*Heritage Studies project* *Stage 1: Problem Identification* *Problem Description:* There is a growing concern in schools today over the weakening connection between students and their cultural heritage. Many students are unfamiliar with their totems (*mitupo*), traditional customs, indigenous languages, national holidays, and important symbols like the Zimbabwean flag and anthem. This lack of cultural knowledge is closely linked to poor discipline, lack of respect for elders, teachers, and rules, and a general decline in moral values. Students increasingly imitate foreign lifestyles from the internet and social media, often losing appreciation for Zimbabwean traditions that once shaped responsible citizens. This cultural disconnection contributes to a loss of identity, poor academic engagement, and the erosion of values such as *unhu/ubuntu*, which promote respect, accountability, and community service. *Statement of Intent:* The purpose of this project is to investigate how the promotion of Zimbabwean cultural heritage and national identity in schools can be used to address the problem of student indiscipline. It also seeks to create awareness among students of their cultural roots and how traditional values can influence positive behavior, improve discipline, and build pride in one’s national identity. *Design Specifications:* - Identify causes of cultural disconnection and indiscipline in school. - Research elements of Zimbabwean heritage that promote positive behavior. - Design activities that teach and celebrate Zimbabwean culture in school settings. - Involve traditional leaders and elders to share their knowledge. - Assess the impact of cultural education on student discipline, pride, and participation. --- *Stage 2: Investigation of Related Ideas* - *Traditional Values:* *Unhu/Ubuntu* teaches respect for elders, community responsibility, hospitality, and peaceful coexistence. - *Cultural Systems:* Totems (*mitupo*) promote unity and reduce intermarriage within families. Proverbs and folktales teach morals and life lessons. - *National Identity:* Understanding the importance of the national anthem, flag, and national holidays like Independence Day encourages national pride. *Zimbabwe’s History:* The liberation struggle taught unity, sacrifice, and patriotism. Teaching about national heroes inspires students to value hard work and freedom. - *Causes of Cultural Loss:* Urbanization, digital influence, and the prioritization of foreign values over local traditions have weakened identity. - *Role of Schools:* Schools are in a unique position to revive heritage by using the curriculum, co-curricular activities, and student clubs. --- *Stage 3: Generation of Ideas* To solve the problem of indiscipline caused by cultural disconnection, the following ideas were developed: 1. *Establish a Cultural Heritage Club* to meet weekly and teach traditional practices. 2. *Organize Cultural Awareness Days* where students dress traditionally, perform folk songs and dances, and cook traditional meals. 3. *Create Visual Displays* (murals, posters) of heroes, national symbols, totems, and cultural proverbs. 4. *Invite Guest Speakers* including elders, cultural historians, and traditional leaders to share knowledge with students. 5. *Hold Debates and Public Speaking Contests* on the importance of culture and heritage. 6. *Language Promotion Activities* to encourage students to speak indigenous languages (e.g., Shona, Ndebele) in assemblies. 7. *Patriotic Lessons* in social studies and heritage studies on national symbols and values. 8. *Conduct Surveys and Discussions* on student understanding of their own culture and heritage. --- *Stage 4: Development of Ideas* *Week 1-2: Research Phase* Conduct surveys among students and teachers on attitudes towards culture and behavior. Gather information from textbooks, interviews with elders, and online sources about Zimbabwean heritage. *Week 3: Awareness and Launch* Introduce the project during school assembly. Launch the Cultural Heritage Club. Share the project's goals and encourage student participation. *Week 4: Cultural Day Activities* Hold a full-day event featuring traditional music, dress, dances, poetry, and food. Students from different tribes showcase their cultures. *Week 5: Mural and Poster Project* Create and display posters and wall art showing Zimbabwean heroes, flags, totems, and motivational cultural sayings. *Week 6: Guest Speaker Presentations* Host elders and community leaders to talk about traditional values, national pride, and the importance of heritage. *Week 7: Evaluation Phase* Conduct follow-up surveys, class discussions, and interviews with teachers to assess changes in student behavior and awareness. --- *Stage 5: Presentation of Results* - *Survey Results:* Initial surveys showed that only 30% of students could name their totem or explain the meaning of the national flag. After the program, over 75% demonstrated improved knowledge. - *Improved Discipline:* Teachers reported increased respect for rules, improved attendance, and more polite behavior in class. - *Student Feedback:* Many students said they felt more proud of their culture and wanted to learn more about their language and traditions. - *Success of Events:* Cultural Day had full participation and positive feedback from students, teachers, and parents. --- *Stage 6: Evaluation and Recommendations* *Evaluation:* The project was successful in addressing the issue of indiscipline by reconnecting students with their cultural values and national identity. Students demonstrated improved behavior, increased participation in cultural activities, and greater pride in being Zimbabwean. *Recommendations:* - Introduce regular cultural education sessions into the weekly school timetable. - Encourage more interaction with community elders to share traditional teachings. - Partner with museums and cultural institutions for educational trips. Continue running the Cultural Heritage Club and expand it with inter-school competitions. - Reward students who show commitment to heritage educationd national pride.