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Global Express
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Edition
21: Zimbabwe - Sharing the land?
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Activities
for the classroom: Zimbabwe
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| Zimbabwe long ago and today |
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| Interviews | Zimbabwe in the news |
Age range: 8 to 11 (KS2)
Purpose: to introduce to pupils an understanding that Zimbabwe is a country with a long history of civilisation and white settlement is only a recent part of its history.
Ask pupils if anyone has family in Zimbabwe or has visited. If the answer is yes, this can lead into a discussion of Zimbabwe in the news - sensitivity will be called for if children have relatives in Zimbabwe and are worried about them. If there are no family connections, have a brainstorm of what the class knows and has heard about Zimbabwe. Do they know where it is? Get the class to find Zimbabwe on a globe or world map. Is it bigger or smaller than Britain? Which countries would they pass through if they were to travel to Zimbabwe overland? Introduce the idea that Zimbabwe is a fascinating and beautiful country. Copy pupil information (printer-friendly version) and ask pupils to read it in pairs or groups. What are the similarities between Zimbabwe today and long ago? They should then design a poster encouraging people to visit Zimbabwe.
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Read this
page with a friend. Talk about the things you have learnt about Zimbabwe. Zimbabwe - the name The word 'zimbabwe' comes from a two words in the Shona language - zimba ramabwe. This means 'big house of stone' and was the name given long ago to royal houses. Zimbabwe long ago Long, long ago - maybe 5,000 years ago - people living in the area which is now Zimbabwe, drew and painted the animals that they hunted on the walls of caves. Many of these cave paintings can still be seen today. About a thousand years ago, Shona people settled in the area and ruled a great empire. They built a huge city with high stone walls, towers and entrances which led to a maze of corridors and chambers, known as Great Zimbabwe. The people became wealthy through trading gold and ivory but after many hundreds of years people moved away and Great Zimbabwe fell into ruin. The Zimbabwe bird Seven carved stone birds were found at the ruins of Great Zimbabwe. Most of them were perched on top of stone columns. Zimbabwe today Zimbabwe today has big, lively cities as well as villages and huge areas of farmland. The ruins of Great Zimbabwe are visited by many people. The stone Zimbabwe birds are now in a museum.
What is the most interesting thing you have learnt? What is
the most surprising thing you have learnt? |
Age range: 11 to 14 (KS3)
Purpose: to provide a way of presenting some information about the present situation in Zimbabwe; to explore some of the issues for voters in the elections.
Use the pupil information below (printer-friendly version). The role play can be organised in different ways. Ideally, the class will already have been introduced to some of the background using Global express. (You can find very useful additional material on the Guardian Unlimited and BBC websites - see Links section) You may wish to copy the factfile information for pupils' use during the role play.
The class can be split into groups of 5 and each group member takes a role. Groups are given 20 minutes for each member to put forward their point of view and then class members can vote individually in either a secret ballot on paper or by raising hands. A more in-depth variation is for all those playing a particular role to get together first to research and discuss their role (eg. all the 'black farmers' get together) in preparation for splitting into groups of the five different roles.
Alternatively, you could choose five pupils to take and prepare roles and sit on an 'election panel' at the front. Each could put forward their point of view and the class could ask questions of the five in role. Then carry out a ballot as above.
Discuss the outcome of the ballot out of roles. Was it a surprise? Why is a secret ballot important in a democracy? Compare it with the actual election results. What do the class think the future holds for Zimbabwe? What ideas do the class have for resolving the difficulties over land reform?
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Zimbabwe elections - role play This is a a simplified version of the events taking place in Zimbabwe - real life is a lot more complicated and there are many different experiences and views of the situation. The aim of the role play is to give you a glimpse of the main viewpoints and factors involved in the Zimbabwe elections. You are going to put your ideas forward at a meeting. At the end of the meeting you can cast your vote for either the ruling party, Zanu - PF, or the opposition party - the Movement for Democratic Change (MDC). |
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White farmer You have a very large farm in an area of fertile land. You have been asked to give up some of your land so that black farmers can have a share of good land. You think that you should be paid some money for it but it seems you are unlikely to get any. You think this is unfair as you have a Zimbabwean passport and your family has been farming in Zimbabwe for over 50 years. You grow tobacco for export which brings the country money and you employ many black workers on your farm who you think are well looked after. You would like to vote for the opposition party, as you feel that Robert Mugabe's ruling party is going to make life difficult for you in the future but you are very worried about the safety of your family and workers. There is the threat of violence from ruling party supporters and your farm could be invaded. |
Black farmer You have a small farm in an area where there is not much good land and little rainfall. You grow food to feed your family and a little extra to sell. At the time of Independence in 1980 you remember that Robert Mugabe, now the president, promised that his party would take over 1,500 white owned farms. Land would be given to black farmers like yourself. You think Mr. Mugabe has been a good President but his promise has not yet been fulfilled. Now, it seems like Mr. Mugabe is really going to make sure the white farmers give up their land. Surely it's better to grow food for families, rather than tobacco? You've heard there has been violence as farms are seized but you haven't seen any around you. It's difficult to know what to believe, from the bits and pieces of news that get to your village. |
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Ruling party candidate You are standing as a candidate for President Mugabe's ruling party, Zanu - PF. You feel the main issue in the election is land reform and the problem is all down to the history of Zimbabwe. The conflict about land was created in the 19th century when Britain colonised the area that is now Zimbabwe and brought it under its own rule. White settlers forced the black population off their ancestral land. After Zimbabwe's Independence in 1980 it was agreed it should be sorted out but it is expensive and 20 years on, nothing has changed much. President Robert Mugabe says Britain should pay because it was in charge when the problem was created. You agree with him. You think it is right to take action on this now. Although it is against the law, there was no option for thousands of your party's supporters to occupy white farms. Many of them fought in the stuggle for independence and it is high time land reform was sorted out. If the ruling party win this election they will have the people's go-ahead to make sure black farmers get their rightful lands. |
Opposition party candidate You are standing as a candidate for the new opposition party - the MDC. You think Mr Mugabe is just using the land issue to win back support from ordinary people in the countryside. The country is in a pretty poor state, nearly half the population is unemployed and Zimbabwe is becoming poorer day by day. The only way that Mr Mugabe can get people to vote for him is if they think they will definitely get some decent land. But that is only a short term fix - what will he do about the country's problems in the long term? You think he is only concerned about staying in power. You think that the way to make changes in Zimbabwe is for people to be able to vote for change and make their voices heard in a free and open society. At the moment, it doesn't feel that way - someone beat up your brother the other day after he'd attended an MDC meeting and you know you could be next. But you think it's important to speak out for what you believe and work for change. |
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Teacher You are a teacher in a school not far from the capital Harare. But your school has not opened yet this term as there is a lot of unrest and some violence in the area. You have not dared to try and go and teach your pupils. Supporters of Robert Mugabe's party and 'war veterans' carrying out the farm occupations have accused teachers of indoctrinating students - that is filling their heads with only one point of view, the wrong one as far as they are concerned. It is true that you and some of your colleagues support the opposition party, the MDC. But in a democracy where everyone has a secret vote you should have the right to support the party of your choice without fear. You have heard of teachers who have been beaten or humiliated in front of their pupils, and many of them have gone into hiding. This is an example of what is wrong with Zimbabwe and why a change of government is necessary. You hope that you will be able to vote at election time but you are not sure the elections will be carried out freely and fairly. |
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Age range: 8 to 14
Purpose: to learn something of life in Zimbabwe from a first hand source.
Invite a Zimbabwean into the classroom and set up a class discussion or interview. The class should carry out some preparatory work and draw up a list of questions in advance. This is an important way for pupils to hear first hand information and opinion. Be clear about expectations of the session on both sides and discuss practical details beforehand, such as the age of pupils, length of session and any expenses offered. The British Zimbabwe Society or the Commonwealth Institute (addresses over) or your local university would be good starting points for contacts.
Alternatively, or as part of preparation, older pupils could use the role play material and the interviews on teachers' page 3 and carry out simulated interviews, using the same questions.
Age range: 11 to 14
Purpose: to analyse the image of Zimbabwe in the media.
Collect newspaper headlines referring to events in Zimbabwe or print them out from newspaper websites. Analyse the headlines making a grid to show the number of times that key words are used. What image do the three most often used words give of Zimbabwe? How does this compare with the picture of Zimbabwe presented in the interviews?
You can use ideas
from Edition 1: Tune into the
News, plus many of the other suggested activities for analysing the
media. Tune into the News is available free when you take out a subscription
to the Global express series.
All resources available mail order from DEP. Please add 10% for postage and packing.
| A Journey to Masvingo: A Britain-Zimbabwe linking experience. LDEC 54, £9.95 |
| This KS 2 pack uses Masvingo, a small town in Zimbabwe, as a case study to look at the similarities and differences between life in an economically developing country and Britain. With mapwork, visual literacy, use of materials in design, the concept of rural and urban, gender work and work in the home. |
| The Commonwealth: Its origins, development and role in tne modern world. CI 10, £25 |
| A flexible resource pack with information and activities for History, Geography and Humanities KS 3&4. The four books are: Introduction, History of the Commonwealth, the Commonwealth today and its future, and case studies, including Zimbabwe. |
| Zimbabwe: A land divided. OX 136, £6.95 |
| Contains accounts of the social, environmental, historical and economic background then focuses on the real lives of ordinary people and the major development issues that affect them. Includes basic information for older pupils. Published 1992 but remains useful. |
| Southern Perspectives on Development series. DEP, £5 each, £25 per set of five. KS 3 & 4 (further information) |
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Book 1: Starting Points - the basics. Book 2: Colonialism and its Legacy - the impact of historical colonialism and neocolonialism. Book 3: Distribution of People and Resources - the effects of poverty on quality of life. Book 4: Production and its Effects - issues relating to the world economy. Book 5: Rights and Choices - options for development priorities. |