ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

HISTORY SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
History Syllabus Forms 5 - 6

ACKNOWLEDGEMENT
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 Children’s Emergency Fund (UNICEF)
• Publishers
• Universities and Teachers’ Colleges

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History Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENT........................................................................................................................................i

CONTENTS.............................................................................................................................................................ii

1.0 PREAMBLE......................................................................................................................................................1

2.0 PRESENTATION OF SYLLABUS................................................................................................................2

3.0 AIMS..................................................................................................................................................................2

4.0 SYLLABUS OBJECTIVES............................................................................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION.............................................................................................2

6.0 TOPICS..............................................................................................................................................................2

7.0 SCOPE AND SEQUENCE.............................................................................................................................4

8.0 COMPETENCY MATRIX................................................................................................................................6

9.0 ASSESSMENT.................................................................................................................................................30

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History Syllabus Forms 5 - 6

1.0 PREAMBLE social and economic emancipation.

The History syllabus enables learners to develop skills

1.1 INTRODUCTION
in:
The History syllabus covers the last two years of second-
• Critical thinking
ary education (Forms 5 and 6). It builds on the Forms
• Resource Management
1 to 4 History syllabus by continuing with the earlier
• Heritage preservation
themes in greater detail. The syllabus also introduces
• Problem solving
new themes in the study of the History of Zimbabwe and
• Enterprise
the wider world. In order to safeguard Zimbabwe’s
• Decision making
important national heritage and enable learners to par-
• Conflict resolution
ticipate effectively in the local and international commu-
• Leadership
nity, it is crucial for learners studying History to acquire
• Self-management
skills and knowledge for a deeper understanding of how
• Communication
societies develop socially, economically and politically
• Technology and innovation
and the way they relate to each other. The syllabus is
de-signed for learners from diverse backgrounds and
deals with socio-economic as well as political status of 1.4 ASSUMPTIONS
both men and women from the Stone Age era to the
present. It seeks to promote Unhu/Ubuntu/Vumunhu It is assumed that learners:
(societal norms and values), instill patriotism and
celebrate diver-sity which are critical for nation-building • Have knowledge of the dynamics in History
and responsible citizenship. • Have communication skills
• Are aware of the different developmental stages that
Zimbabwean societies have passed through
1.2 RATIONALE
• Are aware of the importance of regional and inter-
national relations
The learning area provides learners with deep under-
• Have knowledge of causes, events and impact of
standing and critical analysis of political, social and
wars
economic developments of societies in Zimbabwe, Africa
• Are aware of different modes of production from
and the wider world. In addition, the syllabus promotes in
communalism to socialism
learners the importance of protecting the territorial
• Have acquired leadership, self-management,
integrity, sovereignty of Zimbabwe and African states as
research, problem solving and technological skills
well as the need for a harmonious relationship with the
• Are aware of human rights and responsibilities
rapidly evolving international community. The study of
• Have general knowledge of heritage studies
History seeks to produce a learner who is pro-active,
• Have engaged in project work, co-operative work
productive and adds value to the community. The
learner will be equipped with important life skills such as and self-assessment activities
conflict resolution, business creativity, vocational and
analyti-cal skills. The methodologies employed in this 1.5 CROSS CUTTING THEMES
syllabus are inclusive and learner-centred. This learning
area seeks to inculcate in learners values and norms • Gender
such as responsible citizenship, Unhu/Ubuntu/Vumunhu • Heritage studies
and patriotism. • Enterprise
• Human Rights and responsibilities
1.3 SUMMARY OF CONTENT • Conflict and Crisis Management
• Financial Literacy
This syllabus covers historical developments in Zim- • Sexuality, HIV / AIDS
• Constitution of Zimbabwe
babwe, sub-Saharan Africa and the wider world. The
• Collaboration
learning area enables learners to draw lessons from the
• Environmental issues
evolving international relations. It ensures sustenance
• Health
of nationalism and patriotism through an appreciation of
• ICT skills
Zimbabwe and other countries ‘struggles for political,

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History Syllabus Forms 5 - 6

2.0 PRESENTATION OF use of the following learner-centred and multi-sensory

approaches:
SYLLABUS
• Researches
The History Syllabus is presented as a single • Debates
document which covers Forms 5 and 6. • Symposiums and seminars
• Exhibitions
3.0 AIMS • Surveys
• Media
• Documentaries and films
The syllabus seeks to: • Realia
• Modelling
• sustain interest in the study of History by promot- • Case studies
ing an understanding of national, regional and • Group discussions
international historical events • Projects
• inculcate appropriate skills and tools of analysing • Educational tours
historical transformations of societies • Use of resource persons
• develop an understanding of the impact of coloni- • E-learning
sation on African nations • Work-related learning
• conscientise learners on demography, democracy, • Folklore
human rights and responsibilities • Drama, songs and poetry
• nurture skills consistent with Unhu/Ubuntu/Vumun- • Role play
hu for nation building • Imitation or Simulation
• develop literacy and desirable numeracy skills • Games and Quizzes
including practical competences necessary for life
TIME ALLOCATION
4.0 SYLLABUS OBJECTIVES
For the successful and effective coverage of this sylla-
By the end of Form 6 learners should be able to: bus, 10 periods of 35 minutes should be allocated per
week. Learners should go on educational tours twice a
• interpret historical evidence year and two weeks of continuous work-related learning
• analyse historical events in their context per year. They should also participate in at least one ex-
• demonstrate appropriate skills and tools for histori- hibition or festival and one skills-based seminar per year.
cal analysis
• assess the impact of colonisation on African na- 6.0 TOPICS
tions
• participate in national events as demonstration of
1. Sources of History
patriotism
2. Development of pre-colonial societies and states
• examine population dynamics, gender, democracy,
3. Early Foreign contacts with Zimbabwe
human rights and responsibilities in History
4. Transition from Slave Trade to Legitimate Trade
• apply ICT skills in the study of History
5. Imperialism in Africa
• demonstrate the concept of Unhu/Ubuntu/Vumun-
6. Colonisation of Zimbabwe and Primary Resistance
hu in nation building
7. First Chimurenga/Umvukela
• exhibit literacy and desirable numeracy skills
8. Colonial Administration in Rhodesia
including practical competences through project work,
9. Primary Resistance Movements and Armed Strug-
exhibitions, festivals, planning and organis-ing seminars gles in other African countries
and symposiums 10. Second Chimurenga / Umvukela in Zimbabwe
11. Post-Independence Developments in Zimbabwe
5.0 METHODOLOGY AND TIME (1980-2000)
12. Indigenisation, Land Reform and Empowerment in
ALLOCATION Zimbabwe
The teaching of History will be accomplished through the 13. The Constitution of Zimbabwe
14. The French Revolution and the Napoleonic Era
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History Syllabus Forms 5 - 6

15. Nationalism in Europe

16. The First World War and Peace Settlements
17. Fascism and the Second World War
18. The Communist Revolutions
19. Regional and International Relations

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History Syllabus Forms 5 - 6

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 states Pre-colonial societies (San and Khoi-Khoi)
Internal 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 Resistance The Occupation of Zimbabwe
Anglo-Ndebele War

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

Chimurenga/Umvukela

Colonial Administration in Rhodesia Colonial rule

Primary Resistance Movements and Armed Struggles in other Initial primary resistance in Ethiopia (Menelik
African countries II)

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

TOPIC FORM 5 FORM 6

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 (1980-2000) Political Developments
Social Developments
Economic Developments
Foreign Policy
Indigenisation, Land Reform and Empowerment and Indigenisation, Empowerment and enterprise
Zimbabwe skills
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 in Italy and Germany
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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History Syllabus Forms 5 - 6

8.0 COMPETENCY MATRIX

TOPIC 1: SOURCES OF HISTORY

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} AND NOTES LEARNING
RESOURCES
Types of Sources of identify sources of history Sources of history such Discussing the sources of history Artefacts
History explain these sources of history as; Analysing the sources of history ICT tools
- Written evidence Undertaking educational tours MP4 Recorders
- Archaeology Brailed material
- Oral traditions / oral Resources
history persons
- Visual sources Talking books
examine the sources of history Advantages and Debating the strength and Sign Language
disadvantages of these weaknesses of each source Interpreters
sources
Interpretation of evaluate the contribution of Contribution of various Assessing the contribution of Artefacts
sources various sources in recovering sources to the study of sources in recovering pre-colonial ICT tools
pre-colonial history history history MP4 Recorders
Undertaking projects on the Brailed material
contribution of sources Resources
persons

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

TOPIC 2: DEVELOPMENT OF PRE-COLONIAL SOCIETIES AND STATES

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} AND NOTES LEARNING
RESOURCES
Pre-colonial explain the internal organisation San and Khoi-Khoi Discussing the internal organisation Artefacts
societies (San and of these societies internal organization of the San and Khoi-Khoi ICT tools
Khoi-Khoi) Internal Touring Stone Age historical sites MP4 Recorders
organisation Role playing San activities Brailed material
Watching documentaries on the Resource persons
San and Khoi-Khoi Talking books
Sign Language
Interpreters
Indigenous examine the impact of San and Impact of knowledge Undertaking a project on the San Artefacts
knowledge systems Khoi-Khoi’s indigenous systems such as; and Khoi-Khoi’s indigenous ICT tools
knowledge systems on present - Medicine knowledge systems MP4 Recorders
societies - Paint Analysing the impact of the San Brailed material
- Poison and Khoi-Khoi’s indigenous Resources
- Hunting methods knowledge systems on present persons
societies Talking books
Sign Language
Interpreters
Bantu migrations trace the origins of the Bantu Origins of the Bantu Outlining the origins of the Bantu Brailed material
migrations and equipment
explain theories of the Bantu Theories of the Bantu Discussing the theories of the ICT
migrations migrations origins of the Bantu migrations Maps
analyse the causes of the Bantu Causes of Bantu Debating the causes of the Bantu Pictures
migrations migrations migrations
Impact of the Bantu evaluate the impact of Bantu Impact of Bantu Undertaking research on the impact Maps
migrations migrations on pre-colonial migrations of the Bantu migrations ICT
societies in Southern Africa

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History Syllabus Forms 5 - 6

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to:- KNOWLEDGE, ATTITUDES} AND NOTES LEARNING
RESOURCES
Origins of states examine the origins of pre- Origins of pre-colonial Debating the origins of pre-colonial Brailed material
colonial states in Sub-Saharan states such as: states and equipment
Africa - Mapungubwe ICT
explain the theories of the origins - Great Zimbabwe Discussing theories on origins of Maps
of pre-colonial states - Mutapa pre-colonial states Talking books
- Rozvi Sign Language
- Torwa Interpreters
- Zulu
- Ndebele
- Gaza
- Mandinka
analyse the controversies Theories on the origins Debating the controversies
surrounding the origins and e.g Great Zimbabwe, surrounding the origins of Great
construction of Great Zimbabwe Mutapa, Rozvi Zimbabwe, Mutapa and Rozvi
states
Internal outline the internal organisation of Internal organisation Explaining the internal organisation Brailed material
organisation pre-colonial states such as; of pre-colonial states and equipment
analyse the contribution of - Political Debating on factors that led to the ICT
internal organisation to the - Economic development and expansion of Maps
development and expansion of - Social states Talking books
states Sign Language
Interpreters
Decline examine factors that led to the Factors leading to the Explaining factors that led to the Brailed material
decline of states demise / fall of states demise of states and equipment
compare the impact of internal Internal and external Debating the impact of internal and ICT
and external factors to the decline factors that led to the external factors in the decline Maps
of states decline of states Talking books
Sign
Language
Interpreters

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

TOPIC 3: EARLY FOREIGN CONTACTS WITH ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to:- KNOWLEDGE, NOTES LEARNING
ATTITUDES} RESOURCES

Individuals and identify groups that had early Individuals and Naming individuals and groups that had early ICT tools
groups contacts with Zimbabwean groups that had contact with the Zimbabwean societies MP4 Recorders
societies contact with Brailed material
Zimbabwean Archival material
societies such as; Talking books
- Traders
Sign Language
- Missionaries Interpreters
- Hunters
- Concession
seekers
- explorers
outline the activities of these Activities of these Discussing the activities of these groups
individuals and groups groups
assess the impact they had on Impact on Debating the impact they had on
Zimbabwean societies Zimbabwean Zimbabwean societies
societies

States identify states that had early States that had Listing the states that had contact with ICT tools
contact with Zimbabwean contact with Zimbabwean societies MP4 Recorders
societies Zimbabwe such as; Brailed material
- Persia Archival material
- China Talking books
- India Sign Language
- Portugal Interpreters
- Germany
Maps
- Britain
- Arabia
- Transvaal
- Orange Free
State
examine the nature of their Nature of activities Researching on the nature of their activities
activities
evaluate the impact of their Impact of their Assessing the impact of their activities on
activities on Zimbabwean activities Zimbabwean societies
societies
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History Syllabus Forms 5 - 6

TOPIC 4: TRANSITION FROM SLAVE TRADE TO LEGITIMATE TRADE

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

10

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

TOPIC 5: IMPERIALISM IN AFRICA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

Scramble and explain the causes of the Scramble Causes of the Discussing the causes ICT tools
Partition of Africa for Africa scramble Simulating the partition of Africa Documentaries
analyse the process of the partition Process of the Explaining the terms of the Berlin Talking Books
of Africa partition of Africa Colonial Conference 1884-5 Songs
examine the terms of the Berlin Terms of the Drama
Colonial Conference 1884-5 Berlin Colonial Maps
Conference 1884- Sign Language
5 Interpreters
assess the effects of the partition of Effects of the Analysing the effects of the
Africa on both Africa and Europe partition of Africa Scramble and Partition of Africa
on both Africa and Dramatising the Scramble and
Europe Partition of Africa

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History Syllabus Forms 5 - 6

TOPIC 6: COLONISATION OF ZIMBABWE AND PRIMARY RESISTANCE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

The Occupation of examine the reasons for the Reasons for the Analysing the reasons for Resource person
Zimbabwe colonisation of Zimbabwe colonisation colonisation of Zimbabwe ICT tools
analyse the steps taken to occupy Steps taken Researching on the steps taken Documentaries
Zimbabwe up to 1890 - Treaties and to occupy Zimbabwe up to 1890 Talking Books
Concessions Role playing the granting of the Songs
- Royal Charter Royal Charter Drama
- Pioneer Simulating the hoisting of the Maps
Column Union Jack, grabbing of land and Copies of treaties
displacement of indigenous Sign Language
people Interpreters
Designing a project on Brailed material and
expropriation of resources equipment
Visiting archives and museums
Researching on the role played
by Chaminuka in conscientising
the society on the coming of the
whites

Anglo-Ndebele War examine the causes of Anglo- Causes of the Discussing the causes of Anglo- Resource persons
(1893-4) Ndebele war Anglo-Ndebele war Ndebele war ICT tools
Events of the Dramatising the Anglo-Ndebele Documentaries
Anglo-Ndebele war war Talking Books
Results of the Songs
Anglo-Ndebele war Drama
assess the events of the Anglo- Assessing the results of the Maps
Ndebele war Anglo-Ndebele war Sign Language
analyse the results of the Anglo- Visiting historical battle sites Interpreters
Ndebele war

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History Syllabus Forms 5 - 6
History Syllabus Forms 5 - 6

TOPIC 7: FIRST CHIMURENGA / UMVUKELA 1896-7

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

Causes, Course and explain the causes of the First Causes of the First Discussing the causes of the Brailed material and
Results of the First Chimurenga / Umvukela Chimurenga / First Chimurenga / Umvukela equipment
Chimurenga / analyse the curse of the First Umvukela Role playing the events of the MP4 Recorders
Umvukela Chimurenga / Umvukela Course of Chimurenga First Chimurenga / Umvukela Talking books
assess the impact of the First Impact of the First Analysing the impact of the First ICT tools
Chimurenga / Umvukela Chimurenga / Chimurenga / Umvukela Documentaries
Umvukela Carrying out a project on lessons Songs
examine the role played by spirit Role played by spirit learnt from the First Films
mediums in the First mediums, heroes and Chimurenga/Umvukela Resource person
Chimurenga/ Umvukela heroines in the First Singing the national anthem Sign Language
Chimurenga / Reciting the national pledge Interpreters
Umvukela Participating in national events to Maps
promote a sense of patriotism Photographs
account for African defeat in the Reasons for African and national pride
First Chimurenga defeat in the First Researching on the role played
Chimurenga/Umvukela by spirit mediums

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History Syllabus Forms 5 - 6

TOPIC 8: COLONIAL ADMINISTRATION IN RHODESIA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

Colonial Rule explain the nature of Colonial Colonial legislation Discussing the nature of Colonial Songs
Administration in Rhodesia Nature of Colonial Administration Films and
Administration documentaries
- Company Rule ICT tools
(1890- 1923) Resource persons
- Settler Rule (1923- Sign Language
79) Interpreters
assess the impact of Colonial Impact of Colonial Debating the impact of Colonial Brailed material and
Administration in Rhodesia Administration Administration equipment
Undertaking a tour to museums
and National Archives of
Zimbabwe

14

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

TOPIC 9: PRIMARY RESISTANCE MOVEMENTS AND ARMED STRUGGLES IN OTHER AFRICAN COUNTRIES

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES RESOURCES

Initial Primary assess the causes and nature Resistance in Ethiopia Discussing the causes and MP4 Recorders
Resistance in of the initial primary - Causes nature of initial primary Talking books
Ethiopia (Menelik II) resistance - Nature resistance in Ethiopia ICT tools
examine the results of initial - Results Analysing results of initial Sign Language
primary resistance in Ethiopia primary resistance Interpreters
Brailed material and
equipment
Maps

Post Pacification explain the causes, course Maji-Maji Uprising in Discussing the causes, course MP4 Recorders
Resistance in and results of the Maji-Maji Tanzania and results Talking books
Tanzania (Maji-Maji Uprising - Causes ICT tools
Uprising) - Course Sign Language
- results Interpreters
assess the effectiveness of effectiveness of methods Debating the effectiveness of Brailed material and
methods employed by Maji- used by the Maji-Maji methods used in resisting equipment
Maji colonial domination Maps
Pictures

Armed Struggle in analyse the causes, course Armed struggle in Discussing the causes, course MP4 Recorders
Mozambique and results of the armed Mozambique and results Talking books
struggle in Mozambique - Causes ICT tools
- Course Resource person
- Results Sign Language
examine the contribution of Contribution of foreign Debating the contribution of Interpreters
foreign states in states foreign states in the Brailed material and
Mozambique’s armed Mozambican liberation struggle equipment
struggle
Maps
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History Syllabus Forms 5 - 6

TOPIC 10: SECOND CHIMURENGA / UMVUKELA

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

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Rise of African assess the nature of early Nature of early Discussing the nature of early Brailed material and
Nationalism African nationalist organisations African nationalist African nationalist organisations equipment
analyse the transition from organisations up to Researching on the transition MP4 Recorders
Trade-Unionism to Mass 1957 from Trade-Unionism to mass Talking books
Nationalism Transition from nationalism ICT tools
explain the formation of Trade -Unionism to Interviewing resource persons Documentaries
nationalist political parties Mass Nationalism Songs
Nationalist Political Films
Parties Resource person
Sign Language
Maps
Photographs

Armed Struggle explain the causes of the Causes of the Second Discussing the causes of the Brailed material and
Second Chimurenga/Umvukela Chimurenga / Second Chimurenga / equipment
analyse the main political and Umvukela Umvukela MP4 Recorders
military developments in the Attempts to end the Role playing the main events of Talking books
Second Chimurenga / war by peaceful the Second Chimurenga / ICT tools
Umvukela means Umvukela Documentaries
Battles fought Songs
assess the impact of the Impact of the Second Analysing the impact of the Films
Second Chimurenga / Chimurenga / Second Chimurenga / Resource person
Umvukela on Africans Umvukela ,chiefs Umvukela Sign Language
warn Africans Touring heroes acres and battle Interpreters
Role played by spirit sites, prisons, detention and Maps
examine the role played by mediums, women,war restriction camps
Photographs
spirit mediums, peasants, collaborators chiefs , Carry out a project on lessons
chiefs,churches,women, organizations and learnt from the Second
organizations and war churches in the Chimurenga/Umvukela
collabrators in the Second Second Chimurenga / Singing the national anthem

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History Syllabus Forms 5 - 6
History Syllabus Forms 5 - 6

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

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Chimurenga / Umvukela Umvukela Reciting the national pledge
Interviewing former freedom
fighters, detainees,
collaborators and restrictees
Participating in national events
to promote a sense of
patriotism and national pride
Researching on the role played
by spirit mediums

Lancaster House explain the reasons behind the Reasons for Discussing the reasons behind
Conference convening of the Lancaster convening the convening the conference
House Conference Lancaster House Debating the advantages and
Conference disadvantages of the Lancaster
House Settlement
assess the key provisions of Provisions of the Researching on the impact of
the Lancaster House Lancaster House the Lancaster House
Settlement Settlement conference

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History Syllabus Forms 5 - 6

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

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

Political examine the composition of the Composition of the Researching on the composition MP4 Recorders
Developments 1980 Government of National 1980 Government of and effectiveness of the Talking books
Unity National Unity Government of National Unity ICT tools
analyse the policy of The reconciliation Debating on the impact of the Resource person
reconciliation policy policy of reconciliation Brailed material and
explain the political challenges Challenges faced for Discussing the political equipment
faced by the Government of example political challenges faced by the Sign Language
National Unity challenges Government of National Unity Interpreters
Photographs
Unity Accord of 1987 Simulating the 1987 Unity Accord Documents
outline the terms of the unity talks Documentaries
accord

Economic explain government economic Government economic Examining governments MP4 Recorders
Developments blueprints blueprints such as economic blueprints Talking books
analyse government economic Growth with Equity, ICT tools
achievements Transitional National Resource person
Development Plan, Brailed material and
Five Year Plan equipment
Economic Discussing government Sign Language
Achievements economic achievements Interpreters
examine the economic Challenges faced by Photographs
challenges faced by government the government such Assessing economic challenges Documents
as balance of payment faced by the government
Documentaries
deficit, external
interference

22

18
History Syllabus Forms 5 - 6
History Syllabus Forms 5 - 6

Social examine social developments Ssocial developments Comparing social developments MP4 Recorders
Developments after 1980 such as before and after independence Talking books
assess the social challenges - Education Researching on social ICT tools
faced by the government - Health developments since 1980 Resource person
- Human rights Touring health and educational Brailed material and
Social challenges institutions established after 1980 equipment
Analyzing social challenges Sign Language
faced by the government Interpreters
Photographs
Documents
Documentaries

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History Syllabus Forms 5 - 6

TOPIC 12: INDIGENISATION, LAND REFORM AND EMPOWERMENT IN ZIMBABWE

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

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
Indigenisation, outline the indigenisation and Indigenisation and Discussing the indigenisation Brailed material and
Empowerment and empowerment policies empowerment and empowerment policies equipment
Enterprise Skills introduced after independence policies Assessing the implementation Documentaries
examine the implementation of such as Affirmative of the indigenisation and MP4 Recorders
these policies after Action,indigenisation empowerment policies Talking books
independence of the civil service, the ICT tools
security sector and
Resource person
local councils
Sign Language
Implementation of the Interpreters
policies
design business models that Business models that Undertaking a project that
promote indigenisation and promote utilises indigenous knowledge
national pride indigenisation and systems
national pride
Land Reform: identify the laws governing Laws governing Land Outlining laws governing Land Brailed material and
Theory and Land Reform from 1980 Reform,for example Reform from 1980 equipment
Practice after 1980 assess the implementation of Lancaster House Discussing the implementation Policy documents
the Land Reform policies after Agreement terms of the Land Reform policies Documentaries
1980 Land Acquisition Act Touring resettlement farms MP4 Recorders
assess reasons for the Third 1992 Undertaking a research project Talking books
Chimurenga Laws after 2000 chronicling the history of the ICT tools
Land Reform policies land tenure system in Resource person
Zimbabwe Sign Language
analyse the impact of the Third Reasons for Third Researching on the Interpreters
Chimurenga Chimurenga background of the Third
Chimurenga

Protection of identify laws and regulations Laws and regulations Outlining laws and regulations Constitution of
Intellectual governing protection of governing intellectual governing intellectual property Zimbabwe
Property intellectual property in property Researching government’s Acts of Parliament
Zimbabwe Government’s efforts efforts in enforcing the Brailed material and
analyse the government’s in enforcing the registration of intellectual equipment
efforts in enforcing registration registration of property Documentaries
of intellectual property within intellectual property MP4 Recorders
and outside Zimbabwe Talking books
evaluate the successes and Successes and Assessing the successes and
 20

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

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

Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES LEARNING
ATTITUDES} RESOURCES
challenges faced by individuals challenges faced in challenges faced in registering ICT tools
and institutions in registering registering intellectual intellectual property Resource person
intellectual property in property Sign Language
Zimbabwe Interpreters

21
History Syllabus Forms 5 - 6

TOPIC 13: THE CONSTITUTION OF ZIMBABWE

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

Human Rights and outline human rights and Human Rights and explaining human rights and Resource persons
Responsibilities responsibilities Responsibilities responsibilities Songs
assess efforts made by the Efforts made by the Evaluating efforts made by the MP4 Recorders
Government of Zimbabwe in Government of Government of Zimbabwe in Talking books
promoting human rights and Zimbabwe in promoting promoting human rights ICT tools
responsibilities human rights Researching on the rights and Films/documentaries
responsibilities accorded to Copy of the
children in Zimbabwean Constitution of
societies Zimbabwe
Participating in voluntary work at UN Charter
children’s homes and other
Sign Language
shelters of the needy. Interpreters

Democracy in describe the characteristics and Characteristics and Discussing characteristics and Documentaries
Zimbabwe types of democracy types of democracy types of democracy Copy of the
examine the roles of the The roles of the Researching on the roles of the Constitution of
executive, legislature and executive, legislature executive, legislature and Zimbabwe
judiciary and judiciary judiciary Resource person
assess government efforts in Government efforts in Examining the effort made by the ICT tools
promoting democracy promoting democracy government in promoting Brailed materials and
democracy equipment
Participating in Child Parliament Sign Language
and Junior Council activities Interpreters

22
History Syllabus Forms 5 - 6
History Syllabus Forms 5 - 6

TOPIC 14: THE FRENCH REVOLUTION AND THE NAPOLEONIC ERA

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}
The French analyse the causes of the French Causes of the French Explaining the causes of the Documentaries
Revolution Revolution Revolution French Revolution ICT tools
examine the events of the Events of the French Discussing the events of the Brailed materials and
French Revolution Revolution French Revolution equipment
assess the impact of the French Impact of the French Evaluating the impact of the Talking books
Revolution on France and the Revolution on France French Revolution on France and Maps
world and the world the world Sign Language
Interpreters
The Napoleonic Era explain the rise of Napoleon The rise of Napoleon Discussing the rise of Napoleon Documentaries
Bonaparte Bonaparte Bonaparte ICT tools
examine the Domestic and Domestic and Foreign Analysing Napoleon Bonaparte’s Brailed materials and
Foreign policies of Napoleon policies domestic and foreign policies equipment
Bonaparte Impact of Napoleon Examining the impact of Talking books
assess the impact of Napoleon Bonaparte’s policies on Napoleon Bonaparte’s policies Sign Language
Bonaparte’s policies on France France and Europe on France and Europe Interpreters
and Europe Fall of Napoleon Assessing the reasons that led to Maps
analyse the factors that led to the Bonaparte Napoleon fall
fall of Napoleon Bonaparte

23
History Syllabus Forms 5 - 6

TOPIC 15: NATIONALISM IN EUROPE

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

Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
The Vienna assess the Vienna Settlement The Vienna Settlement Discussing the principles of the Documentaries
Settlement and examine the Congress System The Congress System Vienna Settlement ICT tools
The Congress Simulating the Vienna Brailed materials and
System Congress equipment
analyse the reasons for the Reasons for the collapse of the Assessing the reasons for the Talking books
collapse of the Congress System Congress System collapse Congress System Sign Language
Interpreters
Maps
The Restored examine the reign of the The reign of the Restored Analysing the reign of the Documentaries
Bourbons in Restored Bourbons Bourbons Restored Bourbons ICT tools
France analyse the fall of the Restored - Louis XVIII Brailed materials and
Bourbons - Charles X equipment
Reasons for the fall of the Discussing the reasons for the Talking books
Bourbons fall of the Bourbons Sign Language
Interpreters
Maps
Unification in explain the background to the Background to the unification in Tracing the background of the Documentaries
Germany and unification in Germany and Italy Germany and Italy unification in Germany and Italy ICT tools
Italy analyse the process of the Process of unification in Examining the process of Brailed materials and
unification in Germany and Italy Germany and Italy unification in Germany and Italy equipment
Talking books
Sign Language
Interpreters
Maps
Photographs

24

History Syllabus Forms 5 - 6

History Syllabus Forms 5 - 6

TOPIC 16: THE FIRST WORLD WAR AND PEACE SETTLEMENTS

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

Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES LEARNING
RESOURCES
The First World explain causes of the First World Causes of the First World War Discussing the causes of the Resource person
War War First World War Documentaries
examine events of the First Events of the First World War Researching on the events of ICT tools
World War the First World War Brailed materials and
analyse results of the First World Results of the First World War Debating the results of the war equipment
War Talking books
evaluate the impact of the First Impact of the First World War Assessing the impact of the Maps
World War on the world on the world First World War on the world
Visiting archives and national
monuments
Peace assess the Paris Peace Paris Peace Settlement Simulating Paris Peace Resource person
Settlements and Settlement Settlement Documentaries
the League of evaluate the work of the League The League of Nations Examining the work of the ICT tools
Nations of Nations League of Nations Brailed materials and
analyse factors leading to the The collapse of the League of Assessing the factors that led equipment
collapse of the League of Nations Nations to the collapse of the league of Talking books
nations Copy of the
Versailles Treaty
Maps
Organogram of the
League of Nations

25
History Syllabus Forms 5 - 6

TOPIC 17: FASCISM AND THE SECOND WORLD WAR

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ATTITUDES} ACTIVITIES AND NOTES RESOURCES

Fascism in Italy and explain the rise of Hitler in Rise of Mussolini in Italy Tracing the rise of Mussolini MP4 Recorders
Germany Germany and Mussolini in (1919-22) and Hitler Documentaries
Italy Rise of Hitler in Germany Films and videos
(1919-33) ICT tools
examine Hitler and Domestic policies Comparing Mussolini and Brailed materials and
Mussolini’s domestic policies Hitler’s domestic policies equipment
assess Hitler and Mussolini’s Foreign policies Debating the foreign policies of Talking books
foreign policies Hitler and Mussolini
evaluate the impact of Hitler Impact of Mussolini and Researching on the impact of
and Mussolini’s policies on Hitler’s policies on the world Mussolini and Hitler’s policies
the world on the world

The Second World explain the causes of the Causes of the Second Discussing the causes of the Brailed materials and
War second world war World War Second World War equipment
examine events of the Events of the Second World Researching on the events of Talking books
Second World War War the Second World War Maps
Sign language
analyse results of the Results of the Second Debating the results of the war interpreters
Second World War World War Resource persons
evaluate the impact of the Impact of the Second World Assessing the impact of the Documentaries
Second World War on the War on the World Second World War on the pictures
World World
Visiting archives and
mnuments

26
History Syllabus Forms 5 - 6
History Syllabus Forms 5 - 6

TOPIC 18: COMMUNIST REVOLUTIONS

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

27
 TOPIC 19: REGIONAL AND INTERNATIONAL RELATIONS

History Syllabus Forms 5 - 6

SUB TOPIC LEARNING OBJECTIVES CONTENT: {SKILLS, SUGGESTED LEARNING SUGGESTED LEARNING
Learners should be able to:- KNOWLEDGE, ACTIVITIES AND NOTES RESOURCES
ATTITUDES}

analyse the origins and aims of Origins and aims of; Discussing the concept of Resource person
Regional and regional and international - United Nations integration Talking books
International organisations - African Union Researching on the origins and MP4 Recorders
Organisations - Southern African aims of the organisations Sign language
Development Interpreters
Community Documentaries
assess the concept of integration Concept of Integration Videos
examine the structures and work Structure and work of Explaining the structure of the Brailed materials and
of regional and international the regional and organisations equipment
organisations international Simulating the United Nations Maps
organisations General Assembly in session Organograms
28
History Syllabus Forms 5 - 6

9.0 ASSESSMENT
The syllabus’ scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications must be visible in both continuous and summative assessments to enable candidates with special needs
to access assessments.

a) ASSESSMENT OBJECTIVES

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

• analyse historical concepts

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

b) SCHEME OF ASSESSMENT

This learning area will be assessed through continuous and summative assessment in Forms 5 and 6. Continuous
assessment will comprise course work. Summative assessment will comprise a written final examination.

Course Work

Course work will consist of project work and theory.

Practical Skills

The syllabus will be assessing the following practical skills through project work:

• Originality and creativity

• Research
• Resource Management
• Heritage preservation
• Enterprise
• Analysis
• Evaluation
• Problem solving
• Leadership
• Communication
• Collaboration
• ICT

Theory

The theory component will consist of :

• Written assignments and

• Tests

29
 History Syllabus Forms 5 - 6

EXAMINATIONS

Paper Description

This learning area has two papers, Papers 1 and 2. Paper 1 is 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 three 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 ques-tions
from at least three sections. Each question carries 25 marks.

Title Duration Marks Weighting (%)

Summative Assessment
History Paper 1: History of 3 hours 100 35%
Zimbabwe (Pre-colonial, Colonial,
Post-colonial) 3 hours 100
Paper 2: Regional and 35 %
International History

Continuous Assessment 100 30%

Total 300 100%

C) SPECIFICATION GRID

Paper 1: History of Zimbabwe

The guide below illustrates the relationship between the assessment objectives and components of the scheme of
assessment

Sources of History Early Foreign First Post-

Development of contacts with Chimurenga / Independence
pre-colonial Zimbabwe Umvukela in Developments in
societies and states Colonisation of Zimbabwe Zimbabwe (1980-
in Zimbabwe Zimbabwe and Second 2000)
Primary Chimurenga / Indigenisation,
Resistance Umvukela in Land Reform and
Colonial Zimbabwe Empowerment in
Administration in Zimbabwe
Zimbabwe The Constitution
of Zimbabwe

25% 25% 25% 25%

Paper 2: Regional and International History

The guide below illustrates the relationship between the assessment objectives and components of the scheme of
assessment
5 -6

Development The French Nationalis The First The

of pre-colonial Revolution m in World Communist
For
ms

societies and and the Europe War and Revolutions

states in Africa Napoleonic Peace Regional
Syllabu

Transition Era Settleme and

s

from Slave nts International

Trade to Fascism Relations
Legitimate and the
Hi

or
st
y 30
History Syllabus Forms 5 - 6

Trade Second
Imperialism in World
Africa War
Primary
Resistance
Movements
and Armed
Struggles in
other African
countries
20% 20% 20% 20% 20%

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 5 Practical Assignment 1 per term 15
Theory test 1 per term
Written assignment 1 per term
Written Research 1 (continued to Form
Project 6)
Form 6 Practical Assignment 1 per term 15
Theory test 1 per term
Written assignment 1 per term
Written Research 1 (continued from
Project Form 5)
Total 30

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

Skill Paper 1 and 2

Knowledge and understanding 5

Comprehension 5

Application and analysis 30

Synthesis and evaluation 40

Practical skills 20

Total 100

31