EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION

Reasons for European invasion.
Meanings of the terms Scramble & Partition. Methods used to acquire colonies in Africa.

By the end of the lesson, the learner should be able to:
Give reasons for European invasion of Africa.
Define the terms scramble & partition.
Discuss the methods used to acquire colonies in Africa.

Brain storming,
Discussion.
Oral questions, explanations & discussion.

Maps showing colonies

KLB BOOK III PP 1-2.

EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION

Factors leading to scramble for colonies in Africa.
The process of partition of Africa. European colonies in Africa.

By the end of the lesson, the learner should be able to:
Explain factors leading to scramble for colonies in Africa.
Describe the process of partition of Africa.
Identify African colonies possessed by each European country.

Exposition & detailed discussion.
Exposition: principles & terms of the Berlin Conference.
Discussion: process of partitioning in Africa.
Q/A discussion.

Maps showing colonies

KLB BOOK III P3

EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
Africans

The impacts of partitioning of Africa.
Leaders who offered resistance.

By the end of the lesson, the learner should be able to:
Explain the political, economic and social impacts of partitioning of Africa.
Outline factors influencing African reactions to European colonization.
Identify the two basic ways of
African reactions to European colonization.
Give examples of African leaders who offered military resistance to European Colonization.

Exposition & discussion.
Oral questioning followed by a discussion.
Discussion on resistant African leaders

Photograph
Newspaper cuttings
Students

KLB BOOK III PP8

Africans

The causes & course of Maji Maji rebellion.
Reasons for failure of the uprising. Results of uprising.

By the end of the lesson, the learner should be able to:
Outline the causes of Maji Maji rebellion.
Describe the course of Maji Maji rebellion.
Outline reasons for failure of the uprising.
Analyze the results of the uprising.

Simulation & detailed discussion.
Q/A and brief discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 10.

Africans

Causes & course of Toure
Toure

By the end of the lesson, the learner should be able to:
Describe the resistance by the Mandinka to French imposition.
State causes of Toure
Give reasons for Samouri

Oral questions.
Exposition.
Discussion
Q/A & guided discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 13

Africans

The Ndebele War. The Shona

By the end of the lesson, the learner should be able to:
Explain the causes of the Ndebele War.
Describe the course of the war.
Identify grievances of the Shona & Ndebele against the British.

Descriptive approach;
Exposition.

Map: British occupation of Zimbabwe

KLB BOOK III.
P19

Africans

Collaboration of the Baganda to European invasion.

By the end of the lesson, the learner should be able to:
Give reasons for Collaboration of the Baganda to European invasion.
Describe the course of collaboration.

Q/A & discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P21

Africans

The factors of Buganda Agreement.

By the end of the lesson, the learner should be able to:
Explain The factors of agreement.
Explain significance of Buganda agreement.
Explain results of Baganda collaboration.

Exposition & discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 24

Africans
ESTABLISHMENT OF COLONIAL RULE IN KENYA.

The collaboration of the Lozi to British invasion.
Factors leading to scramble & partition of East Africa.

By the end of the lesson, the learner should be able to:
Give reasons for Lewanika
Discuss factors leading to scramble & partition of East Africa.

Detailed discussion.
Q/A, review scramble & partition of Africa.
Discuss scramble for East Africa.

Map: regions occupied by the Lozi.
Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 25

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

The process of partition of East Africa.
British occupation of Kenya.

By the end of the lesson, the learner should be able to:
Describe the process of partition.
Outline the process British occupation of Kenya.
Identify problems faced by the I.B.E.A. company in administering the British territory.
Identify methods used to establish colonial rule in Kenya.

Discussion: the Anglo-German Agreement, Anglo- German conflicts & Anglo- German treaty.
Exposition & discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P34

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

Resistance to British invasion.
Causes & the course of Nandi resistance.

By the end of the lesson, the learner should be able to:
Identify communities that resisted British rule.
Give reasons for the resistance.
Analyse the results of the resistance.
State reasons for their failure.
State the causes of the Nandi resistance.
Describe the course of Nandi resistance.

Detailed discussion.
Q/A & discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 38

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

Reasons for long resistance and eventual defeat.
Causes & course of Agiriama resistance.

By the end of the lesson, the learner should be able to:
Give reasons for long resistance and eventual defeat of the Nandi.
Explain factors for the defeat of the Nandi resistance.
State the causes of the Agiriama resistance.
Analyse results of Agiriama resistance.

Detailed discussion & assignment.
Q/A & discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P40

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

Causes & course of the Bukusu resistance.
The causes & the courses of the Somali resistance.

By the end of the lesson, the learner should be able to:
State the causes of the Bukusu resistance.
Analyse results of Bukusu resistance.
State the causes of the Somali resistance.
Outline the results of Somali resistance.

Guided discussion.
Q/A & detailed discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 41

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

Reasons for failure of armed African resistance.

By the end of the lesson, the learner should be able to:
Give reasons for failure of armed African resistance.

Q/A & discussion.

Photograph
Newspaper cuttings
Students

KLB BOOK III.
P 44

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

Causes & course of collaboration by the Maasai.
Causes and results of Akamba resistance. Causes and results of collaboration by the Akamba.

By the end of the lesson, the learner should be able to:
State causes of collaboration by the Maasai.
Describe the course of collaboration by the Maasai.
Identify the positive and negative results of the collaboration of the Maasai with the British.
State causes of collaboration by the Akamba.
Analyse results of the collaboration.

Q/A, exposition & explanations.
Oral questions, brief explanations.

Students

KLB BOOK III.
P 41

ESTABLISHMENT OF COLONIAL RULE IN KENYA.

Causes, course and results of the resistance by the Agikuyu. Causes, course and results of the collaboration by the Agikuyu.
Causes, course and results of the collaboration by the Luo.

By the end of the lesson, the learner should be able to:
State the causes of the resistance by the Agikuyu to the British.
Describe the course of their resistance.
State the causes of the resistance by the Agikuyu to British rule.
Describe the course of their collaboration.
Analyse the results of collaboration.
State the causes of the collaboration by the Luo.
Analyse the results of collaboration

Q/A & Discussion
Q/A & Discussion.
Assignment: Essay questions.

Resource person. Students
Resource person.

KLB BOOK III.
P 50



KLB BOOK III.
P 51

COLONIAL ADMINISTRATION

Features of Colonial Rule. Indirect Rule.
Colonial Central Government & Colonial Local Government.

By the end of the lesson, the learner should be able to:
Outline the features of colonial rule.
Define the term Indirect Rule.
Outline features of Indirect Rule.
Describe the Administrative structure of British Administration
Describe the Administrative structure of colonial local government.

Explanations and Discussion.
Flow diagram: colonial Administration structure.
Q/A: provincial administration structure.
Resource person: ex

Students
Chart:
Colonial Administration structure

KLB BOOK III.
P 57

COLONIAL ADMINISTRATION

The British in Kenya.
The British in Nigeria.

By the end of the lesson, the learner should be able to:
Describe direct and indirect rule of British Administration in Kenya.
Identify effects of indirect rule in Kenya.
Outline the role of Fredrick Lugard in administering Nigeria indirectly.
Describe the structure of indirect rule in Nigeria.

Detailed discussion on British Administration in Kenya.
Q/A: effects of indirect rule.
Teacher gives a summary of the effects.
Detailed discussion.

Students

KLB BOOK III.
P 57

COLONIAL ADMINISTRATION

Reasons and shortcomings of Indirect Rule in Nigeria.
The British in Zimbabwe. (Southern Rhodesia.)

By the end of the lesson, the learner should be able to:
Highlight reasons for indirect rule in Nigeria.
Identify shortcomings of indirect rule if Nigeria.
Outline the role of Cecil Rhodes in British Administration in Zimbabwe.
Describe the structure of direct rule in Zimbabwe.

Oral questions & detailed discussion
Exposition & Discussion.

Students

KLB BOOK III.
P 61

COLONIAL ADMINISTRATION

Reasons for and shortcomings of British Direct Rule in Zimbabwe.
Effects of Direct Rule in Zimbabwe.

By the end of the lesson, the learner should be able to:
Explain reasons for and shortcomings of British direct rule in Zimbabwe.
List down effects of direct rule in Zimbabwe.

Exposition & detailed discussion.
Q/A & highlighting the effects of Direct Rule in Zimbabwe.

Students
Map: location of Zimbabwe.

KLB BOOK III.
P 64

COLONIAL ADMINISTRATION

Aspects of Assimilation.

By the end of the lesson, the learner should be able to:
Identify aspects of assimilation as a method of administration.

Exposition, Q/A and detailed discussion.

Students

KLB BOOK III.
P 65.

COLONIAL ADMINISTRATION

Aspects of Assimilation.

By the end of the lesson, the learner should be able to:
Identify aspects of assimilation as a method of administration.

Exposition, Q/A and detailed discussion.

Students

KLB BOOK III.
P 65.

COLONIAL ADMINISTRATION
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Benefits and effects of French Assimilation in Senegal.
The Uganda Railway.

By the end of the lesson, the learner should be able to:
Identify benefits enjoyed by sssimilated Africans in the four communes.
Explain the failures of Assimilation Policy.
Analyse the effects of Assimilation In Senegal.
Give reasons for building the railway.

Exposition, Q/A and detailed discussion
Oral questions & brief discussion.

Map: location of Senegal.
Map: the Uganda railway & slave trade routes.

KLB BOOK III.
P 68

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

The process of building the railway and the problems encountered.
Effects of construction of the Uganda railway.

By the end of the lesson, the learner should be able to:
Describe the process of building the railway.
Identify the problems encountered.
Outline effects of construction of Uganda railway.

Oral questions & brief discussion.
Q/A and brief discussion.

Map: the Uganda railway & slave routes.
Students

KLB BOOK III.
P 72

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Settler farming in Kenya.
Problems encountered by the settlers in Kenya.

By the end of the lesson, the learner should be able to:
State the reasons for settler farming in Kenya.
Explain methods used by the colonial government to promote settler farming.
Identify problems encountered by the settlers in Kenya.

Exposition & discussion.
Exposition & discussion.

Map: white highlands in Kenya.
Students, MapsCharts

KLB BOOK III.
P 76

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Crops grown by European settlers in Kenya.
Colonial land policies.

By the end of the lesson, the learner should be able to:
Identify crops grown by European settlers in Kenya and where they were grown.
Outline elements of Colonial land policies.

Q/A: listing down the crops and mentioning the areas they were first introduced.
Exposition: major land policies.

Students
Map: white highlands in Kenya.

KLB BOOK III.
P 79

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Consequences of colonial land policies.
Devon shire White Paper (1923). Background.

By the end of the lesson, the learner should be able to:
Analyse the consequences of colonial land policies.
Trace the background of Devon shire White Paper.
State the grievances of settlers, Asians and Africans.

Exposition: consequences of major land policies.
Exposition, probing questions & discussion.

Students,MapsCharts

KLB BOOK III.
P 82

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Devonshire White Paper. Recommendations and effects

By the end of the lesson, the learner should be able to:
Outline the recommendations of the Devon shire White Paper.
Enumerate effects of the
Devon shire White Paper.

Exposition, probing questions & discussion.

Students

KLB BOOK III.
P84

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Urbanization Definition & reasons for Urbanization.
Consequences of Urbanization.

By the end of the lesson, the learner should be able to:
Define urbanization.
Give reasons for influx of Africans into urban areas.
State positive and negative consequences of Urbanization.

Q/A: meaning of urbanization and reasons for influx into towns.
Brief discussion.
Oral questions and brief discussion.

Students. MapsCharts
MapsCharts

KLB BOOK III.
P 85

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Development of early Primary & Secondary Education.

By the end of the lesson, the learner should be able to:
Describe the development of primary and secondary education.

Q/A: review role of the missionaries in development of education.
Brief discussion: primary & secondary of Africans and European education.

Students

KLB BOOK III.
P 88

SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.

Development of early University Education.
Development of Health.

By the end of the lesson, the learner should be able to:
Describe the development of university education in colonial Kenya.
Describe African initiative in the field of health.
State effects of introduction of Western medicine in Kenya during the colonial period.

Exposition & discussion.
Q/A & brief discussion.

Maps
Charts
Students

KLB BOOK III.
P 91

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Early political organizations up to 1939. The East Africa Association. (EAA)
Kikuyu Central Association (KCA).

By the end of the lesson, the learner should be able to:
Identify officials of EAA.
Outline the activities of EAA.
Highlight the achievements of EAA.
Identify officials of KCA.
Outline the activities of KCA.
Highlight the achievements of KCA.

Q/A: review problems facing Africans.
Detailed discussion.

Maps
Charts
Students

KLB BOOK III.
P 96

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Kavirondo Tax Payers
The Ukamba African Association.

By the end of the lesson, the learner should be able to:
Identify officials of Kavirondo Tax Payers
Identify officials of the Ukamba African Association.
Outline the activities of Ukamba African Association.
Highlight the achievements of Ukamba African Association.

Exposition, probing questions and discussion.
Exposition and discussion.

Maps
Charts

KLB BOOK III.
P 98

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

The Coast African Association.
The Taita Hills Association.

By the end of the lesson, the learner should be able to:
Identify officials of the Coast African Association.
Outline the activities and achievements Coast African Association.
Identify officials of the Taita Hills Association.
Outline the activities and achievements of Taita Hills Association.

Exposition, probing questions and discussion.
Exposition and detailed discussion

Students
Maps
Charts

KLB BOOK III.
P 101.

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Political organizations & movements after 1945. KASU.

By the end of the lesson, the learner should be able to:
Identify the objectives of KASU
Outline the activities of the organization.

Detailed discussion.

Maps

Charts

KLB BOOK III.
P 102

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

KAU

By the end of the lesson, the learner should be able to:
Identify the objectives of KAU.
Outline the activities of the organization.

Probing questions & detailed discussion.

Students

KLB BOOK III.
P 107

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Mau Mau War.
KANU & KADU.

By the end of the lesson, the learner should be able to:
Explain the role of ex-servicemen in Mau Mau War.
Give an outline of Mau Mau War.
State the consequences of Mau Mau War.
Outline the principles & activities of KANU & KADU in 1960.

Resource person,
Detailed discussion.
Brief discussion & assignment.

Resource person.
Maps
Charts

KLB BOOK III.
P 110

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

The Trade Union Movement Background. The African Workers Federation (AWF).

By the end of the lesson, the learner should be able to:
Explain reasons for the e rising of the Trade Unions.


Describe the activities of AWF.
Analyse the successes of AWF.

Exposition: background of trade unions.

Exposition & discussion.

Maps

Charts

KLB BOOK III.
P 117

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

The Kenya Federation of Labour.
Roles of KFL & other Unions. Role of women in the struggle for independence.

By the end of the lesson, the learner should be able to:
Describe the activities of KFL.
Analyse the successes of KFL.
Identify roles of KFL & other unions.
Identify the active role of women in the struggle for independence.

Exposition & discussion.
Q & A and brief discussion.

Students
Maps
Charts

KLB BOOK III.
P 1118

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Constitutional Changes leading to Independence. African representation in the Legco.
The Lyttelton Constitution.

By the end of the lesson, the learner should be able to:
Describe the circumstances leading to nomination of Eliud Mathu to the LegCo. in 1944.
Identify other constitutional changes as far as African representation in the LegCo was concerned.
Discuss the constitutional events following Oliver Lyttelton recommendations.
Name the first eight LegCo. Members.

Probing questions, Exposition & discussion.
Exposition & discussion.

Maps
Charts
Students

KLB BOOK III.
P 121

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Lennox
First Lancaster House Conference.

By the end of the lesson, the learner should be able to:
Discuss the constitutional events following Lennox
Outline the constitutional findings & resolutions of First Lancaster House Conference.

Exposition & discussion.

Maps
Charts
Students

KLB BOOK III.
P 124

POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)

Second Lancaster House Conference.

By the end of the lesson, the learner should be able to:
Outline the constitutional findings & resolutions of Second Lancaster House Conference.

Exposition & discussion

Assignment: essay questions.

Chart: Constitutional changes in Kenya (1944-1963)

KLB BOOK III.
P 125