for use with - home - oxford university press east africa … that led to the scramble for colonies...

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LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with The Evolving World

NOT FOR SALE

History and Government Form Three Schemes of Work: Term One

European invasion of Africa and the process of colonization






• Introduction• The scramble

and partition of Africa

Methods used by the Europeans to acquire colonies in Africa

Factors that led to the scramble for colonies in Africa

The process of partition:• The Berlin

Conference (1884-1885)

• Impact of the partition

African reaction to European colonization:• The Maji Maji

rebellion: Causes of the rebellion

• Course of the Maji Maji rebellion

• Results of the Maji Maji rebellion

By the end of the lesson, the learner should be able to explain the scramble and partition of Africa.

By the end of the lesson, the learner should be able to identify the methods used by the Europeans to acquire colonies in Africa.

By the end of the lesson, the learner should be able to discuss the various factors that led to the scramble for colonies in Africa.

By the end of the lesson, the learner should be able to explain the various terms of the Berlin Conference.

By the end of the lesson, the learner should be able to describe the causes of the Maji Maji rebellion.

By the end of the lesson, the learner should be able to describe the course of the Maji Maji rebellion and discuss its results.

• Explanation• Discussion• Note taking






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The Evolving World• Student’s Book 3

pages 1–2• Teacher’s Book 3

pages 1–5



pages 1–5



pages 1–5



pages 1–5



pages 1–5



pages 1–5

• Maps• Charts• Drawings• Pictures






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History and Government Form 3Schemes of Work

Term 1







The Mandinka resistance:• Background

• Causes of the Franco-Mandinka war (1891-1898)

• Course of the war

• Why the resistance took so long to suppress

• Why Samori was finally defeated

The Ndebele resistance:• European

invasion of the Ndebele

• The 1893 Ndebele War

• The Chimurenga War (1896-1897): Course of the war

• Why the Ndebele and Shona were defeated

By the end of the lesson, the learner should be able to describe the social and political organization of the Mandinka empire.

By the end of the lesson, the learner should be able to explain the causes of the Franco-Mandinka war and describe its course.

By the end of the lesson, the learner should be able to explain why the resistance took so long to suppress.

By the end of the lesson, the learner should be able to explain why the Europeans invaded the Ndebele land.

By the end of the lesson, the learner should be able to describe the causes and course of the Chimurenga War.

By the end of the lesson, the learner should be able explain why the Ndebele and Shona were defeated by the Europeans.







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pages 1–5



pages 1–5



pages 1–5



pages 1–5



pages 1–5


page 25• Teacher’s Book 3

pages 1–5

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NOT FOR SALE


Term 1




Establishment of colonial rule in Kenya


By the end of the lesson, the learner should be able to explain why the Lozi collaborated with the British.

By the end of the lesson, the learner should be able to explain why the Baganda collaborated with the British.

By the end of the lesson, the learner should be able to state the terms of Buganda Agreement and discuss the results of the African resistance.

By the end of the lesson, the learner should be able to identify the various causes of the scramble for East Africa.

By the end of the lesson, the learner should be able to state the terms of the Anglo-German Agreement and the Heligoland Treaty, and describe the methods used to occupy Kenya.






Collaboration:• The Lozi

collaboration

• The Baganda collaboration

• Kabaka Mutesa I• Kabaka Mwanga

• The Buganda Agreement (1900)

• Results of African collaboration

• Scramble for East Africa: A background

• Causes of the scramble for East Africa

• The process of partition: The Anglo-German Agreement (1886)

• Methods used to occupy Kenya

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pages 1–5



pages 1–5



pages 1–5



pages 6–9



pages 6–9

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Term 1






Kenyans peoples’ response to British invasion:• Nandi resistance:

Causes of the Nandi rebellion

• Course of Nandi rebellion

• Why the Nandi resisted the British for so long

• Why the Nandi were defeated

• Results of Nandi rebellion

The Agiriama resistance:• Causes• Course• Effects

Bukusu resistance:• Causes• Course• EffectsSomali resistance:• Causes• Course• Consequences

By the end of the lesson, the learner should be able to explain Kenyan people response to British colonization and the causes of the Nandi resistance.

By the end of the lesson, the learner should be able to explain the course of the Nandi rebellion and why it lasted long.

By the end of the lesson, the learner should be able to identify the factors that led to the Nandi defeat by the British and the results of the war.

By the end of the lesson, the learner should be able to describe the causes, course and the results of Agiriama resistance.

By the end of the lesson, the learner should be able to describe the causes, course and results of the Bukusu and Somali resistance.






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pages 6–9



pages 6–9



pages 6–9



pages 6–9



pages 6–9






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Term 1







Collaboration:• The Maasai

collaboration

• Wanga collaboration

Mixed reactions:• The Akamba

reaction

• The Agikuyu reaction

• The Luo reaction

Colonial systems of administration:• Central

government• Local

government

By the end of the lesson, the learner should be able to explain why the Maasai collaborated with the British.

By the end of the lesson, the learner should be able to explain why the Wanga collaborated.

By the end of the lesson, the learner should be able to describe how the Akamba reacted to British colonization.

By the end of the lesson, the learner should be able to explain how the Agikuyu reacted to British colonization.

By the end of the lesson, the learner should be able to explain how the Luo reacted to British colonization.

By the end of the lesson, the learner should be able to discuss the systems of colonial administration in Kenya.







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pages 6–9



pages 6–9



pages 6–9



pages 6–9



pages 6–9



pages 6–9

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Term 1


Colonial administra-tion



Revision of topics

• Local Native Councils

• Impact of local government

• Factors that undermined local government

Introduction

Indirect rule:• Reasons for

indirect rule

• Indirect rule in Kenya

Revision and examination

By the end of the lesson, the learner should be able to describe the local native councils, state the impact of local government on Kenyans and explain the factors that undermined the local government in Kenya.

By the end of the lesson, the learner should be able to identify the various forms of colonial administration.

By the end of the lesson, the learner should be able to state the meaning of the indirect rule and explain why the British applied the policy.

By the end of the lesson, the learner should be able to explain how indirect rule was applied in Kenya.

The learner should be able to revise Term One’s work.





• Writing • Recall and other skills• Questions and answers

2–3

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pages 6–9



pages 10–16



pages 10–16



pages 10–16

• Examination papers

• Marking scheme





• Papers and pens

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History and Government Form Three Schemes of Work: Term Two







The British in Nigeria:• Administration of

Northern Nigeria• Merits and

demerits of indirect rule

Direct rule in Zimbabwe

• The reign of Ian Smith

• Effects of British rule in Zimbabwe

Assimilation policy:• Difference

between assimilation and association

The French in Senegal:• Policy of

assimilation

• Why assimilation failed

• Policy of association

By the end of the lesson, the learner should be able to explain why the British used indirect rule in Northern Nigeria and discuss the merits and demerits of indirect rule.

By the end of the lesson, the learner should be able to describe the direct rule used in Zimbabwe.

By the end of the lesson, the learner should be able to discuss the rule of Ian Smith and its effect on Zimbabwe.

By the end of the lesson, the learner should be able to describe the process of the assimilation and differentiate it from association.

By the end of the lesson, the learner should be able to explain how the French applied the policy of assimilation.

By the end of the lesson, the learner should be able to identify the factors that led to the failure of the assimilation policy and then describe the association policy.









pages 10–16



pages 10–16



pages 10–16



pages 10–16



pages 10–16



pages 10–16

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NOT FOR SALE


Term 2

Social and economic develop-ments during the colonial period in Kenya




The Uganda railway:• Reasons for

construction• Problems faced• Consequences of

the railway

Settler farming in Kenya:• Factors

promoting settler farming

• Problems experienced

• Crops grown

Colonial land policies:• Land Acts or

ordinances• Impact of

colonial land policies

The Devonshire White Paper (1923):• Terms• Implications

By the end of the lesson, the learner should be able to discuss the construction of the Uganda railway.

By the end of the lesson, the learner should be able to describe how European farming started in Kenya.

By the end of the lesson, the learner should be able to identify the various colonial land policies and their impact on the Kenyan people.

By the end of the lesson, the learner should be able to explain the terms and implications of the Devonshire White Paper.







pages 17–21



pages 17–21



pages 17–21



pages 17–21

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NOT FOR SALE


Term 2




Political developments and the struggle for independence in Kenya (1919-1963)


Urbanization:• Factors for

urbanization• Consequences of

urbanization

Education:• Missionary

education• Government

education

Health:• Missionary

health centres• Government

health centres

• Introduction • Early political

organizations up to 1939

• Kikuyu Association

• East African Association

• Kikuyu Central Association

By the end of the lesson, the learner should be able to explain factors that led to urbanization in Kenya and its consequences.

By the end of the lesson, the learner should be able to describe the missionary and government education offered.

By the end of the lesson, the learner should be able to differentiate between the missionary and government health centres.

By the end of the lesson, the learner should be able to describe how early political organizations were started.

By the end of the lesson, the learner should be able to state the aims of the EAA and KCA.








pages 17–21



pages 17–21



pages 17–21



pages 21–34



pages 21–34

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• Charts• Drawings• Pictures




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NOT FOR SALE


Term 2





• Kavirondo Taxpayers’ Welfare Association

• Ukamba Members’ Association

• Coast African Association

• Taita Hills Association

• Problems faced by early political organizations

• Characteristics and achievements of early political parties

Emergence of independent churches and schools in Kenya

The independent churches and schools movement in central Kenya:• Problems they

faced

By the end of the lesson, the learner should be able to identify the aims of KTWA, UMA and CAA.

By the end of the lesson, the learner should be able to identify the aims of THA and state problems faced by early political organizations and their achievements.

By the end of the lesson, the learner should be able to explain why independent churches and schools emerged in Kenya.

By the end of the lesson, the learner should be able to give reasons for the establishment of independent churches and schools in central Kenya and the problems they faced.







pages 21–34



pages 21–34



pages 21–34



pages 21–34

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Term 2





By the end of the lesson, the learner should be able to explain why political organizations were formed after 1945.

By the end of the lesson, the learner should be able to identify the aims of KASU and KAU.

By the end of the lesson, the learner should be able to trace the origins of the Mau Mau movement.

By the end of the lesson, the learner should be able to discuss the causes of the uprising and the course it took.







pages 21–34



pages 21–34



pages 21–34



pages 21–34

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Political organizations and movements after 1945:• Reasons for

their formation

• Kenya African Study Union

• Kenya African Union

Mau Mau:• Origins

• Causes of the Mau Mau uprising

• Course of the uprising

• Pictures• Charts• Maps

• Pictures• Charts• Maps

• Maps• Charts• Drawings• Pictures• Resource person


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NOT FOR SALE


Term 2





• Factors that facilitated the Mau Mau movement

• Problems the Mau Mau faced

• Results of Mau Mau uprising

KANU:• Origin• Formation• Aims

• KADU• African People’s

Party

Trade-union movement:• African Workers’

Federation• Kenya Federation

of Labour• Role of trade

unions

By the end of the lesson, the learner should be able to state the factors that motivated Mau Mau fighters, the problems they faced and the results of the uprising.

By the end of the lesson, the learner should be able to explain the origin, formation and aims of KANU.

By the end of the lesson, the learner should be able to discuss the origin and aims of KADU and APP.

By the end of the lesson, the learner should be able to describe the origin, development and the role of the trade-union movement in Kenya.







pages 21–34



pages 21–34



pages 21–34



pages 21–34

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• Pictures• Resource person



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Term 2




Revision of topics

Role of women in the struggle for independence

Constitutional changes leading to independence:• African

representation in the LegCo

• The Lyttelton Constitution

• The Lennox-Boyd Constitution

• Lancaster House Conferences


By the end of the lesson, the learner should be able to explain the role of women in the struggle for independence.

By the end of the lesson, the learner should be able to describe the various constitutional changes that led to independence.

By the end of the lesson, the learner should be able to describe the various constitutional changes that led to independence.

The learner should be able to revise Term Two’s work.




• Writing• Recall and other skills• Questions and answers



pages 21–34



pages 21–34



pages 21–34


• Marking scheme

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• Drawings• Pictures

• Papers and pens

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NOT FOR SALE

History and Government Form Three Schemes of Work: Term Three

Emergence and growth of nationalism in Africa





Factors for the rise of nationalism in Africa

Nationalism in Ghana:• Factors for

the growth of nationalism in Ghana

The peak of nationalism in Ghana

Nationalism in Mozambique:• Factors for

the growth of nationalism in Mozambique

• The peak of nationalism in Mozambique

• The strengths and weaknesses of FRELIMO

By the end of the lesson, the learner should be able to explain the factors that led to nationalism in Africa.

By the end of the lesson, the learner should be able to state factors leading to the growth of nationalism in Ghana.

By the end of the lesson, the learner should be able to state factors leading to the growth of nationalism in Ghana.

By the end of the lesson, the learner should be able to state the factors that led to nationalism in Mozambique.

By the end of the lesson, the learner should be able to state the strengths and weaknesses of FRELIMO.








pages 34–43



pages 34–43



pages 34–43



pages 34–43



pages 34–43

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• Pictures• Resource person• Charts


• Pictures• Resource person• Charts

• Maps• Pictures• Charts


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Term 3



Lives and contributions of Kenyan leaders


Nationalism in South Africa:• Rise of

Nationalism• ANC• The Black

Consciousness Movement

• The peak of nationalism in South Africa

Key African nationalists: Nelson Mandela, Robert Sobukwe, Chief Albert Luthuli

Methods used by African nationalists in South Africa

Problems encountered by nationalists

Jomo Kenyatta:• Early life

• Kenyatta and nation building

• Death of Kenyatta

By the end of the lesson, the learner should be able to discuss the growth of nationalism in South Africa.

By the end of the lesson, the learner should be able to explain the role of African nationalists in the struggle for black people’s independence in South Africa, the methods they used and the problems they encountered.

By the end of the lesson, the learner should be able to describe the early life of Jomo Kenyatta.

By the end of the lesson, the learner should be able to identify various nation building activities that Kenyatta undertook before he died.







pages 34–43



pages 34–43



pages 43–51



pages 43–51

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• Charts• Drawings• Pictures• Newspaper cuttings

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Term 3





The formation, structure and functions of the government of Kenya

Tom Mboya

Ronald Ngala

Oginga Odinga

Daniel arap Moi

The electoral process in Kenya

By the end of the lesson, the learner should be able to describe the life of Tom Mboya and his contribution to the nation of Kenya.

By the end of the lesson, the learner should be able to describe the life and contribution of Ronald Ngala to the Kenyan nation.

By the end of the lesson, the learner should be able to describe the life of Oginga Odinga and his contribution to the Kenyan nation.

By the end of the lesson, the learner should be able to describe the life of Daniel arap Moi and his contribution to the Kenyan nation.

By the end of the lesson, the learner should be able to explain how the electoral process works in Kenya.








pages 43–51



pages 43–51



pages 43–51



pages 43–51



pages 51–56

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2

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• Pictures• Resource person• Newspaper cuttings




• Drawings• Pictures• Charts• Newspaper cuttings

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Term 3






The Electoral Commission of Kenya:• Functions• Election officials

The formation of government

Structure and functions of the government of Kenya

The Legislature:• Functions of the

legislature• Parliamentary

supremacy

The Executive:• President• Cabinet

The Civil Service:• Public Service

Commission• Provincial

administration

By the end of the lesson, the learner should be able to state the functions of the Electoral Commission of Kenya.

By the end of the lesson, the learner should be able to explain the functions and composition of Parliament.

By the end of the lesson, the learner should be able to identify the various functions of the Legislature and explain why Parliament is supreme.

By the end of the lesson, the learner should be able to explain the roles and functions of the Executive arm of the Government.

By the end of the lesson, the learner should be able to explain the roles and the functions of the Public Service Commission and the Provincial Administration.








pages 51–56



pages 51–56



pages 51–56



pages 51–56



pages 51–56

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• Charts• Pictures• The constitution of

Kenya

• Charts• Pictures• Resource person• The constitution of

Kenya


Kenya


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NOT FOR SALE


Term 3






The armed forces, police and prisons

The Judiciary:• Sources of

Kenyan laws• Functions of the

Judiciary

• The Chief Justice• The Attorney-

General

The structure and functions of the court system in Kenya

The independence of the Judiciary

By the end of the lesson, the learner should be able to explain the functions of the armed forces, police and prisons.

By the end of the lesson, the learner should be able to describe various sources of Kenyan laws and the functions of the Judiciary.

By the end of the lesson, the learner should be able to identify the functions of the Chief Justice and the Attorney General.

By the end of the lesson, the learner should be able to describe the structure and functions of the court system in Kenya.

By the end of the lesson, the learner should be able to discuss the importance of the Judiciary being independent.








pages 51–56



pages 51–56



pages 51–56



pages 51–56



pages 51–56

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• Charts• Pictures• Resource person


Kenya



• Pictures• Charts • Resource person

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NOT FOR SALE


Term 3


The formation structure and functions of the government of Kenya

Sample test papers

Sample test papers

Sample test papers

Revision of topics

The rule of the law

The concept of natural justice

Paper 1• Section A, B, C

Paper 2• Section A, B, C

Going through marking schemes for Paper 1 and 2


By the end of the lesson, the learner should be able to explain why the rule of the law is important, giving local contemporary examples.

By the end of the lesson, the learner should be able to describe the concept of natural justice, giving local contemporary examples.

By the end of the lesson, the learner should be able to recall issues raised in the questions.

By the end of the lesson, the learner should be able to recall issues raised in the various questions.

By the end of the lesson, the learner should be able to recall issues raised in the questions.

The learner should be able to revise Term Three’s work.



• Discussion• Writing• Note taking



• Writing • Recall and other skills• Questions and answers



pages 51–56



pages 51–56


page 223


page 224


pages 225–231


• Marking scheme

2

3

1

2

3

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• Charts• Drawings• Pictures• Resource person

• Chalkboard

• Chalkboard

• Chalkboard

• Papers and pens

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for use with - home - oxford university press east africa … that led to the scramble for colonies...

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