Zimbabwe Guerilla Fighters Lesson Plan
Presentation Outcomes
● Students will learn about the colonial history of Rhodesia under British rule.
● Students will analyze the roots of the African Nationalist movement beginning in the
1930-1960’s. Which led to the liberation of Zimbabwe, known as the Second
Chimurenga.
● Students will know the differences between the two-armed militant groups, ZANU and
ZAPU.
● Students will examine the clash of traditional and modern views regarding women in the
liberation struggle.
I. Introduction to colonial rule in Rhodesia
A. What Students Will Learn:
● Why Rhodesia was desired by British Settlers
● The structure of the colonial government
● Resistance by the indigenous population against Europeans
B. Historical Context
● 1896-1980
● Rhodesian border with Mozambique
The colonization of Rhodesia provides the foundation to understanding the evolution of anti-
colonial movements which will be discussed in the next section. As with their motives in other
countries in the African continent the British South African Company (BSAC) sought to claim
land rich in minerals. While white settlers were able to establish control of the country relatively
easily, the ensuing decades would see violent conflicts between the minority white settler
government and the indigenous population.
II. The First Chimurenga
Students will now understand the anti-colonial resistance that began in the late 19th century and
how it influenced liberation movements in the second half of the 20th century.
A. Significance of The First Chimurenga
● Began in 1896, sparked by the execution of a female medium named Charwe who was
convicted of murdering a colonial official.
● Shona word meaning “resistance”
● Galvanized the Matabele and Shona communities to join forces against colonial rule
● Charwe’s name would be invoked and inspired The Second Chimurenga that would begin
80 years later.
The first act of anti-colonial resistance in 1896 was only the beginning of many more
clashes between the indigenous population and the white settler government. The unification of
the Matabele and Shona provides students with a new understanding of anti-colonial resistance
as the British were successfully able to employ divide and conquer tactics throughout much of
their colonies throughout the world but did not see the same results in Rhodesia. By learning
about Charwe, students will now be prepared for the next section which will examine the various
roles of women in the liberation struggle that took place during the second half of the 19th
century.
III. The Second Chimurenga
In explaining Second Chimurenga, the student will learn of the different factors that
triggered this outcome. Students will also get an understanding of the different militant groups,
and their participation in the liberation of Zimbabwe. Along with learning the role of women and
their participation in the armed groups, students will learn:
A. Development and Causes of the Second Chimurenga
● Timeline 1930-1960’s
a) Black Consciousness and Nationalist Movement.
● Banning of the NDP
a) ZAPU, under Joshua Nkomo; and ZANU, under Robert Mugabe.
● 1965, Ian Smith declaring independence , under the Rhodesian Front.
a) Causing the Nationalist movement to grow more militant. Causing the start of the Second
Chimurenga.
● Participation of both men and women, in the armed struggle.
a) Silenced women, and recognizing their participation along with their struggles.
b) Women's participation in the war.
IV. Differences
Students will understand the difference between the two guerrilla groups. Students will
also understand the key groups that participated in the Second Chimurenga.
ZAPU: Zimbabwe People’s Revolutionary Army
1. School of thought for women’s participation.
ZANU: Zimbabwe African National Liberation Army
1. School of thought for women’s participation.
1. Students will learn about the idea of marriage and the struggles women faced in the war
camps in Africa, ZANU Commission develop a report “On Marriage.”
a. Fear that traditional customs were being threatened.
b. The disruption of the “natural process” of marriage between man and woman.
c. The concept that marriage was the way to prevent prostitution.
V. Marriage and Labola
2. The transformation of Labola
a. Labola (bridewealth)
b. Change in the system of bride’s wealth
c. ZANU involvement
Students will be introduced to the customs of marriage and the concept of Labola (bridewealth).
The Intervention of the ZANU commission in both traditions. They will be lectured on both
concepts and the challenges that women faced.
Activities:
Students will follow the concept of:
Think: read silently and individually for 10 min
Write: their own understanding of the text 5min
Pair-share: student will share their work with their neighboring peer for 7 min
Exit ticket:
Students will answer questions regarding text in order to prove understanding of lecture. 10min
Equality and The Problem with Women
This portion of the lesson plan will begin with the discussion of equality between the men
and women within the military ZANU and ZAPU organizations during the liberation. It would
then move forward to show the how women in the ZANU considered themselves to be equal. As
well as providing an outlook of how other individuals considered what equal ranking should
consist of between the women and men in the military. It will end with acknowledging the
problems with women during the liberation. In doing so it will show how women were used and
what they were used for.
A. Equality division between ZANU and ZAPU
· ZANU wanted equality within military actions between the men and women
· ZAPU wanted women in the background assisting men only when needed
B. Women viewing themselves as equal
· Women considered themselves equal in fields when fighting in the war
C. Another outlook on the equal ranking
· Believed in “High Command”
· Army 1,000(+) women
D. The problem with women
· Used for the exchanging of food, love, soap
The importance of showing the equality division between the men and women within the
military is necessary for understanding how the women fought for two different causes during
the Liberation. As well as providing the aspect of the problems of women because it shows the
hardships women encountered while trying to fight for their freedom and equality. Within this
section the students would be asked to come together in a group or individually for 5 to 10 mins
for discussion and they should be able to answer the following questions: Were the men and
women treated equally? Why did the women think they were equal ? How were they equal and
how were they not equal? This allows the students to engage in critical thinking while
challenging their minds to see the significance of the struggles women went through while
fighting in the military.
Contraceptives and the number of women serving
1.) Students will learn why women during training were getting pregnant at a high rate.
2.) Students will learn about the inequality between males and females in training camps.
3.) Students will learn about the struggle women went through regarding having to be
recognized as a whole, for the help they did for the party to achieve liberation.
Contraception was not really promoted for women within the party. Because it was
highly believed that if a woman used contraceptives she would become a prostitute. Women
were rather looked as stay home mothers. Many women who did in fact get pregnant during their
training were send to Osibisa Mozambique. Yet, many women who did in fact get pregnant had
been raped by a senior male combatant. Meanwhile another discussion women face during the
late nineteen hundreds was to determine how women guerrilla fighters contributed to the war
efforts because many documents had been destroy. In 1985 the Ministry of Communication
Development had estimated that around roughly 250,000 women had been actively involved in
the liberation struggle. A debate whether women who got pregnant and women who join to be
teachers, nurses, caregivers should be counted as guerrilla fighters was being debated. As well as
a population of ex-veterans who were not able to register because of where they lived and might
not have had the proper resources to register as ex-combat veterans, was also an issue in
determining the total population that helped for the liberation struggle.
