HISTORY SYLLABUS - Free ZIMSEC & Cambridge Revision Notes
ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONHISTORY SYLLABUSFORMS 1 - 42015 - 2022Curriculum Development and Technical ServicesP. O. Box MP 133Mount PleasantHarare All Rights Reserved2015
History Syllabus Forms 1 - 4ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the following for their valuedcontribution in the production of this syllabus The National History panel for their professional and technical inputZimbabwe School Examinations Council (ZIMSEC)United Nations Scientific and Cultural Organisation (UNESCO)United Nations Children’s Fund (UNICEF)PublishersUniversities and Teachers Collegesi
History Syllabus Forms 1 - 4CONTENTSACKNOWLEDGEMENTS. iCONTENTS. ii1.0 PREAMBLE. 12.0 PRESENTATION OF SYLLABUS. 13.0 AIMS. 24.0 SYLLABUS OBJECTIVES. 25.0 TOPICS. 26.0 SCOPE AND SEQUENCE. 37.0 COMPETENCY MATRIX. 7FORM 1. 7FORM 2. 13FORM 3. 25FORM 4. 348.0 ASSESSMENT. 41ASSESSMENT MODEL. 42ii
History Syllabus Forms 1 - 41.0 PREAMBLE 1.1 IntroductionThe History syllabus covers four years of Secondaryeducation. It provides learners with the means by whichthey will develop a historicalview of Zimbabwe, Africaand the wider world. The syllabus helps them to acquirean informed and critical understanding of social, economic and political historical developments. It also assesseshistorical developments and their impact on Zimbabweansociety. In addition, it fosters an understanding and appreciation of issues concerning population, human rights,democracy, empowerment, gender sensitivity,Unhu/Ubuntu/Vumunhu (societal norms and values) and instillspatriotism, leading to a change in learners’ attitudes andbehavior. Furthermore, it raises an awareness of theneed to preserve and conserve our heritage.1.4 AssumptionsIt is assumed that learners: 1.2 RationaleThis syllabus focuses on historical developmentsin Zimbabwe, Africa and the rest of the world.It isconcerned with the historical transformation of societiesthrough space and time. It responds to the needfor skills development, empowerment, responsiblecitizenship (unhu/ubuntu/vumunhu) and patriotism. Thesyllabus also deals with the evolvingrelations betweenZimbabwe and the international community. 1.5 1.3 Summary of Content (Knowledge,Skills and Attitudes)This syllabus covers the historical development ofZimbabwe and the World’seconomic, social and politicalsystems.It ensures sustenance of nationalism and patriotismthrough an appreciation of Zimbabwe and othercountries’ struggles for political and economic emancipation. The syllabus enables learners to draw lessonsfrom the changing political, social and economic modelsand environments through different times, places andsocieties.Have some communication skillsAre aware of folkloresHave a general knowledge of archaeological andcultural heritageHave a general knowledge of political systemsAre aware of different human rightsAre aware of the land tenure systemsAre aware of resource based conflictsHave a general knowledge of colonialism,nationalism and armed strugglesHave a general knowledge of political andeconomic developments in Zimbabwe and thewider worldCross - cutting themesGenderChildren’s rights and ResponsibilitiesCrisis ManagementFinancial LiteracySexuality, HIV and AIDSChild ProtectionHeritage StudiesConstitution of ZimbabweHuman RightsCollaborationEnvironmental issues2.0 PRESENTATION OFSYLLABUSThe History Syllabus is presented as a single documentwhich covers Forms 1 – 4. The topics are developmentalThe History syllabus enables learners to develop skillsin: Critical thinkingDecision makingConflict nicationTechnology and innovationEnterpriseand spiral.Problem solving1
History Syllabus Forms 1 - 43.0 AIMS The syllabus enables learners to: develop an interest in the study of History develop appropriate skills and tools of analysing historical transformation of societies understand how colonisation and resistance toit have influenced relations among nations develop an understanding of national, regionaland international historical events develop a sense of patriotism through appreciating history. acquire an understanding of the similarities,differences and the common experiences ofthe peoples of Africa and the world understand and appreciate population, democracy and human rights issues as well asresponsibilities and obligations that accompany them nurture Unhu/Ubuntu/Vumunhu through participation in various historical activities apply ICT skills in the study of historyTime AllocationFor the successful and effective coverage of this syllabus, 5 periods of 35 to 40 minutes should be allocatedper week. Learners should go on educational tours atleast three times a year.4.0 SYLLABUS OBJECTIVES5.0 TOPICSBy the end of Form 4 learners should be able to: 1.2.3.4.5.6.define the term Historydescribe historical events in their contextanalyse historical evidence ,points of view andmake value judgementsassess the significance and relevance of historical information and draw reasoned conclusionsempathise with the pastexplain concepts and issues that relate tohistory, population, gender, democracy andhuman rights in a relevant and coherent manneruse ICT in the study of Historyrelate the concept of Unhu/Ubuntu/Vumunhuto the historical activities in Zimbabwe7.8.9.10.11.12.13.14.15.4.1 MethodologyThe teaching of History will be accomplished through theuse of the following learner-centred and multi-sensoryapproaches:Methodology Video and film showsEducational toursDrama, song and poetryCase studyGroup discussionsDiscoveryResearchDebateWork-related learningRole playProjectResource personFolkloreE-learningGames and QuizzesImitation or Simulation2Conceptualisation of HistoryOrigins of HumankindAncient Civilisation in Africa: EgyptDevelopment of Zimbabwean SocietiesSlavery and the Slave TradeEarly European Contacts with Zimbabwe:Portuguese and MissionariesColonisationColonial Administration in RhodesiaNationalismThe Armed StrugglePost-Independence developments inZimbabweWorld WarsRegional and International Co-operationSocialism and CommunismThe Constitution of Zimbabwe, Democracyand Human Rights
ANCIENT CIVILISATIONS INAFRICA: EGYPTORIGINS OF HUMANKINDTOPICCONCEPTUALISATION OFHISTORY6.0 SCOPE AND SEQUENCE Ancient Civilization inEgyptEgyptian Civilisation andAgricultureFORM 1 Introduction to History Sources of History Types of History Theories on Origins ofHumankind Charles Darwin andHuman Evolution Africa The Cradle ofHumankind6.0 SCOPE AND SEQUENCE12. World Wars13. Regional and International Co-operation14. Socialism and Communism15Constitution of Zimbabwe, Democracy and Human RightsFORM 2FORM 3 Sources of HistoryFORM 47History Syllabus Forms 1 - 43
4COLONISATIONEARLY EUROPEANCONTACTS WITHZIMBABWE: PORTUGUESEAND THE MISSIONARIESSLAVERY AND THE SLAVETRADEDEVELOPMENT OFZIMBABWEAN SOCIETIESTOPIC The Portuguese PrazoSystem in the ZambeziValleyEarly missionary activitiesin ZimbabweForms of SlaveryCauses of the Slave TradeThe Triangular SlaveTradeFORM 1 EgyptianScience ,Religion,Developments of Writing andArchitecture Egyptian Agriculture Spread of Egyptiancivilization Early Societies from theStone Age to the EarlyIron Age State Formation:The GreatZimbabwe, theMutapa,Rozvi ,Zulu andNdebele States6.0 SCOPE AND SEQUENCE CONTD. The Scramble andPartition of SouthernAfricaThe Berlin Conference(1884-1885)The Colonisation ofZimbabweThe Anglo Ndebele War1893-94FirstChimurenga/Umvukela1896-97FORM 2 Portuguese activities inthe Zambezi ValleyEarly MissionaryActivitiesEuropean Agents ofColonizationThe Scramble andPartition of SouthernAfricaThe Berlin Conference(1884-1885)The colonisation ofZimbabweAnglo Ndebele War 189394The First Chimurenga/Umvukela 1896-97Slave Trade in AfricaImpact of Slavery and theSlave TradeThe Abolition of Slavetrade and SlaveryGreat Zimbabwe ,Mutapa and Rozvi statesNguni incursions-MfecaneThe Zulu stateThe Ndebele stateFORM 3FORM 48History Syllabus Forms 1 - 4
5WORLDWARS AND THEINTER-WAR PERIODPOST INDEPENDENCEDEVELOPMENTS INZIMBABWETHE ARMED STRUGGLE INZIMBABWENATIONALISMTOPICCOLONIALADMINISTRATION INRHODESIAFORM 16.0 SCOPE AND SEQUENCE CONTD. Social, Political andEconomic PoliciesMass Nationalism 19571966Early recruitment andtraining of FreedomFightersThe early phase of theArmed StruggleThe scond phase of thearmed struggleFORM 2 Company Rule ResponsibleGovernment Federation of Rhodesiaand Nyasaland Colonial Administrationafter UnilateralDeclaration ofIndependence (U.D.I) Pan-AfricanistMovementsRise of MassNationalism inZimbabwe Nationalist MovementsThe SecondChimurenga/UmvukelaNationalist MovementsThe second Chimurenga/UmvukelaEarly recruitment offreedom fightersThe early phase of thearmed struggleThe second phase of thearmed struggleFORM 3 Company Rule Responsible Government Federation of Rhodesiaand Nyasaland Unilateral Declaration ofIndependence 9The First World WarLeague of NationsThe Rise of EuropeanDictatorsThe Second World WarThe Cold WarSocial, Political andEconomic PoliciesSouth Africa since 1848FORM 4History Syllabus Forms 1 - 4
THE CONSTITUTION OFZIMBABWE, DEMOCRACYAND HUMAN RIGHTSThe Constitution ofZimbabweChildren’s Rights andResponsibilitiesHuman RightsThe Russian RevolutionThe Chinese RevolutionCuban RevolutionFORM 2 Front Line States SADC OAU/AU The Commonwealth Non-Aligned Movement FORM 1SOCIALISM ANDCOMMUNISMTOPICREGIONAL ANDINTERNATIONALCO-OPERATION6.0 SCOPE AND SEQUENCE CONTD.FORM 3 DemocracyHuman RightsLand Reform andindigenisation10The Russian RevolutionThe Chinese RevolutionCuban RevolutionFORM 4The United NationsZimbabwe and theInternational Community(Foreign Policy) sinceIndependenceHistory Syllabus Forms 1 - 46
7 Sources of HistoryTypes of History identify the different typesof Historydescribe the differenttypes of Historylist sources of Historydescribe sources of Historyexplain the advantagesand disadvantages of eachof the sources of Historydefine Historyexplain the importance ofstudy of HistoryLEARNING OBJECTIVESLearners should be able to:-Introduction to HistorySUB TOPICTOPIC 1: CONCEPTUALISATION OF HISTORYTOPIC 1: CONCEPTUALIZATION OF HISTORYFORM 1COMPETENCY MATRIXFORM17.0 COMPETENCY MATRIX Types of History forexample- Social History- Political History- Economic History- Local HistorySources of HistoryAdvantages anddisadvantages of eachof the sources of HistoryCONTENT: {SKILLS,KNOWLEDGE,ATTITUDES} Definition of the termHistory Why study History Explaining different typesof HistoryDiscussing on types ofHistoryResearching on familyHistoryStating the sources ofHistoryOutlining sources ofHistoryDiscussing theadvantages anddisadvantages of sourcesof HistoryCompling their historyusing various sources ofhistoryExplaining the termHistoryDiscussing reasons forthe study of HistorySUGGESTED LEARNINGACTIVITIES AND NOTES ICT toolsBrailed materialsICTArtefactsDocumentsBrailed materialICT toolsBrailed material11SUGGESTED LEARNINGRESOURCESHistory Syllabus Forms 1 - 4
Africa The Cradle ofHumankindCharles Darwin and HumanEvolutionTheories on origins ofHumankindSUB TOPIC8 define the term CradleHumankindidentify sites whereremnants of earlyhumankind werediscovered in Africaexplain why Africa isbelieved to be the cradleof mankind.identify the stages ofHuman Development inCharles Darwin’s theoryof Evolutionexplain Charles Darwin’stheory of Evolution.LEARNING OBJECTIVESLearners should be ableto: identify the major theorieson the origins ofhumankind describe the majortheories on the origin ofhumankind.TOPIC 2: ORIGINS OF HUMANKINDTOPIC 2: ORIGINS OF HUMANKIND Archaeological sites whereremnants were discoveredReasons why Africa isregarded as the cradle ofHumankindStages of HumanDevelopmentThe theory of EvolutionTheories of origins ofhumankind such as TheTheory of EvolutionThe Biblical CreationTheoryCONTENT: {SKILLS,KNOWLEDGE, ATTITUDES} Explaining the termcradle of humankindLocating archeologicalsites where remnants ofearly Humankind werefoundIllustrating theimportance of Africa asthe origins of humankindIllustrating CharlesDarwin’s Theory ofEvolutionSimulating stages ofHuman DevelopmentDebating CharlesDarwin’s theory ofEvolutionStating the majortheories on the origins ofhumankindDebating major theorieson the origins ofhumankindSUGGESTED LEARNINGACTIVITIES AND NOTES ICT toolsPrint mediaPresentationsBrailed materialMapsPhotographsICT toolsBrailed materialsTalking booksMapsPicturesICT toolsBrailed materialMP 4 recorderMapsTalking booksPictures12SUGGESTED LEARNINGRESOURCESHistory Syllabus Forms 1 - 4
9Spread of EgyptianCivilizationSUB TOPIC Egyptian Agricultureidentify the characteristicsof Egyptian agriculturalSystemsdescribe the EgyptianAgriculturaladvancementsdescribe the developmentof Egyptian Science,Religion, Writing andArchitectureLEARNING OBJECTIVESLearners should be ableto: state the forms ofEgyptian Civilisationadopted by other parts ofthe World explain the impact ofEgyptian Civilisation onother parts of the World LEARNING OBJECTIVESLearners should be ableto: define the term:AncientCivilisation locate Ancient Egypt onthe map of Africa describe the Civilisationsin EgyptEgyptian Science, Religion,Writing and ArchitectureAncient Civilisation in Africa:EgyptSUB TOPICTOPIC 3: ANCIENT CIVILISATION IN AFRICA: EGYPTTOPIC 3: ANCIENT CIVILIZATION IN AFRICA:EGYPTEgyptian IrrigationSystems such asThe ShadufCalendar/ SeasonsEgyptian n Religion, Writingand ArchitectureLocation of Ancient EgyptAncient Civilisations Forms of EgyptiancivilizationThe impact of EgyptianCivilisationCONTENT: {SKILLS,KNOWLEDGE, ATTITUDES} CONTENT: {SKILLS,KNOWLEDGE, ATTITUDES}Discussing thecharacteristics of theEgyptian Religion,writing and architectureDesigning models ofEgyptian civilisationsExplaining AncientCivilisationsDiscussing Civilisation inEgyptDrawing a map showingimportant features ofAncient Egypt Discussing forms ofEgyptian civilisationsadopted in other parts ofthe WorldAssessing the impact ofEgyptian civilisations onother parts of the worldDiscussing the EgyptianIrrigation Systems Demonstrating how theirrigation systemsworked Explaining thedevelopment of thecalendar and seasonsSUGGESTED LEARNING ACTIVITIESDesigningANDa modelforNOTESthe Shaduf SUGGESTED LEARNINGACTIVITIES AND NOTESICT toolsPrint mediaBrailed materialResource personTalking booksPicturesICT toolsResource personBrailed materialTalking booksPicturesICT toolsBrailed materialMapsMedia ICT toolsResource personBrailed materialsTalking booksMP 4 recordersPicturesCalendars13SUGGESTED LEARNINGRESOURCES SUGGESTED LEARNINGRESOURCESHistory Syllabus Forms 1 - 4
State Formation: GreatZimbabwe, Mutapa, Rozvi,Zulu and Ndebele StatesEarly Societies fromStone Age to Early IronAgeSUB TOPIC10 locate the geographicalpositions of the GreatZimbabwe ,Mutapa ,Rozvi ,Zulu andNdebele Statesdescribe factors leadingto the rise of the GreatZimbabwe,Mutapa,Rozvi, Zulu andNdebele Statesdescribe the Economic,Political and SocialOrganisation of theGreat Zimbabwe,Mutapa ,Rozvi ,Zulu andNdebele States.LEARNING OBJECTIVESLearners should be ableto: identify the tools usedduring Stone Age andEarly Iron Age describe the political,social and economicactivities of the Stoneand the Iron Ages. explain the changesfrom Stone Age to EarlyIron AgeRise of Great Zimbabwe,Mutapa ,Rozvi,Zulu ,NdebeleStatesOrganisation of GreatZimbabwe,Mutapa,Rozvi,Zulu andNdebele StatesThe fall of the GreatZimbabwe,Mutapa,Rozvi,zulu andNdebele states The Stone Age and EarlyIron Age toolsSocial, Economic andPolitical activities of theStone and Iron Age societiesChanges from Stone Age toEarly Iron Age CONTENT: {SKILLS,KNOWLEDGE, ATTITUDES}TOPIC 4: DEVELOPMENT OF ZIMBABWEAN SOCIETIESTOPIC 4: DEVELOPMENT OF ZIMBABWEAN SOCIETIES Identifying the geographicallocations of the GreatZimbabwe State and theMutapa StateDiscussing the factors leadingto the rise of the GreatZimbabwe State and theMutapa StateResearching the Economic,Political and Socialorganisation of the GreatZimbabwe ,Mutapa,Rozvi ,Zuluand Ndebele StatesVisiting the Great Zimbabweand other monumentsListing tools used during theStone Age and the Early IronAgeDiscussing the political, socialand economic activities of theStone and Iron Age societiesExamining the transition fromStone Age to Early Iron AgeExhibiting stone and iron agetools made and collectedSUGGESTED LEARNINGACTIVITIES AND NOTES 15Resource personBrailed materialICT toolsMP 4 recordersTalking booksMapsSUGGESTEDLEARNINGRESOURCES ICT tools Brailed material Rock paintingsHistory Syllabus Forms 1 - 4
The Triangular Slave Trade11 List areas involved in theTriangular slave tradestate the commoditiesexchanged in theTriangular slave tradedescribe the differentroutes of slave tradeoutline the causes of theslave tradeLEARNING OBJECTIVESLearners should be ableto: identify the different formsof slavery describe the differentforms of slavery.Causes of the Slave tradeForms of SlaverySUB TOPICTOPIC 5:SLAVERY AND THE SLAVE TRADETOPIC 5: SLAVERY AND THE SLAVE TRADE Areas involvedCommodities exchangedRoutes of Slave TradeEconomic, social andpolitical causesDomestic Slavery andSlave TradeCONTENT: {SKILLS,KNOWLEDGE, ATTITUDES} Drawing a mapshowing the triangularslave trade routesIdentifying commoditiesexchanged on eachrouteTracing the differentroutes of slave tradeExplaining the causesof the slave tradeConducting projectwork on slave tradeWatchingdocumentaries ofdifferent forms ofslavery and slave trade.Discussing differentforms of slave trade.SUGGESTED LEARNINGACTIVITIES AND NOTES ICT toolsPrint mediaWorld MapBrailed materialTalking booksBrailed materialTalking booksICT toolsICT toolsMapsBrailed materialDocumentariesMapsTalking books16SUGGESTED LEARNINGRESOURCESHistory Syllabus
History Syllabus Forms 1 - 4 4 6.0 AND SEQUENCE CONTD. 8 TOPIC FORM 1 State FORM 2 FORM 3-FORM 4 Egyptian Science ,Religion,Develop ments of Writing and Architecture Egyptian Agriculture Spread of Egyptian civilization Causes of DEVELOPMENT OF ZIMBABWEAN SOCIETIES Early Societies from the S tone A ge to the Early Iron A ge Formation:The Great
Online Results Distribution User Manual SYSTEM ACCESS Option A- Via the ZIMSEC website: Visit the ZIMSEC website on www.zimsec.co.zw and you will be taken to this page: Click on view Results and you will be taken to a page like the one shown below: Select your region where your
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l The National Commerce Syllabus Panel l Zimbabwe School Examinations Council (ZIMSEC) l Polytechnic and Teacher Training Institutions Representatives l Universities Representatives l United Nations Children’s Educational Fund (UNICEF) Commerce Form 1-4.qxp_Layout 1 26/10/2016 12:01 PM Page ii
Cambridge Primary Checkpoint Cambridge Secondary 1 (11–14 years*) Cambridge Secondary 1 Cambridge Checkpoint Cambridge Secondary 2 (14–16 years*) Cambridge IGCSE Cambridge Advanced (16–19 years*) Cambridge International AS and A Cambridge Pre-
l The National Commerce Syllabus Panel l Zimbabwe School Examinations Council (ZIMSEC) l Polytechnic and Teacher Training Institutions Representatives l Universities Representatives l United Nations Children’s Educational Fund (UNICEF) Commerce Form 1-4.qxp_Layout 1 26/10/2016 12:01 PM Page ii
l The Zimbabwe School Examinations Council (ZIMSEC) l Representatives from Universities and Teachers’ Colleges l Representatives from Book Publishers l United Nations Children’s Fund (UNICEF) l UNESCO English Junior 01-10-16.qxp_Layout 1 13/10/2016 12:54 PM Page i. ii English Languages Junior (Grade 3 - 7) SyllabusFile Size: 2MB
Cambridge University Press 978-1-107-63581-4 – Cambridge Global English Stage 6 Jane Boylan Kathryn Harper Frontmatter More information Cambridge Global English Cambridge Global English . Cambridge Global English Cambridge Global English
Cambridge International GCE Advanced Subsidiary and Advanced level (AS and A level) 47 Cambridge International General Certificate of Secondary Education (Cambridge IGCSE)/Cambridge International Certificate of Education (Cambridge ICE)/Cambridge GCE Ordinary level (Cambridge O level) 47 Cambridge International Diploma in Business 48 European Baccalaureate (EB) 65 International Baccalaureate .
