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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Introduction and Definitions
|
By the end of the
lesson, the learner
should be able to:
Define the terms 'invasion' and 'colonisation' Distinguish between 'scramble' and 'partition' Identify the timeline of European colonization (1884-1914) Explain the difference between early European activities and colonization |
Brainstorming session on European activities before 1850 Group discussion on definitions of key terms Timeline construction of European presence in Africa Q&A on differences between trade and colonization |
Charts with definitions, Timeline materials, Maps of Africa, Students
|
KLB Secondary History Form 3, Pages 1-2
|
|
| 2 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
European Countries and Methods of Acquisition
|
By the end of the
lesson, the learner
should be able to:
Identify European countries involved in the scramble Explain methods used to acquire colonies Analyze treaty signing between Europeans and Africans Discuss partition treaties between European powers |
Map work identifying European powers and their interests Detailed discussion on treaty signing methods Analysis of protection treaties vs partition treaties Case study of Anglo-German agreements |
Maps showing European interests, Sample treaty documents, Charts, Students
|
KLB Secondary History Form 3, Pages 1-3
|
|
| 2 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Methods of Colonial Acquisition - Treachery and Military Force
Political Factors Leading to Scramble |
By the end of the
lesson, the learner
should be able to:
Explain how Europeans used treachery to acquire territories Discuss the divide and rule tactics Analyze military conquest as a method Give examples of communities affected by each method |
Exposition on treachery methods using gifts and intoxicants Discussion on divide and rule tactics with specific examples Analysis of military conquests in different regions Group work on mapping different methods used |
Maps showing areas of conflict, Photographs, Charts showing different methods, Students
Maps of Europe showing political changes, Photographs of key figures, Charts, Students |
KLB Secondary History Form 3, Pages 2-3
|
|
| 2 | 4 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Economic Factors Leading to Scramble
|
By the end of the
lesson, the learner
should be able to:
Identify trade as a factor in the scramble Explain the search for raw materials and markets Discuss investment of surplus capital Analyze the impact of Industrial Revolution |
Exposition on Industrial Revolution's impact on European economy Group work identifying raw materials needed (rubber, cotton, etc.) Discussion on competition for markets Analysis of surplus capital investment opportunities |
Charts showing raw materials, Maps of trade routes, Photographs of industries, Students
|
KLB Secondary History Form 3, Pages 4-5
|
|
| 3 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Social Factors and Strategic Reasons
|
By the end of the
lesson, the learner
should be able to:
Discuss racialism and European superiority complex Explain the role of missionary activities Analyze settlement of surplus population Evaluate strategic importance of key African locations |
Discussion on European racial attitudes and "civilizing mission" Analysis of missionary activities and humanitarian campaigns Exposition on population pressure in Europe Detailed study of strategic areas: Egypt, Nile source, Congo River |
Photographs of missionaries, Maps showing strategic locations, Charts, Students
|
KLB Secondary History Form 3, Pages 5-6
|
|
| 3 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
The Process of Partition - Background
|
By the end of the
lesson, the learner
should be able to:
Describe events leading to formal partition Explain King Leopold II's role in triggering scramble Discuss H.M Stanley's activities in Congo Analyze the creation of Congo Free State |
Detailed exposition on King Leopold II's formation of African International Association Discussion on H.M Stanley's exploration and treaties Analysis of rivalry between European powers Map work showing Congo region activities |
Maps of Congo region, Photographs of King Leopold II and H.M Stanley, Students
|
KLB Secondary History Form 3, Pages 6-7
|
|
| 3 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Berlin Conference 1884-1885
|
By the end of the
lesson, the learner
should be able to:
Explain circumstances leading to Berlin Conference Outline the terms and conditions of the conference Analyze the role of Otto Von Bismarck Discuss the concept of "effective occupation" |
Exposition on conflicts that nearly led to European war Detailed analysis of all seven terms of Berlin Conference Discussion on "effective occupation" principle Q&A on how conference avoided European conflicts |
Maps showing Berlin Conference outcomes, Documents, Charts of conference terms, Students
|
KLB Secondary History Form 3, Pages 7-8
|
|
| 3 | 4 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Partition Results and European Possessions
|
By the end of the
lesson, the learner
should be able to:
Identify European possessions in different African regions Explain the mandate system after WWI Analyze the completeness of partition by 1914 Discuss exceptions: Liberia and Ethiopia |
Map work showing European possessions by region Analysis of table showing British, French, German territories Discussion on German colonies and WWI mandates Group work on regional distribution of colonies |
Maps showing partition by 1914, Charts of European possessions, Students
|
KLB Secondary History Form 3, Pages 8-9
|
|
| 4 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Impact of Partition - Political Effects
|
By the end of the
lesson, the learner
should be able to:
Analyze loss of African independence Explain introduction of new administrative systems Discuss the drawing of modern African boundaries Evaluate the splitting of African communities |
Discussion on loss of independence and traditional authority Analysis of new administrative systems introduced Map work showing communities split by boundaries Case studies of Maasai, Somali, and other divided groups |
Maps showing split communities, Charts on administrative systems, Students
|
KLB Secondary History Form 3, Pages 9-10
|
|
| 4 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Impact of Partition - Economic and Social Effects
|
By the end of the
lesson, the learner
should be able to:
Explain economic exploitation of African resources Discuss infrastructure development and its purposes Analyze social changes including education and religion Evaluate both positive and negative impacts |
Analysis of resource exploitation vs development Discussion on railway and road construction purposes Exposition on spread of Christianity and Western education Debate on positive vs negative effects of colonization |
Maps showing infrastructure, Photographs, Charts on colonial impacts, Students
|
KLB Secondary History Form 3, Pages 9-10
|
|
| 4 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Impact of Partition - Economic and Social Effects
|
By the end of the
lesson, the learner
should be able to:
Explain economic exploitation of African resources Discuss infrastructure development and its purposes Analyze social changes including education and religion Evaluate both positive and negative impacts |
Analysis of resource exploitation vs development Discussion on railway and road construction purposes Exposition on spread of Christianity and Western education Debate on positive vs negative effects of colonization |
Maps showing infrastructure, Photographs, Charts on colonial impacts, Students
|
KLB Secondary History Form 3, Pages 9-10
|
|
| 4 | 4 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
African Reactions - Maji Maji Rebellion: Causes and Course
|
By the end of the
lesson, the learner
should be able to:
Describe the causes of Maji Maji Rebellion (1905-1907) Explain the role of Kinjekitile Ngwale Analyze the course of the rebellion Discuss the role of magic water and traditional beliefs |
Detailed exposition on German colonial policies in Tanganyika Analysis of forced cotton growing and harsh taxation Discussion on Kinjekitile Ngwale's prophecies and magic water Map work showing areas affected by rebellion |
Maps of affected areas in Tanganyika, Photographs, Students, Charts
|
KLB Secondary History Form 3, Pages 10-15
|
|
| 5 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Maji Maji Rebellion: Failure and Results; Other Resistance Examples
|
By the end of the
lesson, the learner
should be able to:
Analyze reasons for failure of Maji Maji rebellion Explain the results and consequences Compare with Samori Toure's resistance Discuss Ndebele resistance under Lobengula |
Analysis of German military superiority and African disunity Discussion on scorched-earth policy and its effects Comparative study of Samori Toure's long resistance (1891-1898) Exposition on Lobengula and the Rudd Concession |
Maps showing different resistance areas, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 15-20
|
|
| 5 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Maji Maji Rebellion: Failure and Results; Other Resistance Examples
|
By the end of the
lesson, the learner
should be able to:
Analyze reasons for failure of Maji Maji rebellion Explain the results and consequences Compare with Samori Toure's resistance Discuss Ndebele resistance under Lobengula |
Analysis of German military superiority and African disunity Discussion on scorched-earth policy and its effects Comparative study of Samori Toure's long resistance (1891-1898) Exposition on Lobengula and the Rudd Concession |
Maps showing different resistance areas, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 15-20
|
|
| 5 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
African Collaboration: Baganda and Lozi Examples
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for African collaboration Analyze Kabaka Mutesa I and Mwanga's collaboration Discuss the Buganda Agreement of 1900 Examine Lewanika's collaboration with the British |
Discussion on why some Africans chose collaboration over resistance Analysis of Buganda's strategic position and Christian missionaries Detailed study of Buganda Agreement terms and significance Case study of Lewanika-Lochner Treaty and its consequences Summary comparison of resistance vs collaboration outcomes |
Maps showing collaborating kingdoms, Treaty documents, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 21-30
|
|
| 5 | 4 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
African Collaboration: Baganda and Lozi Examples
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for African collaboration Analyze Kabaka Mutesa I and Mwanga's collaboration Discuss the Buganda Agreement of 1900 Examine Lewanika's collaboration with the British |
Discussion on why some Africans chose collaboration over resistance Analysis of Buganda's strategic position and Christian missionaries Detailed study of Buganda Agreement terms and significance Case study of Lewanika-Lochner Treaty and its consequences Summary comparison of resistance vs collaboration outcomes |
Maps showing collaborating kingdoms, Treaty documents, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 21-30
|
|
| 6 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Background to the Scramble and Partition of East Africa
|
By the end of the
lesson, the learner
should be able to:
Explain the background to European interest in East Africa Identify European countries interested in East Africa Discuss the role of Portuguese, Arabs and Swahilis Analyze the transition from coastal to interior penetration |
Review of earlier European visitors to East Africa Group discussion on Portuguese presence since 15th century Analysis of Arab and Swahili trade routes Q&A on European transition from trade to colonization |
Maps of East Africa showing trade routes, Photographs, Charts, Students
|
KLB Secondary History Form 3, Pages 31-32
|
|
| 6 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
British Interest and Factors for Occupation
|
By the end of the
lesson, the learner
should be able to:
Identify factors that led to British occupation of Kenya Explain the strategic importance of the source of the Nile Discuss the role of India in British colonial strategy Analyze economic factors including trade and investment |
Detailed exposition on British interests in India route Discussion on source of the Nile and its strategic importance Analysis of legitimate trade promotion after slave trade abolition Group work on economic factors: surplus capital and markets |
Maps showing strategic routes to India, Charts on economic factors, Students
|
KLB Secondary History Form 3, Pages 31-33
|
|
| 6 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
The Process of Partition in East Africa
|
By the end of the
lesson, the learner
should be able to:
Describe the role of Karl Peters and German activities Explain the Anglo-German rivalry in East Africa Analyze the role of Sultan of Zanzibar Discuss the significance of treaty signing |
Exposition on Karl Peters' treaties with Tanganyika chiefs Analysis of Sir Harry Johnstone's activities in Kilimanjaro Discussion on German East Africa Company vs IBEA Company Map work showing German and British spheres of influence |
Maps of East Africa showing German and British interests, Photographs of Karl Peters, Students
|
KLB Secondary History Form 3, Pages 32-34
|
|
| 6 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Anglo-German Agreement 1886 and Company Rule
IBEA Company Administration and Problems |
By the end of the
lesson, the learner
should be able to:
Outline the terms of Anglo-German Agreement 1886 Explain the role of commercial companies in administration Discuss the formation and objectives of IBEA Company Analyze the challenges faced by company rule |
Detailed analysis of Anglo-German Agreement terms Discussion on 16km coastal strip and offshore islands Exposition on William Mackinnon and IBEA Company formation Analysis of company objectives and administrative challenges |
Maps showing 1886 agreement boundaries, Photographs of William Mackinnon, Documents, Students
Charts showing company problems, Maps of company posts, Students |
KLB Secondary History Form 3, Pages 34-36
|
|
| 7 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Transition to British Protectorate and Methods of Colonial Rule
|
By the end of the
lesson, the learner
should be able to:
Explain the transition from company to government rule Discuss the declaration of British East Africa Protectorate 1895 Identify methods used to establish colonial rule Analyze the effectiveness of different methods |
Exposition on company surrender of charter in 1894 Discussion on Sir Arthur Hardinge as first commissioner Analysis of methods: treaty signing, military force, collaboration Case studies of different methods used in various regions |
Documents showing protectorate declaration, Maps, Charts of methods, Students
|
KLB Secondary History Form 3, Pages 37-38
|
|
| 7 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Kenyan Responses - Nandi Resistance: Causes
|
By the end of the
lesson, the learner
should be able to:
Identify causes of Nandi resistance Explain the role of Kimnyole's prophecy Discuss Nandi military strength and pride Analyze British threats to Nandi independence |
Detailed exposition on Nandi dominance in Rift Valley Discussion on Kimnyole's prophecy and its significance Analysis of Nandi military organization and pride Group work on factors: land alienation, taxation, forced labor |
Maps of Nandi territory, Photographs, Charts showing causes, Students
|
KLB Secondary History Form 3, Pages 38-40
|
|
| 7 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Nandi Resistance: Course and Leadership
|
By the end of the
lesson, the learner
should be able to:
Describe the course of Nandi resistance 1895-1905 Explain the role of Koitalel arap Samoei Analyze Nandi military tactics and strategies Discuss British expeditions and their failures |
Exposition on Andrew Dick incident and Peter West murder Analysis of Nandi guerrilla warfare tactics Discussion on Koitalel arap Samoei's leadership Detailed study of British expeditions and their outcomes |
Maps showing Nandi attacks, Photographs of Koitalel arap Samoei, Students
|
KLB Secondary History Form 3, Pages 40-41
|
|
| 7 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Nandi Resistance: Defeat and Results
|
By the end of the
lesson, the learner
should be able to:
Analyze factors leading to Nandi defeat Explain the role of Meinertzhagen's strategy Discuss the results of Nandi resistance Evaluate the long-term impact on the community |
Analysis of Meinertzhagen's treacherous tactics Discussion on Samoei's capture and killing Exposition on final expedition with 1,500 soldiers Analysis of results: loss of independence, land alienation, displacement |
Photographs of Meinertzhagen, Maps showing land alienation, Charts, Students
|
KLB Secondary History Form 3, Pages 41-42
|
|
| 8 |
MIDTERM EXAMS & HALFTERM |
|||||||
| 9 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Other Resistance Examples: Agiryama and Bukusu
|
By the end of the
lesson, the learner
should be able to:
Describe causes of Agiryama resistance Explain the role of Mekatilili wa Menza Discuss Bukusu resistance against Wanga rule Analyze the outcomes of these resistances |
Exposition on Agiryama trade disruption and land loss Discussion on Mekatilili wa Menza's leadership and organization Analysis of Bukusu hatred for Wanga administration Case study of traditional oaths and resistance organization |
Photographs of Mekatilili wa Menza, Maps showing resistance areas, Students
|
KLB Secondary History Form 3, Pages 42-44
|
|
| 9 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Other Resistance Examples: Agiryama and Bukusu
|
By the end of the
lesson, the learner
should be able to:
Describe causes of Agiryama resistance Explain the role of Mekatilili wa Menza Discuss Bukusu resistance against Wanga rule Analyze the outcomes of these resistances |
Exposition on Agiryama trade disruption and land loss Discussion on Mekatilili wa Menza's leadership and organization Analysis of Bukusu hatred for Wanga administration Case study of traditional oaths and resistance organization |
Photographs of Mekatilili wa Menza, Maps showing resistance areas, Students
|
KLB Secondary History Form 3, Pages 42-44
|
|
| 9 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Somali Resistance and Reasons for Resistance Failure
|
By the end of the
lesson, the learner
should be able to:
Identify causes of Somali resistance Explain the impact of partition on Somali clans Discuss nomadic lifestyle conflicts with colonial boundaries Analyze general reasons why armed resistance failed |
Analysis of Anglo-Italian Treaty and Somali partition Discussion on Darod and Hawiye clans' reactions Exposition on nomadic pastoralism vs colonial boundaries Summary analysis of why resistance movements failed across Kenya |
Maps showing Somali partition, Charts on resistance failure factors, Students
|
KLB Secondary History Form 3, Pages 44-46
|
|
| 9 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Collaboration: Maasai under Lenana
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for Maasai collaboration Discuss the impact of natural calamities on Maasai Analyze the succession dispute between Lenana and Sendeyo Examine the Maasai Agreements of 1904 and 1911 |
Analysis of Maasai weakening factors: diseases, famine, civil wars Discussion on Kedong massacre and its impact Exposition on Lenana's succession and British support Detailed study of Maasai Agreements and land alienation |
Maps showing Maasai territory and reserves, Photographs of Lenana, Treaty documents, Students
|
KLB Secondary History Form 3, Pages 46-48
|
|
| 10 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Collaboration: Wanga under Nabongo Mumia
|
By the end of the
lesson, the learner
should be able to:
Identify reasons for Wanga collaboration Explain Mumia's strategic objectives Discuss the role of Wanga in British administration Analyze the results of Wanga collaboration |
Exposition on Mumia's trade connections and strategic position Analysis of Wanga desire for military assistance against enemies Discussion on Wanga agents used in colonial administration Case studies of Wanga rule over other western Kenya communities |
Maps showing Wanga kingdom expansion, Photographs of Nabongo Mumia, Students
|
KLB Secondary History Form 3, Pages 48-50
|
|
| 10 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Collaboration: Wanga under Nabongo Mumia
|
By the end of the
lesson, the learner
should be able to:
Identify reasons for Wanga collaboration Explain Mumia's strategic objectives Discuss the role of Wanga in British administration Analyze the results of Wanga collaboration |
Exposition on Mumia's trade connections and strategic position Analysis of Wanga desire for military assistance against enemies Discussion on Wanga agents used in colonial administration Case studies of Wanga rule over other western Kenya communities |
Maps showing Wanga kingdom expansion, Photographs of Nabongo Mumia, Students
|
KLB Secondary History Form 3, Pages 48-50
|
|
| 10 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Collaboration: Wanga under Nabongo Mumia
|
By the end of the
lesson, the learner
should be able to:
Identify reasons for Wanga collaboration Explain Mumia's strategic objectives Discuss the role of Wanga in British administration Analyze the results of Wanga collaboration |
Exposition on Mumia's trade connections and strategic position Analysis of Wanga desire for military assistance against enemies Discussion on Wanga agents used in colonial administration Case studies of Wanga rule over other western Kenya communities |
Maps showing Wanga kingdom expansion, Photographs of Nabongo Mumia, Students
|
KLB Secondary History Form 3, Pages 48-50
|
|
| 10 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Mixed Reactions: Akamba, Agikuyu, and Luo
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of mixed reactions Analyze Akamba resistance and collaboration Discuss Agikuyu responses under different leaders Examine Luo varied responses to British rule |
Analysis of why some communities had mixed responses Case study of Akamba: Mwana Muka's resistance vs collaboration Discussion on Agikuyu: Waiyaki's resistance vs Kinyanjui's collaboration Exposition on Luo: Ugenya resistance vs Gem and Asembo collaboration |
Maps showing areas of mixed reactions, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 50-53
|
|
| 11 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Colonial Administration Structure and Local Government
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of colonial administration Explain the role of Governor and provincial administration Discuss the development of local government Analyze the establishment of Local Native Councils |
Exposition on colonial administrative hierarchy Analysis of Governor's powers and advisory councils Discussion on Provincial and District Commissioners' roles Detailed study of Local Native Councils and their objectives |
Charts showing administrative structure, Documents, Maps showing provinces and districts, Students
|
KLB Secondary History Form 3, Pages 53-56
|
|
| 11 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Colonial Administration Structure and Local Government
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of colonial administration Explain the role of Governor and provincial administration Discuss the development of local government Analyze the establishment of Local Native Councils |
Exposition on colonial administrative hierarchy Analysis of Governor's powers and advisory councils Discussion on Provincial and District Commissioners' roles Detailed study of Local Native Councils and their objectives |
Charts showing administrative structure, Documents, Maps showing provinces and districts, Students
|
KLB Secondary History Form 3, Pages 53-56
|
|
| 11 | 3 |
COLONIAL ADMINISTRATION
|
Introduction to Colonial Administration Systems
|
By the end of the
lesson, the learner
should be able to:
Define colonial administration Identify different systems used by colonial powers Distinguish between indirect rule, direct rule, and assimilation Explain factors determining choice of administrative system |
Discussion on different European colonial powers and their territories Brainstorming on methods of colonial administration Comparison of British and French colonial approaches Q&A on factors influencing administrative choices |
Maps showing colonial territories, Charts comparing systems, Students
|
KLB Secondary History Form 3, Pages 57-58
|
|
| 11 | 4 |
COLONIAL ADMINISTRATION
|
Indirect Rule: Definition and Application in Kenya
|
By the end of the
lesson, the learner
should be able to:
Define indirect rule system Explain reasons why British used indirect rule in Kenya Identify areas where indirect rule was applied Analyze the role of traditional rulers in indirect rule |
Detailed exposition on indirect rule definition and principles Discussion on British experience in India and Uganda Analysis of reasons: lack of funds, inadequate personnel, avoiding resistance Case study of Wanga under Nabongo Mumia |
Photographs of Fredrick Lugard, Maps of Kenya, Charts showing reasons, Students
|
KLB Secondary History Form 3, Pages 57-58
|
|
| 12 | 1 |
COLONIAL ADMINISTRATION
|
Indirect Rule in Northern Nigeria: Application and Structure
Indirect Rule in Southern Nigeria and Its Shortcomings |
By the end of the
lesson, the learner
should be able to:
Describe the Sokoto Caliphate system before British rule Explain how indirect rule was applied in Northern Nigeria Outline the administrative structure under indirect rule Discuss the duties of Emirs under British supervision |
Exposition on Sokoto Caliphate and Emirates system Analysis of British residents' role in supervising Emirs Discussion on taxation changes and revenue distribution Drawing administrative hierarchy chart from Colonial Secretary to village level |
Charts showing administrative structure, Maps of Northern Nigeria, Students
Maps showing ethnic groups in Nigeria, Photographs, Charts listing effects, Students |
KLB Secondary History Form 3, Pages 58-60
|
|
| 12 | 2 |
COLONIAL ADMINISTRATION
|
Direct Rule: Definition and Application in Zimbabwe
|
By the end of the
lesson, the learner
should be able to:
Define direct rule system Explain reasons why British used direct rule in Zimbabwe Describe the application of direct rule in Southern Rhodesia Analyze the role of British South Africa Company |
Definition and explanation of direct rule principles Exposition on Cecil Rhodes and BSA Company's role Discussion on large European settler population Analysis of mineral wealth control and lack of traditional systems |
Photographs of Cecil Rhodes and Ian Smith, Maps of Zimbabwe, Students
|
KLB Secondary History Form 3, Pages 61-63
|
|
| 12 | 3 |
COLONIAL ADMINISTRATION
|
Direct Rule Structure and Effects in Zimbabwe
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of direct rule in Zimbabwe Explain the effects of direct rule on Africans Discuss the transition from company rule to crown colony Analyze racial segregation under direct rule |
Detailed analysis of administrative structure from Governor to village level Discussion on Land Apportionment Act of 1930 and its effects Exposition on UDI and armed struggle leading to independence Case study of Robert Mugabe and Joshua Nkomo's resistance |
Charts showing administrative structure, Maps, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 63-65
|
|
| 12 | 4 |
COLONIAL ADMINISTRATION
|
Assimilation Policy in Senegal: Application, Effects, and Comparison
|
By the end of the
lesson, the learner
should be able to:
Define the assimilation policy Explain reasons for French assimilation in Senegal Outline conditions for becoming assimilated Compare British and French colonial administration systems |
Exposition on French Revolution ideals and citizenship rights Discussion on four communes: St. Louis, Goree, Dakar, Rufisque Analysis of conditions: speaking French, Christianity, monogamy, etc. Comparative study of British indirect rule vs French assimilation Group debate on advantages and disadvantages of each system |
Maps of Senegal showing communes, Charts comparing systems, Photographs, Students
|
KLB Secondary History Form 3, Pages 65-70
|
|
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