Professional Documents
Culture Documents
A Level History
A Level History
HISTORY SYLLABUS
FORMS 5 - 6
2015 - 2022
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
3.0 AIMS....................................................................................................................................................2
6.0 TOPICS...............................................................................................................................................2
9.0 ASSESSMENT...................................................................................................................................30
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History Syllabus Forms 5 - 6
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History Syllabus Forms 5 - 6
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 9. Primary Resistance Movements and Armed Strug-
work, exhibitions, festivals, planning and organis- gles in other African countries
ing seminars and symposiums 10.Second Chimurenga / Umvukela in Zimbabwe
11. Post-Independence Developments in Zimbabwe
5.0 METHODOLOGY AND TIME (1980-2000)
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
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History Syllabus Forms 5 - 6
8.0 COMPETENCY
TOPIC MATRIX
1: SOURCES OF HISTORY
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
10
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
12
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
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
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10
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
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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12
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
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
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14
TOPIC 9: PRIMARY RESISTANCE MOVEMENTS AND ARMED STRUGGLES IN OTHER AFRICAN COUNTRIES
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
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
20
16
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
21
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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}
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
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
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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}
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
26
22
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
27
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History Syllabus Forms 5 - 6
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24
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History Syllabus Forms 5 - 6
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
30
26
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
31
27
TOPIC 19: REGIONAL AND INTERNATIONAL RELATIONS
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
History Syllabus Forms 5 - 6
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
32
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
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
Practical Skills
The syllabus will be assessing the following practical skills through project work:
Theory
29
Theory
EXAMINATIONS
EXAMINATIONS
Paper Description
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
This learning
section area has
consists of 4two papers,
essay PapersCandidates
questions. 1 and 2. Paper 1 is the History
are expected of Zimbabwe
to answer (Pre-colonial,
four questions Colonial,
from at least three sections. Each question carries
Post-colonial) and has
the International 4 sections,
Affairs and hasA-D. Each
5 sectionssection consists
A-E. Each of 4 essay
section questions. Candidates
consists areCandidates
of 4 essay questions. expected toare expected to answer four q
answer
three four questions
sections. Eachfrom at least
question three25
carries sections.
marks. 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.
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
Continuous Assessment 100
100 30%
30%
Continuous Assessment 100 30%
Total
Total 300
300 100%
100%
Total 300 100%
C)C)
SPECIFICATION
C) SPECIFICATION
GRID
SPECIFICATION GRID
GRID
C) SPECIFICATION GRID
Paper 1: 1:
Paper
Paper History of Zimbabwe
1: History
History of Zimbabwe
of Zimbabwe
Paper 1: History of Zimbabwe
TheThe
The guide
guide
guide below
below
below illustrates
illustrates
illustrates the
thethe relationship
relationship
relationship between
between
between the
thethe assessment
assessment
assessment objectives
objectives
objectives and
and
and components
components
components of
of of the
thethe scheme
scheme
scheme of assessment
of of assessment
assessment
The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
Sources of
Sources of History
History Early Foreign
Early Foreign First
First Post-
Post-
Development
Development
Sources of History of
of contacts
contacts
Early Foreignwith
with Chimurenga
Chimurenga
First // Independence
Independence
Post-
pre-colonial
pre-colonial Zimbabwe
Zimbabwe
contacts with Umvukela
Umvukela in /
in
Chimurenga Developments
Developments
Independence in in
Development of
societies
societies and
and states
states Colonisation
Colonisation
Zimbabwe of
of Zimbabwe
Zimbabwe
Umvukela in Zimbabwe
Zimbabwe (1980-
(1980-
Developments in
pre-colonial
in Zimbabwe
in Zimbabwe Zimbabwe andand 2000)
2000)
societies and states Zimbabwe Colonisation of Second
Second
Zimbabwe Zimbabwe (1980-
in Zimbabwe Primary
Primary
Zimbabwe and Chimurenga
Chimurenga
Second // Indigenisation,
Indigenisation,
2000)
Resistance
Resistance
Primary Umvukela
Umvukela in
in
Chimurenga / Land
Land Reform and
Reform
Indigenisation,and
Colonial
Colonial
Resistance Zimbabwe in
Zimbabwe
Umvukela Empowerment
Empowerment
Land Reform and in
in
Administration
Administration in
in Zimbabwe Zimbabwe
Zimbabwe
Empowerment in
Colonial
Zimbabwe
Zimbabwe
Administration in TheThe Constitution
Constitution
Zimbabwe
Zimbabwe of
of Zimbabwe
Zimbabwe
The Constitution
of Zimbabwe
25%
25% 25%
25% 25%
25% 25%
25%
25% 25% 25% 25%
Paper 2: Regional and International History
Paper 2:
Paper 2: Regional
Regional andand International
International History
History
The guide below illustrates the relationship between the assessment objectives and components of the scheme of
Paper 2: Regional and International History
The guide
The guide below
assessment below illustrates
illustrates the
the relationship
relationship between
between the
the assessment
assessment objectives
objectives and
and components
components of
of the
the scheme
scheme of
of assessment
assessment
The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment
History Syllabus Forms 5 - 6
Development
Development The French
The French Nationalis
Nationalis The
The First
First The
The
of
of pre-colonial
pre-colonial
Development Revolution
Revolution
The French mm in
in World
World
Nationalis The First Communist
Communist
The
societies
societies and
and
of pre-colonial and
and the
the
Revolution Europe
Europe
m in War
War
World and
and Revolutions
Revolutions
Communist
states
states in
in Africa
Africa
societies and Napoleonic
Napoleonic
and the Europe Peace
Peace
War and Regional
Regional
Revolutions
Transition
Transition
states in Africa EraEra Settleme
Settleme and
Napoleonic Peace and
Regional
from
from Slave
Slave nts
nts
Settleme International
International
Transition Era and
Trade
Trade to
to
from Slave Fascism
Fascism
nts Relations
Relations
International
Legitimate
Legitimate
Trade to and
and the
the
Fascism Relations
Legitimate and the
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%
Continuous 30%
Summative 70%
Total 100%
Continuous Assessment
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to
NOTE: All
continuous assessment
assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment tas
tasks.
Specification Grid
Comprehension 5
Practical skills 20
Total 100
31