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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
CONSTITUTION & CONSTITUTION MAKING.
|
Written Constitution.
Features of an unwritten Constitution. |
By the end of the
lesson, the learner
should be able to:
State features of written Constitution. State advantages and disadvantages of a written Constitution. |
Q/A and Brief discussion. |
Student book. |
KLB BK II
Pgs 125-126 evolving world pages 135 |
|
| 1 | 3 |
CONSTITUTION & CONSTITUTION MAKING.
|
A good constitution.
The Constitution of Kenya at independence. |
By the end of the
lesson, the learner
should be able to:
Identify characteristics of a good constitution. |
Oral questions and brief discussion.
|
Student
book |
KLB BK II
Pg 127 evolving world pages 138 |
|
| 1 | 4 |
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 |
|
| 2 | 1 |
CONSTITUTION & CONSTITUTION MAKING.
|
Aspects of the Constitution of Kenya at independence. (contd)
|
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 144 |
|
| 2 | 2 |
CONSTITUTION & CONSTITUTION MAKING.
|
The Kenya Constitution making process.
New developments in Constitution making process (after repeal of section 2A in 1991). |
By the end of the
lesson, the learner
should be able to:
Trace and describe the constitution making process. |
Discussion marked by probing questions.
Flow chart: constitution-making process. |
Student
book Extracts of the constitution. |
KLB BK II
Pgs 129-131 evolving world pages 148 |
|
| 2 | 3 |
CONSTITUTION & CONSTITUTION MAKING.
|
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 new developments in constitution making process |
Probing questions
Discussion. |
Extracts of the constitution.
|
KLB BK II
Pgs 129-131 evolving world pages 156 |
|
| 2 | 4 |
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 |
|
| 3 | 1 |
CONSTITUTION & CONSTITUTION MAKING.
|
Constitution Amendments since independence.
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution amendment. Outline the major Constitutional amendments since Independence. |
Exposition, discussion group work & Assignment.
|
Student
book |
KLB BK II
Pgs 133-139 evolving world pages 151 |
|
| 3 | 2 |
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 | 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 |
|
| 3 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
Indirect / Representative Democracy.
|
By the end of the
lesson, the learner
should be able to:
Outline the essentials of representative democracy. |
Q/A: meaning of Indirect /Representative Democracy.
Exposition: essentials of Indirect /Representative Democracy. |
Student
book |
KLB BK II
Pgs 141-144 evolving world pages 168 |
|
| 4 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Principles of Democracy.
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. |
Student
book Constitution of Kenya Charts Pictures |
KLB BK II
Pgs 142-143 evolving world pages 169 |
|
| 4 | 2 |
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. |
Q/A: teacher elicits definitions.
Discussion: grouping human rights into political and civil rights/civil liberties. |
student book
Charts |
KLB BK II
Pgs 145-146 evolving world pages 170 |
|
| 4 | 3 |
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 |
KLB BK II
Pgs 148-150 evolving world pages 171 |
|
| 4 | 4 |
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. |
Exposition and brief discussion.
|
Constitution of Kenya - student book
|
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
Student loan |
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.
|
Student book / 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 |
KLB BK II
Pgs 155-156 evolving world pages 180 |
|
| 5 | 4 |
DEMOCRACY AND HUMAN RIGHTS
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION |
Classification of human Rights.
Introduction and Definitions |
By the end of the
lesson, the learner
should be able to:
Classify human Rights. |
Tabulate human Rights.
Brief discussion. |
Student book
|
KLB BK II
Pgs 156-157 evolving world pages 180 |
|
| 6 | 1 |
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 interest on student book ,
|
KLB Secondary History Form 3, Pages 1-3
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Economic Factors Leading to Scramble
Social Factors and Strategic Reasons |
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 |
, Students book
|
KLB Secondary History Form 3, Pages 4-5
|
|
| 6 | 4 |
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, on student book P
|
KLB Secondary History Form 3, Pages 6-7
|
|
| 7 |
Half term |
|||||||
| 8 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Berlin Conference 1884-1885
Partition Results and European Possessions |
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 partition by 1914, Charts of European possessions, Students in student book |
KLB Secondary History Form 3, Pages 7-8
|
|
| 8 | 2 |
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
|
|
| 8 | 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 |
Students book
|
KLB Secondary History Form 3, Pages 9-10
|
|
| 8 | 4 |
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 |
Students book
|
KLB Secondary History Form 3, Pages 9-10
|
|
| 9 | 1 |
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 |
Student books
|
KLB Secondary History Form 3, Pages 10-15
|
|
| 9 | 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 in Student book
|
KLB Secondary History Form 3, Pages 15-20
|
|
| 9 | 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 |
Student book
|
KLB Secondary History Form 3, Pages 21-30
|
|
| 9 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Background to the Scramble and Partition of East Africa
British Interest and Factors for Occupation |
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 |
student book
|
KLB Secondary History Form 3, Pages 31-32
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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 in the , Student book
|
KLB Secondary History Form 3, Pages 34-36
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Kenyan Responses - Nandi Resistance: Causes
Nandi Resistance: Course and Leadership |
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 |
Student book
|
KLB Secondary History Form 3, Pages 38-40
|
|
| 11 | 1 |
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 |
chart on impact of Nandi resistance
|
KLB Secondary History Form 3, Pages 41-42
|
|
| 11 | 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 |
student book
|
KLB Secondary History Form 3, Pages 42-44
|
|
| 11 | 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
|
|
| 11 | 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 |
chart on masaai agreement
|
KLB Secondary History Form 3, Pages 46-48
|
|
| 12 | 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 |
student book
|
KLB Secondary History Form 3, Pages 48-50
|
|
| 12 | 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 |
student book
|
KLB Secondary History Form 3, Pages 48-50
|
|
| 12 | 3 |
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 |
student book
|
KLB Secondary History Form 3, Pages 50-53
|
|
| 12 | 4 |
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,
|
KLB Secondary History Form 3, Pages 53-56
|
|
| 13-14 |
Exams and closing |
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