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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening week |
|||||||
| 1 | 3 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
The Baganda.
Socio-economic and political organization of the Baganda. |
By the end of the
lesson, the learner
should be able to:
Trace the origin of the Baganda. State factors contributing to rise and expansion of Buganda. Describe the Socio-economic and political organization of the Baganda. Highlight factors leading to downfall of the Baganda. |
Exposition: diverse origins of the Baganda.
Discussion: rise of the Baganda. Exposition of new concepts; Discussion. |
Map: location of Buganda kingdom.
map |
KLB BK II
Pgs 111-102 evolving world pages 122 |
|
| 1 | 4 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
The Asante.
Social organizations of the Ashante. |
By the end of the
lesson, the learner
should be able to:
Trace the origin of the Asante. State factors contributing to rise and expansion of the Asante. Describe organization of the Ashante |
Detailed discussion.
Descriptive approach. |
Map: location of Ashanti Empire.
map |
KLB BK II
Pgs 116-107 evolving world pages 130 |
|
| 1 | 5 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Economic organizations of the Ashante.
|
By the end of the
lesson, the learner
should be able to:
Describe economic organization of the Ashante |
Descriptive approach;
Probing questions. |
map
|
KLB BK II
Pgs 118-119 evolving world pages 133 |
|
| 2 | 1 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Political organization of the Ashante.
Decline of Ashante.
Great Zimbwabwe |
By the end of the
lesson, the learner
should be able to:
Describe the Political organization of the Ashante Identify causes of decline of Ashante. Discuss the establishment of Great Zimbwabwe empire. |
Exposition & brief discussion.
Exposition; Detailed discussion. |
map
MapsCharts |
KLB BK II
Pgs 119-120 evolving world pages 131 |
|
| 2 | 2 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Mwene Mutapa kingdom.
|
By the end of the
lesson, the learner
should be able to:
Discuss the establishment of Mwene Mutapa kingdom. |
Exposition;
Brief discussion. |
MapsCharts
|
evolving world pages
|
|
| 2 | 3 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Rwozi empires.
Shona Kingdom. Origin and growth. |
By the end of the
lesson, the learner
should be able to:
Discuss the establishment of Rwozi empire. Outline the origin of the shona . Highlight factors for growth of Shona kingdom. |
Descriptive approach;
Exposition. Exposition & brief discussion. |
MapsCharts
|
evolving world pages
|
|
| 2 | 4 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Social organization of the Shona.
|
By the end of the
lesson, the learner
should be able to:
Describe the social organization of the Shona. |
Exposition: ancestral home of Shona.
Discussion. |
Map: Ancestral home of the Shona.
|
KLB BK II
Pgs 122-123 evolving world pages 129 |
|
| 2 | 5 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Economic organizations of the Shona.
|
By the end of the
lesson, the learner
should be able to:
Describe the economic organization of the Shona. |
Exposition & brief discussion.
|
MapsCharts
|
KLB BK II
Pgs 123 evolving world pages 129 |
|
| 3 |
Opener exam |
|||||||
| 3 | 3 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Political organizations of the Shona.
Decline of Shona.
|
By the end of the
lesson, the learner
should be able to:
Describe the Social economic and political organizations of the Shona. Identify causes of Shona decline. |
Exposition & brief discussion.
|
MapsCharts
|
KLB BK II
Pgs 124 evolving world pages 128 |
|
| 3 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
Meaning of Democracy.
Direct Democracy.
|
By the end of the
lesson, the learner
should be able to:
Define the term democracy. Define the term pure/direct democracy. Identify forms of direct democracy. |
Q/A: Definition. Discussion: types of democracy. Exposition of new terms such as referendum. |
Student
book |
KLB BK II
Pgs 140-141 evolving world pages 167 |
|
| 3 | 5 |
DEMOCRACY AND HUMAN RIGHTS
|
Meaning of Democracy.
Direct Democracy.
|
By the end of the
lesson, the learner
should be able to:
Define the term democracy. Define the term pure/direct democracy. Identify forms of direct democracy. |
Q/A: Definition. Discussion: types of democracy. Exposition of new terms such as referendum. |
Student
book |
KLB BK II
Pgs 140-141 evolving world pages 167 |
|
| 4 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Indirect / Representative Democracy.
Principles of Democracy. |
By the end of the
lesson, the learner
should be able to:
Outline the essentials of representative democracy. Explain factors necessary for democracy to flourish. |
Q/A: meaning of Indirect /Representative Democracy.
Exposition: essentials of Indirect /Representative Democracy. Probing questions; Exposition; Discussion. |
Student
book |
KLB BK II
Pgs 141-144 evolving world pages 168 |
|
| 4 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
Principles of Democracy.
|
By the end of the
lesson, the learner
should be able to:
Explain factors necessary for democracy to flourish. |
Probing questions;
Exposition; Discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 143-144 evolving world pages 169 |
|
| 4 | 3 |
DEMOCRACY AND HUMAN RIGHTS
|
Definition of Human Rights.
The Bill of Rights. |
By the end of the
lesson, the learner
should be able to:
Define human rights, fundamental human rights and civil liberties. Identify Rights outlined in the Bill of Rights. |
Q/A: teacher elicits definitions.
Discussion: grouping human rights into political and civil rights/civil liberties. Q/A: Review the Bill of Rights and the Rights outlined in the Bill. |
Newspaper cuttings on human rights.
Extract of the constitution on human rights. Constitution of Kenya Charts Pictures |
KLB BK II
Pgs 145-146 evolving world pages 170 |
|
| 4 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
The United Nations charter on Human Rights.
|
By the end of the
lesson, the learner
should be able to:
Identify principles outlined in UN conference in 1947. |
Exposition and brief discussion.
|
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 148-150 evolving world pages 171 |
|
| 4 | 5 |
DEMOCRACY AND HUMAN RIGHTS
|
The Universal Declaration of Human Rights.
Economic, Social & cultural Rights. |
By the end of the
lesson, the learner
should be able to:
Highlight contents of the Universal Declaration of Human Rights. Substantiate provision of economic, social & cultural Rights. |
Exposition and brief discussion.
Q/A & Discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pg 150 evolving world pages 173 |
|
| 5 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Civil and Political Rights.
|
By the end of the
lesson, the learner
should be able to:
Describe civil and political Rights. |
Brief discussion.
|
Constitution of Kenya
Charts Pictures |
KLB BK II
Pg 151 evolving world pages 175 |
|
| 5 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
The UN Convention on Rights of a Child.
|
By the end of the
lesson, the learner
should be able to:
Outline Rights that children are entitled to. |
Q/A & detailed discussion on children?s Rights.
|
Newspaper, extracts on Human Rights / Rights of a child.
|
KLB BK II
Pgs 151-155 evolving world pages 176 |
|
| 5 | 3 |
DEMOCRACY AND HUMAN RIGHTS
|
The Right of a Child in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify legal provisions that safeguard children?s Rights in Kenya. |
Q/A: review UN Convention on Rights of the child.
Brief discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 155-156 evolving world pages 180 |
|
| 5 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
Classification of human Rights.
|
By the end of the
lesson, the learner
should be able to:
Classify human Rights. |
Tabulate human Rights.
Brief discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 156-157 evolving world pages 180 |
|
| 5 | 5 |
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.
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
The impacts of partitioning of Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain the political, economic and social impacts of partitioning of Africa. |
Exposition & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III PP8
|
|
| 6 | 3 |
Africans
|
Leaders who offered resistance.
The causes & course of Maji Maji rebellion. |
By the end of the
lesson, the learner
should be able to:
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. Outline the causes of Maji Maji rebellion. Describe the course of Maji Maji rebellion. |
Oral questioning followed by a discussion.
Discussion on resistant African leaders Simulation & detailed discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III.
P10 |
|
| 6 | 4 |
Africans
|
Reasons for failure of the uprising.
Results of uprising.
Causes & course of Toure |
By the end of the
lesson, the learner
should be able to:
Outline reasons for failure of the uprising. Analyze the results of the uprising. Describe the resistance by the Mandinka to French imposition. State causes of Toure |
Q/A and brief discussion.
Oral questions. Exposition. Discussion |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 12 |
|
| 6 | 5 |
Africans
|
Toure
|
By the end of the
lesson, the learner
should be able to:
Give reasons for Samouri |
Q/A & guided discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 18 |
|
| 7 | 1 |
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 |
|
| 7 | 2 |
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 |
|
| 7 | 3 |
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 |
|
| 7 | 4 |
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 |
|
| 7 | 5 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
The process of partition of East Africa.
|
By the end of the
lesson, the learner
should be able to:
Describe the process of partition. |
Discussion: the Anglo-German Agreement, Anglo- German conflicts & Anglo- German treaty.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P34 |
|
| 8 |
Mid-term exam |
|||||||
| 8 |
Mid-term break |
|||||||
| 9 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
British occupation of Kenya.
Resistance to British invasion. |
By the end of the
lesson, the learner
should be able to:
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. Identify communities that resisted British rule. Give reasons for the resistance. Analyse the results of the resistance. State reasons for their failure. |
Exposition & discussion.
Detailed discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 36 |
|
| 9 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & the course of Nandi resistance.
|
By the end of the
lesson, the learner
should be able to:
State the causes of the Nandi resistance. Describe the course of Nandi resistance. |
Q/A & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 38 |
|
| 9 | 3 |
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 |
|
| 9 | 4 |
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 |
|
| 9 | 5 |
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 |
|
| 10 | 1 |
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 |
|
| 10 | 2 |
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.
|
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. |
Q/A & Discussion
Q/A & Discussion. |
Resource person. Students
|
KLB BOOK III. P 50 KLB BOOK III. P 51 |
|
| 10 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
COLONIAL ADMINISTRATION |
Causes, course and results of the collaboration by the Luo.
Features of Colonial Rule. Indirect Rule. |
By the end of the
lesson, the learner
should be able to:
State the causes of the collaboration by the Luo. Describe the course of their collaboration. Analyse the results of collaboration Outline the features of colonial rule. Define the term Indirect Rule. Outline features of Indirect Rule. |
Q/A & Discussion.
Assignment: Essay questions. Explanations and Discussion. |
Resource person.
Students |
KLB BOOK III. P 52 |
|
| 10 | 4 |
COLONIAL ADMINISTRATION
|
Colonial Central Government & Colonial Local Government.
The British in Kenya. |
By the end of the
lesson, the learner
should be able to:
Describe the Administrative structure of British Administration Describe the Administrative structure of colonial local government. Describe direct and indirect rule of British Administration in Kenya. Identify effects of indirect rule in Kenya. |
Flow diagram: colonial Administration structure.
Q/A: provincial administration structure. Resource person: ex Detailed discussion on British Administration in Kenya. Q/A: effects of indirect rule. Teacher gives a summary of the effects. |
Chart:
Colonial Administration structure Students |
KLB BOOK III. P 57 |
|
| 10 | 5 |
COLONIAL ADMINISTRATION
|
The British in Nigeria.
|
By the end of the
lesson, the learner
should be able to:
Outline the role of Fredrick Lugard in administering Nigeria indirectly. Describe the structure of indirect rule in Nigeria. |
Detailed discussion.
|
Students
|
KLB BOOK III. P 60 |
|
| 11 | 1 |
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 |
|
| 11 | 2 |
COLONIAL ADMINISTRATION
|
Reasons for and shortcomings of British 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. |
Exposition & detailed discussion.
|
Students
|
KLB BOOK III. P 64 |
|
| 11 | 3 |
COLONIAL ADMINISTRATION
|
Effects of Direct Rule in Zimbabwe.
|
By the end of the
lesson, the learner
should be able to:
List down effects of direct rule in Zimbabwe. |
Q/A & highlighting the effects of Direct Rule in Zimbabwe.
|
Map: location of Zimbabwe.
|
KLB BOOK III. P 64 |
|
| 11 | 4 |
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. |
|
| 11 | 5 |
COLONIAL ADMINISTRATION
|
Benefits and effects of French Assimilation in Senegal.
|
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. |
Exposition, Q/A and detailed discussion
|
Map: location of Senegal.
|
KLB BOOK III. P 68 |
|
| 12 |
End-term exam |
|||||||
| 13 |
Exam marking and school closing |
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