MINISTRY OF PRIMARY AND SECONDARY

EDUCATION

HISTORY SYLLABUS
FORMS 1 4

Curriculum Development Unit

P O Box MP 133 ALL RIGHTS RESERVED
Mount Pleasant REVISED 2015
Harare Revised 2

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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the
production of this syllabus

The National History panel for their professional and technical input
Zimbabwe School Examinations Council (ZIMSEC)
United Nations Scientific and Cultural Organisation (UNESCO)
United Nations Childrens Emergency Fund (UNICEF)
Publishers
Universities and Teachers Colleges

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 CONTENTS PAGE

Acknowledgements

Preamble

Aims

Assessment objectives

Scheme of Assessment

Methodology and Time Allocation

Presentation of the Syllabus

Scope and Sequence Chart

Competency Matrix

Assessment

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1.0 PREAMBLE

1.1 INTRODUCTION

The History syllabus covers four years of Secondary education. It provides learners with the means by which they will
develop a historical view of Zimbabwe, Africa and the wider world. The syllabus helps them to acquire an informed and
critical understanding of social, economic and political historical developments. It also assesses historical developments and
their impact on Zimbabwean society. In addition, it fosters an understanding and appreciation of issues concerning
population, human rights, democracy, empowerment, gender sensitivity, unhu/ubuntu/vumunhu (societal norms and values)
and instilinstills patriotism, leading to a change in learners attitudes and behavior. Furthermore, it raises an awareness of
the need to preserve and conserve our heritage.

1.2 RATIONALE

This syllabus focuses on historical developments in Zimbabwe, Africa and the rest of the world. It is concerned with the
historical transformation of societies through space and time. It responds to the need for skills development,
empowerment, responsible citizenship (unhu/ubuntu/vumunhu) and patriotism. The syllabus also deals with the
evolvingchanging relations between Zimbabwe and the international community.

1.3 SUMMARY OF CONTENT

This syllabus covers the historical development of Zimbabwe and the Worlds economic, social and political systems. It
conceptualises history and looks at the development of political, social and economic systems throughout the world.
It ensures sustenance of nationalism, and patriotism through an appreciation of Zimbabwe and other countries struggles
for political and economic emancipation. The syllabus enables learners to draw lessons from the changing political, social
and economic models and environments through different times, places and societies.

The History syllabus enables learners to develop skills in:

Problem solving
Critical thinking

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 Decision making
Conflict resolution
Leadership
Self-management
Management
Communication
Technology and innovation
Enterprise,

1.4 METHODOLOGY AND TIME ALLOCATION

The teaching of History will be accomplished through the use of the following learner-centred and multi-sensory approaches:

METHODOLOGY

Games and Quizzes

Imitation or Simulation
Video and film shows
Educational tours
Drama, song and poetry
Case study
Group discussions
Discovery
Research
Debate
Work-related learning
Role play
Project
Resource person
Folklore
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 E-learning

The above suggested methods are enhanced through the application of the principles of individualisation, unification,
concreteness, stimulation and self-activity.

TIME ALLOCATION

For the successful and effective coverage of this syllabus, 4 periods of 40 minutes should be allocated per week. Learners
should go on educational tours at least three times a year.

1.5 ASSUMPTIONS

It is assumed that learners:

Have some communication skills

Are aware of folklores
Have a general knowledge of archaeological and cultural heritage
Have a general knowledge of political systems
Are aware of different human rights
Are aware of the land tenure systems
Are aware of resource based conflicts
Have a general knowledge of colonialism, nationalism and armed struggles
Have a general knowledge of political and economic developments in Zimbabwe and the wider world

1.6 CROSS CUTTING THEMES

Gender Roles
Childrens rights and responsibilities
Crisis Management
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 Financial Literacy
Sexuality, HIV and AIDS
Child Protection
Heritage Studies
Constitution of Zimbabwe
Human Rights
Collaboration
Environmental issues

2.0 PRESENTATION OF SYLLABUS

The History Syllabus is presented as a single document which covers Forms 1 4. TAll forms have the same topics which
are developmental and spiral.

3.0 AIMS

The syllabus enables learners to:

develop an interest in, and enthusiasm for, the study of History

develop appropriate skills and tools of analysing historical transformations of societies
understand how colonisation and resistance to it have influenced relations among nations
develop an understanding of national, regional and international historical events
develop a sense of patriotism through appreciating history.
aAcquire and understanding of the similarities, differences and the common experiences of the peoples of Africa and the
World
Understand and appreciate population, democracy and human rights issues as well as responsibilities and obligations
that accompany them
nurture unhu/ubuntu/vumunhu through participation in various economic activities

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 apply ICT skills in the study of history

4.0 SYLLABUS OBJECTIVES

By the end of Form 4 learners should be able to:

define the term History

recall, select and describe historical events in their context
analyse, interpret and evaluate historical evidence, points of view, opinions and value judgments and detect bias
aAssess the significance and relevance of historical information and draw reasoned conclusions
empathise with the past and interpret events and make decisions on a particular period in light of the information and
conditions prevailing at that time
explain concepts and issues that relate to history, population, gender, democracy and human rights in a relevant and
coherent manner
should be able to use ICT in the study of History
relate the concept of unhu/ubuntu/vumunhu to the economic activities in Zimbabwe
assess how colonization and resistance to it influenced relations among nations
demonstrate a sense of pride in their country

5.0 TOPICS

1. Conceptualisation of History
2. Origins of Humankind
3. Ancient Civilisation in Africa: Egypt
4. Development of Zimbabwean Societies
5. Slavery and the Slave Trade
6. Early European Contacts with Zimbabwe: Missionaries and the Portuguese
7. Coloniszation of Zimbabwe
8. Colonial Administration in Rhodesia

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 9. Nationalism
10. The Armed Struggle in Zimbabwe
11. Post-Independence developments in Zimbabwe
12. World Warss and the Inter-war period
13. Regional and International Co-operation
14. Socialism and Communism
15. The Constitution of Zimbabwe, Democracy and Human Rights

6.0 SCOPE AND SEQUENCE

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

CONCEPTUALISATI Introduction to Sources of History
ON OF HISTORY History
Sources of
History
Importance of
History
Types of
History
ORIGINS OF Theories on
HUMANKINDMAN Origins of
HumankindM
an
Charles
Darwin and
Human
Evolution
Africa The
Cradle of
HumanManki
nd
Migration to
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TOPIC FORM 1 FORM 2 FORM 3 FORM 4
other
Continents
Evolution
ANCIENT Ancient
CIVILISATIONS IN Civilizations in
AFRICA: EGYPT Egypt
Egyptian
Science,
Religion,
Writing and
Architecture
Egyptian
Civilization
and
Agriculture
Egyptian
Religion,
Development
of Writing and
Architecture
Egyptian
Civilisation
and
Agriculture
The Impact of
Egyptian
Civilization on
Science.
DEVELOPMENT OF Early State FormationGreat
ZIMBABWEAN Societies from Zimbabwe, Mutapa and
SOCIETIES the Stone Age Rozvi
to the Early Nguni
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TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Iron Age MigrationsIncursions,
States Mfecane, the Zulu, Gaza
Formation: and Ndebele States
The Great
Zimbabwe,
and the
Mutapa State
SLAVERY AND THE Forms of The East African Slave
SLAVE TRADE Slavery Trade in Africa
Causes of the Impact of Slavery and the
Slave Trade Slave Trade
The The Abolition of Slavery
Triangular and the Slave Trade and
Slave Trade Slavery.
and East
African Slave
Trade The
Triangular
Slave Trade
EARLY EUROPEAN Early Portuguese activities in
CONTACTS WITH Missionary the Zambezi Valley
ZIMBABWE: Activities Early Missionary Activities
MISSIONARIES AND The European Agents of
THE PORTUGUESE Portuguese Colonization
Prazo System Impact of Missionary
in the Activities
Zambezi
Valley

COLONISATION OF The Scramble and The Scramble and

ZIMBABWE Partition of Africa. Partition of Africa
The Berlin The Berlin Conference
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TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Conference (1884- (1884-1885)
1885) The Occupation of
The Coloniszation Zimbabwe
of Zimbabwe Anglo Ndebele War 1893-
The Anglo Ndebele 94
War 1893-94 The First Chimurenga/
First Chimurenga/ Umvukela 1896-97
Umvukela 1896-97
COLONIAL Company Rule Company Rule
ADMINISTRATION Responsible Responsible Government
IN RHODESIA Government Federation of Rhodesia
Federation of and Nyasaland
Rhodesia and Colonial Administration
Nyasaland after Unilateral
Colonial Declaration of
Administration after Independence
Unilateral
Declaration of
Independence
NATIONALISM Pan-Africanism Nationalist Movements in
The rise of Mass- colonial Zimbabwe to
Nationalism in 1980
Zimbabwe
THE ARMED Early Mass Nationalism Nationalist Movements The armed struggle from 1972-
STRUGGLE IN recruitment 1957-1966 Talks to end war 1966-78 79
ZIMBABWE and training of Early recruitment The Second Roles of Mujibha and Chibwindo
Freedom and training of Chimurenga/Umvukela Role of Chiefs and Spirit Mediums
Fighters Freedom Fighters Role of OAU, Frontline States,
The early phase of Scandinavian Countries etc
the Armed Chimoio, Nyadzanoia, Mboroma,
Strugglewar: Mkushi Massacres

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TOPIC FORM 1 FORM 2 FORM 3 FORM 4
The scond phase of Zimbabwe Peoples Army (ZIPA)
the armed Internal Settlements
struggleThe 1966 Lancaster House Settlement
Chinhoyi (Sinoia)
Battle and Wankie
(Hwange) Sipolilo
(Guruve) Campaign
1967
ZANU/ZAPU
Strategy and failure
of first battles
POST Independence Independence and Social, Political and Social, Political and
INDEPENDENCE and Reconciliation Economic Policies from Economic Policies Social,
DEVELOPMENTS IN Reconciliation Policy 1990 up to 1999 Political and Economic
ZIMBABWE Policy Social, Political and Policies in the New
Economic Policies Millennium
up to 1990
WORLD WARS AND The First World War & The First World War
THE INTER-WAR The Rise of European The Rise of European
PERIOD Dictators Dictators
The Second World War
The Cold War The Second
World War
The Cold War

REGIONAL AND Front Line Front Line States World Bodies League of Nations
INTERNATIONAL States SADC League of Nations UN
CO-OPERATION SADC OAU/AU UN Zimbabwe and the
The International Community
Commonwealth (Foreign Policy) since
Non-Aligned Independence

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TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Movement
Zimbabwe and The International
Community
SOCIALISM AND The Russian The Russian The Russian/ Chinese The Russian Revolution
COMMUNISM Revolution Revolution /Cuban Revolutions and The Chinese Revolution
The Chinese the spread of Socialism Cuban Revolution
Revolution
Cuban Revolution
THE The The Constitution of Democracy Democracy
CONSTITUTION OF Constitution of Zimbabwe Human Rights Human Rights
ZIMBABWE, Zimbabwe Childrens Rights Land Reform and
DEMOCRACY AND and indigenisation
HUMAN RIGHTS Responsibilities
Human Rights

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7.0
COMPETENCY MATRIX

FORM 1

TOPIC 1: CONCEPTUALISATION OF HISTORY

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Introduction to define History Definition of History Explaining History Textbooks
History explain the importance of Why study History Discussing reasons for the ICT tools
study of History study of History Brailed
material
Sources of list sources of History Sources of History Stating the sources of ICT
History describe sources of Advantages and History. Textbooks
History disadvantages of Outlining sources of History. Artefacts
sourcestudying of
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SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
explain the advantages History Discussing the advantages Documents
and disadvantages of the and disadvantages of Brailed
sources of History sources of History material

Types of identify the different types Types of History: Explaining different types of Textbooks
History of History Social History History ICT tools
describe the types of Political History Debating on types of History Brailed
History Economic History materials
Local History

TOPIC 2: ORIGINS OF HUMANKINDMAN

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Theories on iIdentify the major theories The Theory of Stating the major theories Textbooks
origins of on the origins of Evolution on the origins of humankind ICT tools
Humankind humankind The Biblical Debating major theories on Brailed
dDescribe the major Creation Theory the origins of humankind material
theories on the origin of MP 4 recorder
humankind. Maps
Talking books
Pictures
Charles Darwin iIdentify the key stages of Stages of Human Simulating stages of ICT tools
and Human Human Development in Development Human Development Textbooks
Evolution Charles Darwins theory of Theory of Evolution DebatingIllustrating Charles
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SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Evolution Darwins theory of Brailed
eExplain Charles Darwins Evolution materials
theory of Evolution. Talking books
Maps
Pictures
Pictures

Africa The dDefine the term Ccradle Origins of Discussing key terms. ICT tools
Cradle of Humankind HumankindMankin Locating archeological sites Textbooks
Humankind iIdentify sites where d in Africa where remnants of early Print media
remnants of early Archaeological Humankind were found. Presentations
humankind were sites DebatingIllustrating the Brailed
discovered in Africa importance of Africa in the material
eExplain why Africa is origins of humankind. Maps
believed to be the cradle
Photographs
of mankind.

TOPIC 3: ANCIENT CIVILISATION IN AFRICA: EGYPT

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SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED
Learners should be able {SKILLS, ACTIVITIES AND NOTES LEARNING
to:- KNOWLEDGE, RESOURCES
ATTITUDES}
Ancient define the terms: Ancient Explaining Ancient Civilisation Textbooks
Civilisation Ancient Civilisation Discussing Civilisation in Egypt ICT tools
in Africa: Civilissation Map of Ancient Drawing a map showing important Brailed
Egypt Egypt
locate Ancient Egypt features of Ancient Egypt material
describe the Ciivilisations Maps
in Egypt Media
Egyptian describe the development Egyptian Discussing the development of Textbooks
Science, of Egyptian Science, Science; Egyptian Religion, Writing and ICT tools
Religion, Religion, Writing and Medicine Architecture Resource
Writing and Architecture. Astrology Researching on the development of person
Architecture explain the characteristics the Egyptian Religion, Writing,
Maths Brailed
of the Egyptian Science, Mummification Science and Architecture. material
Religion, Writing and
Egyptian Researching on the development of Talking books
Architecture. Egyptian Religion, Writing, Science
Religion, Writing
and Architecture and ArchitectureDiscussing the
characteristics of the Egyptian
Religion, Writing and Architecture
Egyptian identify the characteristics Egyptian Discussing the Egyptian Irrigation Textbooks
Agricultural of Egyptian Agricultural Irrigation Systems ICT tools
Civilisation Systems Systems such Designing a model Shaduf. Print media
describe the Egyptian ase.g. Demonstrating how the irrigation Brailed
Agricultural The Shaduf. systems worked . material
advancements. Calendar/ Explaining the development of the Resource
Seasons calendar and seasons. person
Talking books
Spread of state the developments of Modification on Debating the shortcomings of the Textbooks
Egyptian Egyptian Civilisation Egyptian Egyptian Irrigation System ICT tools
CivilisationT adopted by other parts of developments Discussing Egyptian developments
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SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED
Learners should be able {SKILLS, ACTIVITIES AND NOTES LEARNING
to:- KNOWLEDGE, RESOURCES
ATTITUDES}
he Impact of the World. Impact of adopted in other parts of the World Resource
Egyptian explain the impact of Egyptian Assessing the impact of Egyptian person
Civilization Egyptian Civilisation on Civilisation. developments on other parts of the Brailed
on Science other parts of the World Modification on world. materials
Egyptian Talking books
developments MP 4
recorders
Pictures
Calendars

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 TOPIC 4: DEVELOPMENT OF ZIMBABWEAN SOCIETIES

SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED

Learners should be able to:- {SKILLS, ACTIVITIES AND NOTES LEARNING
KNOWLEDGE, RESOURCES
ATTITUDES}
Early Societies iIdentify the tools used Stone Age Listing tools used during Textbooks
from Stone Age during Stone Age and Early and Early Iron the Stone Age and the ICT tools
to Early Iron Iron Age. Age tools. Early Iron Age Brailed material
Age dDescribe the political, social Social, Discussing the political,
and economic activities of Economic and social and economic
the Stone and the Iron Ages. Political activities of the Stone and
eExplain the changes from activities of Iron Age societies.
Stone Age to Early Iron Age the Stone and Examining the transition
Iron Age from Stone Age to Early
societies Iron Age.
Changes from
Stone Age to
Early Iron
AgeChanges
from Stone
Age to Early
Iron Age
State lLocate the geographical Rise of Great Identifying the geographical Resource person
Formation: positions of the Great Zimbabwe locations of the Great Brailed material
Great Zimbabwe Zimbabwe State and the State and Zimbabwe State and the Textbooks
and the Mutapa Mutapa State, Mutapa State. Mutapa State. ICT tools
State dDescribe factors leading to Discussing the factors MP 4 recorders
the rise of the Great Organisation leading to the rise of the
Talking books
Zimbabwe and the Mutapa of Great Great Zimbabwe State and
State. Zimbabwe the Mutapa State. Maps
dDescribe the Economic, and Mutapa Researching the Economic,
Political and Social State. Political and Social
20
SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED
Learners should be able to:- {SKILLS, ACTIVITIES AND NOTES LEARNING
KNOWLEDGE, RESOURCES
ATTITUDES}
Organisation of the Great organisation of the Great
Zimbabwe State and Mutapa Zimbabwe State and the
State. Mutapa State
Visiting the Great
Zimbabwe and other
monuments

TOPIC 5: THE SLAVERY AND THE SLAVE TRADE

SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED

Learners should be able to:- {SKILLS, ACTIVITIES AND NOTES LEARNING
KNOWLEDGE, RESOURCES
ATTITUDES}
Forms of identify the different forms of Domestic Watching documentaries Textbooks
Slavery slavery Slavery and of different forms of slave ICT tools
describe the different forms Slave Trade trade. Maps
of slavery. . Discussing different forms Brailed material
External Slave of slave trade. Documentaries
Trade:
Trans-Atlantic Slave Maps
Trade. Talking books
East African Slave
Trade.
Causes of the outline the causes of the Economic, Explaining the causes of ICT tools
Slave trade slave trade social and the slave trade Textbooks
political Brailed material
causes. Talking books
The Triangular list areas involved in the Areas involved. Drawing a map showing ICT tools
Slave Trade and Triangular slave trade. Commodities the triangular slave trade Textbooks
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SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED
Learners should be able to:- {SKILLS, ACTIVITIES AND NOTES LEARNING
KNOWLEDGE, RESOURCES
ATTITUDES}
East African state the commodities exchanged routes. Print media
Slave Trade exchanged in the Triangular Triangular Identifying commodities World Map
slave trade. Slave Trade exchanged on each route. Brailed material
and the East Talking books
African Slave
Trade.

TOPIC 6: EARLY EUROPEAN CONTACTS WITH ZIMBABWE: MISSIONARIES AND THE PORTUGUESE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Early Identify early missionary Early missionary Listing early missionary Textbooks
Missionary groups and their areas of groups and areas groups and their areas of Brailed material
Activities operations. of operation. operation. Maps
describe missionary Missionary Studying maps showing ICT tools
activities. activities. locations of different
explain challenges faced Challenges faced missionary sites.
by missionaries. by missionaries. Discussing challenges

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SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
faced by missionaries
The Portuguese lList Prazeros involved in Characteristics of Stating the Prazeros. Brailed material
Prazo System in the Prazo system. the Prazo system. listingDiscussing the Textbooks
the Zambezi dDescribe the Portuguese Achikunda Army. characteristics of the ICT tools
Valley Prazo system. Impact of Prazo Prazo System. Map of Africa
eExplain the impact of the system. Discussing the impact of Talking books
Prazo system on Africans. the Prazo system on
Africans.

Early identify early missionary Early missionary Listing early missionary Textbooks
Missionary groups and their areas of groups and areas groups and their areas of Brailed material
Activities operations of operation operation Maps
describe missionary Missionary Studying maps showing ICT tools
activities activities locations of different Talking books
explain challenges faced Challenges faced missionary sites
by missionaries by missionaries Discussing challenges
faced by missionaries

TOPIC 7: THE CONSTITUTION OF ZIMBABWE, DEMOCRACY AND HUMAN RIGHTS

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SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The Define a constitution Definition of Discussing the Textbooks
Constitution of Describe the constitution. importance of a ICT tools
Zimbabwe importance of a Importance of a constitution. Brailed material
constitution. Constitution Researching on the Maps
Outline the major Provisions of the qualifications for Constitution of
provisions of the constitution of Zimbabwean Citizenship Zimbabwe
constitution of Zimbabwe: and the Bill of rights. document.
Zimbabwe. Citizenship
Bill of rights
Childrens Describe the Rights of Childrens Rights. Researching on the Resource person
Rights and Children as enshrined Rights of Children. Brailed material
Responsibilities in the Constitution of Textbooks
Zimbabwe. Limitations on some Dramatising on ICT tools
Outline the limitations of the Rights. Childrens MP 4 recorders
on some of the rights. responsibilities.
Constitution of
Debating on the
Zimbabwe
limitations on some of document.
the Childrens rights.

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 FORM 2

TOPIC 1: COLONISATION OF ZIMBABWE

SUB-TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The sState the countries which Countries involved in the Listing countries Textbooks
Scramble took part in the scramble Scramble and Partition involved in the Scramble ICT tools
and Partition and partition of Africa. of Africa. and Partition of Africa Brailed material
of Africa dDescribe the causes of Causes of the Scramble Explaining the causes of Maps
the scramble and partition and Partition of Africa the Scramble and
of Africa Partition of Africa
The Berlin nName the countries that Countries that Listing the countries that
Conference attended the Berlin attended the Berlin attended the Berlin Textbooks
(1884-1885) Conference. Conference. Conference. ICT tools
dDescribe the resolutions Resolutions of the Berlin Discussing the Brailed material
reached at the Berlin Conference resolutions reached at Maps
Conference the Berlin Conference
Talking books
The iIdentify countries which Countries involved in the Naming countries Brailed material
Colonisation were involved in the scramble for Zimbabwe. involved in the Scramble Textbooks
of Zimbabwe scramble for Zimbabwe. Reasons for the for Zimbabwe. ICT tools
dDescribe the reasons for colonisation of Explaining the reasons Maps
colonisation of Zimbabwe. Zimbabwe. for the colonisation of Archival
eExplain the colonisation Colonisation process: Zimbabwe. Documents
process of Zimbabwe - Treaties and Discussing process of Sign language
Concession the colonisation of interpreters
- Royal Charter Zimbabwe.
- BSAC
- Invasion/occupatio
n of Zimbabwe.
The Anglo- state the causes of the Causes of the Anglo- Identifying causes of the Brailed material
25
SUB-TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Ndebele War Anglo-Ndebele War. Ndebele war. Anglo-Ndebele war. Textbooks
(1893-1894) describe the course of the Course of the Anglo- Dramatising the Anglo- ICT tools
Anglo-Ndebele War. Ndebele War Ndebele war. Drama
assess the results of the Impact of the Anglo- Explaining the impact of Talking books
Anglo-Ndebele War. Ndebele War. the Anglo Ndebele war. Sign language
interpreters

The First list the causes of the First
Chimurenga/ Chimurenga/ Umvukela
Umvukela 1896-1897.
1896-1897 describe the course of the
First Chimurenga/
Umvukela 1896-1897.
outline the role played by
chiefs and spirit mediums
in the First Chimurenga/
Umvukela 1896-1897.
explain the results and
impact of the First
Chimurenga/ Umvukela
1896-1897.
Causes of the First
Chimurenga/ Umvukela
Course of the
First Chimurenga/
Umvukela
Role played by chiefs
and spirit mediums in the
First Chimurenga/
Umvukela.
Results and Impact of
the First Chimurenga/
Umvukela.
Stating the causes of the Resource person
First Chimurenga/ Brailed material
Umvukela. Textbooks
Discussing the course of ICT tools
the First Chimurenga/ Talking books
Umvukela
Sign language
Illustrating the role of
interpreters
Chiefs and Spirit
Maps
Mediums in the First
Chimurenga.
Discussing the results
and impact of the First
Chimurenga

26
 TOPIC 2: COLONIAL ADMINISTRATION IN RHODESIA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
Company Rule Dedescribefine Company Definition of Company Describing Company Textbooks
rule. Rule. Rule. ICT tools
Identify the period covered Period covered by Discussing the political, Brailed
by the BSAC rule. Company Rule. economic and social material
Outline the political, Political, economic and policies of the BSAC. Maps
economic and social polices social policies of the Talking
under Company Rule. BSAC. books
Sign
language
interpreters
Responsible dDefine Responsible Definition of Responsible Discussing the reasons Textbooks
Government Government. Government. for the establishment of ICT tools
oOutline reasons for the Reasons for the the Responsible Brailed
establishment of the establishment of the Government. material
Responsible Government. Responsible Government. Debating the impact of Maps
dDescribe the policies of the Impact of the Responsible the Responsible Talking
Responsible Government. Government policies on Governments policies books
indigenous people. on the indigenous
Sign
people.
language
interpreters
Federation of oOutline the reasons for the Reasons for the formation Discussing the reasons Textbooks
Rhodesia and formation of the Federation, of the Federation. for the formation of the ICT tools
Nyasaland tTrace the steps taken Steps taken towards the Federation. Brailed
towards the formation of the formation of the Outlining steps taken material
27
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
Federation. Federation. towards the formation Resource
dDescribe the policies and Policies and of the Federation. person
developments during the developments during the Examining policies and Talking
Federation of Rhodesia and Federation. developments during books
Nyasaland. Collapse of the the Federal period. Sign
eExplain factors leading to Federation. Explaining Evaluating language
the collapse of the facfactors leading to for interpreters
Federation of Rhodesia and the collapse of the Maps
Nyasaland. Federation of Rhodesia
Assess the factors for the and Nyasaland.
collapse of the Federation.
Colonial Define U.D.I. Defining UDI. Describing UDI. Textbooks
Administration Outline the reasons for the Reasons for the Discussing reasons for ICT tools
after Unilateral declaration of UDI. declaration of UDI. the declaration of the Brailed
Declaration of dDescribe the policies and Policies and development UDI. material
Independence Researching on the
developments during the during the UDI. Talking
(U.D.I.) UDI. Impact of the UDI policies policies and books
aAssess the impact of the on the indigenous people. developments during Sign
UDI policies on the UDI. language
indigenous people Evaluating the impact interpreters
of the UDI policies on
the indigenous people

28
TOPIC 3: NATIONALISM

29
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Pan- dDefine Pan-Africanism Definition of Explaining reasons for the Resource
Africanismt dDescribe reasons for Pan- Africanism. rise of Pan-Africanism. person
Movements the rise of Pan- Reasons for the rise Researching on the Brailed
Africanism. of Pan-Africanism. principles of material
oOutline the principles of Principles of Pan-Africanism. Textbooks
Pan-Africanism. Pan-Africanism. Debating the role played by
eExplain the role played Role of W.E. Du-Bois W.E. Du Bois and Marcus ICT toolss
by W.E. Du-Bois and and Marcus Garvey in Garvey in the development
Marcus Garvey in the the development of of Pan-Africanism. Talking
development of Pan- Pan-Africanism. books
Africanism Sign
language
interpreters

Rise of Mass dDefine Mass Causes of the rise of Identifying the aims of Resource
Nationalism Nationalism. Mass Nationalism. Mass Nationalist person
dDescribe the aims of Aims of Mass Movements. Brailed
Mass Nationalist Nationalist Researching on factors material
Movements. Movements. leading to the rise of Mass Textbooks
oOutline factors leading Nationalism. ICT tools
to the rise of Mass
Nationalism in
Zimbabwe.

30
TOPIC 4: MASS NATIONALISM AND THE ARMED STRUGGLE IN ZIMBABWE

31
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Mass Identify mass-nationalist Mass Nationalist Listing mass-nationalist Textbooks
Nationalism movements in this period Movements movements ICT tools
1957 1967 Describe the aims and Aims and activities. Discussing the aims and Brailed
activities of mass- Reaction of the activities of the mass- material
nationlist movements in Settler Regimes nationalist movements Talking
this period Reasons for the Dramatizing activities of books
Explain the reasons for transition from mass-nationalist Sign
the transition from peaceful politics to the movements language
peaceful politics to the armed struggle Debating reasons for the interpreters
armed struggle transition from peaceful
politics to the armed
struggle
Early describe the recruitment Countries were Locating countries Textbooks
Recruitment strategies used by freedom fighters where freedom fighters ICT tools
and Training of political parties in received military received military training Brailed
Freedom colonial Zimbabwe training Discussing methods of material
Fighters identify the countries Methods of recruitment used by Talking
where freedom fighters recruitment used political parties in books
received military training, by political parties colonial Zimbabwe Sign
weapons and equipment language
interpreters

Early Phase of list battles of the early early battles; Chinhoyi Identifying the early battles Textbooks
the Armed phase of the armed (Sinoia) (1966) and of the armed struggle ICT tools
Struggle struggle Wankie-Sipolilo Researching on the early Brailed
describe the early battles (1967-68) battles of the armed material
of the armed struggle Failure of the early struggle Talking
explain the reasons for phases of the armed Assessing the failure of books
the failure of ZANLA and struggle ZANLA and ZIPRA in the Sign
ZIPRA in the early early battles of the armed language
battles of the armed struggle interpreters
struggle
Second Phase outline the role of the Role of the masses in Explaining the role of the Textbooks
of the Armed masses in the armed the armed struggle; masses in the armed ICT tools
Struggle struggle such as chiefs, spirit struggle 32
Brailed
describe the main events medium, war Discussing the main events material
of the liberation struggle collaborators of the armed struggle Talking
explain the role of Main battles fronts, Outlining the role of
33
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Mass Identify Mass Nationalist Mass Nationalist Stating Mass Resource
Nationalism Movements in this Movements. Nationalist Movements. person
1960 1966 period Aims and activities. Discussing the aims Brailed
Describe the aims and Reaction of the Settler and activities. material
activities of Mass Regimes. Dramatising activities of Textbooks
Nationalist Movements Mass Nationalist ICT tools
in this period. Reasons for the Movements. MP 4
Explain the reasons for transition from Debating reasons for recorders
the transition from peaceful politics to the the transition.
peaceful politics to the armed struggle.
armed struggle.
Early Identify the countries Countries where Locating countries Resource
Recruitment where freedom fighters freedom fighters where freedom fighters person
and Training of received military training. received military received military Brailed
Freedom describe the recruitment training training. material
Fighters strategies used by Methods of Discussing methods of Textbooks
political parties in recruitment used by recruitment used by ICT tools
colonial Zimbabwe. political parties. political parties in MP 4
colonial Zimbabwe. recorders
Early Phase of Recall the early battles Early battles: Identifying the early Textbooks
the Armed of the early phase of the Chinhoyi battle; battles of the Armed ICT tools
Struggle armed struggle. Wankie-Sipolilo Struggle. Brailed
Describe the early Campaign 1967. Researching on the material
battles of the armed Failure of ZANLA and early battles of the Resource
struggle. ZIPRA Military Cadres Armed Struggle. person
Explain the failure of in early battles. Assessing the failure of
ZANLA and ZIPRA in the ZANLA ZIPRA cadres
early battles of the in the early battles of

34
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Mass Identify Mass Nationalist Mass Nationalist Stating Mass Resource
Nationalism Movements in this Movements. Nationalist Movements. person
1960 1966 period Aims and activities. Discussing the aims Brailed
Describe the aims and Reaction of the Settler and activities. material
activities of Mass Regimes. Dramatising activities of Textbooks
Nationalist Movements Mass Nationalist ICT tools
in this period. Reasons for the Movements. MP 4
Explain the reasons for transition from Debating reasons for recorders
the transition from peaceful politics to the the transition.
peaceful politics to the armed struggle.
armed struggle.
Armed Struggle the Armed Struggle.
TOPIC 5: POST-INDEPENDENCE DEVELOPMENTS IN ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Independence describe the events 1980 elections Discussing the events Brailed
and leading to the Reconciliation policy leading to independence material
Reconciliation independence of of Zimbabwe Textbooks
Policy Zimbabwe Examining the ICT tools
explain the policy of reconciliation policy MP 4
reconciliation recorders
Resource
person

35
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Brailed
Social, Political explain the economic, Economic, political and Discussing economic material
and Economic political and social social developments political and social Textbooks
Policies from developments since since Independence: developments since ICT tools
1980- 1990 Independence. Education independence. MP 4
Analyse the economic, Health Assessing the economic, recorders
political and social Job Creation Issues political and social policies Resource
policies since The Unity Accord since Independence person
Independence. (1987)Reconciliation

36
TOPIC 6: REGIONAL AND INTERNATIONAL CO-OPERATION

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Frontline States lList the Frontline Frontline States. Naming the Frontline States. Textbooks
States. Aims of Frontline Discussing the aims of ICT tools
Outline the aims of States. Frontline States. Brailed
Frontline States. Role played by Examining the roleactivities of material
dDescribe the role Frontline States in the Frontline States in the Maps
played by Frontline the liberation of liberation Resource
States in the liberation Zimbabwe. person
of Zimbabwe. Talking
books
Sign
language
interpreters
SADCC/SADC lList members of SADC SADC Member Identifying SADC member Textbooks
and their States and duties. states and their duties. ICT tools
responsibilities. Brailed
oOutline the aims of Aims of SADC Discussing the aims of SADC. material
SADC. Successes and Debating the successes and Resource
dDescribe the role Failures and failures of SADC States. person
played by SADC in the successes of Maps
socio- economic SADC Talking
development of the books
region.
Sign
eEvaluate the
language
successes and failures interpreters
of SADC.
OAU/AU describe the Origins of Origins Identifying members of the AU. Resource
OAU/AU. Aims Discussing the origins of AU. person
37
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
outline the aims of Organs Outlining the aims of AU. Brailed
OAU/AU Work of the Studying the diagram on the material
describe functions of OAU/AU: Social, Structure of OAU/AU. Textbooks
organs of the OAU/AU Economic, Explaining the functions of the ICT tools
assess the successes Political main organs of OAU/AU. Maps
and failures of OAU/AU Successes and Talking
failures of the books
OAU/AU Sign
language
interpreters
Map

The describe the origins Origins Explaining the origins and aims Resource
Commonwealth and aims of the Aims of the Commonwealth. person
Commonwealth of Organs Discussing the activities of the Brailed
Nations. Work of the Commonwealth. material
assess the activities of Commonwealth. Textbooks
the Commonwealth ICT tools
Maps
Talking
books
Sign
language
interpreters

Non-Aligned outline the origins and Origins Explaining the origins and aims Resource
Movement aims of the Aims of the Non-Aligned Movement. person
(NAM) Non-Aligned Organs Discussing the activities of the Brailed
Movement. Non-Aligned Movementorigins, material
38
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
evaluate the activities Activities of the aims and membership of NAM Textbooks
of the Non-Aligned Non-Aligned ICT tools
Movement. MovementCommo Maps
nwealth Talking
books
Sign
language
interpreters

TOPIC 7: SOCIALISM AND COMMUNISM

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The Russian outline the origins of Origins Researching on the origins of Textbooks
Revolution the Russian revolution. the Russian Revolution. ICT tools
trace the stages of the Major events Outlining the main events of the Brailed
Russian revolution. Russian Revolution. material
describe the policies of Policies of Lenin Evaluating the policies of Lenin Maps
Lenin and Stalin. and Stalin and Stalin. Maps
Talking
books
Sign
language
interpreters
39
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The Chinese outline the origins of Origins of Chinese Describing the origins of the Resource
Revolution the Chinese Revolution. Chinese Revolution. person
Revolution. Struggle between Discussing the struggle Brailed
describe the struggle in the Communist and between the Communist and material
China between, 1925 the Nationalists the Nationalists. Textbooks
andto 1945 from 1925 to 1949. ICT tools
evaluate how the Developments in Assessing the developments in MP 4
Communists dealt with China under Mao China under Mao Zedong recorders
political, social and Zedong 1949-76. Maps
economic problems of
Talking
China after 1949
books
Sign
language
interpreters
The Cuban describe the nature of the nature of the Discussing the nature of the Brailed
Revolution the Fulgencio Batista Batista Regime Bastista Regime material
Regime stages of the Describing the stages of the Textbooks
outline the stages of Cuban Revolution Cuban Revolution ICT tools
the Cuban revolution Fidel Castro and Examining the role of Fidel MP 4
evaluate the role of the 26th July Castrol and the 26th July recorders
Fidel Castro and the Movement Movement in the Cuban Maps
26th July Movement in Impact of the Revolution Talking
the Cuban Revolution Cuban Revolution Assessing the impact of the books
examine the impact of on the world Cuban Revolution on the world Sign
the Cuban revolution language
on the world interpreters

40
TOPIC 8: THE CONSTITUTION OF ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The define a constitution Importance of a Discussing the importance of a Textbooks
Constitution of explain the importance constitution constitution ICT tools
Zimbabwe of a constitution Provisions of the Researching on the Brailed
outline the provisions of constitution of qualifications for Zimbabwe material
the constitutions of Zimbabwe such as Citizenship and the Bill of Rights Maps
Zimbabwe on citizenship and Bill Talking
Citizenship and Human of Rights books
Rights Sign
language
interpreters
Childrens Describe the Rights of Childrens Rights Researching on the rights of Resource
Rights and Children as enshrined Limitatons on some Children person
Responsibilitie in the Constitution of of the rights Dramatizing on Childrens Brailed
s Zimbabwe Responsibilities material
Outline the limitations Debating on the limitations on Textbooks
on some of the rights some of the childrens rights ICT tools
MP 4
recorders
Talking
books
Sign
language
interpreters
41
42
FORM 3

TOPIC 1: CONCEPTUALISATION OF HISTORY

SUB TOPIC LEARNING OBJECTIVES CONTENT: SUGGESTED LEARNING SUGGESTED

Learners should be able {SKILLS, ACTIVITIES AND NOTES LEARNING
to:- KNOWLEDGE, RESOURCES
ATTITUDES}
Sources of aAnalyse the sources of Archeology Examining artefacts Artefacts
History History Written Studying documents Documents
evidence Simulating oral tradition ICT tools
Oral Tradition Resource person
Brailed materials
Talking books

43
TOPIC 2: DEVELOPMENT OF ZIMBABWEAN SOCIETIES

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
State dDescribe factors leading Formation of the states Discussing factors Textbooks
Fformations: to the formation of the - . Mapungubwe leading to the formation ICT tools
Great states, - Great Zimbabwe State of the states. Resource
Zimbabwe - Mutapa State Explaining the political, person
Mutapa State dDescribe the political, - Rozvi State Economic and Social Brailed
Rozvi State economic and social - Organization of the material
organization of the states. Political, economic, States. MP 4
eExplain factors leading social and religious Debating the factors recorders
to the decline of the organisations. leading to the decline of Talking
states. Reasons for theThe the states. books
decline of the states.
Sign
language
interpreters
Nguni define Mfecane Definition of Mfecane. Explaining Mfecane. Textbooks
MigrationsNgun outline the causes of Causes of Mfecane. Assessing the factors ICT tools
i Incursions: Mfecane Formation of the Zulu leading to the formation Resource
Mfecane, The describe the factors and Ndebele states. of the States. person
Zulu State and Evaluating the Military
leading to the formation of Tshakas military MP 4
the Ndebele the Zulu and Ndebele Reforms introduced by
reforms. recorder
State states. Tshaka in Zululand.
Political, economic and Brailed
explain the military organisationsocializatio Explaining the political, material
reforms introduced by n of the states. economic and social Talking
Tshaka in Zululand. organiszation of the books
44
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
describe the political, Zulu and Ndebele Sign
social and economic States language
organiszation of the Zulu interpreters
and Ndebele states.

TOPIC 3: SLAVERY AND THE SLAVE TRADE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Slave Trade in Describe slavery and Causes of slave trade Explaining the factors Textbooks
AfricaThe East the slave trade in and sSlavery and the that led to slavery and ICT tools
Africa Slave AfricaOutline causes of slave trade in East the slave trade in East Brailed material
trade the slave trade in East Africa. Africa. Costume/regali
Africa. Methods used to obtain Dramatising methods a
explainDescribe the slaves. used in obtaining Maps
methods used in slaves.
Talking books
obtaining slaves from
East Africa. Sign language
interpreters
Impact of Describe the negative Effects of slavery and Explaining the impact of Textbooks
Slavery and the and positive effects of slave trade on the slavery and the slave ICT tools
Slave Trade. slavery and the slave African Continent. trade. Brailed material
trade and slavery trade Effects of slavery and Analysing the effects of Resource
slave trade in Africa slave trade person
MP 4 recorders
45
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Talking books
Sign language
interpreters
Maps
The Abolition iIdentify groups that Groups that advocated Naming groups Textbooks
of Slavery and advocated for the for the abolition of involved in the ICT tools
the tSlave abolition of Slavery and slavery and the slave abolition Brailed material
Traderade the Slave Trade and trade trade and slavery. Documentaries
Slavery Maps
explain the Describe Reasons that led to Explaining the Talking books
the reasons for the abolition reasons that led to
abolition of Slavery and Sign language
abolition of slave
the Slave Trade and interpreters
trade.
slavery.
eExamine challenges Challenges
faced in trying to Discussing the
abolish the slave trade challenges faced in
and slavery. trying to abolish slave
trade and slavery.

TOPIC 4: EARLY EUROPEAN CONTACTS WITH ZIMBABWE: MISSIONARIES AND THE PORTUGUESE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Portuguese gGive reasons for Reasons for Explaining reasons for Textbooks
Activities in Portuguese .penetration Portuguese Portuguese penetration in ICT tools
the Zambezi
46
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Valley in the Zambezi Valley encroachment in the Zambezi Valley. Brailed material
dDescribe Portuguese the Zambezi Valley Discussing Portuguese Maps
activities in the Zambezi Portuguese activities in the Zambezi Talking books
Valley. activities in the Valley. Sign language
Zambezi Valley. Analysing the nature of interpreters
eExplain the relationship Portuguese interactions between
between the Portuguese interactions with Portuguese and Africans.
and the Africans. Africans.
Early iIdentify early missionary Early missionary Listing early missionary Textbooks
Missionary groups and their areas of groups and areas groups and their areas of Brailed material
Activities operations. of operation. operation Maps
describe missionary Missionary Discussing missionary ICT tools
activities. activities. activities. Talking books
explain challenges faced Challenges faced Studying maps showing Sign language
by missionaries. by missionaries. locations of different interpreters
aAnalyse the impact of Impact of missionary sites.
missionary activities missionary Discussing challenges faced
activities by missionaries.
Debating the Impact of
Missionary activities
European iIdentify European European Agents. Naming agents of Textbooks
Agents of agents of Colonisation. colonisation ICT tools
Colonisation aAssess the role played Role played by the Discussing the role played Brailed material
by agents in the Agents by agents of colonisation Talking books
colonisation of Africa. Sign language
interpreters

47
48
 TOPIC 5: COLONISATION OF ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The Scramble lList Countries involved Countries involved in the Identifying the countries Textbooks
and Partition of in the Scramble and Scramble and Partition involved in the Scramble ICT tools
Africa Partition of Africa. of Africa. and Partition of Africa Brailed
dDescribe the causes of Causes of the Scramble Debating the causes of the material
the Scramble and and Partition of Africa Scramble and Partition of Resource
Partition of Africa Africa person
Maps
Talking
books
Sign
language
interpreters
The Berlin sState reasons for Reasons for convening Listing the countries that Textbooks
Conference 1884- convening Countries that the Berlin attended the Berlin ICT tools
1885 the Berlin ConferenceCountries Conference. Brailed
Conferenceattended the that attended the Berlin Discussing the resolutions material
Berlin Conference. Conference. reached at the Berlin Resource
dDescribe the Resolutions reached at Conference. person
resolutions reached at the Berlin Conference. Debating the effects of the Maps
the Berlin Conference. The effects of the Berlin Berlin Conference Talking
eExplain the effects of Conference. books
the Berlin Conference.
Sign
language
interpreters

49
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The Occupation iIdentify countries which Countries involved in the Naming countries involved Brailed
of were involved in the scramble for Zimbabwe. in the Scramble for material
ZimbabweColoni scramble for Zimbabwe. Reasons for the Zimbabwe. Textbooks
sation of dDescribe reasons for Colonisation of Explaining the reasons for ICT tools
Zimbabwe the colonisation of Zimbabwe. the colonisation of Maps
Zimbabwe. Colonisation process: Zimbabwe. Photographs
eExplain the - Treaties and Discussing the colonisation Talking
Colonisation process of Concessions process books
Zimbabwe - Royal Charter
Sign
- BSAC
language
- Invasion/occupation of
interpreters
Zimbabwe.
Anglo-Ndebele oOutline the causes of Causes of the Anglo- explainingDiscussing the Textbooks
War 1893-1894 the Anglo-Ndebele War. Ndebele War. causes of the Anglo- ICT tools
dDescribe the course of Course of the Anglo- Ndebele War. Brailed
the Anglo-Ndebele War. Ndebele War. discussingExplaining the material
aAnalyse the results of Results of the Anglo- course of the Anglo- Maps
the Anglo-Ndebele War Ndebele War. Ndebele war. Talking
Assessing the results of the books
Anglo-Ndebele War. Sign
language
interpreters

First oOutline the causes of Causes of the First Explaining the causes of Textbooks
Chimurenga/ the First Chimurenga/ Chimurenga. the First Chimurenga/ ICT tools
Umvukela 1896- Umvukela 1896-1897. Role of Chiefs and Spirit Umvukela Brailed
1897 eExamine the role Mediums in the First . material
played by chiefs and Chimurenga/Umvukela Assessing the role of Textbooks
spirit mediums in the 1896-1897. Chiefs and Spirit Mediums
50
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
First Chimurenga/ Results of the First in the First Chimurenga/ ICT tools
Umvukela 1896-1897. Chimurenga 1896-1897. Umvukela 1896-1897. Maps
aAssess the results of Evaluating the results of the Talking
the First Chimurenga First Chimurenga/ books
/Umvukela 1896-1897. Umvukela 1896-1897 Sign
language
interpreters
Brailed
material

Photographs

51
 TOPIC 6: COLONIAL ADMINISTRATION IN RHODESIA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Company Rule eExplain the political, Political, economic and Examining the political, Textbooks
economic and social social policies of the economic and social ICT tools
polices under Company BSAC. policies of the BSAC Brailed
Rule. . material
aAnalyse the factors that The reasons for the Discussing the collapse of Maps
led to the collapse of the collapse of Company Company Rule. Talking
Company Rule. Rule. books
Sign
language
interpreters
Responsible oOutline reasons for the Reasons for the Explaining the reasons for Textbooks
Government establishment of the establishment of the the formation of the ICT tools
Responsible Government. Responsible Responsible Government. Brailed
eExplain the policies of the Government. Discussing the policies of material
Responsible Government. Policies of the the Responsible Maps
eExamine the impact of the Responsible Government. Talking
Responsible Government Government. Debating on the impact of books
on indigenous people Impact of the the Responsible Sign
Responsible Governments policies on language
Government policies on the indigenous people. interpreters
Indigenous people.
Federation of identify reasons for Trace reasons for Steps taken Outlining reasons for steps Textbooks
Rhodesia and the steps taken towards the towards the formation of taken towards the formation ICT tools
Nyasaland formation of the Federation. the Federation. of the Federation. Brailed
eExplain the political, Policies and Examining policies and material
economic and social developments duringof developments during the Resource
52
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
policies and developments the Federation. Federal period. person
during the Federation. Reasons for the collapse Evaluating reasons for the Maps
aAssess the reasons for of the Federation. collapse of the Federation. Talking
the collapse of the books
Federation. Sign
language
interpreters

Colonial eExplain the reasons for Reasons for the Discussing reasons for the Textbooks
Administration the declaration of UDI. declaration of UDI. declaration of the UDI. ICT tools
after Unilateral aAnalyse the policies and Policies and Researching on the policies Brailed
Declaration of developments during the development during the and developments during material
Independence UDI. UDI. UDI. Maps
(U.D.I.) aAssess the impact of UDI Impact of UDI policies on Examining the impact of Talking
policies on the indigenous the Indigenous people. UDI policies on the books
people. indigenous people Sign
language
interpreters

53
 TOPIC 7: THE ARMED STRUGGLE IN ZIMBABWE

SUB TOPIC LEARNING CONTENT: {SKILLS, SUGGESTED SUGGESTED

OBJECTIVES KNOWLEDGE, LEARNING ACTIVITIES LEARNING
Learners should be able ATTITUDES} AND NOTES RESOURCES
to:-
Nationalist Movements dDescribe the political Political activities of Discussing political Resource
activities of various various Nationalist activities of Nationalist person
Nationalist Movements Movements in Movements. Brailed
in Zimbabwe. Zimbabwe. Debating on the material
Explain factors leading Factors leading to factors leading to the Textbooks
to the splits in the splits in splits in Nationalist ICT tools
Nationalist Nationalist Movements.
MP 4
Movements. Movements.
recorders
Talking
books
Sign
language
interpreters
The Second identify the main main events of the Describing the main Textbooks
Chimurenga/UmvukelaArme events in the armed armed struggle events of the armed ICT tools
54
SUB TOPIC LEARNING CONTENT: {SKILLS, SUGGESTED SUGGESTED
OBJECTIVES KNOWLEDGE, LEARNING ACTIVITIES LEARNING
Learners should be able ATTITUDES} AND NOTES RESOURCES
to:-
d Struggle struggle Role of collaborators struggle Brailed
dDescribe the role of during the armed Dramatising the role material
war collaborators struggle. placed by war Resource
during the armed Role of chiefs, spirit collaborators. person
struggle. mediums, churches Discussing the role of Talking
oOutline the role of and international chiefs, spirit mediums, books
chiefs, spirit mediums, organisations during churches and Sign
churches and the armed struggle. international language
international Peace talks organisations. interpreters
organisations, . e.g.Internal Assessing the peace
Outline the main Settlement, talks.
events in the armed Lancaster House
struggle. Settlement, Geneva
aAnalyse attempts to talks
bring peaceful
settlement during the
armed strugglesecond
Chimurenga.
Mozambique: liberation Explain the causes of Causes of the armed Analysing the causes Textbooks
struggle and post the armed struggle in struggle. of the armed struggle ICT tools
independence crisis Mozambique. in Mozambique. Brailed
Describe the armed The armed struggle Explaining the material
struggle up to 1975. 1960-1975. methods used by Resource
Examine the Challenges faced by Frelimo in the armed person
challenges faced by Mozambique since struggle. Map
the Mozambican independence. Examining challenges
Government in the faced by Mozambique
post-independence.. since 1975.

55
56
 FORM 4

TOPIC 81: WORLD WARSS AND THE INTER-WAR PERIOD

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
First World War eExplain the causes of Causes of the First Discussing the causes of Textbooks
the First World War. World War. the First World War. ICT tools
dDescribe the main Watching documentaries Brailed
events of the First World Course of the First World on the course of the First material
War. War World War. Talking
eExamine the Analysing the books
consequences of the Results of the First consequences of the First Sign
First World War World War World War language
explain the provisions of Paris Peace Conference Discussing terms of the interpreters
the Paris Peace Impact of the Paris treaties signed Maps
Conference Peace Conference Debating the impact of the
Assess the impact of the Paris Peace Conference.
Paris Peace Conference
on the world.
Rise of European eExplain the cConcept of Concept of Fascism and Discussing features of Pictures
Dictators Fascism and NazismDictatorship. Fascism and
Nazismdictatorship Rise of Dictatorship Nazismdictatorship. Cartoons
. - Mussolini (Italy) Researching on the factors Textbooks
oOutline the Inter war - Hitler (Germany) that led to the rise of the ICT tools
problems that led to the Mussolini and Hitlers Hitler and Mussolini.
Brailed
rise of dictatorship in foreign policies Analyzing Studying pictures
material
Italy and Germany and cartoons depicting
Talking
dDescribe the domestic political, social and
books
and foreign policies of economic policiesroblems
Sign
dictators
language
57
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
interpreters
Maps

e
d
e

Second World
War

Talking
books

e
d manifestations of the
e


Talking
books
Maps

58
 TOPIC 29: SOCIALISM AND COMMUNISM

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The Russian explain the causes of the The causes of the Interpreting cartoons Pictures
Revolution February and the February and October Evaluating the results of the
October 1917. Revolutions in Russia. Russian Revolution. Cartoons
revolutions. Course and results of Assessing Stalins five year Maps
assess the results of the the Russian Revolutions. plans. Talking
Russian Revolutions of Bolshevik rule: books
1917.. - Civil war Sign
evaluate Stalins - New Economic Policy language
domestic policy. Stalins domestic policy interpreters
Maps
ICT Tools

Chinese Identify causes of the
Revolution Chinese revolution
Explain how the
Communists won
support from the
peasants
Evaluate how the
communists dealt with
political, social and
economic problems of
China between 1949 and
1976
Assess the effects of the
Causes of the Chinese Explaining the causes of Textbooks
Revolution Chinese Revolution Maps
Role of peasants in the Discussing economic, Brailed
Chinese Revolution social and political material
Struggle between problems in China from Talking
Communists and 1949 to 1976 books
Nationalists from 1925 to Studying the route of the Sign
1949 Long March language
Developments in China Describing how the interpreters
under Mao Zedong Communists won the Maps
The influence of the support of the peasants ICT Tools
Chinese revolution other Examining Communist
countries polices up to 1976
59
 revolution on other Evaluating the Impact of
countries the Chinese Revolution

FORM 4

TOPIC 1: THE ARMED STRUGGLE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
South Africa Examine the system of Pillars of Apartheid Outlining apartheid policies. Textbooks
since 1948 Apartheid / segregation. system. (Apartheid Describing the methods ICT tools
Explain the methods policies). used to resist apartheid Brailed
60
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
used by Africans to resist African resistance to policies in South Africa. material
apartheid policies in Apartheid policies. Discussing methods Resource
South Africa. Apartheid Regimes employed by the Apartheid person
Assess the methods response to African regime in dealing with
employed by the resistance. opponents.
apartheid regime in Destabilisation policy. Assessing social, political
dealing with opponents. Post-Apartheid South and economic developments
Explain social, political African politics, in South Africa.
and economic economic and social
developments in South development.
Africa since 1994.
TOPIC

TOPIC 32: POST-INDEPENDENCE DEVELOPMENTS IN ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Social, Political Outline the economic, Economic, Political and Evaluating the social, Textbooks
and Economic political and social social developments economic and political ICT tools
Policies since developments since since 1990. developments since 1990. Brailed
1990 1990. The land issue. Assessing the land reform material
61
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Examine the economic, Gender equity, equality program. Resource
political and social and human rights Researching on measures person
developments since issues. taken since independence Maps
1990. Foreign policy: to promote gender equity Talking books
- Look East Policy and equality and Sign language
- Peace making and indigenisation of the interpreters
peace keeping economy.
Maps
missions.
Land Reform and describe the reasons for Reasons for the Land Explaining Land Reform Textbooks
Indigenisation Land Reform Reform Programme and Indigenisation Map
programme Role of the Constitution Discussing reasons for the Brailed
evaluate the role of the of Zimbabwe in the Land Reform Programme material
Constitution of redistribution of land Touring Resettlement areas Documentarie
Zimbabwe in the Indigenisation policies Debating Indigenisation s
redistribution of land Reaction of the policies in Zimbabwe Maps
describe indigenisation Western countries to Talking books
policies in Zimbabwe the Land Reform Sign language
Programmes interpreters
Maps

62


63
 TOPIC 44: INTERNATIONAL CO-OPERATION

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
The League of dDescribe the aims of Aims and Structure Discussing the aims of the Textbooks
Nations the League of Nations. League of Nations. ICT tools
oOutline the functions of Functions of the Drawing a diagram showing Brailed
the organs of the League Organs of the League the structure of the League of material
of Nations. of Nations. Nations Resource
eEvaluate the work of The work of the Debating on the achievements person
the League up to 1939. League up to 1939. and failures of the League of Maps
eExplain the reasons for Reasons for the Nations. Talking
the collapse of the Collapse of the Examining the reasons for the books
League of Nations. League of Nations collapse of the League of Sign
Nations language
interpreters
Maps

United Nations dDescribe the formation Formation and aims of Researching on the formation Textbooks
and aims of the United the UN. and aims of the UN. ICT tools
Nations. Structure of UN. Drawing a diagram showing Brailed

64
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
oOutline the structure of the structure of the UN. material
the UN. Work of the United Debating on the effectiveness Resource
aAssess the Nations of organs of the UN. person
effectiveness of the Discussing the role of the UN Organogram
organs of the United Role of UN in in promoting human rights. of the UN
Nations. promoting Human Talking
eExamine the role of the Rights issues. books
United Nations in the Sign
promotion and protection language
of human rights. interpreters
Maps

Zimbabwe and Describe Zimbabwes Zimbabwes relations Discussing Zimbabwes Textbooks

the International relationship with China with China and the relations with China and the ICT tools
Community and the EU. EU: EU. Resource
(Foreign Policy) Outline reasons for the - Zimbabwe under Explaining the reasons for person
since adoption of the Look sanctions. adoption of the Look East Brailed
Independence East Policy Reasons for adopting Policy material
the Look East Policy Talking
books
Sign
language
interpreters
Maps

65
 TOPIC 5: SOCIALISM AND COMMUNISM

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Chinese Identify causes of the Causes of the Explaining the causes of Textbooks
Revolution Chinese revolution Chinese Revolution. Chinese Revolution. Map
Explain how the Role of peasants in Discussing economic, social Brailed
Communists won the Chinese and political problems in material
support from the Revolution. China from 1949 to 1976.
peasants. Studying the route of the Long
Evaluate how the Struggle between March.
communists dealt with Communists and Describing how the
political, social and Nationalists from 1925 Communists won the support
economic problems of to 1949. of the peasants.
China between 1949 and Developments in Examining Communist polices
1976. China under Mao up to 1976.
Assess the effects of the Zedong. Evaluating the Impact of
revolution on other The influence of Communism.
countries Communism on other
countries.

TOPIC 65: THE CONSTITUTION OF ZIMBABWE, DEMOCRACY AND HUMAN RIGHTS

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED

Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
Democracy dDescribe the principles Principles of Democracy Identifying democratic Textbooks
of Democracy Types of democracy principles. ICT tools
outlineExplain the Discussing the types of Brailed
66
SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED
Learners should be able KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
to:- ATTITUDES} RESOURCES
different types of Democracy. material
Democracy Democracy in Zimbabwe Debating on how Resource
eExplain how democracy democracy is practiced in person
is practiced in Zimbabwe Zimbabwe. MP 4
recorders
Talking
books
Sign
language
interpreters
Human Rights Outline Human Rights Human Rights enshrined Discussing Human Rights Textbooks
enshrined in Universal in the UDHR. enshrined in the UDHR. ICT tools
Declaration of Human Brailed
Rights (UDHR) Human Rights enshrined Researching on Human material
Describe the Human in the Constitution of Rights as enshrined in the Resource
Rights prescribed by the Zimbabwe. Constitution of Zimbabwe. person
Constitution of Talking
Zimbabwe. books
Explain the importance The Importance of Dramatiszing the Sign
of Human Rights. Human Rights importance of Human language
Rights interpreters

8.0 ASSESSMENT

67
The syllabus intends to provide forms one to four learners with the means by which they will develop an objective view of the History of Zimbabwe
and the rest of the world. This syllabus scheme of assessment focuses on the principles of continuity, inclusivity, relevance, respect
(Ubuntu/unhu/vumunhu), gender sensitivity and develop mental studies.

8.1 ASSESSMENT OBJECTIVES

By the end of the Form 1 - 4 Secondary Level, learners should be able to:

recall historical events in their context.

identify major developments in the history of Zimbabwe from pre-colonial to post-colonial period.
describe human activities and beliefs and their effects on resources, environment and other people.
analyse historical developmentspolicies, trends and events in the history of Zimbabwe and the rest of the world.
analyse, interpret and evaluate historical evidence, points of view, opinions and value judgments and detect bias.
empathise with the past and interpret events and make decisions on a particular period in light of the information and conditions prevailing
at that time.
applydemonstrate ICT skills in research projects.
explain concepts and issues that relate to history, population, gender, democracy and human rights in a relevant and coherent manner.

8.2 SCHEME OF ASSESSMENT

Thise learning area will be assessed continuously from Forms 1 - 4 through coursework and a final examination which will consist of two
papers. Learners will be assessed in the following areas:

8.2.1 Course work

8.2.1 Practical Skills

Critical thinking skills
Problem solving skills

68
 Leadership skills,
Communication and team building skills.
Technological skills.
Originality and creativity,
Collaboration skills
Management skills
Business skills,
Research skills,
Analytical skills
Writing skills

8.2.2Theory
8.2.2.1 Writing assignments
8.2.2.2 Writing exercises and tests
Projects

69
 8.2.2

ASSESSMENT MODEL

Assessment of learner performance in History 100%

Summative assessment
Continuous assessment

Profiling Assignments Tests Projects

History Structured 1
Questions 35%

Profile Continuous Assessment

Mark= 30% Examination
Mark= 70%
70
FINAL MARK
HISTORY 100%
 8.2.3 Examinations
Title Duration Marks Weighting
History
(%) Structured 2
Paper 1: History of Zimbabwe One source-based question on African
35%
History and 21 structured questions to answer any four questions. 2 hours 100 35%

Paper 2: Regional and Structured international questions affairs

Candidates to answer any four questionsInternational History 2 hours 100 35%

Continuous assessment 100 30%

Total for paper 1 and 2 + continuous assessment 300 100%

8.2.4 SPECIFICATION GRID

The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
Exit Profile
Paper Type of paper Marks Weighting Duration
1 Structured questions 80 35 2 hours
2 Structured questions 80 35 2 hours
3 Continuous assessment 40 30 126 terms

71
PAPER DESCRIPTION
Paper 1 has 22 structured questions out of which a leaner is required to answer any four . Each question carries 25 marks. This component has
one source-based question and 21 structured questions which are based on the historical periods of Zimbabwe. (Conceptualisation of History,
pre-colonial to colonial Zimbabwe, from independence to post-independent Zimbabwe ).

Paper 2
It comprises of 15 structured questions of which a learner is required to answer any four. Each question carries 25 marks. This component has 15
structured questions which are based on regional and international history.affairs and ideologies of socialism and communism.

Continuous assessment will comprise theory and practical tests, practical projects and theory exercises as illustrated below.

Terms 1 2 3 4 5 6 7 8 9 10 11 12 Marks Weight

Theory Test 1 1 1 1 1 1 1 1 1 1 1 1 30 5%
Practical 1 1 40 20%
Project
Assignments 1 1 1 1 1 1 1 1 1 1 1 1 30 5%
Total 100 30%

Terms 1 2 3 4 5 6 Marks Weight

Theory Test 2 2 2 2 2 2 30 5%
Practical project 1 1 1 40 20%
Theory Exercises 2 2 2 2 2 2 30 5%
Total 100 30%

72
History will be assessed using continuous and summative assessment.

Form of assessment Weighting

Continuous 30%
Summative 70%

Total 100%

Continuous Assessment
Level Assessment task Frequency Weighting
Form 1 Assignment Practical Project 1 per termper 5%
two years

Theory test 12 per term

Form 2 Written Practical Project continued 5%
from Form 11
per term
Theory test

21 per term
Form 3 Practical Assignment 1 per term 10%
Theory test 12 per term
Form 4 Theory tests 12 per term 10%

Continued
Written Research project (continued from Form 3) from Form 3
Total 30%

73
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to
continuous assessment tasks.

SPECIFICATION GRID

Paper 1: History of Zimbabwe

Conceptualisation of Development of Early European Colonisation of The Armed struggle Post-

history Zimbabwean Contacts with Zimbabwe in Zimbabwe Independence
Societies Zimbabwe: developments in
Zimbabwe
Missionaries and Colonial
the Portuguese Administration in The Constitution
Rhodesia of Zimbabwe,
Democracy and
Human Rights

5% 10% 10% 25% 25% 25%

Paper 2: Regional and International History

Slavery and the Slave World Wars and the Inter- Regional and International Socialism and Post-
Trade war period Co-operation Communism Independence
developments in
Zimbabwe

74
 5% 45% 20% 10% 20%

Paper Conceptualiza Pre- Independence to World wars Socialism

tion of history colonial to post and and
colonial independence in International communism
Zimbabwe Zimbabwe cooperation ideologies
1 15% 40% 45%
2 25% 45% 30%

History will be assessed using continuous and summative assessment

Form of assessment Weighting
Continuous 30%
Summative 70%
Total 100%

Specification Grid

Skill Paper 1/2

Knowledge and understanding 20

75
Comprehension 20

Application and analysis 30

Synthesis and evaluation 20

Practical skills 10

Total 100

76