss of cattle
The blacks used cattle for farming, roora/lobola and transport. The whites took by force the
cattle that belonged to the blacks.
56
(c) Forced labour
When the whites took over mining and
farming, they needed cheap labour. Most
blacks were forced to work on the white
settler’s farms. Those who refused were
punished. The blacks were promised a wage.
Sometimes they were not paid the wages.
Workers on the farms and mines were beaten
with whips.
Forced labour
(d) Payment of tax
The British South Africa Company introduced payment of tax. They collected money from
every house. Those who failed to pay were beaten or punished. As a result, they had had to
go and work on the farms and mines were they received unfavourable working conditions.
(e) Natural disasters
There were natural disasters such as draught and cattle disease called rinderpest. The
draught killed many people and livestock. The Africans believed it was a sign from the
ancestors that they should get back their land from the whites.
Course of the First Chimurenga/Umvukela
The Ndebele and the Shona fought as two separate groups. The Ndebele started the war in
March 1896.The Ndebele killed many whites but were later over powered. The Ndebele lost
the war and went to hide in the Matopos caves. The whites and Ndebele agreed to stop the
war.
The Shona fought as a separate group from the Ndebele. Mbuya Nehanda and Sekuru
Kaguvi were the two spirit mediums who influenced the Shona to fight for their land. Many
whites were killed in this war. The Shona surrendered the war when their spirit mediums
were captured and hanged to death. This was the end of the first Chimurenga/Umvukela.
Results of the war
The Africans lost the first Chimurenga/Umvukela. They lost because:
• They had poor weapons. The Europeans had guns, bombs and explosives. Africans
only had bows and arrows, spears, knobkerrie and sticks. After losing the war, it
stopped for a while.
• They were not united. The Shona fought as one group while the Ndebele fought as
one separate group.
• They lacked knowledge of the advanced weapons of the whites.
• The capture of Mbuya Nehanda and Sekuru Kaguvi.
The blacks continued to live in the reserves after the war. The British South Africa Company
(BSAC) continued to rule the country when the Ndebele and the Shona lost the war. The
local chiefs’ power was weakened. They now had to make decisions together with the help
of the whites.
57
 SECOND CHIMURENGA/
Unit UMVUKELA AND

15
SOVEREIGNITY (1966-1979)

Unit objectives
At the end of this unit, you should be able to:
(a) outline the causes of the Second Chimurenga/Umvukela.
(b) describe the course of the Second Chimurenga/Umvukela.
(c) describe the role played by spirit mediums in the Second Chimurenga/Umvukela.
(d) evaluate the results of the Second Chimurenga/Umvukela.

Looking Back
In the previous unit we learnt about the First Chimurenga/Umvukela. The black people lost
the war because they had poor weapons and poor fighting strategies. The spirit mediums
played an important role in the war. Who still remembers the role of the spirit mediums in
the First Chimurenga/Umvukela? This unit will teach you about the Second Chimurenga/
Umvukela.

Key Words

Cease-fire – an agreement of peace so that opponents can discuss about bringing
peace.
Guerrillas – the freedom fighters who fought in the Chimurenga/Umvukela.

Causes of the Second Chimurenga/Umvukela

1. Loss of independence
Loss of independence was one of the crucial factors which stimulated the Africans to fight
British colonial rule. The African natives hated the fact that they were now being ruled
by foreigners who had invaded their land. They had the belief that the country belonged
to them hence they were supposed to rule. Initially there were wars of confrontation for
independence such as Anglo-Ndebele war and the First Chimurenga. This demonstrates the
need of independence by the natives.
2. Shortage of land
The major cause was the shortage of land. When the first Chimurenga/Umvukela ended, the
60
 NATIONAL SYMBOLS
Unit
AND CELEBRATIONS

16
Unit objectives
At the end of this unit, you should be able to:
(a) identify national symbols and national celebrations.
(b) explain the significance of national symbols and national celebrations.

Looking Back
Who still remembers these symbols you did in grade three? Which holidays do you celebrate
in Zimbabwe as a nation? National symbols represent a country and national celebrations
unite the country. Let us now look at the national symbols and national celebrations.

Key Words

Empower – give power or authority to something.

Ethnic – the way of life that is followed by a particular group.

National symbols
1. National Coat of Arms
The National Coat of Arms was assumed on
the 21st of September 2019. Which documents
have the coat of arms? The national coat of
arms symbol is made up of:
• Two kudus on the left and right. The
kudus represent the different ethnic
groups in Zimbabwe.
• An earthly mound with stalks of wheat,
a pile of cotton and a head of maize.
These plants mean that Zimbabweans
need to always be provided for.
• A green shield. The shield stands for
the fertility of the country’s soil. Zimbabwe National Coat of Arms

64
 • 14 blue and white alternating wavy lines which stand for water which brings success.
• The ancient Kingdom of Great Zimbabwe which is the historical heritage of the nation.
• A hoe and an automatic gun behind the shield. The hoe and the gun represent that
we have moved from war to peace. They also celebrate the struggle for peace and
democracy.
• The red star which stands for hope and future for Zimbabwe.
• The Zimbabwe bird is the national emblem which is our national identity.
• The silk banner with the motto Unity, Freedom and Work. The motto encourages unity
and work to preserve the country’s freedom.
2. The National flag
The Zimbabwe national flag is made up
of seven horizontal bands in five national
colours. It was first raised on 18 April 1980
at independence.

The national flag is seen flying at all

government buildings and other businesses.
Zimbabwe national flag

Flag colour Meaning

Black Black majority of Zimbabwe
Red Blood that was spilled during the liberation struggle
Yellow The country’s mineral wealth
Green The country’s agriculture and healthy living
White triangle Peace in Zimbabwe
Red five-point star Hope for the future of Zimbabwe

3. The Zimbabwe bird

The Zimbabwe bird is our national emblem. It is known as the
eagle and originated from the findings at Great Zimbabwe.
Sculptors and rock carvings of the Zimbabwe bird were
made at Great Zimbabwe.
The Shona at Great Zimbabwe called it hungwe. The
Zimbabwe bird is found on the national flag, national coat of
arms, bank notes and coins.

Zimbabwe bird

65
 NATIONAL SCHOOL
Unit
PLEDGE

17
Unit objectives
At the end of this unit, you should be able to:
(a) explain the importance of the National School Pledge.
(b) recite the National School Pledge.

Looking Back
In the previous grades, we have learnt that he National School Pledge is a symbol of unity.
Where do you recite the National School pledge? Can you recite it as a class? Let us now look
at the importance of the National School Pledge.

Key Words

Vision – a mental image of something.

Dignity – the quality of being worthy of respect.

The National School Pledge

The National School Pledge was officially
launched on 3 May 2016. We recite the pledge
at school functions like assembly, sports days
and prize giving day. It talks about the history,
cultural heritage and limitless of Zimbabwe.
The words in the pledge show what
Zimbabweans believe in and what they want
to achieve. The words tell the world about
what Zimbabwean want.

Leaners reciting National School Pledge

69
 GENDER EQUITY IN THE
Unit
WORK PLACE

20
Unit objectives
At the end of this unit, you should be able to:
(a) define gender equity.
(b) evaluate gender equity.

Looking Back
In the previous unit we looked at gender stereotype, what it is and its effects. Can someone
explain what gender stereotype is? In this unit we will look at getting rid of gender stereotype
under gender equity in the work place.

Key Words
Gender equity – is the fair treatment of man and women.

Gender equity

Female mechanics Male cooks

Gender equity is the treatment of people according to their needs to ensure equal rights and
opportunities. It is the equal distribution of resources, programs and decision making fairly
to both man and women. In the workplace it is important to understand that people are born
different, each with different strengths and weaknesses.
80
TEST 1
Paper 1: Multiple Choice Questions (1 hour 30 minutes - 40 marks)

There are 40 multiple-choice questions and you are required to answer all.

1. Which of the following factors united clans?

A. Food B. Animals C. Water D. Places of location
2. Which is an example of a government system were the leader is chosen by the people?
A. Monarchy B. Dictatorship C. Democratic D. Party
3. Which arm of government is in charge of enforcing the law?
A. The Legislature B. The Cabinet C. The Executive D. The Judiciary
4. Which statement is not true?
A. Totems were used for household chores.
B. People of the same totem could not marry.
C. Totems are names of animals, objects or plants.
D. Totems helped to preserve the environment.
5. _________ is something that is sacred and not allowed?
A. Taboo B. Culture C. Religion D. Tradition
6. Children who make their mother _________ get bad luck.
A. proud of them B. happy C. cheerful D. angry
7. Which ceremony is done when there is no rainfall for a long time?
A. Rain making ceremony B. Bringing back the spirit of the dead
C. Marriage D. Communal work
8. The Zimbabwe bird is our _____________.
A. national site B. national emblem C. Heroes symbol D. Njelele shrine
9. Who supervises the village head?
A. The villagers B. The headman C. The men D. The women
10. Ancestors had power over _________________.
A. rainfall and soil fertility B. food and rainfall
C. folklore and soil fertility D. rainfall and stealing
11. Clan members in indigenous religions believed in their Supreme Being called __________.
A. Allah B. Supreme C. Nehanda D. God
12. We recite the national schools pledge at _________.
A. funerals B. supermarkets C. schools D. churches
13. Which of the following children is most likely anger his or her mother?
A. One who has good morals. B. One who respects his or her mother.
C. One who steals from his or her mother. D. One who cares about his or her mother.
14. What does the red star stands for?
A. Blood of our ancestors B. Hope and future for Zimbabwe
C. War D. The majority
15. What was promised Lobengula by the Rudd Concession?
A. Gold B. To be a President C. A gold mine D. guns and ammunition

83
Paper 2
(1 hour 30 minutes – 50 marks)

This paper comprises of Section A and B.

Section A
This section is compulsory and carries 30 marks.

1. What is a clan? [1]

2. Which three factors united a clan? [3]
3. Which clan has members that are originally from Zimbabwe? [1]
4. Song and dance helped to communicate with the___________. [1]
5. Who usually told folklores? [2]
6. Write any two importance of song and dance? [2]
7. Write any two responsibilities of a mother. [2]
8. Disrespecting a mother angers the ________. [1]
9. What did a mother of the bride receive during bride price payment? [2]
10. Write any two roles of a father. [2]
11. What is rusambo? [1]
12. What was used to make the rusambo bracelet? [1]
13. Which animal was mostly paid the father as bride price? [1]
14. Write the two major indigenous languages. [2]
15. Give any two common ceremonies in the indigenous culture of Zimbabwe. [2]
16. Culture is made up of _________. [1]
17. Give two examples of leaders in an indigenous governance structure. [2]
18. Write two examples of a customary conflict. [2]
19. Write one thing that a community can do to protect their environment. [1]

Section B
This is a choice section which carries 20 marks. You are expected to choose 4 out of 6
questions. Each question carries 5 marks.

1. (a) What is found at Matopo Hills that makes it a cultural heritage resource site?[1]
(b) Name the mineral mined in Zvishavane. [1]
(c) Mosi-oa-Tunya is the other name for _____________. [1]
(d) Write the duty of The National Museums and Monuments of Zimbabwe. [1]
(e) Name one natural heritage resource found in Zimbabwe. [1]
2. (a) What is the legal age of majority in Zimbabwe? [1]
(b) What is the name of items that a boy and a girl exchange during courtship? [1]
(c) Write one reason for courtship. [1]
(d) In indigenous culture, the _________ has no rights to inheritance. [1]
(e) In Zimbabwe if a person has sex with a child below the age of sixteen, it is called

86
Man-made disasters

• Veld fires • Mining accidents

• Wars • Explosions

How disasters affect shelter

Both the natural and the man-made
disasters destroy shelter, for example floods
sweep away shelter but veld fires burn down
shelter. In countries where there are wars,
shelter is also destroyed mainly through
bomb explosions. In some cases, disaster
like earthquakes cause cracks on shelters
and even collapse the shelters. Tsunamis,
are usually accompanied with strong winds
which blow away roofs. People putting off fire

Activity 1

Imagine your home has been destroyed by a disaster. Give details on how it was destroyed
and the type of disaster that destroyed it.

Exercise 1

1. What is _________.
(a) a natural disaster
(b) a man-made disaster
2. List the following:
(a) two natural disasters that affect shelter
(b) two man-made disasters that affect shelter

Disaster management
Disasters can be prepared for before they happen and managed after they happen. This can
be done in the following stages:
1. Preparing stage
This stage is before the disaster happens. At this level, the government educated people of
the different disasters that affects shelter. People then build strong structures using quality
building materials as a way of trying to reduce or avoid destruction of properties.
People are also taught to read the weather signs so that they can tell if a disaster is about
to occur especially the Tsunamis or cyclones which show by strong winds. Reservoirs can be
built so as to collect excess water. Building channels that divert flood water.

98
 PROVISION OF SOCIAL
Unit
SERVICES IN ZIMBABWE

24
Unit objectives
At the end of this unit, you should be able to:
(a) identify institutions that provide social services in Zimbabwe.
(b) describe the role of institutions in social services provisions.
(c) participate in voluntary work.

Looking Back
In the previous grade you explained how local voluntary organisations help communities.
You learnt how they participate in voluntary work. In this unit, you will list institutions that
provide social services in Zimbabwe, You will also practically do some social work around
you.

Key Words

Institutions – organisations that are established to help the public.

Non-governmental organisations – these are organisations that do not get help from
the government.

Social Service Institutions in Zimbabwe

Zimbabwe has many social organisations
that help improve the social life of the people
of Zimbabwe. These organisations do not
belong to the government but help the
government make the lives of the vulnerable,
poor, disabled and other vulnerable
people and children in Zimbabwe. These
organisations are called the Social Service
Institutions.
They get money and other basic needs from
donors, companies and individuals who
want to help. Red Cross helping vulnerable people

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 Unit RESPONSIBILITY AT WORK AND
DURING LEISURE TIME

35
Unit objectives
At the end of this unit, you should be able to
(a) discuss responsible behaviour at work and during leisure time.

Looking Back
Previously you learnt about work and leisure in the past and compared the work and leisure
activities in the past and present. Responsible use of leisure time in this Unit, you will learn
about good behaviour at work and during leisure time. You also talk about safety rules at
work and the importance of putting on protective clothing.

Key Words

Behaviour – actions or way of doing things.

Responsible – to take care of.

Responsible behaviour at work

People work to get food, clothes, education,
and do many other things they need in life. It
is important for people to do their work well.
If they do not, they will not get the money
they will be looking for. Good behaviour at
work includes.
1. Hard-work
If a person works hard, they will finish a given
task on time. A person will also do a perfect
job if one works hard. One will not go hungry
if they work hard and everyone will notice
their work. Hardworking men

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 Unit OCCUPATIONAL SAFETY

36
Unit objectives
At the end of this unit, you should be able to:
(a) discuss safety rules at work.
(b) explain the importance of protective clothing.

Looking Back
In the previous grade, you have learnt about various behaviours at work place. In this unit, you
are going to discuss about safety rules at work. You are also going to look at the importance
of protective clothing.

Key Words

Protective – protecting someone from something.

Safety – to be away from danger.

Safety rules at work

• There are safety measures which must
be taken into consideration at work.
There are safety rules which must
be noted when one is at work. These
include the following:
• The working place should be free from
any kind of dangerous objects. Any
dangerous objects like sharp objects
lying around should be removed from Warning of wet floor
the working environment.
• Tools should be kept or stored in a safe place if they are not being used.
• Protective clothing must be put on where necessary. For instance, a farmer spraying
chemicals. Protective clothing includes a helmet, gloves, overall, gumboots or glasses.
• Use furniture for its intended use. Avoid climbing furniture such as desks. This increases
chances of falling and getting injured.
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 INFORMATION AND
Unit COMMUNICATION TECHNOLOGY

38
(ICT) DEVELOPMENT

Unit objectives
(a) trace the development of ICT.
(b) explain the positive and negative impact of ICT on the people’s way of life.

Looking Back
In the previous unit, you learnt about the natural and man-made disasters a well as
designing a disaster class plan. In this unit you shall learn about ICT in the past and how it
has developed.

Key Words

Cell phone – a phone with access to a cellular radio system so it can be used over a
wide area, without a physical connection to a network.
Technology – the application of scientific knowledge for practical purposes.

ICT in the past and present

People long ago had problems in
communication because of distance.
Technology changed to better means of
communicating. Type writers were used to
type letters. The black and white television
passed information through telling news and
other programs. Satellite dishes find network
for the television to function.
The landline telephone is also another
modern way of communication. One person
calls from the other whilst the other at the
other end receives the call. It is different from
the cell phone in that I cannot be carried
around and it has a place for the receiver to Landline
be placed.

160
TEST 3
Paper 1: Multiple Choice Questions (1 hour 30 minutes - 40 marks)

There are 40 multiple-choice questions and you are required to answer all.

1. One form of the rail transport is the _________.

A. ship B. helicopter C. train D. boat
2. What form of transport is most suitable for transporting fresh flowers from Zimbabwe
to South Africa?
A. Ship B. Motorbike C. Aeroplane D. Lorry
3. I C T means ________.
A. Information Communication Transport
B. Information Community Technology
C. Information Communication Technology
D. Information Community Transport
4. ICTs are used in the processing of ________.
A. sharing B. data C. technology D. channels
5. Another word for data is___________________.
A. information B. communication C. technology D. channels
6. Which of the following is an ancient way of communication?
A. WhatsApp B. Facebook C. Drum beating D. Internet
7. Buses and cars are examples of ____________________.
A. transport B. rail C. air D. water
8. Pipelines are used to transport _____________________.
A. air B. fuel C. coal D. minerals
9. In the past ----------------were a means of transport.
A. motor cycles B. cars C. scotch carts D. trains
10. What is the best mode of crossing a wide river?
A. A Canoe B. A log C. A train D. A car
11. What is the advantage of using air transport?
A. It is expensive B. It is cheap
C. It is very fast D. It takes a long period to get to is destination
12. Which of the following is the oldest way of communicating?
A. Internet B. Google C. Beating drums D. Email
13. People in the remote areas of Zimbabwe where there is no network can use ________for
communicating.
A. the letter B. Skype C. WhatsApp D. Google
14. Which of the following is an aim transport?
A. Robert Mugabe International B. Joshua Nkomo
C. Victoria Falls D. Matopo Hills
15. Doing something during one’s free time is called ________________.
A. leisure B. enterprise C. skill D. work

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