So Pen Ea CONT eee Tet cae enn a Te CS ne Hew curvicaluny approved by the Ministry of Pamary and Se Svea irre Nan teeter aera: ane Gare resourceful and critical thinkery with 0 sense af belonging : ‘worth. The series upholds the spirit of Unhu/Ubunta/Vieme Une EL ony PLS ec re Een te eanCed TeT eecc cho err | Meee iit ge nel summative examination, The book alse atfords learners with opportunities to practicg; rule play and research, solve problems, com ome eee PR Utorret DO as a SUE OU Mean ie ue ee rnc rom aC) ! 5 Soe enon . Research A eet) ‘ ae A Practical Exereiyes a arene na ee ney : Educational tours - aera . presi . _ ont | . Resource persons Creme ne rey he Heritaye Studies series is aimed at producing innovative learners with the kno Rec tee cere te er eam are ee etna 5 Seren ee nomencr mim Ccrem unter ariezny) if Pee reer ant P Teer : ae re Coreen P . Children’s rights and responsibilitie ” : eo 5 Tes 5 Disaster and risk manageme s f os 5 Enterprise skill B 5 anes re . Chron infectious diseases such as diabe Te: Cin Nar Ts { " { ; Approved by the Ministry of P; bof ttre te Boulejo / Total | weritage New Curriculum nee HERITAGE STUDIES Form 2 B B Matseketsa S Mashaah T Masikati | Priority (Pro oe PUBLISHING ES eee789 Glen Garry Avenue. thle Harare, Zimbabwe — . Tel/Fax: 263-4-49566 | Cell: 0712 604 996 077. a. 2 313 682 Website: WWW.ppp.co.zw E-mail: Sales@ppp co, 2w ©Priority Projects Publishing 2018 First Published in 2018 by Priority Projects Publishing ISBN: 978-0-7974-8667-46 EDITOR; Emilia Manjoro PROOFREADER: O Brute DTP & COVER DESIGN: Tatenda Moyana All rights reserved ; Photocopying or any form of reproduction of this book is illeg! under the Copyright Act PPP - Truly Zimbabwean! The publisher uses recyclable paper Quality Assurance Statement d produced ta the highest possible star iy reas are not s: lards to ensurt n you are not satistied with ls to ensu nm) id the quality of this ately on the above numbers sare developed am s eabality IC fora ality and ed quality book, contact us ima / | Our book: \ \ _ ae. .Contents owledgements. profiles Huetion ......cs Vopic 1: Role of the school in socialisation... lopic 2: Role of pee Vopic 3: Role of the media in socialisation . lopic 4: Responsible use of the media \( 2: Identity: Family, Local and National Identity... Copic 1: Forms of personal identity..... Yopic 2: Totems, totem praises and genealogy Vopic 3: Totems and its purposes Vopic 4: Indigenous herbs.. d cultures of the people oi Lopic 5: Indigenous language Zimbabwe «3: Cultural Heritage: Norms and Values iti... cesses Topie 1: Norms and values... Topic 2: Main features of indigenous Zimbabwean culture opic 2: Ma : pee lopic 3: Inheritance and heirship practices of indigenous societies milies a eet TS p practices Vopic 4: Contemporary courtship pF - jae counselors lopic 5; Indigenous mamage © muse Copic 6 orms of indigent 2. i jon Bagi ist Term Examination us entertainmenty ya sovernance ,, Unit4: National History: Sovereignty and Governance fipic tet Iron Age Societies 5 lopic 2: Late lron Age States + 108 Fopie 3: Contribition of Iron Age communities to POM) somieties 126 lopic 4: Missionaries, explorers, traders, concession seekers, ddventurers and traders i +129 Unit 3: National Heritage 134 lopie 1: National events and celebrations, « 134 Vopic 2: | “articipation in and contmemoration of natitynal 147 Fopie 3: National Schools Pledge . ele, 152 Topic 4; Nuwural Resources. 2 155 nit: Constitution of Zimbabwe . y nem ehe ++ 164 Vopic 1: Declaration of the Rights of Man. Topic 2: Zimbabwean C : Me eeces 16 Henship.. Rules and Laws of Zim End of 2nd 7 Tevet ve. 169 Topic 3 babwe : 1 Examination. +174 - 186 Unit 7: Rights and Responsibilities... pic 1: Children’s rights and responsibilities ay seliccl tes Topic 2: Participation in voluntary cOMMUItY activig S 498 lopic 3: Responsibilities of Zimbg 236 20]8: Production, Distribution of Goods,and Services .. opie 1: Production, Distribution of Goods and Services...... 205 lopic 2: The Informal Sector ... Vopic 3: Indigenous Conservation and management of esources PUAN chaiculnhdt ately alia BO ' 9: Global Issues fopie 1: Climate Change... Vopic 2: Disasters... nd of 3rd Term Examination ...—_ Acknowledgements Ihe authors and publisher wish to thank the following for invaluable insiyhy the book and others for permission to reproduce copyright photographs: The Director General of the Environmental Management Agency EM AY : ZANWA Meterological Services of Zimbabwe Ministry of Local Government, Public Works and National Housing Ministry of Publie Service, Labour and Social Welfare Ministry of Foreign Affairs on some of the information on the AU, COMESA, NAM, SADC and the UN Ihe Director, Department of Civil Protection (DCP) and Team Harar Tanageiren sorts dL beat National Museums and Monuments of Zimbabwe National Arts Council of Zimbabwe (NAC) nformation Communication Technology, Postal and Cov Ministry of 1 Services (MICTPCS) Ministry of Primary and Secondary Education Matabeleland North Province Bir District Binga High Sehool ii) Manjolo High School lary School, inelud hho participate (iii) Siachilaba Secone ing all learners w! \tinietéy of Women’s Affairs, Gender'and Communit Development (Mit # Youth and Womer ad Presevvation af N Rural Development, Promotion ane °°* «and Culn Culture and Hentage (Ministry of Sports, Arts and Chief Sabu and Palace members _ —_,Chief Siachilaba, Ward 10 including 12 village heads, assessors and community elders llder Gasa for insightful cultural traditions {eritage Studies Researchers (HSRs) who participated at the Makande/ Malila ceremony under Chief Siachilaba ~Chief Mutekedza (Mashonaland East) Chief Chikwaka (Mashonaland East) Chief Nemakonde (Mashonaland West) Chief Nvamande (Guru) Chief Guru (Guru) the late Chiet Zvimba's (Matibiri) ivife, Marsh iva ionga Group (Binga Ir Lawrence Chinyati on Nambya traditions and other Nambya elders ison Mumpande, son of Siansipa, former school te: lutthew Mare (PhD student at UNISA and »vorth Local Board acher in Binga Distri a colleague) hief Saba and family members forinsi heft cultural and eri ition viewwpysinn tus Munkombwe or Elder Gasa for insightful thi sinane, Gh ‘Cults litions Ir Aleck Munkuli for logistics ‘ther community elders who participated the research, 4, dew: / impapers: The Chronicle Newspapi: os) VaPfiyy) eHtort has been made tote pyriiel rently overlooked, weAuthors’ profiles BB Martseketsa MSc 7 ISc. TR (University of Zimbabwe) 3S¢ or Gx * ‘ BSc. Hon Pol Science (University of Zimbabwe) » & Journalism (CCOSA) esity of Zimbabwe/N Doctor of Philosophy Degree (DPhil) student (Unive: Defence LIniversity) ducation Degree in History (University of Zimbabwe) (Mutare Teachers’ College) ‘onnect Zist) , Midlands State Bachelor ef Diploma in Education Therapy (C' Diploma in Family University) student ( ev ty Developnt nm Stud PP Masikati Rachelor of Education Degree in History (Universit) of Zimbabwe) wearian (Mut wre Teachers’ College) ect Zist) es student (Midlands State l Diploma in Ed amil spmental Studi yyploma in Family Therapy (Conni Iniversity) 1A in DevelIntroduction vitis Heritage Studie: © Studies is a subject 4y! ) was approved by the Ministry of Prinars Yecondary Edi ation. It seeks to develop individuals who have a "ve responsibility for protecting and investing in their cultural, natural liberation heritage and wealth creation for posterity, “The subject is of the New Curriculum initiative! By definition, Heritage Studies is a ine of study whic h focuses on our past, present and future as a collective Te. It helps one with knowledge on the country’s inherited traditions, ments, what is produced and uniqueness on the international platform bP) cademies ook is doings 10 help learners appreciate practicaliry te. Li 1] outside formal employment amners need to take pricticals seriously as they h (portunities available nibject has be n tailor made for l ners to develop pro a. businesses at ind-at home sa thar they can earna living through these practicals. Whenever ike visits, try to think on how best you can presepve the existing herituge {ivr orterment of future generationsPreface ) aol is designed to teach learners the basic phils he peu { Zimbabwe, libersti indigenous crafts and foac truggle, natural res wid values, beliefs, historical site learners of the ideas of H sand it aims to further teack ook is part of as Studies this giving them aclearer understanding of the subject in continuation to» ught in the pre sroved by the Ministry of Prim vious year. The book is written in compliance wi rary and Secondary Educatior they have been new curriculum apy covers the following topics: National Heritage + Socialisation . Identity: Family, Local and National * Constitution of Zimbabwe entity + Rights and Responsibilities Distribution of Norms and Values Production. Heritage * Cultura + National History and Services Sovereignty and + Global Issues Governance Structure of topics sare SITU tured ina progressive, easy TO follow manner consisting learners to the roduces Learners are asked about their general knowledge hallenyed to thinkDefines and explains new words/expressions that learners ‘These give practical and real life insights into what would have been covered. This enables learners to marry theory and real life situations, ‘These ensure spot-on understanding of skills/concepts learnt. Multiph choice and True/False focuses on learner tions encours This aspect brings in liscove art earning, teamworkignment role play and participate. In the proc they exercise the reality aspect of the | | | t. 1 will enhance more understanding and build up | positive and participative outlook of the subject aking it more excitt versed into the real rl seemaric ev are then tasker with provid ne both theoretical and practical solutions to social, cultural, eec ind political problems that face the community These make learners employ their ICT skills to solve prabl ms, generate, send display information xercises also \ learners to internet websites whene they can, to find information and research or s the topic Educational tour/class visit | opportunity to experier‘roviding an interactive approach to the ubje nost prominent i and concepts of the topic so Makes the learners role play on different issues thereby Project with financial benefit Enables learners to participate in projects/activities which impart financial lircracy skills, promote group work and make them perform psychomotor skills as espoused nthe Ministry’ guidelines. This makes learners acquire entrepreneurial skills for use in firture Condenses all the objectives learners get to grips with the\ nit 1: Unit objectives he end of the unit, you should be explain the role of the school in socialisation. assess the impact of the school ation tate the role of peers in socialisation analyse the impact of peers in cocialisation, identify various types of media. describe the media's role in socialisation, illustrate the responsible use of media asa socialisation agent. utilise appropriate m content. inrroduction 1) chis unit you are going £8’ positively © socialisation 7 schools Jate it to pegs ind the media wre called PRocialisation agent peril in inpacking. their { influence in socialisation pact gi" ter to Total Heritage Book 1p Socialisation help you appreciate socialisation as you progressively carry on. \ Topic 1: Role of the school in} socialisation | Think ahead | 1. Do you socialise at 2. Whar do you understand by the | term punctuality? Do you think the school affects | socialisation? | Key terms Socialisation agents ~ platforms or institutions where people interact. Education sector — economic platform for the provision of lucation like collewes universities and schools Homosexuality — abnormal sexual behaviours of same sex Interaction ~ acti between twe they share icto ting in accordance egulation of interaction Socialisation — process from infancy to aleath the school asa socialisation agent wolis defined as an institution fe In Zimbabwe we lueating childs primary, secondary and. tertiary etior discuss he primary and secondary levels. According to the education statistics by ZIMSTATS), ‘cport he nary scheols in id 2312 secondary | me period. Due to educar Jevelopments in th 2012, the number This uners being significantly eased inc has led to more thus making the country be ree, best in Affica in t is one of th cy, On average, ners 15 years to complete primary secondary levels. This mea time is spent ar and this when most ot socialisation takes places .Sociali t school plays a vary importan our live: The school plays a significant 1 socialisation throughSchool rules wwe rules or regulations that guide They learners at the school on shat to wnduet of school learners. y what is expected of them, Some ie general school rules include: teachers’ houses are out of bounds no fighting at school no begging but sharing | respect and greet your teachers no absconding of cla: do not litter the school yarel valytical skills: ‘ool rules are meant to help you do both behaviour and The right thing wise in the furure. rules 1 life time and are inculcated at ol. You learn to love and forgive other, These become great lessons inity and assist peace to prevail inctuality refers Punctuality ty or habit udhering to equa pointed time. The school teaches be punctual, It can be time to school, assembly times, sports time lesson timetables; it means the ol] is trying to encourage you to set time frames without excuses -hools, arriving late for lessons attracts heavy punishments as a way ot rehabilitating the late comers Heritage overview: During the 1980s 1990s and early 2000s, punctuality we a rule to both primary and secondary schools. Our experience in the rural schools is that a big metal bell was rung by a timekeeper to signal preparation for assembly or lesson time. We used to run to school so as to arrive earlier than the prefects and teachers on duty who at times ordered the gates to |v tah closed. Some were beaten ay punishment regardless of the slisia travelled. Others travelled for 5 to 15 km and they would arrive at school ov time. Instilling a punctual mindset will help learners in the business warld in the future Punetuality is the stern virtue ol of business, and the graceful courtesy of princes (Edward G Bulwer-Lytton 1803-1873) Corporal punishmenta (c) Discipline right to stipulated icting (d) Respect for authority this refers to appreciating the decisions of those in authority at school, for example, the school Head and staff ncluding prefects. As you grow up, you {to subject vourselfto traditional and including respecting vour parents, If a child does not respect authority, he or unctioned or punished. At times, or being sub ymissive g handseaith riitning ceaney howl y K smart and wc the PILE HOUR you is les, ow litter in “ aways throw F the bin. You a, raged to barh . encourag yday ar ns tidy and lll. adership in vour community + 9 Revision exercise Pracademic questions Section 4: Multiple choice 1A socialisation agent because hool is regarded as a A. the number of schools are increasing B. learners are there everyday C. it provides a platform to share values, beliefs and interact D. there are school rules Why are school rules necessary A. Theyare principles and regul lise B. ‘They are lifelong and soc people to do the right thing C. Schools are big so rules arc important D. They help one to respect elek socialisation 3. How is promote chool : \. By love affairs B. By strict parents at home C. By the use of policies in the constitution of the country D. By respecting authority 4. Coming early to school and attending all lessons on time j called / \. discipline B. respect for luthority C. punctuality D. hygienechool can produce san ercant vidual if order is nor well tained. Examples of such wiour include all except» fiscipline ——_B. bulling gangsterism —D. truancy n B: Structured questions 1 fire a school. (2) iy is a school regarded as a ialisation agent? Explain (4) t any six school rules. (3) |) jow does punctuality obtained at the val impaet on socialisation? (5) slain how hygiene and discipline ct socialisation, (6) [ Tiaeal marks: 20] S- rion C: Essay | ss the view thar schools have ves to socialisation. (15) Py blem solving we realised that the school is now tiorm for students to negatively and students are Jationships. You have snior prefect at soc lise, Teache: hosing sexual re he. \ appointed to be as chool, Can you provide solutions scialisation and proffer js to be done Schools negative ions on what nec S st this to the District ' vor (DST. ICT exercise the punctuality, discipline and hygiene Using internet, research or Share your research with the clas Topic 2: Role of peers in socialisation Think ahead 1. What do you understand by the term peer pressure? 2. Why do we need triends= I exert influences or 3. Do your frien Key terms Adolescent — physical and psychologic! development’ during. pa Interaction — action occurring betwe two or more people as they share ideas. Peer — a person who is of equal standing, with another in a group. Socialisation — process of interaction that begins from infancy to death, Influence — having effeer on ciara,ii. Semi-naked dre iv Pre arital v. Violent behaviour bett | f " t alat kes peo nt to emula sf role n nelud I h Pe Peer pressure Merria 1 other’. The Oxford d Y x ary d Judu Manher ressir peer a8''a person who is the same Hot iisk in sexual behaviour among nts in Cape Town, South Africa vled that negative peer pressure , adolescents risk nay promote the sexual behaviour resulting itracting the pandemic of HIV/ 5, Adolescents listen more to their than they do to their elders, ‘The itive norms in peer pressure have edin the promotion of the Abstain, 1ithful and Delayed messages. uiths tend to exaggerate their illegal lencounters to their peers resulting at ir friends wishing to experim Africa, that they are shy to be looked some adolescents uth pon hence they indulge in sexwal cepted in ies as a way fo get They do not want to be viewed as ‘The same peer pressure is not xtended to | to vouths but can be re adults. at Zimbabwe University (GZU) pressure research search condueted by Elliot Nkoma Dadirai Bhumwe published in journal of Educational Policy and epreneurial Research (2014) to year students at Great Zimbabwe prevalence sity determined the aaa ee of drug use among first year students in the Faculty of Social Sciences, drew participation tor The study 157 students (82 males and 75 females) ‘The results revealed that students start drinking beer-at the age of 19 ar is mainly due to peer pressure. ‘Th research further pointed out that sorne students are influenced to take illicit drugs. Consuming such drugs resulted in other students dropping out of school, absconding lectures and failing exams Kenya In a research conducted by Omollo Evaline Dr Yamba Onyengo on the influence of Antieno and pressure on secondary school student Rongo Kenya, 235 respondents thar consisted of students, principals and class teachers were surveyed. It emeryedd 9sur life regardless of our age Revjou grow up you may find that jate with, whil peers to associate wi naturally come Sometimes they are because of times’ they the environment by, your lings Wher you mix in that 7 oe influences: thar nararal reas obverse BaCRECIInG : (ras i Youarmnots his is called peer ink about Thin called _ Peer pressure can positively or Es socialisation. rnegatively afer ime to th Positive peer pressure group South Africa Ann Selikow condu alirative csearer midy 2009, (the artic! pressure J published in the Scandinavia of Public: Heaith). The research on how negative peer pressure cai yOInreraction helps people to inderstand cach other. I) creates a platforms to share leas that allow personal grpwth ind focuses on one's social and waclemic life lt encour, ges the spirit of sharing ind fosters unity among pi Interaction initiates discussions unong classmates, [hrough interaction, people also wolve cach other's problems and collaborate on issues that require such efforts. Nowstives of peer interaction in ilisation Interaction is negative when it iffects other members of the avoup to indulge in certain indecorous behaviour Ie introduces gangs amongst peers, prostitution, conmen, drug abuse, nd other forms of harassment ai sangsters. \llows predation 1 es so powerful nat is wher! vane group becom asthe extent that it exploits sthers Daniel Dennet states mnelusion, a desert island, “A child ra without and thus lacking empathy, is don interaction, without entient being” Clichés Clichés are defined as phrases or rere that are thought provoking. The phrases which are over used to the extent that they are no longer noticed i! they are used in conversations. They arc ‘common phrases used in our daily lives Origins of cliches Clichés are known to have originated from France in the printing industry: The printing presses used long agorhad a cast ron plate that produced phrases, words and even images. The casting plate made an irritating sound over and over again and printers got used to the cliché/click. Therefore, cliché denotes something repeated so often, Regarding the prising industry, the same neise and over again. Cliches are found in love, friendship, business environment and different communities. Examples of clichés + Read between the lines + Placing tail between the legs + Awaste of time + A matter of time + Allis well that ends well + Writing on the wall + Fitasa fiddle + Upglyassin + Every cloud has a silver lining—a Prapic interacting —Interaction helps people to nied Ic ereates a platiorm to share tind each other, {eas that allow personal growth nd focuses on one's social and wacemic life lr encourages the spirit of sh: ng vcd fosters unity among peers Interaction initiates discussions imong classmates (hrough interaction, people also lve each other's problems and ollaborate on issues that require such efforts. \coirives of peer interact \lisation lnteraction is negative when it iffeets other members of the sroup to indulge in certain ndecorous behaviour introduces gangs amongst peers, drug abuse, prostitution, conmen, jarassment and other forms of sunigsters. \llows predation that is whe 1e group becomes so powerful » the extent that it exploits ithers welusion, Daniel Dennet states \ child raised on a desert island, without interaction, without aye, and thus lacking empathy, is ntient being”. Clichés Clichés are defined as phrases or term that are theughr provoks Me phrases which are over used to the extent that they are no longer notived i they are used in conversations. They a common phrases used in our daily lives pl y Origins of cliches Clichés are known to have originated from France in the printing industry. The printing presses used long ageshad a cast iron plate that produced phrases, words and even images. The casting plare made an irritating sound over and over again and printers got used to the cliché/click. Therefore, cliché denotes something repeated so often. Regarding the printing industry, the same noise was hear and over again. Clichés are found in love. friendship, business environment different communities. Examples of clichés + Read between the lines + Placing tail between the legs * Awaste of time + A rmatter of * Allis well that ends well + Writing on the wall « Fitasa fiddle - + Uslya + Every cloud | ine sin sa silver liningbest medicine Revision exercise wughter 4 . tecl Pyacademic questions ot Section A: Multiple choice Drea caregitl 1, Which definition best suits a cl + Underdog A, A phrase that has a deeper + Happy ending : meaning. If life gives you lemons, make 2. Anald term that ix uecles onade (dt C. An expression that has become Clichés and socialisation overused to the point of losin: Clichés are found in’ socialisation meaning, They are used to denote various D. Anold statement that has be meanings when used. At times, overused but still retained its clichés can be sarcastic, stereotyping, original meaning: ender insensitive and in some C853“ 7. ‘The idea of giving back genuit fribalisin. Among : , Fn i aoe to the needy cannot be deseril sr, accomplish set objectives, —— A, love demean others and bring unity among divided commur ties. B. philanthropy C. generosity i f clichés ‘ives 0! D. pomposity “They form rules of expression Pos ide behaviony 3. Which statement is false about | . ‘There! oth y ite others to pressure? ymplish tasks Pe rn eh A. It relates to age mat jves of & eS — Negatives B. It is inevitable in th evitable inf. SOc They ean be stereoryping cycle “es | They are used to demean others C. Pressure fhey'can be offensive, for example co PREEE oat wormtn's off ope ejected easiby ce is the kitchen D1 - t encour: ges competition amornegative norms and values peer pressure have resulted ibstinence * permitted sexual encounters delayed marriages discases and sexual risk among vouths following are problems of peer factions except _ sharing ideas indulgence in bad behaviour uneultured behaviour predation ‘ion B: Structured questions fine peer pressure and stereorype. tit how the following affect ; ation; Peer pressure (4) Role model (4) Interactions (4) Cliches (4) choice, affects 1 ease study of your how pressure line peer alisation. (4) any two positive interactions in ialisation. (2) fine clichés. (2) (3) 7. Give two examples of socialisation (i) (ii) Stereotyping (iii) Cliches (6) 8. Relate clichés and peer pressure. (2) 6. What are the origins of clich Sicialisation 9, What aze the negatives and positives af clichés in socialisation (6) [Total marks: 45] Group work In groups of five, deseribe in derail he interactions at your school are viewed as (i) (ii) positive make you cite conerete negative evidence. Problem solving You realise that at your schoul, a Ordinary Level students are movine in groups influencing each othey to consume drugs and alcohol. Yin think of alerting school authorities about how peer pressure is affecting socialisation Write quick notes on how you can end negative peer pressure siul put your suggestions in a: Suggestion Box for the attention of schon! authorities 13leritage studies extra . Role of the media in SOCialisati,, Prepare an interview with three Media is a powerful tool in Socialis, elderly people from your community Jp js the collective communi at your own sparc’ time: Try t cutlets ortodls used-to'store and de inderstand how they were disciplined luring their school times. Ask them vhether they were happy with that kind * of discipline. (a) Print media -— This refer information or data. The two type media are print and electronic med mass communication channel Topic 3: Role of the media in through printed publications suc! \ socialisation newspapers, magazines, books Think ahead \ | |. Define the term media. published journad articles Electronic media (e-media) 12 List the types the media you know refers to the media shared vin | 3. Does media have a role in clectronic platform (e-platform \ socialisation? the audiences to. view, Exam Key terms * include radio, television and ‘ = internet, Media — the collective communication outlets or tools used to store and N. A lews| deliver information or data, papers Social media — technologies that use A newspaper is a periodical pri computers and ‘artphones't . publication that contains news, att share intormation. of opinion, features and advertisenn Socialisation — process of interaction A newspa is published foi infaricy to: death, sduily we 5 ky or monthly, Exampk stories — events and 4 jonnath ' 4 Sensations © jarare exaggerated to ally newspapers include, ae #4 at are exa ° pics thi ee biased impressions on. The Chranicie and NewDay. We esent biase’ CE newspapers include Surrduy mall, Sir ae ‘ just Nervousness fal ore new ect irri’ Merniew Past fearfal of 9 se >a GY Tet them march, | seam says President tive roles of newspapers in lisation Help disseminate informatior nterpy ts and provide pinion and analysi I ist in Accountabill: Makes checks ar alances or werment officials’ conduc sring’ to light rrupt, or bad tive roles of newspapers in lisation and headline: Sciidatoeal hits n cause chaos within a country leadlines scare away investor starvir country of uch needed investments and 1 y Ne receptions are crea v those writing falsehood Divide the nati Magazines These are periodical publications with articles on certain issues be it sport pridal, environment, tourism and leisure Positive roles of magazines in socialisation Magazines attract the younger arket thus authors may write articles thar help teens to tak charge of their lives Because of their colourfillness Most magazines attract the youth which gives them exposure to a great deal of educational themes Negative roles of magazines in socialisation * Magazines are ppealing to the eye thus they may be as tools to emphasise lamon, sexual satisfaction, comedic vulgarity and violence Pito magazin appropriate information is easily delivered tq teens for le nudity lectronic media tronic media are platforms used information — by Ace lectronic nelude radio, television, martphones and the internet. There is great deal of information that one can don the electronic media platforms. information may not be 1e of this wus one has to be careful when g information electronically Positive roles of electronic media in reialisation targered to the exact people one * Tt provides a wid, i c de rang entertainment, informar, knowleds Negative roles of electronic meq socialisation + Media can be used as a toa] spread cultural influenc dressing and other which is contrary to Ubunn + Terrorists and cyber attack may also take advantage of electronic media to lure inno people Social media Social media refers to ce technologies thar allow peopl ommunicate in numbers (grouy Virtual communities. They share Information, videos and photos Positive effects of social media It allows people to share cul political and economic inforn * People can share events as th happen, It provides a lot of platform where people can meet (friend dates, business partners, ete Social media js used as a tool OUzen journalism to brir oiC. It has print and electronic media D. It is responsible for churning out information worldwide 2, Thefollowingare the ralesaf the 1 except A. entertaining B. information dissemination ; wittr C. frightening listeners . _ D. interpreting events beiye clfeats of sociales 8, WhiGH of the fSllowing te the sniost Hasan becused crapeead bate'tnd used form of communication in Zimbabwe? Viscriminating information It can be used to spread A. Radio = hreatening messages that make ns B, Newspapers thers live in fear on ©. Television un be used to circulate D. Internet propaganda, Can be used as a platform for Section B: Structured questions publishing falsehoods prejudicial ro the state and other innocent 1. Define media. (2) people 2. List three forms of the media. (2) lassified securityand government 3, Give two examples of clectrnnic ocuments can be posted creating redia. (2) jarm and despondeney 4. Explain the following roles of the media Revision exercise (i) Agenda setting (3) cademic questions (ii) Inform (3) Section A: Multiple choice (ii) Entertain (3) y is the media regarded as a (iv) Interpretive (3) rful tool in communication? 5. Describe and explain with concrete eryone has access examples how social media affects is. a cheap way inlisati " mmunicating [Total marks > ee ee eeHeritage Studies extra w teachers who have been vour school for a period of wars Ask them on the wing media usage vour school Whether your schoo! used to have radio or television lessons, Whether school had news bulletin or the forms of “ommunication they used, (ii) your Hi) Also find out whether students were allowed to pend newspapers I IB Herald Tp roday Mail, The ( “roniede, Nes Day, Daily Vews and Marica Pay among other \talministrition | ‘|, try "Understand whey the school have copies uf tstzines and newspapers delivered to vour school the sehael Magazine, Topic 4: Responsible use of the Media i | Think ahead VV. What de: you understand. by being| Vie vol Fespansibe oe | Think site the ne ae] Heets of media? . Key terms Academic Material ~ inform, educational value Pornography ~ mate; atign al INtende; arouse sexual feelings Ite visual or printed Responsible ~ being accountabl Mind corruption — co nduet of dishonesty or deception of mind. Striv ~ making an effort Introduction = When you ‘re using the media need to be aware of the conseqn that accompany. ig This is be You'do not have control of anyt yo Pest on any platform. Server Managed by Information Technol AIT) tec hnicians hence you hav he very Caretul when using platforms. Ty jg ‘portant to not the media WW one of the As media users, choice to send any information we but we d © do nor h, social! agents we hay ave control of the infe mation In the interviews conducted at I econdary School, Iscan implement measurest students to use the it came our media resp e san echoed ar school Harare High School, Mount PleSchool, Allan Wilson Higt 1 Manjolo High Schoo ! the measures undertaken hools to encour ; ie © responsi Age ar nly allowing senior student ring their electronic gadget » school stering student Lones Punishing students for writing in r tearing textbooks ricting internet sites to allow off other leisure tes by the administration. lo boar students watching tevision is restricted according levels. For example, Form 1-3 tudents may watch up to 2000 hours and other levels are allowed to watch news up to 2100 hours. e the interr tin compute iboratories under the supervisie fa teacher Punishing sincerely those wh ICT cule ao Media responsibility Media responsibility entails one having control over he media and not allowing it to have control ever you. Using th media responsibly may affect ones lit negatively, for instance, isolation. Th i 1 j idea of heing responsible even when one is at the media responsibly Good citizen corner Shun corrupting your mind with media 4 Close bad sites on the internet. + Follow instructions at school. * Defend everything that does not distort your culture Heritage preservation and relevance to life rardless of one's locator and take charge. Although ' now border on human rights, w still do lor by adopting our culture and traditions. The unit discussed the process of socialisation and socialisir agents. We need to socialise and at the sare time, not allow socialisation agents to discord our norms and values embrace them in this globalised illSummary The role of the school, peers and media im the socialisation process have been discussed in this unit. ‘The school is known for imparting discipline, punctualiry, hygiene and respect for elders. Also, peers experience both negatives and positives terms of socialisat The important lesson is for one to avoid negative peer pressure. The unit further exposed the role w inedia in socialisation and this entails ions, newspapers and eee on teley They all have pros and cons \inove all, one is to take a responsible sole we ase af all media, Revision exercise Pracademic questions Structured questions |. Why is it difficult to control media (ay ) | ist various ways implemented by other schools to regulate the use of media. (10) Why is it impor rhe se af the med [Total marks: 15] ant to be selective Qy — Problem solving You entered the Computer labory;, one of these days and saw thar Form 1 and Form 3 students were | watching nude photos while others ; visiting daring sites. On the extreme you observe a Form 5 student trying search on types of illicit drugs and |y they are sold. Suggest ways the sch ean adopt in order to fight thi behaviour Forward your suggest to the Computer bor hn fory t attention. Further researc! Suggest ways you can adopt, school to nsible of media promote res Forward) your sugges! Be ro your feritage Studies | who will hand over the suigee to the school authorities, Chev female representative to forw suggestions on behalf of the class iIdentity: Family, Local and National Identity 2: Unit objectives their genealogy. You will learn about end of this unit, you should be *digenous herbs and their various uses to Finally, you will also learn about the identify forms of personal importance of upholding indigenous identity languages and cultures plain the importance of personal identity i ens Topic 1: Forms of personal identity Think ahes 1. Who are you 2,.What makes up your identiry? { totems ite totem prai ve the genealogy of totem: d xplain the significance of totem ystems, if} enous herbs. identify indigenous herh 3. Does personal identity matter? | plain the use of various } nous herbs: Key terms -nous languages. sjetnithedmportaiice dl Pre-colonial — relating to the time haat coir aineua before the country was colonised phole ‘ Correlated AVI ok THEE nd cultures. felationship or ciainection in which ongithing «eerste aduction depends on another it, you will gain knowledge on Ceremonial ~ a system of ms and significance of personal ptocedures to be obsérved it 4 You will become familiar with formal or religious occasion totem praises and also trace Identity who you are.What is personal identity? sdentity as. the concept you at evolves over evelap about yourself th: he vourse of your lite. This may inc lude roof your fife that you have no rsuch as where you grew up rol your skin borms of personal identity : * Totem + Religion + Nationality + Language » Dress a) Name Names can be considered labels which both identify and distinguish an mlividual from.others. There is a great © ne-eulture to her iy how names are given, [n Htures with w keen sense of ancestry, hikleen wet theif times from totems Pantihy trees of their parents, In wes are divined through Higie and incantation. African names we cuiture-specite. The Shona gave still do up to today id sume pased on events. It could be events betore the child was conceived or even horn, or it could be events when the hild was born. Others get names from versonalities that the parents may pis. Like these days, a lor of baby boys are being named after Bury soccer players such as Ronaldo, R and Lionel, You may come acrog,, with names of Chimurenga hey, Parerenvatwa, Tongogara, Lob Chibwechitedza, Gonakudzin, Maghawe or Nhamadzenyika an: immediately tells you that they y either born during the struggle or their parents were somehow invil in the liberation war Somme n reflect the mood or circumstane the family at the time of birth, S« of them serve as warnings or rebul Examples of names and their med Nhamo means misfortune Maidei asks the question ‘Wh you want? Manyara tells someone “You hit" humbled’ Ndabezinhle means great ne8* rear Ai Sometimes these names ae into English, for cxample Kissmore, Brilliant, Psy¢! Hatred, Nomatter, Jealous. Pu" Hardlife A Shona naming belief One Shona naming, belief #* | a child cries incessantly for 2%" time, the elders would say that ©estar who wants their name to be to that child. tt may not just be tter of the child crying incessantly, ick and confound doctors + he child could also get very i : © Allan uly Mui: el At tdempiny © Language is the factor One ind the same. [| When forming 1 or Hindu, One 18 ideriti lentitie F stitution ot hances are thay (Ne Amend “ompletely intertwined w ‘bal identity. By these hecuine Christians, interwenye\frica, In Southerr stinctive shirts 1 4 are worn, For instance, South Africa is people dress can reflect their knowr wrt Mad r, cult nd ‘beliefs. Tn sorv . dad § i, babwe for the Safari shirt essing goes beyond fashi oO create a national identity an . Revision exercise 1g that portrays national identity Pracademic questions that people from some countries isily recognised internationally, Section A; Recall questions xample African dressing 1, Whar is personal identity? (2) icates age, gender, occupatic 2. List five forms of personal y power and religic dentiry: (5) tment for every day, celebratory, 3. When is a person usually called by h nial and ritual occasions. African or her totem? (3) is the traditional clothing, [Total marks: 10] vibrantly coloured, worn by Section B: Essay question Africa. In nous. peoples of 1. a) Identify ny five official languages eastern Africa, particularly in spoken in Zimbabwe. (5) tyles of traditional dress h b) Describe any hwo forms of nfluenced by Middle Eastern identity. (10) mplified by the This can be-e: ly embroidered Jellabiya which are rly worn in the Gulf states. Vhy is identity important? Gi o)V two reasons. ( ) [Total marks: 20 Group activity In groups of five, play a ‘Who am I game whereby you reveal your identiny Clas: Discuss the follow discussion g questions + What role do other people have in shaping our identitie: + Why do iden es change overTopic 2: Totems, totem praises and genealogy k ahead \1. What is vour totem? | 2. Tell the class your totem. Do some of you luwe the same totems? \o What does this mean? Key words Ancestor — a person related to you who lived a longtime ago. Custom — a way of behaving that is usual and traditional among the people ina particular group or i ! Mourning— an expression of sorrow for someone's death. Short-coming — failure to meet a certain standard, Taboo — forbidden, Votems: Our cultural heritage yre Overview: Ditte ie identified by certain. He world 4 the es and beliefs that define their prstctic ' i ‘ During the pre-colonial era, the essence. we qeople followed different belic nd practices that made them oustoms © These customs did | unique PeOPIe vr efine 0 but guided them ,, daily lives. The practice of a, + celebrating torems is synonymoy, the African societies. Sigmund Freud, in his book 7 and Taboo defined a totem as an 4p; either edible or harmless or dang. and feared, more rarely it is a play a force of nature (rain, water) y) stands in a peculiar relation to thew clan. Historically, the choice of an av reptile, fish or bird for a totem driven by a survival instinct The br that the chosen ereature contribi in some way to the survival of thes influenced their choi For example, the Lion tote anchored on skill of art of sur patience and rightful vigilanc to destroy. So the ancestors cho totem given the above attribute lite. would Another aspect w their a clan mode] itself afte! essential attribute of the chosen 4”! particularly bravery, courage, spec! wisdom. While the Shona peopl mitupo based on animals and natut Ndebele izangelo/izibongo were de! from names of ancestors, power, !" and deeds. For example, ‘abakoKh ot ngondlangamandia’ (those Khumalo totem live by the swe" Torems illustrate how people settles Zimbabwe and estab! present darT sustoms and practices tha celebrating = — totems jg Vig Topic 2: Totems, totem praises) * Mrican societies {and genealogy wet 5 Sigmund Freud, im his 4, Oe and Taboo detined 4 toren, , think ahead |}. Whar is your totem? Vell the class your totem. Do some of you Have the same totems? What does this meanz = Key words \itcestor 80n related to you w ho Hiwed a WHgtime age, Sustom — a way of behaving thar is “isl ad traditional among the people ita practicutar BtOUD oF i Mourning ~ an expres 1On of Sorrow for someone's death Short-coming ~ fail 4, meet a Certain standard Taboo - forbidden Totems ? Our cultural heritage Meritage Overview Different Peopl he World: are identified by certain Practices and beliefs that define their ‘ssence, During the pre colonial ra, the le followed different belicty, 1 unique people, 7 wt vuly define them either edible or harmles. Sr and feared, more rarely; a force of nature (rain, Wate stands in & peculiar relation op clan Historically, the choice of an reptile, fish or bird for q ton driven by a survival instinct, ‘Th that the chosen Creature contr in some way to the sutviv al of th influenced their choice © example, the Lion’ toi hored on skill of ut at Vigilance, righttut patience 0 destroy. So the ancestors chis stiburt totem given the above attr their life Another aspect we elf att * clan would model itself a “ssential attribute of the chose! ; spect narage Particularly bravery, Wisdom, While the Shona peo “14p9 based on animals and os Ndebele iz ungela/izibongo wer . 5 rs, poweh from names of ancestors, x . saberke and deeds. For example,‘ s) * (those "kendlangamandla’ (th a Khumalo totem ‘live by Totems illustrate how er sent day Zimbabwe anekingdoms, It is through the use of ‘bongo that the unique Shona and Ndebele is reflected a chnition of totems Ms are animals, or (animal) body ts believed to be sacred to family, ir lineage. Totems should not be vusly consumed by a member ie clan. Sexual relations berweer ns of the same totems is forbidde MMON ane they sha tems also serve as an account of For e's history and character. ple, the Moyo (heart) totem peopl rown for the Rozvi Empire they their kindness and bravery Elephantinzau/indlovy-totem origins ise of totems by our ancestors the relationship of Africans h the Bant factor. This has made ibes found in Zimbabwe connect vith people found in Zambia, vias well as South Africa throug! the use of totems. Thus, totems are important as they help to bring people together and cement social relations In the Ndebele culture ange izibonge are derived from the names ot the ancestors, from power, looks and deeds (Mugovera, 2017). However, there are some Ndebele people especially some Shona captives in the Ndebele tate who relished being Ndebele ro the extent that they wallinwly cran ones. The following were some changes that took place as a result of the need to identify with the Khumalo people who came from Zansi. Shona Ndebele | 1. Shumba | Sibanda | 2, Shir Nyoni 3. Daira Siziba | “3. Maya [Nhl] = | ee Soko /Phiri/ Neube the Soko/Neube are the cuardians if Hungwe/Nyoni The Hungwe or Nyoni people are the protectors of the birds NMShumba/Sibanda/Banda These are the g ans of the lion Nyathi . care the protectors of the buffale, “vow Ndlovul Karanga)/Ndhlova Nii ie Ndon (Vend: | wopke ot the elephant torem tlhe duty utect the elephant trom destruction, Thus, the elephant is ertint ro the people of the elephant totem Daiva/Siziba lardians of the rivers he other sources of water such springs, waterfalls and lakes. These people are the custodians of everything in water and they are that is found ih f unhappy i see water creatures being destroyed, (Professor Mpepereki) \ctivity: Using the format above, reseurch on rorems (all cultures) tha, ' Sdebele py, ne ‘Totem praises Shona praise poetry is referred to 4, Shona as whelembe dzemadzinza, which means clan praise poetry. In the Shona traditional context, it was the medium for expressing genuine and hearrfer, iments of appreciation. homage ang Je for any commendable g ratitude for a grati to his/her + done by someone ven non-relatives. Genero: or concern for others are celebrated at the core of Shona philosophy ; Below are some examples of § praise poetry Tembo Wakapiwa Tembo Wakapiwa is a Zimba totemn/mutupo/istbongo. The totem | mT very long history among the indigen societies Shc Ndebele, among oth which include the Venda, Kalan, hers. Every totem has a bran which distinguishes it from the Tonga, othe In Shona, these small referred to as chidag, instance, Wal the branches 2. In this parti piwa is the chide Tembo Wy; fakapiwa, w belongs to the main Tembo cluster h the zebra aining from zel a close relationship witl MS taboos include refr; at. Tt has fog long been used1 identit ; identifying people of ular totem with a unique social, vic, or historical background and The Tembo Wakapiwa totem is \ addressing elders and is also ited with family dignity and vet, Le has also been used in praise iy thanksgiving, even in times of yourning ‘ombo Mazvimbakupa Clan origins ofthe name Mazvimbakupa tage overview: Magvimbakupa une that refers to generosity and charitable. The name catries the e that the bearer is one who has rong urge to give. While in other | ts of Shona, fu In the Korekore dialect and other of old Shona, the word duzermby wimda means te to have a yearning or strong [his name is a clan praise name se of the Tembo-Samaita torem. rotemic animal is (the v). The other variant name of this is mbizi akugova (swelling with the desire re/distribute). It means having a © yearning or urge to distribute. « the name may have been used fer to a progenitor of the Tembo- sita who had a lor of wealth, it is urprising that today, some of the people who have this same praise name may have names fike Mautsalike (Jews herder), Mushayabhachi (Qne without a coat), or any other such name thar itv reflect extreme poverty. Those who us: the mane Mazvirnbukupa today jane use it with full knowledge chat they do not lack materially and financially, Some of them may also use it in reference to the abundance of love that they claim to have for their women, so they declare that they yearn to share that love with them. . Although names like Mazvimbakupa and Nyamupangedengu are boasts 0! what the name bearers claim can « there are other names among the Shana that pat emphasis on the importanci of working hard. Even though amon Shona are trade there diflerent the specialists, almost every family j involved in subsistence agriculture There are however. same penple wher ar lazy and are hat interested in cultivating their piecesofland. Such people have not been spared in the naming culture of the Shona but have had nicknames. ‘These are additional names that the saciety has bestowed on them for purposes precisely identifying their shortcomings. Some of the names that are given inchucle thy following: Karadvanchtiia, Kasivancin Karimanzira, Kagurabadea Lied Mutyamaenza. 29Nidebele Clan Totem Lyithakazelo zakwa ndebele MW Miwelase! Abangaweli ngazibuko, Ahasvela agexinsingul sbuunbur ngenstlela, Nina ewarkoensib Wena wakwa fimisa umiunte inkonza, Wena kuMagionza enguersini, Mursuokast Nenie cbakcouDineele focateu Khonalle > Nina abakwaabaye Niha Bakar Mfaikbsape : mnalNnele anide tart bet rater bet Revision exercise Pracademic questions Section A: Re i call question, 1, What is a totem? (2) 2, List five totems and Bive thei, , and temale praise names. (5) 3. What is the rotemie animal y Tembo Mazvimbakupa clan? (] 4. What does Mazvimbakupa tn refer to? (2) [Total marks: Section B: Essay question ~ 1a) Identify any five rotems. (5) b) Describe the origins of yout totem and write your clan pri poetry. (10) c) Why is ita taboo to eat your 1" totem? (5) [Total marks?) Group activity re your own totem pr Tn groups; Practical Compose a song which is based 0” ) totem praise poetry. Sing it to the! Further research ch on the oF Carry out a rese ether totems from other culrures are not yours. Consult elder memb« your family and the internet agof identity; identitying, people of ricular totem with a unique social, iomie, or historical background and The Tembo Wakapiwa totem is in addressing elders and is also tated with family and dignity Tt has also been used in praise vy, thanksgiving, even in times of inourning. inbo Mazvimbakupa Clan Lc origins of the name Mazvimbakupa !) iage overview: ~Maavimbakupa ame that refers to generosity and charitable, The name carries the that the bearer is one who has jong urge to give. While in other siveets of Shona, uzvimba means to i, In the Korekore dialect and other ‘ s of old Shona, the word Auzvimba ; to have a strong yearning or this name i clan praise name se of the Tembo-Samaita totem. roremic animal is mbizi (the the other variant name of this is Jakugowa (swelling with the desire hare/distribute), It means having a © yearning or urge to distribute. ¢ the name may have been used ‘cr to a progenitor of the Tembo- ta who had a lot of wealth, it is prising thar today, some of the people who have this same praise name may have names like Mautsahuku (fowl herder), Mushayabhachi (One without coat), or any other such name that may reflect extreme poverty. Those who use the name Mazvimbakupa today larzely use it with fall knowledge thar they othick materiallyand financially Sy of them may also use it in reference 1 the abundance of love that they claim to have for their women, so they decla that they yearn to share that love with them. re Although names like Mazvimbakupa and Nyamupangedengu are boasts of what the name bearers claim can do. there are other names among the Shona that put emphasis on the importance of working hard. Even though among the Shona there are trade specialists, almost involved in erent every subsistence farmily is agriculture “There are however, some people who an lazy and are nat interested i their pieces ofland. Stel perme ha nen been spared in the naming cultareot the Shona but have had nicknames, These are additional names that the society has bestowed on them for purposes pr ectsely identifying their shortcomings. Some of the names that are given include the following: Karadzandima, Kasiyandima, Karimanzira, Kagurabadza and Mutyamaenza, 29SS —_-_—_"” i #} ;i & Ndebele C » Totem Vithakazelo zakwa ndebele Inkosi yaseMantshalent. phezilee ngokumbindles bi esthamba ngendlela on exercise Rev Pracademic questions Section A: Recall questig, 1. What is a totem? 2. List five totems and give th and female praise names 3. What is the totemic anim Tembo Mazvimbakupa clan? 4. What does Mazvimbakupa refer to? (2) [Total marks: Section B: Essay question 1.a) Identify any five totems. (5 b) Describe the origins of your totem and write your clan pr poetry. (10) ¢) Why is it a taboo to eat your totem? (5) [Total marks Group activity In groups, recite your own totem pr Practical Compose a song which is based o totem praise poetry. Sing it ro th: Further research Carry out at research on the origi other totems froin other culture are not yours. Consult elder memb« your family and the internetVopic 3: Totems and their) carly as the ume of the Kom Empar purposes Symbols were used as coats of arms, a t a. practice still in use today. The concep ‘hink ahead . of using totems demonstrated the i close relationship between humans itde vou understand by the term f ‘otem use was a universal ins? and animals. 7 . phenomenon among early societies 11 YOU say out your totem? ; \ according to anthropologists. The at is the importance of rorems in | | ‘early societies had some torm of rete that was associated with spirits and community? religion Ivey terms Torems came in diferent lang used by African people and #r le — something that can be by mother languages and place a : origin hropologists. — people who . S o peek People used totems based on animal dy cultures , and nature. Chiefs decorated the ies ~ animals and plants of : ‘ and other court items with persona ditterent types. . ere \ Werent Ft totems or tribal totems, The use ot \Grualceremonies — customary aimee a totems by ancestors also highlighted the link of Africans through the Bantu element. Most tribes which are found in Zimbabwe are connected with tribes ceremonies which are held by people ln culeated — taught to the younger minds so that they grow with the teachings. in Malawi and Zambia. Totems identif\ the different clans thar historical: ' up the dynasties ofan | \eritage overview of the origins of“ : cople of different totems torems different types of behaviours wh idual_ members of a family used identify with only them, People oi mal medicine to perform certain totems ean be known fior being es to identify their unique powers polygamous while others’ can have a characteristies of a particular strong belief in traditional medi ine, Vorems were documented as “‘Totems are at great risk because ot 31 eeestablish relationship/ ms hip vith the same totem regard each is relatives even though tHey are 1 relati I > 1 1 boy and a gi © same m they may find it @ approval to marry totem use, on in practically ne form of kinship with else in the same region | hing elationships this way i easier for a traveler or stranger ocial suppor 1erever he/she Ricval purposes onduct rituals | calling back the name of the missin person using their totem. Totems arc also used to link the dead and the living Totems used to show respect A. wife demonstrated and still shows respect to her husband by calling him with his totem. This inspired other people to adopt totems as their names or surnames. The wife can call her husband “‘Shumba’ and in turn the husband can calll his wife ‘Masibanda' or ‘Manjenicot traditional medicine are done ird Families making use of tote Appreciation omething in life. Totems appreciating the person “ght lood on the table Totems meant to avoid inbreeding T meet Btinst taboos suc is est amon people With like toten,, M ges among blooc elated peonk like torems Were are void the dangers of which would/may result ip Totem system Totems are inculeated by elders as they grow up. 4 a crucial aspect of African h It is through the use of these that civilisation and develop Africans is safeguarded. The young were supposed to know these tox it helped them in hunting. They call out to their ancestors under trees to open up the forests an, Protection. They also used tor seek guidance whtn travelling get protection from enemies. helped to de fine t heirs too, A per lifferent torem who inheri ted or Ip ef eftainey was seen as isurpin na rder. The totem spate Ul is OF paramitime importance UY does j¢ Prony, order helps in the “Saservation and prot of the ecosystem Relevance of © of the to, Dic ic to Herit Studies — The topj hg PIE HS relevaint because it st raioe of the problems of inbreeding henee they used totems to preserve the continuity of their clans and tribes. Learners must get to appreciate the different uses of totems as practised by our ancestors which helped to promote Ubuntu/Unhu/ Vurnunbu. Societies today can also use totems to promote societal cohesion and preserve our culture. ‘Totems were not only unique to African societies, they were also practised by the so called civilised societies today. The ‘coat of arms’ is an example of the use of totems though it has \ssumned a different name today, cv ision exercise academic questions Section A: True /False tems were documented as early as © time of Roman Empire. vial change is not affecting the istence of totems ems demonstrated the relationship tween men and the environment. 4.In the Ndebele culture, totems are derived from powerful animals 5.One can practically establish some kinship relationship through the use of totems. Section B: Recall questions 1. Define a totem. (1) "2. State five uses of totems. (5) Describe how totems are used as a conservation tool. (5) 4. Explain why totems are important to the indigenous people. (4) [Total marks: 15] ICT exercise Carry outa research on totems and their use in your community and using ICTs, make a PowerPoint presentation on the totems and their use. Recitation Recite your totem to your ¢ smite Debate Divide yourselves into two groups and have a class debate on the topic: Tatems are no longer necessary ac they ar outdated™ ame or similar plants 5 << ise A lopic 4: Indigenous herbs same purposes: Below arc some — | indigenous herbs found in Zimb,) think ahead Do you knew of ary plants in al Re that are used for snesicial | a) Aloe vera (gave purposes? 2. List these plants. | }. Which diseases are commonly treated Key terms Nutritional ~ obtaining the food recessary for health and growth Aloe «ba plant Viti rsubstance that The aloe vera plant is fourid in n lows down the rate at which + Bardens in our homes. The phar cosmetic and medicinal pup: me endless, Tr treats i ra Anti-inflammatory — a ty, ite , ; : minares eege 3 Good medicine that treats swelling leisy ai Zema, lowers bloc levels, alleviar. and redness. “viates asthma and art! and fights p, te 7 ghts prostg € problems, Introductio: Plants bave been used for medicinal 4) Pigweed (,, purposes long before secorded history Ancient Chine nd Egyptian papyrus slant ay early as 3000 BC. Indigenous cultures such as Africans and Indians used herbs in their healing rituals, whi thers developed traditional medica) ns in which herbal therapies were ed. Researchers found that peaple ” ms irts of the world tend toetable with a high d) Lippiajavaniea (z1md0n/) r lue. Pigweed is very high potassium, magnesium i Its leave in t 0 treat headach liarthoea, heavy menstruati nternal ulcers among other nts. Pigweed is readily available ound in mbabwe and some e vendors sell it on the str le (¢srnga) hat treats headaches, diarrhoea and dysentery. It also brings down fever anc ds, treats coug e) Black jack (inztsine) regarded as the ‘queen of greens’ an impressive nutrifional p: nes with a very wide variety oth (i) Diabetes c benefits of black jack great choice for the prevention and treatment of diabetes the presence of various nutrients. hack jack is rich in fiber, a° vakes insulin efficient nurolling blood sugar. Insulin is hormone that moves sugar from the blood stream into body cells where it itihised. Black jackalso plenty antioxidants which are involved ir ing blood sugar \ntiosidants, improve the body's been blamed for the high es of | «i sugar, so the disease, Fiber is known to lower higher the amount of antioxidants in the ne ; vee Se ae — - also increasing Ws Ue slp lades erent Geese his kind of chole . tee nt Prevents: plage build-n how that people whose diets are rich in blood vessels uh, . rntioidamts have a dramatically lower cutting pe die signific incidence liabetes, of heart attack stroke a leart attac! Promoting heart he: ii) Cardiovascular health ee aoe Provided by black j [hick jack is greatly beneficial to the fat. Belly g, 9 * Fanperous for rdiovascular system which relates to 06 as-vike the heart and blood vessels. The fiber OBS ike the | present in black jack tremendously sia tN increas, wwosts heart health. Many studies show Aner 1 Et thnk: se that the rate of heart disease is very low, diseases, Th, ee Sther chr umong, papulations that follow Fiber jack also help 22 se ch Gad h diets, ike the rural African diet, =ystem in good yan," cardi eee ity uvediisen: aliecti hime laoh in antioxidar nd very low + cardiovascular diseases suck lisease, high blood. pre 1 at vbnormalities and -st ocesst | rod: lenty of antioxidant Healthy digestion promote: healthy m because of the fiber in it known te nprove bowel preventing and »nstipation. Exposure to fiber le movements proves the way these th preventing acic bloatingand many otherd’ on When digest te ora long time, the risk of more roblems lik ancer Another way fiber pr is by minimising the growth of colo} polyps. These are abnormal growths or re cole the inside of and they m: h. Tt anceraus if not It wii explains why colon cancer is very among people who eat lots of fiber-rich foods. Other ways black jack promotes healthy off piles or hemorrhoids and acting digestion include warding as a prebiotic by suitable ating a environment for proper multiplication and function of healthy guv bacteria (iv) Cancer Black = Black jack has poi Again, leading role in features too fiber takes on countering cancer by preventin, alin resistance, a conditio found to inerease the risk vor related cancer like breast and prostateMultiple benefitstaining food like groundnuts in ) improve nutrient absorption inger (tsa1 1ga ridzi) is used for treating numerous nd is one of the most nly traded plants in Southern Ir is used to treat coughs, colds, wand to ease menstrual pain. In » to being used as a protective it also has veterinary value. people believe ginger protects rom sna lergrot and fl trated | types ¢ f the me ke attack: ind stem t asthma u. Seve gingers of ost ag , breast id lightning, 1 roots are hysteria Ids, pancreatic » used U ncer cells, believed to fight | udies have ability to defeat including gressive and difficult carcinoma. incer cell: g) Wild garlic (isisaga) Wild garlic plant Wild garlic is important for flavorir ad is used medicinally by various tribe: ernally it is used for colds, ¢ flu, asthma, tuberculosis, fevers and cancer of the esophagus. Externally it is used as a bath or wash for rheumatism paralysis and feverish illnesses and enema for digestion problems in exercise Revi: Pracademic questions Section A: Recall questions 1, Identify any five indigenous herb found in Zimbabwe (5) 2. What are the benefits of eating al vera? (3) 3, Zumbani is a___—_——— repellant. (1) : herbs. (1) 4, Define the term {Total marks: 10!Section B: Essay question \.a) Explain the benefits of using black Jack as an indigerfous herb, (15) b) Herbs increase the life expectancy of humans, Discuss. (10) l.Name the official Zimbabwe. (Total marks: 25] languages 2. Do you think you should be taugh > Using ICT your home language? “arwout g What do you think are the advantw a Search of indigenous herb of being taught in your fy "tes Using the internet, find op \_lunguage? . Senehts: of consti 6 those herbs, Design a chart with the mostimportant Key terms herbs in your community and their uses Indi $ no ‘ serous Mangoes — languages th . Te OFipin. . Further Tesearch 7 Binal to 8eographical gions ang, aad Often spoken by Consult elders in YOUT areas, preferably People ing) - i US to those | hefbulist oF your Brandparents and SBlon Langu "ind ut more ahout herbal peme: Be sles 4 medies, ase "4 Symbols th at an human 4 8nd enaby » ac Practical Organs "together . Sturt a herbal Barden at your schoal Broups an dah, Ato social MHD Nett thie ate Bund ty BPOUP decigis inte eff identiny Oste, wen Use the herbal garden ty ONCE ge Minority langage educate others about various herhal iS spoken hy. * lan, ‘ 28 oa Be tha, plants indigenous to Zimbabwe People in oh, a ea, a a ny : as. ”| roduction guage is a body of words and the vas for their use that is common to a fe who are of the same comunity the geographical or the same cultural. tradition, vation, same wage spells the lives of any ethnic and lays the foundation for t, acceptance, understanding and t interaction with other societies. Yinbabwe is a relatively monolingual try erving: minority languages is a goal hence the new supreme law ly repealed the Lancaster House the Constitution of the blic of Zimbabwe Amendment 20), official 1 (16) languages. Most of them accords: status to © spoken in Matabeleland South and \\ cubeleland North provinces. The old irution only recognised English, vele and Shona as the official uages of Zimbabwe. However, ‘ 316 (1) of the current Constinition i The following languages namely, (ova, Chibarwe, English, Kalanga, Nambya, Ndau, Ndebele, ani, Shona, Sign language, Sotho, , Tswana, Venda and Xhosa are ficially recognised languages of abwe.' Under the same section, 6 hie supreme law stipulates that the Staw must promore and advance the use of all languages used in Zimbabwe while cceating conditions for their development. Languages of Zimbabwe Chibarwe Chibarwe is poken fr Manicaland province in areas such sts Nyanga district, Nyamaropa area in the Mukwewa, Mukatsa, Mashumba. Sangoma and Mbiriyade wards moerly Chichewa Chichewa is mostly spoken in Mashonaland Central province and communities in Harare and other urhan areas of the country, English English is spoken by almost all Zimbabweans. Due to Zimbabwe's history asa British colony and as state of Rhodesia, English is a widely spoker language in the country, This pred! spoken in urban areas Kalanga This language is mostly spoken in Matabeleland South and Matabeleland North provinces; southwest of Bulawaye and Botswana border area. asa Nambya It is mainly spoken in Matabeleland North province primarily Hwange lupane and Binga districts and in Bulawayo, Ndau Naw is spoken in Manicaland province south of Mutare, Chimanimani area and Vlasvingo province in Bikita district. Ndebele It is mainly spoken in Marabeleland North and Matabeleland South provinces, Bulawayo area, Midlands and Mashonaland West namely Gokwe South, Gweru, Shurugwi, Mberengwa and Provinces Kwekwe, Kadoma districts Shona Shona is the most widely spoken Bantu language asa first language and is native she Shona people of Zimbabwe, The also used to identify people ak one of the Central Shona Yenuwru, Karanga, Manyika ty the term is who spe rrietios nd Karekore fonga is mainly spoken North Kariba and inland, language Matabeleland pshore of Lake this ae south Mashonaland West province jn Kay; district and the Midlands province. Tswana It is spoken in Matabeleland namely, Beitbridge Gwanda districts and between Limp province and Umzingwani rivers. Venda It is mainly spoken in Matabelel South province, Masvingo provi Mwenezi district, Midlands. provi Mberengawa district and South Ali border area, Zimbabwe Sign Language Several Zimbaty developed inde, students in wean sign kingui pendently amos different Zirbab pe woe deaf String, in * Slasvingo School Sign j © be different : schools schools from that of : ch shag] 4 separate gj apparently on 88 language and these the comp t BF angus ce ig ARES Used outsid tthe sek of the scheShangani minority language spoken in the Eastern region of Zimbabwe vo urds the border with Mozarhbique South Africa. It is spoken in like Chiredzi. Shona is however vant in these parts Mhosa t spoken in the Xhosa settlements ) mutside the city of Bulawayo in (Matabeleland Vivembesi or Insiza province) Sorho nguage is spoken by the Sothe in vanda region of Zimby inher parts Orher languages spoken in 7imbabwe Bombe is mostly spoken in cleland North province: Hwange Lukosi confluence of area and southwest Zambezi and ini rivers: Kenda spoken in Mashonaland Central «, Mashonaland West swe district and the Mwazamtanda province ee Lozi It is mostly spoken in Matabeleloeut North province and the Zambia border, west of Victoria Falls. Manyika It is spoken in Manicaland province namely, Nyanga, Makoni, Mutasa and Mutare districts, northwest of Mutare, Mashonaland East province and small border areas. Nsenga Tt is spoken in Mashonaland Central province, Mozambique border, Rushinwa Mount Darwin and Muzarabani district Pidgin Bantu It is spoken in Mashonaland Central province and widespread in Shona speaking areas, mining camps, and urban centers Tsoa It is spoken in Matabeleland South province: Bulilimamangwe district: Matabeleland North province:"Tsholatshes and Hwange districts; Botswana border Teonga Ir is spoken in the Manicalan, near Mozambique borderNowa It is) popular in) the Manicaland province: southern area; Masvingo wovinee, Matabeleland’South province: Midlands: seithrichae province: \berengwa ‘the importance of upholding indigenous languages and cultures William Z Shetter observes that, "When a language goes out of use, something central in human thought has vanished." Ingrained in every language 1s a set of cultural values that embody the society within which the language poken. Language provides the tools meaning to he shared between and nag its speakers \ Language possesses some level of personified attributes since it lives, fies or moves from one place to the other, A living language is that which develops continuously and remains in use. Its usage is virtually non-existent ind does not undergo any process of Undoubtedly, most of evelopment Zimbabwe's indigenous languages are fast running into extinction + Language is the carrier of the cultural heritage of societies thus the dearh of a language «the annthilation of constr + norms, values, attributes ane beliefs of a people. In the global economy, one m be equipped with something unique if he or she is to be of value and in that regard, on unique language can be a great asset. Language is an embodiment oi culture. A preserved language i preserved culture and the oppov of this is true. As Zimbabweéns, we cannot afford to allow our languages to undergo extinction when we already suffer denials and ¢ some forms strangements in own lands. Mog, al , Values and systerns I 0 cultural wi nde Meed, it is an\ preserved language thus wowides for the easy transfer of cigenous skills, values and traits » the coming generation \n preserving languages, chools and colleges should womote the teaching and peaking of indigenous riage: icational tablishments and universi ad colleges need to fashion out trategies to promote their usage Zimbabwe was bold enough ) implement a language policy vhich recognises sixteen (16) vfficial languages with the onstitution clearly stating that all he languages be accorded equal official starus Language is the principal factor snabling individuals to become fully functioning, members of the croup into which they ace born Nations are able to develop weeause language provides a mportant link between the lividual and his/her socia vironment. It acts asa link to scial equity When a language dies, a world lies with it, in the sense that a ymmunity’s connection with past, its traditions and its base ee of specific knowledge are all typically lost as the vehicle linking people to thar kn is abandoned Heritage preservation and relevance Totems help to nurture sustainable use of natural resources for future generations. Totems are used te prohil and restrict some activities which can be detrimental to society. At preserved language thus previ des an easy transfer of indigenous skills, values and traits to the coming generation. Language is an embodiment of culture. A preserved language is a preserved culture. Summary Personal identity is the oncept develop about yourself thar evolve over the course of vour Tife. “The practise ef celebrating totems popular with African societies. Many show appreciation of their totem hy addressing each other with names. Indigenous cultures use herls in their healing rituals and developed tradit nal medical systems in which herbal therapies were and are still being used. Language is the wav we