History F5-6 MoPSE 2024

MINISTRY OF PRIMARY AND SECONDARY

EDUCATION

HISTORY SYLLABUS
FORMS 5 – 6

2024-2030

Curriculum Development Unit

P O Box MP 133 ALL RIGHTS RESERVED
Mount Pleasant
Harare REVISED 2024©

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History F5-6 MoPSE 2024

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

• Zimbabwe School Examinations Council (ZIMSEC)
• United Nations Scientific and Cultural Organisation (UNESCO)
• United Nations Children’s Emergency Fund (UNICEF)
• Ministry of Higher and Tertiary Education, Innovation Science and Technology Development
(MoTEISTD)

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History F5-6 MoPSE 2024

CONTENTS
ACKNOWLEDGEMENTS .................................................................................................................................. 2
1.0 PREAMBLE ............................................................................................................................................... 4
1.1 INTRODUCTION ...................................................................................................................................... 4
1.2 RATIONALE .............................................................................................................................................. 4
1.3 SUMMARY OF CONTENT ..................................................................................................................... 4
1.4 ASSUMPTIONS ....................................................................................................................................... 4
1.5 CROSS CUTTING THEMES .................................................................................................................. 5
2.0 PRESENTATION OF SYLLABUS ......................................................................................................... 5
3.0 AIMS ........................................................................................................................................................... 5
4.0 SYLLABUS OBJECTIVES ...................................................................................................................... 5
5.0 METHODOLOGY ..................................................................................................................................... 5
TIME ALLOCATION............................................................................................................................................ 6
6.0 TOPICS...................................................................................................................................................... 6
7.0 SCOPE AND SEQUENCE .......................................................................................................................... 7
8.0 COMPETENCY MATRIX ............................................................................................................................ 9
9.0 ASSESSMENT............................................................................................................................................ 28

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History F5-6 MoPSE 2024

1.0 PREAMBLE

1.1 Introduction

The Heritage-based History syllabus covers the last two years of secondary education (Forms 5 and
6). It builds on the Forms 1 to 4 History syllabus by continuing with the earlier themes in greater detail.
The syllabus also introduces new themes in the study of the History of Zimbabwe and the wider world.
In order to safeguard Zimbabwe’s important national heritage and enable learners to participate
effectively in the local and international community, it is crucial for learners studying History to acquire
skills and knowledge for a deeper understanding of how societies develop socially, economically and
politically and the way they relate to each other. The syllabus is designed for learners from diverse
backgrounds and deals with socio-economic as well as political status of both men and women from
the Stone Age era to the present. It seeks to promote Ubuntu/Unhu/Vumunhu (societal norms and
values), instill patriotism and celebrate diversity which are critical for nation-building and responsible
citizenship.

1.2 Rationale
The learning area provides learners with deep understanding and critical analysis of political, social
and economic developments of societies in Zimbabwe, Africa and the wider world. In addition, the
syllabus promotes in learners the importance of protecting the territorial integrity and sovereignty of
Zimbabwe and African states as well as the need for a harmonious relationship with the rapidly
evolving international community. The study of History seeks to produce a learner who is pro-active,
productive and adds value to the community. The learner will be equipped with important life skills
such as conflict resolution, business creativity, vocational and analytical skills. The methodologies
employed in this syllabus are inclusive and learner-centred. This learning area seeks to inculcate in
learners values and norms such as responsible citizenship, Ubuntu/Unhu/Vumunhu and patriotism.

1.3 Summary of content

This syllabus covers historical developments in Zimbabwe, sub-Saharan Africa and the wider world.
The learning area enables learners to draw lessons from the evolving international relations. It ensures
sustenance of nationalism and patriotism through an appreciation of Zimbabwe and other countries’
struggles for political, social and economic emancipation. The content should enable learners to
acquire competences, namely; knowledge, skills, values and attitudes.

1.4 Assumptions

It is assumed that learners:

• have knowledge of the dynamics in history

• have communication skills
• are aware of the different developmental stages that Zimbabwean societies have passed
through
• are aware of the importance of regional and international relations
• have knowledge of causes, events and impact of wars
• are aware of different modes of production from communalism to socialism
• have acquired leadership, self-management, research, problem solving and
technological skills
• are aware of human rights and responsibilities
• have general knowledge of heritage studies
• have engaged in project work, co-operative work and self-assessment activities
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History F5-6 MoPSE 2024

1.5 Cross cutting themes

• Gender Equality
• Business Enterprise Skills
• Children’s Rights and Responsibilities
• Environmental Management
• Health and well-being
• ICT
• Disaster Risk Management
• Climate Change

2.0 PRESENTATION OF SYLLABUS

The History Syllabus is presented as a single document which covers Forms 5 and 6. It contains the
preamble, aims, objectives, aims, objectives, methodology, scope and sequence and competency
matrix.

3.0 AIMS

The syllabus seeks to:

• sustain interest in the study of History by promoting an understanding of national, regional

and international historical events
• inculcate appropriate skills and tools of analysing historical transformations of societies
• develop an understanding of the impact of colonisation on African nations
• conscientise learners on demography, democracy, human rights and responsibilities
• nurture skills consistent with Ubuntu/Unhu/Vumunhu for nation building
• develop literacy and desirable numeracy skills including practical competences necessary
for life

4.0 SYLLABUS OBJECTIVES

By the end of Form 6 learners should be able to:

• interpret historical evidence

• analyse historical events in their context
• demonstrate appropriate skills and tools for historical analysis
• assess the impact of colonisation on African nations
• participate in national events as demonstration of patriotism
• examine population dynamics, gender, democracy and human rights and responsibilities in
History
• apply ICT skills in the study of History
• demonstrate the concept of Unhu/Ubuntu/Vumunhu in nation building
• exhibit literacy and desirable numeracy skills including practical competences through
project work, exhibitions, festivals, planning and organising seminars and symposiums

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology

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

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History F5-6 MoPSE 2024

• Research
• Debate
• Symposium
• Seminar
• Exhibition
• Survey
• Media
• Documentaries and films
• Realia
• Modelling
• Case studies
• Group discussions
• Projects
• Educational tours
• Use of resource persons
• E-learning
• Work-related learning
• Folktales
• Drama, songs and poetry
• Role play
• Imitation or Simulation
• Games and Quizzes

5.2 Time allocation

For the successful and effective coverage of this syllabus, 10 periods of 35 minutes should be allocated
per week. Learners should go on educational tours twice a year and two weeks of continuous work-
related learning at Forms 5 and 6. They should also participate in at least one exhibition or festival and
one skills-based seminar per year.

6.0 TOPICS
6.1 Sources of History
6.2 Development of pre-colonial societies and states
6.3 Early Foreign contacts with Zimbabwe
6.4 Transition from Slave Trade to Legitimate Trade
6.5 Imperialism in Africa
6.6 Colonisation of Zimbabwe and Primary Resistance
6.7 First Chimurenga/Umvukela
6.8 Colonial Administration in Zimbabwe
6.9 Primary Resistance Movements and Armed Struggles in other African countries
6.10 Second Chimurenga / Umvukela in Zimbabwe
6.11 Post-Independence Developments in Zimbabwe (1980-2000)
6.12 Indigenisation, Land Reform and Empowerment in Zimbabwe
6.13 The Constitution of Zimbabwe
6.14 The French Revolution and the Napoleonic Era
6.15 Nationalism in Europe
6.16 The First World War and Peace Settlements
6.17 Fascism and the Second World War
6.18 The Communist Revolutions
6.19 Regional and International Relations

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7.0 SCOPE AND SEQUENCE

TOPIC FORM 5 FORM 6

Sources of History • Types of sources
• Interpretation of sources
Development of pre-colonial societies and • Pre-colonial societies (San and Khoi-Khoi) Internal
states organisation
• Indigenous knowledge systems
• Bantu migrations
• Impact of the Bantu migrations
• Origins of states
• Internal organisation of states
• Decline of various pre-colonial states
Early Foreign contacts with Zimbabwe • Individuals and groups
• States
Transition from Slave Trade to Legitimate Trade • Abolition of Slave Trade
• Transition to Legitimate Trade
Imperialism in Africa • Scramble and Partition of Africa
Colonisation of Zimbabwe and Primary • The Occupation of Zimbabwe
Resistance • Anglo-Ndebele War

First Chimurenga/Umvukela 1 • Causes, Course and Results of the First

Chimurenga/Umvukela
Colonial Administration in Zimbabwe • Colonial rule
Primary Resistance Movements and Armed • Initial primary resistance in Ethiopia (Menelik II)
Struggles in other African countries • Post pacification resistance in Tanzania (Maji Maji
Uprising
• Armed struggle in Mozambique
Second Chimurenga/Umvukela • Rise of African Nationalism
• The Armed struggle
• Lancaster House Conference
Post-Independence Developments in Zimbabwe • Political Developments
(1980-2000) • Social Developments

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TOPIC FORM 5 FORM 6

• Economic Developments
• Foreign Policy
Indigenisation, Land Reform and Empowerment • Indigenisation, Empowerment and enterprise skills
in Zimbabwe • Land reform: theory and practice after 1980
• Protection of intellectual property
The Constitution of Zimbabwe • Human rights and
responsibilities
• Democracy in Zimbabwe
The French Revolution and the Napoleonic Era • The French Revolution
• Napoleonic era
Nationalism in Europe • The Vienna Settlement and
Congress System
• The Restored Bourbons in
France
• Unification in Germany and
Italy
The First World War and Peace Settlements • The First World War
• Peace Settlements and the
League of Nations
Fascism and the Second World War • Fascism
• Second World War
The Communist Revolutions • Russian (1905-1945) and
Chinese (1900-1976)
Revolutions
Regional and International Relations • Regional and International
organisations

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8.0 COMPETENCY MATRIX

FORM 5
TOPIC 1: SOURCES OF HISTORY

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (knowledge, skills, values and ACTIVITIES AND NOTES LEARNING
to: attitudes) RESOURCES
Sources of • identify sources of • Sources of history such as; • Discussing the sources of history • Artefacts
History history - Written evidence • Analysing the sources of history • ICT tools
• explain these sources of - Archaeology • Undertaking educational tours • MP4 Recorders
history - Oral traditions / oral history • Debating the strength and • Brailed material
• examine the sources of - Visual sources weaknesses of each source • Resources persons
history • Advantages and • Talking books
disadvantages of these • Sign Language
sources Interpreters
Interpretation • Evaluate the contribution • Contribution of various • Assessing the contribution of • Artefacts
of sources of various sources in sources to the study of history sources in recovering pre-colonial • ICT tools
recovering pre-colonial history • MP4 Recorders
history • Undertaking projects on the • Brailed material
contribution of sources • Resources persons

TOPIC 2: DEVELOPMENT OF PRE-COLONIAL SOCIETIES AND STATES

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
Pre-colonial • explain the internal • San and Khoi-Khoi internal • Discussing the internal • Artefacts
societies (San organisation of these organization organisation of the San and • ICT tools
and Khoi-Khoi) societies Khoi-Khoi • MP4 Recorders
Internal • Touring Stone Age historical • Brailed material
organisation sites • Resource persons

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SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
• Role playing San activities • Talking books
• Watching documentaries on the • Sign Language
San and Khoi-Khoi Interpreters
Indigenous • examine the impact of • Impact of knowledge • Undertaking a project on the San • Artefacts
knowledge San and Khoi-Khoi’s systems such as; and Khoi-Khoi’s indigenous • ICT tools
systems indigenous knowledge - Medicine knowledge systems • MP4 Recorders
systems on present - Paint • Analysing the impact of the San • Brailed material
societies - Poison and Khoi-Khoi’s indigenous • Resources persons
- Hunting methods knowledge systems on present • Talking books
societies • Sign Language
Interpreters
Bantu • trace the origins of the • Origins of the Bantu • Outlining the origins of the Bantu • Brailed material and
migrations Bantu • Theories of the Bantu migrations equipment
• explain theories of the migrations • Discussing the theories of the • ICT
Bantu migrations • Causes of Bantu migrations origins of the Bantu migrations • Maps
• analyse the causes of the • Debating the causes of the • Pictures
Bantu migrations Bantu migrations
Impact of the • evaluate the impact of • Impact of Bantu migrations • Undertaking research on the • Maps
Bantu Bantu migrations on pre- impact of the Bantu migrations • ICT
migrations colonial societies in
Southern Africa
Origins of • examine the origins of • Origins of pre-colonial • Debating the origins of pre- • Brailed material and
states pre-colonial states in Sub- states such as: colonial states equipment
Saharan Africa - Mapungubwe • Discussing theories on origins of • ICT
• explain the theories of the - Great Zimbabwe pre-colonial states • Maps
origins of pre-colonial - Mutapa • Debating the controversies • Talking books
states - Rozvi surrounding the origins of Great • Sign Language
• analyse the controversies - Torwa Zimbabwe, Mutapa and Rozvi Interpreters
surrounding the origins - Zulu states
and construction of Great - Ndebele
Zimbabwe - Gaza
- Mandinka

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SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
• Theories on the origins e.g
Great Zimbabwe, Mutapa,
Rozvi
Internal • outline the internal • Internal organisation such • Explaining the internal • Brailed material and
organisation organisation of pre- as; organisation of pre-colonial equipment
colonial states - Political states • ICT
• analyse the contribution of - Economic • Debating on factors that led to • Maps
internal organisation to - Social the development and expansion • Talking books
the development and of states • Sign Language
expansion of states Interpreters
Decline • examine factors that led to • Factors leading to the • Explaining factors that led to the • Brailed material and
the decline of states demise / fall of states demise of states equipment
• compare the impact of • Internal and external • Debating the impact of internal • ICT
internal and external factors that led to the and external factors in the • Maps
factors to the decline of decline of states decline • Talking books
states • Sign
• Language Interpreters

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TOPIC 3: EARLY FOREIGN CONTACTS WITH ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Individuals • identify groups that had • Individuals and groups that had • Naming individuals and groups • ICT tools
and groups early contacts with contact with Zimbabwean that had early contact with the • MP4 Recorders
Zimbabwean societies societies such as; Zimbabwean societies • Brailed material
• outline the activities of - Traders • Discussing the activities of • Archival material
these individuals and - Missionaries these groups • Talking books
groups - Hunters • Debating the impact they had • Sign Language
• assess the impact they - Concession seekers on Zimbabwean societies Interpreters
had on Zimbabwean - explorers
societies • Activities of these groups
• Impact on Zimbabwean societies
States • identify states that had • States that had contact with • Listing the states that had • ICT tools
early contact with Zimbabwe such as; contact with Zimbabwean • MP4 Recorders
Zimbabwean societies - Persia societies • Brailed material
• examine the nature of - China • Researching on the nature of • Archival material
their activities - India their activities • Talking books
• evaluate the impact of - Portugal • Assessing the impact of their • Sign Language
their activities on - Germany activities on Zimbabwean Interpreters
Zimbabwean societies - Britain societies • Maps
- Arabia
- Transvaal
- Orange Free State
• Nature of activities
• Impact of their activities

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TOPIC 4: TRANSITION FROM SLAVE TRADE TO LEGITIMATE TRADE

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Abolition of • explain the abolition of • Abolition of Slave Trade • Discussing reasons for the • Maps
Slave Trade Slave Trade • Process of abolition abolition of Slave Trade • Songs
• analyse the process leading • Impact of abolition of Slave • Researching on the process • Films and
to the abolition of Slave Trade of abolition documentaries
Trade • Debating on the impact of • ICT tools
• examine the impact of the abolition • Resource persons
abolition of Slave Trade on • Models of slave
Africa equipment
• Talking books
• Sign Language
Interpreters
Transition to • outline reasons for the • Reasons for transition • Explaining the transition to • Maps
Legitimate transition to legitimate trade • States that switched to legitimate trade • ICT tools
Trade • identify states that legitimate trade and states • Listing states that successfully • Songs
successfully switched to that failed in East and West switched to legitimate trade • Drama
legitimate trade and those Africa and those that failed • Documentaries
that failed • Impact of the transition from • Debating the impact of the • Talking books
• assess the impact of the Slave trade to legitimate transition on African societies • Sign Language
transition from Slave trade trade such as; Interpreters
to legitimate trade on - development of cities and
African societies towns
- emergence of powerful
states like Opobo

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TOPIC 5: IMPERIALISM IN AFRICA

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Scramble and • explain the causes of the • Causes of the scramble • Discussing the causes • ICT tools
Partition of Scramble for Africa • Process of the partition of • Simulating the partition of • Documentaries
Africa • analyse the process of the Africa Africa • Talking Books
partition of Africa • Terms of the Berlin Colonial • Explaining the terms of the • Songs
• examine the terms of the Conference Berlin Colonial Conference • Drama
Berlin Colonial Conference • Effects of the partition of Africa • Analysing the effects of the • Maps
• assess the effects of the on both Africa and Europe Scramble and Partition of • Sign Language
partition of Africa on both Africa Interpreters
Africa and Europe • Dramatising the Scramble
and Partition of Africa

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TOPIC 6: COLONISATION OF ZIMBABWE AND PRIMARY RESISTANCE

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES LEARNING
attitudes) RESOURCES
The Occupation • examine the reasons for the • Reasons for the colonisation • Analysing the reasons for • Resource person
of Zimbabwe colonisation of Zimbabwe • Steps taken colonisation of Zimbabwe • ICT tools
• analyse the steps taken to - Treaties and Concessions • Researching on the steps • Documentaries
occupy Zimbabwe up to - Royal Charter taken to occupy Zimbabwe up • Talking Books
1890 - Pioneer Column to 1890 • Songs
• Role playing the granting of • Drama
the Royal Charter • Maps
• Simulating the hoisting of the • Copies of treaties
Union Jack, grabbing of land • Sign Language
and displacement of Interpreters
indigenous people • Brailed material and
• Designing a project on equipment
expropriation of resources
• Visiting archives and
museums
• Researching on the role
played by Chaminuka in
conscientising the society on
the coming of the whites
Anglo-Ndebele • examine the causes of • Causes of the Anglo-Ndebele • Discussing the causes of • Resource persons
War (1893-4) Anglo-Ndebele war war Anglo-Ndebele war • ICT tools
• assess the events of the • Events of the Anglo-Ndebele • Dramatising the Anglo- • Documentaries
Anglo-Ndebele war war Ndebele war • Talking Books
• analyse the results of the • Results of the Anglo-Ndebele • Assessing the results of the • Songs
Anglo-Ndebele war war Anglo-Ndebele war • Drama
• Visiting historical battle sites • Maps
• Sign Language
Interpreters

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TOPIC 7: FIRST CHIMURENGA / UMVUKELA

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to: (knowledge, skills, values NOTES LEARNING
and attitudes) RESOURCES
Causes, Course • explain the causes of the • Causes of the First • Discussing the causes of the First • Brailed material
and Results of First Chimurenga / Chimurenga / Umvukela Chimurenga / Umvukela and equipment
the First Umvukela • Main events • Role playing the main events of the First • MP4 Recorders
Chimurenga / • analyse the main events • Impact of the First Chimurenga / Umvukela • Talking books
Umvukela of the First Chimurenga / Chimurenga / Umvukela • Analysing the impact of the First • ICT tools
Umvukela • Role played by spirit Chimurenga / Umvukela • Documentaries
• assess the impact of the mediums, heroes and • Touring heroes’ acres and battle sites, • Songs
First Chimurenga / heroins in the First prisons, detention and restriction camps • Films
Umvukela Chimurenga / Umvukela • Carry out a project on lessons learnt from • Resource person
• examine the role played • Reasons for African the First Chimurenga/Umvukela • Sign Language
by spirit mediums in the defeat in the First • Singing the national anthem Interpreters
First Chimurenga/ Chimurenga/Umvukela • Reciting the national pledge • Maps
Umvukela • Interviewing former freedom fighters, • Photographs
• Asses the reasons for detainees, collaborators and restrictees
African defeat in the First • Participating in national events to promote
Chimurenga a sense of patriotism and national pride
• Researching on the role played by spirit
mediums

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TOPIC 8: COLONIAL ADMINISTRATION IN RHODESIA

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to: (knowledge, skills, values and NOTES LEARNING
attitudes) RESOURCES
Colonial Rule • explain the nature of • Colonial legislation • Discussing the nature of Colonial • Songs
Colonial Administration in • Nature of Colonial Administration • Films and
Rhodesia Administration • Debating the impact of Colonial documentaries
• assess the impact of - Company Rule (1890- Administration • ICT tools
Colonial Administration in 1923) • Undertaking a tour to museums and • Resource persons
Rhodesia - Settler Rule (1923-79) National Archives of Zimbabwe • Sign Language
• Impact of Colonial Interpreters
Administration • Brailed material
and equipment

TOPIC 9: Primary Resistance Movements and Armed Struggles in other African countries

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able (knowledge, skills, values and NOTES LEARNING
to: attitudes) RESOURCES
Initial Primary • assess the causes and • Resistance in Ethiopia • Discussing the causes and nature of initial • MP4 Recorders
Resistance in nature of the initial - Causes primary resistance in Ethiopia • Talking books
Ethiopia primary resistance - Nature • Analysing results of initial primary • ICT tools
(Menelik II) • examine the results of - Results resistance • Sign Language
initial primary Interpreters
resistance in Ethiopia • Brailed material
and equipment
• Maps

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SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able (knowledge, skills, values and NOTES LEARNING
to: attitudes) RESOURCES
Post • explain the causes, • Maji-Maji Uprising in • Discussing the causes, course and results • MP4 Recorders
Pacification course and results of Tanzania • Debating the effectiveness of methods • Talking books
Resistance in the Maji-Maji Uprising - Causes used in resisting colonial domination • ICT tools
Tanzania (Maji- • assess the - Course • Sign Language
Maji Uprising) effectiveness of - results Interpreters
methods employed by • effectiveness of methods • Brailed material
Maji-Maji used by the Maji-Maji and equipment
• Maps
Armed Struggle • analyse the causes, • Armed struggle in • Discussing the causes, course and results • MP4 Recorders
in Mozambique course and results of Mozambique • Debating the contribution of foreign states • Talking books
the armed struggle in - Causes in the Mozambican liberation struggle • ICT tools
Mozambique - Course • Resource person
• examine the - Results • Sign Language
contribution of foreign • Contribution of foreign states Interpreters
states in Mozambique’s • Brailed material
armed struggle and equipment
• Maps

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TOPIC 10: SECOND CHIMURENGA / UMVUKELA

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to: (knowledge, skills, values NOTES LEARNING
and attitudes) RESOURCES
Rise of African • Discussing the nature of early African • Brailed material
Nationalism • assess the nature of early • Nature of early nationalist organisations and equipment
African nationalist African nationalist • Researching on the transition from Trade- • MP4 Recorders
organisations organisations Unionism to mass nationalism • Talking books
• analyse the transition from between upto 1957 • Interviewing resource persons • ICT tools
Trade-Unionism to Mass • Transition from • Documentaries
Nationalism Trade-Unionism to • Songs
• explain the formation of Mass Nationalism • Films
nationalist political parties • Nationalist Political • Resource person
Parties • Sign Language
• Maps
• Photographs

• explain the causes of the • Causes of the Second • Discussing the causes of the Second • Brailed material
Second Chimurenga / Umvukela Chimurenga / Umvukela and equipment
Armed Struggle Chimurenga/Umvukela • Attempts to end the war • Role playing the main events of the Second • MP4 Recorders
• analyse the main political by peaceful means Chimurenga / Umvukela • Talking books
and military developments • Main battles fought • Analysing the impact of the Second • ICT tools
in the Second • Impact of the Second Chimurenga / Umvukela • Documentaries
Chimurenga / Umvukela Chimurenga / Umvukela • Touring heroes’ acres and battle sites, • Songs
• assess the impact of the • Role played by spirit prisons, detention and restriction camps • Films
Second Chimurenga / mediums in the Second • Carry out a project on lessons learnt from • Resource person
Umvukela Chimurenga / Umvukela the Second Chimurenga/Umvukela • Sign Language
• examine the role played • Singing the national anthem Interpreters
by spirit mediums in the • Reciting the national pledge • Maps
Second Chimurenga / • Interviewing former freedom fighters, • Photographs
Umvukela detainees, collaborators and restrictees
• Participating in national events to promote
a sense of patriotism and national pride

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SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to: (knowledge, skills, values NOTES LEARNING
and attitudes) RESOURCES
• Researching on the role played by spirit
mediums

Lancaster • explain the reasons • Reasons for convening • Discussing the reasons behind
House behind the the Lancaster House convening the conference
Conference convening of the Conference • Debating the advantages and
Lancaster House • Impact of the Lancaster disadvantages of the Lancaster House
Conference House Settlement Settlement
• assess the key
provisions of the
Lancaster House
Settlement

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TOPIC 11: POST-INDEPENDENCE DEVELOPMENTS IN ZIMBABWE (1980-2000)

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Political • examine the composition • Composition of the 1980 • Researching on the • MP4 Recorders
Developments of the 1980 Government Government of National Unity composition and effectiveness • Talking books
of National Unity • The impact of the reconciliation of the Government of National • ICT tools
• analyse the policy of policy Unity • Resource person
reconciliation • External interference such as • Debating on the impact of the • Brailed material and
• explain the political Apartheid South Africa policy of reconciliation equipment
challenges faced by the • Unity Accord (1987) • Discussing the political • Sign Language
Government of National challenges faced by the Interpreters
Unity Government of National Unity • Photographs
• Simulating the 1987 Unity • Documents
Accord talks • Documentaries

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SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)

Economic • explain government • Government economic • Examining governments • MP4 Recorders

Developments economic blueprints blueprints such as Growth economic blueprints • Talking books
• analyse government with Equity, Transitional • Discussing government • ICT tools
economic achievements National Development Plan, economic achievements • Resource person
• examine the economic Five Year Plan • Assessing economic • Brailed material and
challenges faced by • Economic Achievements challenges faced by the equipment
government • Challenges faced by the government • Sign Language
government such as Interpreters
balance of payment deficit, • Photographs
external interference • Documents
Documentaries

22
History F5-6 MoPSE 2024

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Social • examine key social • Key social developments- • Comparing social • MP4 Recorders
Developments developments after - Education developments before and • Talking books
1980 - Health after independence • ICT tools
- Human rights • Researching on key social • Resource person
developments since 1980 • Brailed material and
Touring health and equipment
educational institutions • Sign Language
established after 1980 Interpreters
• Photographs
• Documents
• Documentaries

TOPIC 12: INDIGENISATION, LAND REFORM AND EMPOWERMENT IN ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Indigenisation, • outline the indigenisation • Indigenisation and • Discussing the indigenisation • Brailed material and
Empowerment and empowerment empowerment policies and empowerment policies equipment
and Enterprise policies introduced after • Affirmative Action • Assessing the implementation • Documentaries
Skills independence • indigenisation of the civil of the indigenisation and • MP4 Recorders
• examine the service, the security sector and empowerment policies • Talking books
implementation of these local councils • Undertaking a project that • ICT tools
policies after • Implementation of the policies utilises indigenous knowledge • Resource person
independence • business models that promote systems • Sign Language
• design business models indigenisaton and national pride Interpreters
that promote
indigenisation and
national pride

Land Reform: • identify the laws • Laws governing Land Reform • Outlining laws governing Land • Brailed material and
Theory and governing Land Reform • Lancaster House Agreement Reform from 1980 equipment
from 1980 terms • Policy documents

23
History F5-6 MoPSE 2024

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Practice after assess the • Land Acquisition Act 1992 • Discussing the • Documentaries
1980 implementation of the • Laws after 2000 implementation of the Land • MP4 Recorders
Land Reform policies after • Land Reform policies Reform policies • Talking books
1980 • Reasons for Third Chimurenga • Touring resettlement farms • ICT tools
• examine reasons for the • Undertaking a research • Resource person
Third Chimurenga project chronicling the history • Sign Language
• analyse the impact of the of the land tenure system in Interpreters
Third Chimurenga Zimbabwe
• Researching on the
background of the Third
Chimurenga
Protection of • identify laws and • Laws and regulations governing • Outlining laws and regulations • Constitution of
Intellectual regulations governing intellectual property governing intellectual property Zimbabwe
Property protection of intellectual • Government’s efforts in • Researching government’s • Acts of Parliament
property in Zimbabwe enforcing the registration of efforts in enforcing the • Brailed material and
• analyse the government’s intellectual property registration of intellectual equipment
efforts in enforcing • Successes and challenges property • Documentaries
registration of intellectual faced in registering intellectual • Assessing the successes and • MP4 Recorders
property inside and property challenges faced in registering • Talking books
outside Zimbabwe intellectual property • ICT tools
• evaluate the successes • Resource person
and challenges faced by • Sign Language
individuals and institutions Interpreters
in registering intellectual
property in Zimbabwe

TOPIC 13: THE CONSTITUTION OF ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
Human Rights • outline human rights and • Human Rights and • Discussing human rights and • Resource persons
and responsibilities Responsibilities responsibilities • Songs
Responsibilities • MP4 Recorders

24
History F5-6 MoPSE 2024

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
• assess efforts made by • Efforts made by the • Evaluating efforts made by the • Talking books
the Government of Government of Zimbabwe in Government of Zimbabwe in • ICT tools
Zimbabwe in promoting promoting human rights promoting human rights • Films/documentaries
human rights and • Researching on the rights and • Copy of the
responsibilities responsibilities accorded to Constitution of
children in the pre-colonial Zimbabwe
Zimbabwean societies • UN Charter
• Participating in voluntary work • Sign Language
at children’s homes and other Interpreters
shelters of the needy.
Democracy in • describe the • Characteristics and types of • Discussing characteristics and • Documentaries
Zimbabwe characteristics and types democracy types of democracy • Copy of the
of democracy • The roles of the executive, • Researching on the roles of Constitution of
• examine the roles of the legislature and judiciary the executive, legislature and Zimbabwe
executive, legislature and • Government efforts in judiciary • Resource person
judiciary promoting democracy • Participating in Child • ICT tools
• assess government efforts Parliament and Junior Council • Brailed materials and
in promoting democracy activities equipment
• Sign Language
Interpreters

25
History F5-6 MoPSE 2024

TOPIC 14: THE FRENCH REVOLUTION AND THE NAPOLEONIC ERA

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED

Learners should be able to: (knowledge, skills, values and AND NOTES LEARNING
attitudes) RESOURCES
The French • analyse the causes of the • Causes of the French Revolution • Explaining the causes of the French • Documentaries
Revolution French Revolution • Major events of the French Revolution • ICT tools
• examine the major events Revolution • Discussing the major events of the • Brailed materials
of the French Revolution • Impact of the French Revolution French Revolution and equipment
• assess the impact of the on France and the world • Evaluating the impact of the French • Talking books
French Revolution on Revolution on France and the world • Maps
France and the world • Sign Language
Interpreters
The Napoleonic • explain the rise of • The rise of Napoleon Bonaparte • Discussing the rise of Napoleon • Documentaries
Era Napoleon Bonaparte • Domestic and Foreign policies Bonaparte • ICT tools
• examine the Domestic • Impact of Napoleon Bonaparte’s • Analysing Napoleon Bonaparte’s • Brailed materials
and Foreign policies of policies on France and Europe domestic and foreign policies and equipment
Napoleon Bonaparte • Fall of Napoleon Bonaparte • Examining the impact of Napoleon • Talking books
• assess the impact of Bonaparte’s policies on France and • Sign Language
Napoleon Bonaparte’s Europe Interpreters
policies on France and • Maps
Europe
• analyse the factors that
led to the fall of Napoleon
Bonaparte

26
History F5-6 MoPSE 2024

TOPIC 15: NATIONALISM IN EUROPE

SUB-TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING RESOURCES

Learners should be able (knowledge, skills, values ACTIVITIES AND NOTES
to:- and attitudes)
The Vienna • assess the Vienna • The Vienna Settlement • Discussing the principles • Documentaries
Settlement Settlement • The Congress System of the Vienna Settlement • ICT tools
and • examine the Congress • Reasons for the collapse • Simulating the Vienna • Brailed materials and equipment
The System of the Congress System Congress • Talking books
Congress • Analyse the reasons for • Assessing the Congress • Sign Language Interpreters
System the collapse of the System • Maps
Congress System

The • examine the reign of the • The reign of the • Analysing the reign of • Documentaries
Restored Restored Bourbons Restored Bourbons the Restored Bourbons • ICT tools
Bourbons in • analyse the fall of the - Louis XVIII • Discussing the reasons • Brailed materials and equipment
France Restored Bourbons - Charles X for the fall of the • Talking books
• Reasons for the fall Bourbons • Sign Language Interpreters
of the Bourbons • Maps
Unification • explain the background to • Background to the • Tracing the background • Documentaries
in Germany the unification in Germany unification in Germany of the unification in • ICT tools
and Italy and Italy and Italy Germany and Italy • Brailed materials and equipment
• analyse the process of the • Process of unification in • Examining the process • Talking books
unification in Germany Germany and Italy of unification in Germany • Sign Language Interpreters
and Italy and Italy • Maps
• Photographs

TOPIC 16: THE FIRST WORLD WAR AND PEACE SETTLEMENTS

27
History F5-6 MoPSE 2024

SUB-TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED LEARNING

Learners should be able to: (knowledge, skills, values AND NOTES RESOURCES
and attitudes)
The First • explain causes of the First • Causes of the First • Discussing the causes of the First • Resource person
World War World Wars World Wars World Wars Documentaries
• examine events of the • Events of the First World • Researching on the events of the First • ICT tools
First World Wars Wars World Wars • Brailed materials and
• analyse results of the First • Results of the First • Debating the results of the wars equipment
World Wars World Wars • Assessing the impact of the First • Talking books
• evaluate the impact of the • Impact of the First World World War on the world • Maps
First World Wars on the Wars on the world • Visiting archives
world
Peace • assess the Paris Peace • Paris Peace Settlement • Simulating Paris Peace Settlement • Resource person
Settlements Settlement • The League of Nations • Examining the work of the League of Documentaries
and the • evaluate the work of the • The Collapse of the Nations • ICT tools
League of League of Nations League of Nations • Brailed materials and
Nations • Analyse factors leading to equipment
the collapse of the League • Talking books
of Nations • Copy of the Versailles
Treaty
• Maps
• Organogram of the League
of Nations

TOPIC 17: FASCISM AND THE SECOND WORLD WAR

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED LEARNING
Learners should be able (knowledge, skills, values AND NOTES RESOURCES
to: and attitudes)
Fasciscm in • explain the rise of Hitler • Rise of Mussolini in • Tracing the rise of Mussolini and Hitler • MP4 Recorders
Italy and in Germany and Italy (1919-22) • Comparing Mussolini and Hitler’s • Documentaries
Germany Mussolini in Italy • Rise of Hitler in domestic policies • Films and videos
• examine Hitler and Germany (1919-33) • Debating the foreign policies of Hitler • ICT tools
Mussolini’s domestic • Domestic policies and Mussolini • Brailed materials and
policies • Foreign policies equipment

28
History F5-6 MoPSE 2024

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED LEARNING
Learners should be able (knowledge, skills, values AND NOTES RESOURCES
to: and attitudes)
• assess Hitler and • Impact of Mussolini • Researching on the impact of • Talking books
Mussolini’s foreign and Hitler’s policies Mussolini and Hitler’s policies
policies
• evaluate the impact of
Hitler and Mussolini’s
policies
The Second • examine events of the • Causes of the Second • Discussing the causes of the Second • Brailed materials and
World War Second World War World War World War equipment
• Events of the Second • Researching on the events of the • Talking books
• analyse results of the World War Second World War • Maps
Second World War • Results of the Second • Debating the results of the war • Sign language interpreters
• evaluate the impact of World War • Assessing the impact of the First and
the Second World War • Impact of the Second Second World Wars on the World
on the World World War on the • Visiting archives
World

29
History F5-6 MoPSE 2024

TOPIC 18: COMMUNIST REVOLUTIONS

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING RESOURCES
Learners should be able to: (knowledge, skills, ACTIVITIES AND NOTES
values and attitudes)
Russian (1905- • examine the causes of the • Causes of the • Researching on the • Resource person
1945) and Chinese and Russian revolutions in causes of the Russian • Talking books
Chinese (1900- Revolutions Russia and China and Chinese revolutions • MP4 Recorders
1976) • analyse the events of the • Events of the • Assessing the • Sign language Interpreters
Revolutions Chinese and Russian revolutions revolutionary events in • Documentaries
Revolutions • Revolutionary Russia and China • Films
• compare the revolutionary policies in Russia • Discussing the • Brailed materials and equipment
policies in Russia and and China revolutionary policies in • Songs
China Russia and China • Maps

30
History F5-6 MoPSE 2024

TOPIC 19: REGIONAL AND INTERNATIONAL RELATIONS

SUB TOPIC LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, ACTIVITIES AND NOTES LEARNING
values and attitudes) RESOURCES
• analyse the origins and • Origins and aims • Discussing the concept of • Resource person
Regional and aims of regional and of; integration • Talking books
International international organisations - United Nations • Researching on the • MP4 Recorders
Organisations • assess the concept of - African Union origins and aims of the • Sign language
integration - Southern organisations Interpreters
• examine the structures African • Explaining the structure of • Documentaries
and work of regional and Development the organisations • Videos
international organisations Community • Simulating the United • Brailed materials
• Concept of Nations General and equipment
Integration Assembly in session • Maps
• Structure and • Organograms
work of the
regional and
international
organisations

31
History F5-6 MoPSE 2024

32
9.0 ASSESSMENT

The History syllabus learning area for Form 5-6 shall be assessed through School Based
Continuous Assessment (SBCA) and Summative Assessment (SA). These assessments
shall be guided by the principles of inclusivity, practicability, authenticity, transparency,
flexibility, validity and reliability. The principles are crucial for creating a supportive and
effective learning environment that fosters growth and development in learners at secondary
school level. Arrangements, accommodations and modifications shall be visible to enable
candidates with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of
assessment, and the specification grid.

9.1 Assessment Objectives

Learners will be assessed on their ability to:

9.1.1 analyse historical concepts

9.1.2 discuss historical events in their context
9.1.3 examine major themes in the history of Zimbabwe and other parts of the world
9.1.4 empathise with African societies’ historical experiences in order to make informed
judgements
9.1.5 examine African responses to foreign domination
9.1.6 suggest possible solutions to social, political and economic challenges in Zimbabwe
9.1.7 apply skills of analysis in carrying out research projects
9.1.8 demonstrate ICT skills in research projects
9.1.9 appreciate Zimbabwe’s heritage

9.2 Assessment Model

Assessment of learners at Upper Secondary school level for Economic History syllabus
shall be both Continuous and Summative as illustrated in Fig. 1. School Based
Continuous Assessment shall include recorded activities from the School Based
Projects done by the learners. The mark shall be included on learners’ end of term and
year reports. Summative assessment at school level shall include terminal
examinations which are at the end of the term and year.

33
 Assessment Of Learner
Performance in History

School Based Continuous

Assessment Summative Assessment
20% 80%

School
Based
Profiling Project
Paper 1 Paper 2
20%

Exit Continuous
Assessment Mark Summative
Profile (20%) Assessment Mark
Certificate (80%)

Final Mark (Continuous + Summative) =

100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner
profile certificates shall be issued for checkpoints assessment in schools as per the
dictates of the Teacher’s Guide to Learning and Assessment. The aspects to be profiled
shall include learner’s prior knowledge, values and skills, and subsequently the new
competences acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based
Continuous Assessment and Summative Assessment for both School and ZIMSEC
assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based
Continuous Assessment and 80% to School or ZIMSEC Summative Assessment.

34
 FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per Form which contributes to 20% of the end of
year final mark. The end of year summative assessment shall then contribute 80%. However,
for ZIMSEC public examinations, two (2) school-based projects shall be considered as
School Based Continuous Assessment at Form 3 and 4. The two School Based Projects
shall include those done at Form 3 and Form 4. Each one will contribute 10%.

9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School
Based Project.
Project Execution Description Timelines Marks
Stages
1 Problem Identification January 5
2 Investigation of related February 10
ideas to the
problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution August-September 5
and Recommendations
TOTAL 50

The learning and assessment scheme shows the stages that shall be executed by pupils
and the timeline at which each stage shall be carried out. Possible marks, totalling 50,
are highlighted to indicate how much can be allocated.

9.3.2 Description of the ZIMSEC Summative Assessment

35
ZIMSEC Summative Assessment shall be a public examination at Form 4. The
examination consists of 2 papers of equal weighting.

Paper Paper type Marks Duration Weighting

1 Essay questions 100 3 hours 40%

2 Essay questions 100 3 hours 40%

TOTAL 80%

Paper Description

This learning area has two papers, 1 and 2. Paper 1 comprises the History of Zimbabwe
(Pre-colonial, Colonial, Post-colonial) and has 4 sections, A-D. Each section consists of 4
essay questions. Candidates are expected to answer four questions, from at least two
sections. Each question carries 25 marks.

Paper 2 is the International Affairs and has 5 sections, A-E. Each section consists of 4
essay questions. Candidates are expected to answer four questions, from at least two
sections. Each question carries 25 marks.

9.4 Specification Grid

The setting and designing of questions in Economic History are guided and informed by
the skills weighting chart and the specification grid below:

Skill Paper 1 Paper 2

Knowledge and 40% 40%
comprehension
Application and Analysis 40% 40%
Problem solving 20% 20%
TOTAL 100% 100%

36