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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
URBANIZATION.
|
Meaning of urbanization.
Factors of urbanization.
Impacts of Agrarian & industrial development on urbanization. |
By the end of the
lesson, the learner
should be able to:
Define term urbanization. State factors leading to early urbanization. Discuss the impacts of Agrarian & industrial development on urbanization. |
Q/A and discussion.
Oral questions: review Agrarian and industrial revolution. Detailed discussion. |
Maps
Charts |
KLB BK II
Pgs 92-93 evolving world pages 108 |
|
| 3 | 1 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Socio-economic and political organization of the Baganda.
|
By the end of the
lesson, the learner
should be able to:
Describe the Socio-economic and political organization of the Baganda. Highlight factors leading to downfall of the Baganda. |
Exposition of new concepts;
Discussion. |
map
|
KLB BK II
Pgs 112-106 evolving world pages 123 |
|
| 3 | 2 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Social organizations of the Ashante.
Economic organizations of the Ashante. |
By the end of the
lesson, the learner
should be able to:
Describe organization of the Ashante Describe economic organization of the Ashante |
Descriptive approach.
Descriptive approach; Probing questions. |
map
|
KLB BK II
Pgs 117-118 evolving world pages 130 |
|
| 3 | 3 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Political organization of the Ashante.
Decline of Ashante.
|
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. |
Exposition & brief discussion.
|
map
|
KLB BK II
Pgs 119-120 evolving world pages 131 |
|
| 3 | 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 |
|
| 4 | 1 |
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 |
|
| 4 | 2 |
CONSTITUTION & CONSTITUTION MAKING.
|
Features of an unwritten Constitution.
|
By the end of the
lesson, the learner
should be able to:
State features of an unwritten. Identify documents from which the United Kingdom drew its Constitution. State advantages and disadvantages of an unwritten Constitution. |
Probing questions;
Brief discussion. |
Student
book |
KLB BK II
Pgs 126-127 evolving world pages 137 |
|
| 4 | 3 |
CONSTITUTION & CONSTITUTION MAKING.
|
Aspects of the Constitution of Kenya at independence.
|
By the end of the
lesson, the learner
should be able to:
Identify aspects of constitution of Kenya at independence. |
Exposition: Aspects of Constitution of Kenya at independence.
|
Student
book |
KLB BK II
Pgs 128-129 evolving world pages 140 |
|
| 4 | 4 |
CONSTITUTION & CONSTITUTION MAKING.
|
The Kenya Constitution making process.
New developments in Constitution making process (after repeal of section 2A in 1991) (contd) |
By the end of the
lesson, the learner
should be able to:
Trace and describe the constitution making process. Trace and describe new developments in constitution making process |
Discussion marked by probing questions.
Flow chart: constitution-making process. Probing questions Discussion. |
Student
book Extracts of the constitution. |
KLB BK II
Pgs 129-131 evolving world pages 148 |
|
| 5 | 1 |
CONSTITUTION & CONSTITUTION MAKING.
|
Features of the current Kenyan Constitution.
|
By the end of the
lesson, the learner
should be able to:
Describe the Features of the current Kenyan Constitution. |
Detailed discussion, group work & assignments.
|
Student
book |
KLB BK II
Pgs 131-133 evolving world pages 158 |
|
| 5 | 2 |
CONSTITUTION & CONSTITUTION MAKING.
|
Features of the current Kenyan Constitution.
|
By the end of the
lesson, the learner
should be able to:
Describe the Features of the current Kenyan Constitution. |
Detailed discussion, group work & assignments.
|
Student
book |
KLB BK II
Pgs 131-133 evolving world pages 158 |
|
| 5 | 3 |
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 |
|
| 5 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
Principles of Democracy.
Definition of Human Rights. |
By the end of the
lesson, the learner
should be able to:
Explain factors necessary for democracy to flourish. Define human rights, fundamental human rights and civil liberties. |
Probing questions;
Exposition; Discussion. Q/A: teacher elicits definitions. Discussion: grouping human rights into political and civil rights/civil liberties. |
Constitution of Kenya
Charts Pictures Newspaper cuttings on human rights. Extract of the constitution on human rights. |
KLB BK II
Pgs 143-144 evolving world pages 169 |
|
| 6 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Economic, Social & cultural Rights.
Civil and Political Rights. |
By the end of the
lesson, the learner
should be able to:
Substantiate provision of economic, social & cultural Rights. Describe civil and political Rights. |
Q/A & Discussion.
Brief discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pg 150 evolving world pages 174 |
|
| 6 | 2 |
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 |
|
| 6 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Reasons for European invasion.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for European invasion of Africa. |
Brain storming,
Discussion. |
Maps showing colonies
|
KLB BOOK III PP 1-2.
|
|
| 6 | 4 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Factors leading to scramble for colonies in Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain factors leading to scramble for colonies in Africa. |
Exposition & detailed discussion.
|
Maps showing colonies
|
KLB BOOK III P3
|
|
| 7 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
The process of partition of Africa.
European colonies in Africa.
The impacts of partitioning of Africa. |
By the end of the
lesson, the learner
should be able to:
Describe the process of partition of Africa. Identify African colonies possessed by each European country. Explain the political, economic and social impacts of partitioning of Africa. |
Exposition: principles & terms of the Berlin Conference.
Discussion: process of partitioning in Africa. Q/A discussion. Exposition & discussion. |
Maps showing colonies
Photograph Newspaper cuttings Students |
KLB BOOK III PP 6
|
|
| 7 | 2 |
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. |
|
| 7 | 3 |
Africans
|
Causes & course of 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 |
Oral questions.
Exposition. Discussion |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 13 |
|
| 7 | 4 |
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 |
|
| 8 |
Midterm break |
|||||||
| 9 | 1 |
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 |
|
| 9 | 2 |
Africans
|
The collaboration of the Lozi to British invasion.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for Lewanika |
Detailed discussion.
|
Map: regions occupied by the Lozi.
|
KLB BOOK III.
P 25 |
|
| 9 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Factors leading to scramble & partition of East Africa.
British occupation of Kenya. |
By the end of the
lesson, the learner
should be able to:
Discuss factors leading to scramble & partition of East Africa. 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. |
Q/A, review scramble & partition of Africa.
Discuss scramble for East Africa. Exposition & discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. PP 31. |
|
| 9 | 4 |
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 |
|
| 10 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of the Bukusu resistance.
Reasons for failure of armed African 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. Give reasons for failure of armed African resistance. |
Guided discussion.
Q/A & discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 41 |
|
| 10 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
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 Akamba. Analyse results of the collaboration. |
Oral questions, brief explanations.
|
Students
|
KLB BOOK III. P 48 |
|
| 10 | 3 |
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 |
|
| 10 | 4 |
COLONIAL ADMINISTRATION
|
The British in Nigeria.
The British in Zimbabwe. (Southern Rhodesia.) |
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. Outline the role of Cecil Rhodes in British Administration in Zimbabwe. Describe the structure of direct rule in Zimbabwe. |
Detailed discussion.
Exposition & Discussion. |
Students
|
KLB BOOK III. P 60 |
|
| 11 | 1 |
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 |
|
| 11 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
The process of building the railway and the problems encountered.
|
By the end of the
lesson, the learner
should be able to:
Describe the process of building the railway. Identify the problems encountered. |
Oral questions & brief discussion.
|
Map: the Uganda railway & slave routes.
|
KLB BOOK III. P 72 |
|
| 11 | 3 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Effects of construction of the Uganda railway.
|
By the end of the
lesson, the learner
should be able to:
Outline effects of construction of Uganda railway. |
Q/A and brief discussion.
|
Students
|
KLB BOOK III. P 74. |
|
| 11 | 4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Problems encountered by the settlers in Kenya.
Colonial land policies. |
By the end of the
lesson, the learner
should be able to:
Identify problems encountered by the settlers in Kenya. Outline elements of Colonial land policies. |
Exposition & discussion.
Exposition: major land policies. |
Students, MapsCharts
Map: white highlands in Kenya. |
KLB BOOK III. P 78 |
|
| 12 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Consequences of colonial land policies.
Devonshire White Paper. Recommendations and effects |
By the end of the
lesson, the learner
should be able to:
Analyse the consequences of colonial land policies. Outline the recommendations of the Devon shire White Paper. Enumerate effects of the Devon shire White Paper. |
Exposition: consequences of major land policies.
Exposition, probing questions & discussion. |
Students,MapsCharts
Students |
KLB BOOK III. P 82 |
|
| 12 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Consequences of Urbanization.
|
By the end of the
lesson, the learner
should be able to:
State positive and negative consequences of Urbanization. |
Oral questions and brief discussion.
|
MapsCharts
|
KLB BOOK III. P 87 |
|
| 12 | 3 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of early University Education.
|
By the end of the
lesson, the learner
should be able to:
Describe the development of university education in colonial Kenya. |
Exposition & discussion.
|
Maps
Charts |
KLB BOOK III. P 91 |
|
| 12 | 4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of Health.
|
By the end of the
lesson, the learner
should be able to:
Describe African initiative in the field of health. State effects of introduction of Western medicine in Kenya during the colonial period. |
Q/A & brief discussion.
|
Students
|
KLB BOOK III. P 93 |
|
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