Tanzania History Syllabus Guide

THE UNITED REPUBLIC OF TANZANIA
MIMISTRY OF EDUCATION AND VOCATIONAL TRAINING
HISTORY SYLLABUS FOR SECONDARY SCHOOLS FORM 1- 1V

2010
TABLE OF CONTENTS
Page
1. Introduction………………………………………………………………………………………………………………… (iii)
2. Objectives of education in Tanzania……………………………………………………………………………. (iii)
3. Objectives of secondary education……………………………………………………………………………….. (iv)
4. General competences expected of history students……………………………………………………. (iv)
5. Subject objectives………………………………………………………………………………………………… (v)
6. The structure of the syllabus ……………………………………………………………………………… (v)
Form one……………………………………………………………………………………………………………………(1)
Form two ……………………………………………………………………………………………………………………. (27)
Form three…………………………………………………………………………………………………………………... (51)
Form four………………………………………………………………………………………………………………….. (71)

ii
1.0 Introduction
This syllabus for form 1-1v replaced the 1997 history syllabus. Its implementation started in
2005 in form 1 and would reach form iv in 2008 .this syllabus seeks to impart competences (i.e.
knowledge, skills and attitudes), not just knowledge. Most of the topics come from the 1997
syllabus. However, the sub topics, specific objectives and teaching and leaning techniques have
been appraised with a view to retaining what are considered essential elements, avoiding
repetition and making the teaching and learning process more interactive/ participatory and
leaner centered.
2.0 Objectives of education in Tanzania
The general objectives of education in Tanzania are:
1. To guide and promote the development and improvement of the personalities of the
citizens of Tanzania, their resources and effective utilization of those resources to bring
about individual development.
2. To promote the acquisition and appreciation of the culture, customs and traditions of the
people of Tanzania.
3. To promote the acquisition and appropriate use of literacy, social, scientific, vocational,
technological, professional and other forms of knowledge, skills and attitudes for the
development and improvement of the condition of man and society.
4. To develop and promote self-confidence and an inquiring mind, an understanding and

respect for human dignity and human rights and readiness to work hard for self
advancement and national development.
5. To promote and expand the scope of acquisition, improvement and upgrading of mental,
practical, productive and other skills needed to meet the changing needs of industry and
the economy.
6. To enable every citizen to understand and uphold the fundamentals of the national
constitution as the enshrined human civic rights, obligations and responsibilities
7. To promote love for work, self and wage employment and improved performance in the
production and service sectors.
iii
3.0 Objectives of secondary education
In Tanzania secondary education refers to post primary formal education offered to leaners
that successfully completed seven years of primary education and have met requisite entry
qualifications.
The aims and objectives of secondary education are to:
1. Consolidate and broaden the scope of baseline ideas, knowledge, skills and
attitudes, acquired and developed at the primary education level.
2. Enhance the development and appreciation of national unity, identify and ethic;
personal integrity, respect for human rights, cultural and moral values, customs,
traditions and civic responsibilities and obligations.
3. Promote linguistic ability and effective use of communication skills in Kiswahili,

English and other languages.
4. Prepare opportunities for the acquisition of knowledge, skills attitudes and

understanding in prescribed or selected fields of study.
5. Prepare students for tertiary and higher education, vocational, technical and
professional training.
6. Inculcate a sense and ability for self-study, self- confidence and self advancement
in new frontiers science and technology, academic and occupational knowledge
and skills.
7. Prepare the students to be responsible members of the society.
4.0 General competences expected of history students
General competences are expressions that describe what a secondary school student does as a
result of teaching and learning this subject. It is therefore, expected that history student:
1. Demonstrates understanding of the origins of African societies and how they
developed.
2. Shows the ability to critically assess the events, conditions and factors which shaped
The past and present conditions of the world.
3. Shows an understanding of the problems experiences by African societies in the past
and demonstrate the ability to analyse the efforts made to solve them.
4. Demonstrates an understanding and appreciation of and the ability to critically assess
the cultural, political, economic and technological advancement made by African
Societies before and after colonial rule.
5. Shows an understanding of an the ability to objectively relate Africa’s developmental
Problems with foreign intrusion, colonial domination, cultural understanding of an the
ability to objectively relate Africa’s developmental problems with foreign intrusion,
colonial domination, cultural
6.1 class level competences
The syllabus contains class level competences. These reflect specific skills, knowledge and
attitudes which the learner should demonstrate effectively through one’s life during and after
school.
6. 1 Class Level Competences. These reflect specific skills, knowledge and attitudes which the
leaner should demonstrate effectively throughout one’s life during and after school.
6.2 class level objectives
The syllabus contains three types of objectives: the general objectives of the course, the
objectives of teaching the subject in each class and finally the specific objectives for
each sub topic. Objectives are statements of behavior to be exhibited by each student after
studying a given topic/sub topic. When planning to each, the teacher has to be very clear about
the objectives expected to be attained at the end of each topic/sub topic and plan his/her
teaching in such a way that finally the expected general and specific objectives are achieved.
v
6.3 topics
These are column consists of the main topics to be covered from form one to four.
6.4 sub topics
These are smaller divisions of topics. Most topics in this syllabus have more than one sub topic.
6.5 specific objectives
These are sets of learning requirements in terms of knowledge specifications, skills and
attitudes to be acquired or developed during the teaching learning process of a given topic/ sub
topic.
6.6 teaching/ learning strategies
In the teaching learning strategies column, a number of teaching/learning strategies have been
suggested. This list is, however, not exhaustive. The teacher is advised to use the suggested
strategies but, where necessary, teachers should think of more appropriate strategies to use in
teaching history depending on factors such the availability of appropriate teaching learning
aids, references, level of learners’ knowledge, skills and experiences.
6.7 teaching/ learning materials
A number of materials for teaching/learning have been listed under the teaching/ learning
materials column. The list is not exhaustive. Therefore, the teacher is expected to think
creatively, identify and acquire other teaching/learning materials either through purchasing or
borrowing. Teachers are also expected to improvise teaching/ learning materials using locally
available materials and expertise.
6.8 Assessment
vi
The assessment column gives the teacher an idea of the kind of assessment that students
should be subject to. There is need for ensuring that students are assessed in all objectives and
that the assessment items take into consideration a wide variety of learning outcome
At the end of Form Four students are expected to do an overall achievement examination
intended to determine the extent to which the objectives of the History course have been
attained.
6.9 Number of Periods
The last column contains the suggested number of periods per each – topic. Teachers are
advised to adhere to the framework for the allocated time so that teaching is done effectively
and the entire syllabus is covered adequately.
Commissioner for Education
Ministry of Education and Vocational Training

FORM ONE
CLASS LEVEL COMPETENCES
The student:
1. Demonstrates knowledge of the concept of History and appreciates the importance of

sources of History.
2. Demonstrates ability to examine the theories of the origin and evolution of man and
draw conclusions.
3. Demonstrates ability to relate man’s development to the environment and technology.
4. Demonstrates ability to relate people’s economic activities to the development of their

social and political organization.
CLASS LEVEL OBJECTIVES

By the end of Form One course, students should be able to:
1. Explain the concept and appreciate the importance and sources of History.
2. Explain the theories of the origin and evolution of man.
3. Relate man’s development to the environment and technology.
4. Explain how people’s economic activities influenced the development of their social and
political organization in pre – colonial Africa.
1
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNIN ASSESSMENT NUMBER

OBJECTIVE STRATEGIES G MATERIALS OF TOPIC
1. a)Meaning The student should Using questions and answers, List of guiding Are the students 2
SOURSCE and be able to: the teacher to guide the questions able to explain the
S AND importance students to explain the meaning of history
IMPORT of history 1. Explain the meaning of history
ANCE OF meaning of history.
HISTORY
2.Explain the 1. The teacher to guide the Written texts on the Are the students
importance of students in groups to read importance of able to explain the
studying history texts on and discuss the studying History. importance of
importance of studying studying History?
history.
2. The teacher to guide the

students to present the points
raised by groups for further
discussion and clarification.
Sources of The student should 1. The teacher to guide the Written texts on Are students able 14
History be able to: students in groups to read sources of History to identify the
written sources on the types sources of History?
1.Identify sources and meaning of various
of history sources of history.

students to present in class
the findings of each group for
further discussion and
clarification.
2. Assess the The teacher to guide the 1. Written sources on Are the students
functions, students in groups to read oral traditions. able to assess:
advantages and written sources on and discus
limitation of the the functions, advantages and 2. Recorded cassettes (i) The functions of
following sources disadvantages of oral of stories, songs and oral traditions
of history traditions. poems.
2
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNIG TEACHING/LEANING ASSESSMENT NUMBER OF
OBJECTIVES PERIODS
STRATEGIES MATERIALS
(a) Oral 2. The teacher to guide the (ii)The

traditions groups to present their advantages
answers on the functions, of oral
advantages and limitation traditions.
of oral traditions for further
discussion and clarification. (iii) The
limitations of
3. The teacher to play to oral
the class recorded cassettes traditions?
of stories, songs or poems
followed by questions
related to the importance
and functions of oral
traditions.
4. The teacher to guide

students in groups to
discuss and come up with
answers to the questions
which they should present
in class for further
discussion and
clarifications.
(b) 1. The teacher to guide the 1. Written sources Are the

Historical students in groups to read on historical sites. students able
sites written sources on and to assess:
discuss the functions, 2. Historical sites.
advantages and limitations (i)The
3. Sketch maps functions of
of historical sites.
showing historical historical
sites in Africa. sites?
3
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNINNG TEACHING/ ASSESSMENT NUMBER
OBJECTIVES STRATEGIES LEARNING OF
MATERIALS PERIOD
` 2. The teacher to guide (ii) The

the groups to present their advantages of
findings on the functions, historical sites?
advantages and
disadvantages of Historical (iii) The
sites for further discussion limitations of
and clarification historical sites?
3. The teacher to use

sketch maps to guide the
students to locate
important historical sites
in different parts of Africa.
4. The teacher to organize

a study visit to a historical
site and guide the students
to note down important
information as a way of
consolidating the
knowledge already gained
in class.
(c) Written records 1. The teacher to guide the Various types of Are the students
students in groups to read written sources able to assess:
written sources on and about written
discuss the functions, records. (i)The functions of
advantages and limitations written records?
of written records.
(ii) The
advantages of
written records?
(iii) The
4
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBER
OBJECTIVES STRATEGIES NING OF
MATERIALS PERIODS
2. The teacher to guide Limitations of

the groups to present written records?
their finding on the
functions, advantages and
limitations of written
records for further
discussions and
clarification.
(d)Archives 1. The teacher to guide 1. Written A the students able

the student in-groups to sources on assess:
read written sources on archives
and discuss the functions, (i)The functions of
advantages and 2. archives archives?
limitations of archives as a
(ii) The advantages
source of historical
of archives?
knowledge.
(iii) The limitation
of archives?
the groups to present
their groups findings on
the functions, and
limitations of archives for
discussion.
3. The teacher to organize

a study visit to archives
and guide the students to
note down important
information as a way of
consolidating their
knowledge.
5
TOPIC SUB TOPIC SPECIFIC TEACHING/LEARNING TEACHIG/LEARNING ASSESSMENT NUMBER
OBJECTIVES SRATEGIES MATERIALS OF
PERIIODS

groups to present their finding
in class on the functions,
advantages and limitations of
archaeology for discussion
and clarification.
3. The teacher to organize a

study visit to an
archaeological site and guide
the students to note down
important information as a
way of consolidating
knowledge already gained in
class
2. (a) The student Using the question and Written sources on Are the students 3
EVOLUTION Evolution should be able answer technique the teacher the evaluation of able to explain the
OF MAN, of Man to 1. Explain to guide the students to man. meaning of
TECHNOLOGY the meaning explain the meaning of evolution of man
AND of evaluation evaluation of man.
ENVIROMENT of man
.
2. Explain the 1. The teacher to guide the Written sources on Are the students
theory of students in groups to conduct the theories of able to explain:
evaluation of a library research on the evolution of man
man and theories of evolution of man and creation of man (i)The theory of
religious and creation of man. evolution
theory of
2. The teacher to guide the (ii) The theory of
creation of
students to present in class creation?
man
their finding for discussion
and clarification.
6
TOPIC SUB-TOPICS SPECIFIC OBJECTIVES TEACHING/LEARNING TEACHING/LEARNIING ASSESSMENT NUMBER
STRATEGIES MATERIALS OF
PERIODS
b) Early The student should 1. The teacher to guide 1. Written source on Are the 6
stone Age be able to: the students in groups to the types of tools used students able to
(Old stone read written sources on during the old stone :
Age) 1. Describe the types and discuss the type of Age.
of tools used during tools used during the old (i)Describe the
the old stone age. stone Age types of tools
used during the
2. The teacher to guide the Old Stone Age?
present the findings for (ii) Draw and
further discussion. name the tools
used during the
3. The teacher to use Old Stone Age?
drawings of old stone Age
tools to guide the students
to draw and name them.
2. Describe the 1. The teaches to guide the 1. Written sources on Are the
physical change of students in groups t o read the physical changes students able to
man during the Old written sources on discuss of man during the Old describe the
stone Age and describe the physical Stone Age. physical
changes of man during the changes of man
old stone Age. during the old
stone age?
2. The teacher to guide the 2. Drawings showing
groups to present in class the physical changes
the findings for further of man the Old stone
discussion and clarification. Age

drawings to demonstrate
the physical changes of
man during the Old stone
Age and let students draw
them.
TOPIC SUB TOPICS SPECIFIC TEACHING/ LEANING STRATEGIES TEACHING/LEA ASSESSMENT NUMBER
OBJECTIVE RNING OF
S MATERIALS PERIODS
3. Explain 1. The teacher to guide the Written Are the students

how man students in groups to read written sources on able to explain how
obtained sources on discusses and explains how man man obtained food
food during how man obtained food during the obtained foo d during the Old
the Old Old stone Age. during the Old Stone Age?
stone. Stone Age
2. The teacher to guide the groups

to present their answers on how
man obtained food during the Old
stone for further discussion and
clarification.
c) Middle The 2. The teacher to guide the groups 8

stone Age student to present their answers on how
should be man obtained food during the old
able to: stone age for further discussion
and clarification.
1. Describe
the types 1. The teacher to guide the 1. Written Are the students
of tools students in groups to conduct sources on the able to
used library research on and describe types of tools
the types of tools used during the used during (i) Describe the
during the
middle stone age and their the Middle types of tools used
middle
functions. Stone Age. during the Middle
stone age
stone Age?
and their
2. The teacher to guide the 2. Drawings of
functions. (ii) Explain the
students to present in class their tools used
findings on the types of tools used during the functions of the
and their functions for further Middle Stone middle stone Age
discussion and clarification Age and their tools?
uses.
3. The teacher to use drawings, to (iii) Draw the tools
guide students to draw tools used during the middle
during the middle stone age stone age?
8
TOPIC SUB SPECITICS TEACHING/LEARNING TEACHING/LEA ASSESSEME NUMBER OF
TOPIC OBJECTIV STRATEGIES NING/MATERIA NT PERIODS
ES LS
2.Describ 1. The teacher to guide the 1. Written n Are the

e the students in groups to read sources on the students
physical written sources on, discuss physical able to:
changes and describe the physical changes of man
(i)Describe
of man changes of man during the during the
during the middle stone Age. middle stone the physical
changes of
middle Age.
stone Age 2. The teacher to guide the man during
groups to present their the middle
answers in the class on the stone Age
physical changes of man 2. Drawings on
physical (ii) Draw
during the middle stone Age
for further discussion and changes of man pictures
du ring the showing
clarification.
middle stone physical
3. The teacher to use draw Age. changes of
to demonstrate the man during
physical changes of man the middle
during thee middle stone stone Age?
Age and guide and guide
the students draw them in
the exercise books.
3. Explain 1.The teacher to guide the Written texts Are the

how man students in groups to read on how man students
obtained written sources on, discuss obtained food able to
food and explain how man during the explain how
during the obtained food during the middle stone man
middle middle stone Age. Age. obtained
stone food during
Age. the middle
stone Age?
9
TOPIC SPECIFIC TEACHING/LEARING TEACHING/LEARING ASSESSMENT NUMBER
OBJECTIVES STRATEGIES STRATEGIES OFD
PERIODS

the students to present n
class their answers on
how man obtained food
during the middle stone
age for further
discussion and
clarification.
4 Explain the 1. The teacher to guide 1. Written sources Are the

advantages of students in groups to on the advantages students able
the invention read written sources on of the invention to:
and uses of discusses and explains and uses of fire.
(i)Explain the
fire. the advantages of the
invention and uses of 2. Drawings of advantages of
traditional fire the invention
fire.
making equipment. and uses of
2. The teacher to guide fire?
their answers on the (ii) Explain
how fire was
advantages of the
invention and uses of fire invented?
for further discussion (iii) Draw
and clarification. and label fire
making
drawings of traditional equipment?
fire making e equipment
to show how fire was
made and guide the
students to draw them.
10
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING STRATEGIS TEACHING/LEARING ASSESSMENT NUMBER
OBJECTIVES MATERIALS OF
PERIODS
d) Late The student 1. The teacher to guide the 1. Written sources Are the students 4
(New) stone should be able students in groups to read written on the types, able to:
Age to. sources on, discuss and describe description and
the types of tools used during the uses of tools used (i)Describe the
1. Describe the late stone Age and their uses. during the late types of tools
types of tools stone Age. used during the
used during the 2. The teacher to guide the late stone Age
Late Stone Age students to present I in class group 2. Drawing s
and their uses. findings, on the types, description showing the tools (ii) Draw the
and uses of tools used during the used during the late tools used by
late stone Age for further stone Age. man during the
discussion and clarification. late stone Age
3. The teacher to guide students to

draw tools used during the late
stone Age.
2.Describe the 1. The teacher to guide the 1. Written sources Are the students
physical students in groups to read written on the physical able to :
changes of man sources on, and describe the changes of man
during the Late physical changes of, man during during the late (i)Describe the
Stone Age the late stone age. stone Age physical changes
of man during
2. The teacher to guide the 2. Drawings on the the late stone
students to present group physical changes of Age?
responses on the physical changes man during the late
of man during the late stone Age stone Age. (ii) Draw pictures
for further discussion and of man’s
clarification physical changes
during the late
Stone Age?
11
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER
TOPICS OBJECTIVES STRATEGIES MATERIALS OF
PERIODS

drawing to demonstrate the
physical changes of man
during the late stone Age
and let the students draw
them in their exercise
books.
3. Appraise 1. The teacher to guide the Written sources on the Are the students able
major changes student to read written major changes in man’s to:
in man’s way of sources on and discuss the way of life during the late
life during the major changes in man’s way stone Age (I)Appraise the major
late stone A ge of life during the late stone changes in man’s way
age and impact of each of life during the late
change. stone Age?
2. The teacher to guide the (ii) Appraise the

students in groups to impact of each major
discuss the changes in change in man’s way
man’s way of life and the of life during the late
impact of each of each stone Age?
change.

students to present group
answers in class for further
e) Iron The students 1. The teacher to guide the 1.Written sources on the Are the students able
Age should be able students in groups to read discovery of iron to:
to: written sources on, discuss
and explain how iron was 2. Sketch maps of Africa (i)Explain how iron
1. Explain how discovered. showing the location of was discovered?
iron was the major iron centers
discovered. Iron (i) Locate the major
was discovered. iron centers on maps?
12
TOPIC SUB- SPECIFIC TEACHING/LEARING TEACHING/LEARING ASSESSMENT NUMBER

TOPICS OBJECTIVES STRATEGIES MATERILS OF
PERIODS
2. The teacher to
guide the students to
present group
answers on how iron
was discovered for
further discussion.

sketch maps and
locate the major iron
centers in Africa
2. Appraise 1. The teacher to 1. Written sources on Are the students

the guide the students the advantages of using able to appraise
advantages of individually to iron tools. the advantages
using iron conduct library of using iron
tools. research on the 2. Locally made and tools?
ancient iron tools.
advantages of using
iron tools. 3. Museums.
2. The teacher to 4. Local blacksmith’s
guide the students in workshop.
groups to present and
discuss the individual
findings on the
advantages of using
iron tools.
3. The teacher to
guide the groups to
present in class their
findings for further
discussion and
clarification.
13
TOPICS SUB-TOPICS SPECIFIC TEACHING/LEARING TEACHING/LEARING ASSESSMENT NUMBER
OBJECTIVES STRATEGIES MATERIALS OF
PERIODS

students to conduct a study
visit either to a museum or
local blacksmith to gain more
knowledge about the making
and use of iron tools.
3.DEVELOP a) The student 1. The teacher to guide the 1. Written sources on Are the 7
MENT OF Agriculture should be students through questions agriculture, environment students able
ECONOMIC able to: and answers to give the correct and technological to:
ACTIVITIES meaning of agriculture development nt.
AND THEIR 1. Show the environment, technology and (i) Explain the
IMPACT relationship development. 2. Written sources on the meaning of
between relationship between agriculture
agriculture, 2. The teacher to guide the agriculture the environment
the students in groups to read the environment, and and
environment, written sources on and show technological technological
and the relationships between development. development?
technological agriculture, environment and
development. technological development. (ii) Show the
relationship
3. The teacher to guide the between
groups to present in class their agriculture,
findings for further discussion environment
and clarification. and
technological
development?
2. Explain the 1. The teacher to guide the 1. Written sources on Are the
types of students in groups to read different agricultural students able
agricultural written sources on and practices in Africa. to:
practices in explain the types of
Africa. agricultural practices in Africa. (i)Explain the
types of
agriculture
practices in
14
TOPIC SUB- SPECIFIC TEACHING/LEARING TEACHING/LEARNING ASSESSMENT NUMBER OF
TOPIC OBJECTIVES STRATEGIES MATERIALS PERIODS
2. The teacher to guide 2. Sketch maps of Africa?

the students to present Africa showing
in class the findings of distribution of (II)Locate on
each group for further agricultural practices. the map of
discussion and Africa the
clarification. distribution of
different
3. The teacher to use agricultural
sketch maps to locate practices?
agricultural practices, in
different parts of Africa.
3. Explain 1. The teacher to guide 1. Written sources on Are the student

how the students individually how agriculture able to explain
agriculture to conduct library changed man’s life. how agriculture
changed research on how changed man’s
man’s life agriculture changed 2. Films and videos on life
man’s life. various agricultural
practices in Africa
the students in groups to
present and discuss
individual findings and
write brief notes for
presentation in class.

their finding in class for
discussion and
clarification.
4. Teacher to guide the

students to watch video
cassettes on different
agricultural practices in
Africa to consolidate
their knowledge
15
TOPIC SUB- SPECIFIC TEACHING/LEARING TEACHING/LEA ASSESSMENT NUMBER
TOPIC OBJECTIVES STRATEGIES RNING OF
MATERIALS PERIODS
b) The student Through the question and Written sources Are the
Handicr should be able answer method the on handicrafts, students
afts, to: teacher to guide the industries and able to
industri student to explain the mining. explain the
es and 1. Explain the meaning of handcrafts, meaning of
mining meaning of industries and mining. handicrafts,
in pre- handicrafts, industries
colonial industries, and and mining
Africa mining. in pre
colonial
Africa?
2. Differentiate 1. The teacher to guide the 1. Written Are the

the types of students individually to sources on students
industries and conduct interviews with types of able to:
their teachers, parents or elders industries.
advantages in on types of industries in (i)Differentia
pre colonial pre-colonial Africa and 2. Sketch maps te the types
Africa. their advantages showing the of industries.
distribution of
2. The teacher to guide the industries in (ii) Locate on
students in groups to pre –colonial maps of
discuss their findings an Africa Africa the
summarize them ready for distribution
presentation in class. of
industries?
groups to present their
findings in class for
discussion and
clarification.

sketch maps showing the
distribution of industries in
re –colonial Africa to
strengthen students’
knowledge.
16
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARINNG ASSESSMENT NUMBER
OBJECTIVES STRATTEGIES MATERIALS OF
PERIODS
4.Explain the uses 1. Through questions and 1. Written sources on Are students
of different types answers the teacher to the various types of able to:
of minerals in pre- guide the students to minerals mined in
colonial Africa mention the types of Africa. (I)Identify the
minerals mined in different types of
parts of Africa and their 2. Sketch maps minerals
uses. showing important mined in
mining centers in Africa?
2. The teacher to guide the Africa
students in groups to read (II) Explain the
written sources on the uses of those
types of minerals, places minerals?
where they were mined
and uses.

findings in class for further
4. The teacher to use the

sketch maps showing the
distribution of important
mining centers in Africa to
consolidate student’s
knowledge.
C) Trade in The student 1. The teacher to guide the Written sources on Are the 5
pre-colonial should be able to students through questions the basis of trade in students able
Africa and answers to explain the pre-Colonia African to explain the
1. Explain the meaning and forms of societies. basis of trade
basic of trade in trade. in pre-colonial
pre-colonial Africa?
Africa.
17
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARING ASSESSMEN NUMBER
TOPIC OBJECTIVES STRATEGIES MATERIALS T OF
PERIODS

students in groups to read
written sources on, discuss
and explain the basis of
trade activities in pre-
colonial Africa.

finding for discussion and
clarification.
1. The teacher to guide the 1 Written source on Are the

students in groups to read types of students
2. Identify written sources on, discuss commodities and able to
the types of and identify the types of the societies
trade, types trade , types of involved. i. Identify
of commodities and the types of
commoditie societies involved, i.e. 2. Sketch maps trade?
s and the Local and Regional trade in showing different
societies regional trade ii. Identify
different parts of Africa.
involved. routes commodities types of
2. The teacher to guide the ad societies commoditie
students to present the involved. s
findings of each group for exchanged?
iii. Identify
clarification.
societies
3 The teacher to use involved in
sketch maps showing trade in
different regional trade different
routes, the commodities parts of
and societies involved in Africa?
the trade East and central
African caravan trade and
Trans –Saharan trade
18
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF
TOPICS OBJECTIVES STRATEGIES MATERIALS NUMBER
3. Appraise 1. The teacher to guide Written sources on Are the

the impact the students to conduct local trade in pre students able
of he library research colonial Africa to appraise
following individually on local the impact of
types of trade. local traded
trade in pre-
2. The teacher to guide colonial
a.Local the students in groups to Africa?
Trade discuss and summarize
individual findings forms
the library research.
3. The teacher to guide to

presents in class their
discussion and
clarification.
b. Regional 1. The teacher to guide 1. Written sources on Are the

Trade the students to conduct Regional Trade in students able
library research pre-colonial Africa. to appraise
individually on regional the impact of
2. Sketch maps
on trade. the regional
showing important trade in pre-
2. The teacher to guide trade routes, colonial
the students in to discuss commodities, Africa?
and summarize individual exchanging and the
findings from the library societies involved.
research.

the groups to presents in
class their findings for
clarification.
19
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSEMSSENT NUMBER
PERIODS

sketch maps to guide the
students to trace the trade
routes, societies which
used the m, and the
commodities which were
exchanged in order to
consolidate the student’s
knowledge.
4 A .Kinships of The student 1. The teacher to guide Written n sources on Are the 3
DEVELOPMENT clan should be student through the meaning of kinship or students able
OF SOCIAL AND organization able to. question and answer clan organization to explain the
POLITICAL method to explain the meaning of
SYSTEMS 1. Explain meaning of kinship or clan? kinship or
the clan
meaning of 2. The teacher to guide organization?
kinships or students in groups to read
clan. written sources on
kinships, discuss and
discussion and clarification
2. Explain 1. The teacher to guide the 1. Written sources on Are the

the social, students to read written the organization of students able
political and sources in groups or kinships or clan. to explain the
economic, conduct interviews on the political
organization organization of kinships or 2. List of guiding organization
of kinship or clan questions of kinship or
clan. clan?
. 3. A wall chart
showing political or
organization of a clan
or kinship
20
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF
OBJECTIVES STRATEGIES MATERIALS PERIODS

a wall chart showing
the political structure
of he kinship or clan
consolidate the
knowledge of the
students.
b Age-set The student 1. Sometime before Written sources on age- Are the students 3
system should be able introducing this sub- set system able to explain
to. topic the teacher to the meaning of
assign students to the age-set
1. Explain the read written sources system?
meaning of age- on the age-set
set system. system.
2. Using the question

and answer technique
the teacher to guide
students to explain
the meaning of age-
set system.
2. Explain the 1. The teacher to 1. Written sources on Are the students

social, political guide the students to the organization of age- able to explain
and economic read written materials set system. the social,
organization of in groups or conduct political and
societies which interviews on ad 2. Wall chart showing economic
practiced the discuss and social, the political organization of
age-set system. political and organization of the age- the age-set
economic set system. system
organization of the
3. A sketch maps on the
age set system.
location of the societies
2. The teacher to which practiced the
guide the students to age-set system.
preset in class the
findings of each group
for further discussion.
21
SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF

TOPIC OBJECTIVE
S STRATEGIES MATERIALS PERIODS
3. The teacher to use a sketch

maps showing location of
African societies which
practiced age-set system in
Africa to consolidate the
students’ knowledge.
4. The teacher to use a chart on

the structure of the age-set
system to consolidate students’
knowledge.
c. The 1. Sometime before Written sources on Are the 3

Ntemiship student introducing this sub-topic the the ntemiship students
should be teacher to assign students to explaining
able to. read written sources on the meaning
ntemship organization. of ntemiship
system?
2. Using the question and
answer method the teacher to
guide the students to read
written sources on ntemship
organization.
2. Explain 1.The teacher to guide the 1. Written sources on Are the

the social, students to read written the social, political students able
political sources or conduct interviews and economic to explain
and in groups on, discuss and organization of the
economic explain the organization of ntemiship. organization
organizatio nteiship. of
2. Sketch maps of
n of ntemiship?
ntemiship. Africa showing
African societies
which practiced
ntehiship.
22
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF

2. The teacher to
present in class the
findings of each
group for further
discussion and
clarification.

sketch maps showing
African societies
which practiced
ntemiship in order to
consolidate the
d) State The student 1. Sometime before Written sources state Are the 5
Organization should able introducing this sub- organization students able
to. topic the teacher to to explain the
assign students to meaning of
1.Explain the read written sources state
meaning of on state organization?
state organization.
organization
2. Using the question
and answer method
students to explain
the meaning of the
state organization.
2. Appraise 1. The teachers to 1.written materials Are the

the factors guide the students to on the factors which students able
which gave conduct individual gave rise to to appraise.
rise to library research or centralized and non-
centralized interviews on the centralized state I. The factors
states and factors which gave which gave
non rise to centralize and 2. Sketch maps rise to
centralized no centralized states. showing the centralized
states. distribution of stages?
centralized and non-
centralized. ii. the factors
which gave
rises to non-
23

OBJETIVES STRATEGIES MATERIALS PERIODS
2. The teacher to Centralized

guide the students in state?
groups to discuss the
findings of each
student and
summarize the
factors which gave
rise to centralized
and non centralized
states
3. The teacher to
guide the groups to
presents in class their
findings for
discussion and
clarification.
4. The teacher to
sketch maps showing
the distribution of
centralized states
and the societies
involved to
consolidate the
knowledge of
students.
3. Explain the 1. The teacher to 1. Written sources on Are the

organization invite a the organization of students able
of centralized knowledgeable centralized and non to explain
states. Historian to give a centralized states. how
talk on how centralized
centralized and non 2. Charts on the and non
centralized structure of centralized
politically, socially centralized states were
and economically. organized
2. After the talk the (i)Politically?

teacher to guide the
students in groups to (ii) Socially?
discuss the following
(ii)
with regards to
Economically
centralized and non
centralized states.
24
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMEN NUMBER

TOPIC OBJECTVES STRATEGIES MATERIALS T OF
PERIODS
(a)how power was

distributed
(b) how production

of wealth was
conducted
(c) how labor was

organized
3. The teacher to
present in class
group responses for
further discussion
and clarifications.

charts on the
structure of
centralized and non-
centralized states to
consolidate students’
knowledge.
25
FORM TWO
The student.
1. Demonstrates knowledge on the motives for interactions among the people of Africa.
2. Demonstrates knowledge and shows appreciation of the levels of social economic
development in pre colonial Africa.
3. Shows ability to examine and explain the motives for the coming of foreigners to Africa up
to mid 19th Century.
4. Demonstrates knowledge on the development of capitalism and analyses how and why it
influenced social and economic changes in Africa.
OBJECTIVES OF TEAHING HISTORY IN FORM TWO
By the end of Form Two course, the students should be able to.
1. Understand and explain the motives the interactions among the people of Africa.
2. Understand and appreciate the level of social and economic development in pre-colonial
Africa
3. Explain the motives for the coming of foreigners to Africa from earliest times up to 1850s
4. Understand and explain how and why the development of capitalism influenced social and
economic changes in Africa
27
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARING TEACHING/LEARNING ASSESSMENT NUMBER
OBJCTVES STRATEGIES MATERIALS OF
PERIODS
INTERACTIONS a)Social and The students 1. The teacher to 1. Written sources on Are the 5
AMONG THE Economic should be guide the students the social factors for students able
PEOPLE OF Factors for able to in groups to read interactions to.
AFRICA. Interactions written sources on
1. Explain and explain the 2. Sketch maps on (i)Explain the
the social social factors which interactions among social factors
factors gave rise to the people of Africa. for early
which gave interactions among interactions
rise to the people of Africa. in Africa.
interactions
among the 2. The teacher to (ii) Draw
people of guide the students sketch maps
Africa. to presents in class of Africa and
the findings of each label the
group for further societies and
discussions and routes used
clarification. during those
interactions?
3. The teacher to
guide the students
to draw map of
Africa and label the
routes used by the
people of Africa
during those
interactions.
2. Explain 1. The teacher to 1. Written sources o Are the

the guide the students economic factors for students able
economic in groups to read interactions to?
factors written sources on
which gave and explain the 2. Sketch map of (i)Explain the
rise to the economic factors Africa showing economic
interactions which gave rise to societies involved in factors for
among the the interactions economic the
people of among the people interactions interactions
Africa of Africa. among the
people of
2. The teacher to Africa?
guide the students
to present in class
the group findings
for further
discussion and
clarification.
28
TOPIC SUB- SPECIFIC TEACHING/LEARNINNG TEACHING/LEARNING ASSESSMENT NUMBER
PERIODS
3. The teacher to use (ii) Draw

sketch maps to enable sketch maps
the students to showing
consolidate knowledge important
on societies involved in areas with
the economic experienced
interactions frequent
economic
interactions
and the
tribes which
were
involved?
3. Explain 1. Using the question Written texts on the Are the

the impact and answer technique impact of students
of the the teacher to explain interactions able to
economic the impact of explain the
interactions economic interactions impact of
in Africa. the
economic
2. The teacher interactions?
summarize the points
raised by the students
on the board
b) The The 1. The teacher to guide 1. Written sources on Are the

coming students the students in groups the causes of Ngoni students
of the should be to read written sources migration. able to
Ngoni able to. on and explain the
causes of Ngoni 2. sketch map of (i)Explain the
1. Explain migration. Africa showing Ngoni causes of the
the causes movements north Ngoni
of the 2. The teacher to guide wards migration?
Ngoni the groups to present
migration. in class their responses
for discussion and
clarification
29
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF
3. Using a sketch map (ii) Draw a

the teacher to guide sketch map
the students to showing the
discuss and draw a routes used
sketch map showing by the Ngoni
the routes used by during their
the Ngoni during migrations?
their movements.
2. Explain the 1. Using the question Written sources on Are the

social, and answer the social, political students able
political and technique the and economic effects to
economic teacher to guide the of the Ngoni
effects of the students to discuss migration. (i).explain the
Ngoni the social, political social effects
migration. and economic effects of the Ngoni
of the Ngoni migration?
migration in their
(ii) Explain the
places of origin as
political
well as in the
effects of the
societies they
Ngoni
conquered.
migrations?
2. The teacher to
(iii) Explain
guide students in
the economic
groups to read about
effects of the
and explain the
Ngoni
social, political and
migrations?
economic effects of
the Ngoni migration
3. The teacher to
guide the groups to
discussions for
further discussion
and clarification
30
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNIN TEACHING/LEARNIN ASSESSMENT NUMBE
OBJECTIVES G STRATEGIES G MATERIALS R OF
PERIODS
2. SOCIAL a)Social The student 1. The teacher to 1. Written sources Are the 1
ECONOMIC Organization should be guide the students in on the meaning of students able
DEVELOPMEN and able to groups to read social organization to explain the
T AND production explain the written sources on and production. meaning of
PRODUCTION meaning of social organization social
IN PRE social and production. organization
COLONIAL organization and
AFRICA. and 2. The teacher to production
production guide the groups to
present, discuss and
clarify the responses
on the meaning of
social organization
and production.
b) Types of The students 1.Sometime before Written sources on Are the 2

social should be introducing this sub the meaning of students able
organizations able to topic teacher to communalism and to
and explain the assign students to its characteristics.
production meaning and read written sources (i)Explain the
communalis origins of on the meaning, meaning and
m communalis origins and practice origins of
m in Africa of communalism in communalism
Africa in Africa?
2. Using questions (ii) Identify

and answer s the the
teacher to guide the characteristic
students to explain s of
the meaning and communalism
origins of .
communalism.

role prays to show
how land was
controlled, how
labour and wealth
were distributed and
how production was
conducted under
communalism
31
TOPIC SUB-TOPICS SPECIFICS TEACHING/LERNING TEACHING/LEARNING ASSESSMENT NUMBER
STRATEGIES MATERIALS OF
OBJECTIVES PERIODS

students in groups to discuss
summaries and present in class
for discussion and clarification
the characteristics of
communalism.
.Slavery The student 1. Sometime before introducing Written sources on Are the 4
should be able this sub topic the teacher to the meaning and students able
to assign the students to read origins of slavery in to
written sources on the meaning Africa.
1. Explain the and origins of slavery in Africa. (i)Explain the
meaning and meaning of
origins of 2.The teacher to guide students slavery in
slavery in to brainstorm the meaning and Africa?
Africa. origins of slavery in Africa
(ii) Explain
the origins of
slavery in
Africa?
features of students to conduct an the features of students able
slavery as well individual library research on slavery and the uses to
as the use of slavery and the uses of slaves. of slaves
slaves. (i)Explain the
2. The teacher to guide the 2. Pictures and features of
students in groups to discuss photographs showing slavery
and summarize the findings of how slaves were us
each student (ii) Explain
how the
3. The teacher to guide the slaves were
groups to present, discuss and used?
clarify their
32
TOPIC SUB-TOPICS SPECIFICS TEACHING/LEARNING TEACHING/LEARNI ASSESSMENT NUMBER
OBJECTIVES STRATEGIES NG MATERIALS OF
PERIODS
Findings in class
*Feudalism The student 1. The teacher to *Written sources Are the

should be guide students on the meaning students
able to individually to read and origins of the able to
written sources on feudal system
1.Explain the the meaning and (i)Explain the
meaning and origins of feudalism. *Sketch maps meaning and
origins of showing African origins of
feudalism in 2. the teacher to societies that feudalism in
Africa guide students in practiced feudalism Africa?
group to discuss their
findings and prepare (ii) Draw
a summary on the maps and
meaning and factors locate feudal
which led to societies in
feudalism Africa?
3. The teacher to
guide the groups to
present and discuss
in class their
responses on the
meaning and origins
of feudalism.

sketch map showing
societies that
practiced feudalism
to consolidate
2. Explain 1. the teacher to Written sources on Are the

how guide the students in how production students
production groups to read was organized able to
was organized written sources, under feudalism. explain how
under discuss and make production
feudalism. notes on how was
production was organized
organized under under
feudalism feudalism?
33
TOPIC SUB- SPECIFIC TEACHING/LEARNING STRATEGIES LEARING/LEARING ASSESSMENT NUMBER OF
TOPICS OBJECTIVES MATERIALS PERIODS
2. The teacher to guide the groups

to present their findings for
clarification.
3. AFRICAN a) Early 3. Assess the 1. the teacher to guide students Written sources Are the
AND THE contacts merits and individually, using written on power sharing students able
EXTERNAL with the demerits of sources, to find out the merits under feudalism to assess the
WORLD middle the system of and demerits of power sharing merits and
East and power under feudalism. demerits of
Far East. sharing under the system of
feudalism 2.The teacher to guide student in power
groups to present, discuss and sharing under
make a summary of individual feudalism?
findings on the merits and
demerits of power sharing under
feudalism.
3. The teacher to guide the group

to present their responses in class
for further discussion and
clarification.
The 1.The teacher to guide student in 1. Written sources Are the 6

student01. s group to read written sources, on contacts students able
should be identify and discuss the motives between Africa to explain the
able to of the contacts between Africa, and the Middle social and
the Middle East and Far East. and Ease. economic
1.Explain the motives of
social and 2. The teacher to guide the groups 2. Wall maps of contacts
economic to responses in class for the Indian Ocean between
motives of discussion and clarification. Region (showing Africa the
the contacts countries middle east
between surrounding the and far east?
Africa, the Indian Ocean
middle East
.
34

TOPICS OBJECTIVES STRATEGIES MATERIALS PERIODS
And the Far The teacher should

East use wall maps to
show the regions
involved in these
contacts.
2. Identify the 1. The teacher to 1.Written sources on Are the

major guide students commodities and students able
commodities individually to read their destinations in to identify the
which were written sources on the Indian ocean major
exchanged commodities which Region commodities
during the were exchanged which were
contacts between Africa and 2. Sketch maps exchanged
between the middle and the showing sources of between
Africa, Middle far East . commodities and Africa and the
East and Far their destinations middle and
East 2. The teacher to Far East in
guide students in early trade?
groups to discuss and
identify major
commodities of trade
which were
exchanged.
3. The teacher to
guide the groups to
present their findings
in class for discussion
and clarification
3. Explain the 1. The teacher to Written sources on Are the

social and guide students contacts between students able
economic individually to read Africa and the middle to
effects of the written sources on and Far East and
the social effects of their effects. (i)Explain the
social effects
35
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER

OBJECTIVES STRATEGIES MATERIALLS OF
PERIODS
Contacts Contacts between Africa Of contacts

between and the middle and Far between
the people East Africa and the
of Africa Middle Far
the middle 2.The teacher to guide East?
and the Far students in groups to
East. discuss and summarize (ii)Explain the
the social and economic economic
effects of the contacts effects of
on Africa contacts
between
3. The teacher to guide Africa and the
the groups to present in Middle and
class their responses for Far East?
discussion and
clarification.
b) contacts The 1. The teacher to guide 1. Written sources on Are the 6

with students students individually, to contacts between students able
Europe should be read written sources and Africa and the to
able to identify the social and Portuguese.
(i) The economic motives of (i)Explain the
Portuguese 1.Explain contacts between the 2. Wall maps and social and
the social Portuguese and Africa sketch maps on Africa economic
and and Europe and the motives of the
economic 2. The teacher to guide voyages of discovery contacts
motives of students in groups to between
the discuss and prepare Africa and
contacts brief notes on the social Portuguese?
between and economic motives of
Africa and the contacts between (ii) Draw
the the Portuguese and sketch maps
Portuguese African societies and plot the
voyages of
3. The teacher to guide discovery?
the students to present
group findings in class
for discussion and
clarification
36
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEANING ASSESSMENT NUMBER OF
1.The teacher to use sketch

maps to guide students to
(a) Identify the regions and

countries involved.
(b) Trace the voyages of

Portuguese explorers from
Europe to the Far East.
2. Identify 1. The teacher to guide Written sources on the Are the

the students individually, to major commodities students able
commodities conduct library research which were exchanged to
which were and make a summary on during early contacts
exchanged the commodities exported between Africa and i)Identify
during the from Africa to Portugal as Portugal commodities
contacts. well as those imported exported
from Portugal as well as from Africa
those imported from to Portugal
Portugal to Africa
ii) Identify
2. The teacher to guide the commodities
students in groups to exported
discuss the individual from
findings and make Portugal to
summaries of commodities Africa?
that were traded.

students to present and
clarify in class the group
responses raised
3. Explain 1. The teacher to guide Written sources on the Are the

the social students. Individually, to economic impact of students able
and conduct library research contacts between the to explain
economic and make Portuguese and Africans the social
impact of and
the economic
37
OBJECTIVES STRATEGIES PERIODS
MATERIALS
Portuguese Notes on the social and Impact of the

to Africa. economic impact of the contacts between
coming of the the Portuguese
Portuguese to Africa. and Africans

present and discuss the
social and economic
impact of the contracts
between Portuguese
and Africa.
4.Explain the 1. The teacher to guide 1Written sources on Are the students
reasons for the students to conduct the reasons for the able to
the fall of the a Library research and fall of Portuguese rule
Portuguese make a summary on the in East Africa and its i)Explain the
rule in East reasons for the fall of impacts. reasons for the
Africa and its the Portuguese rule in fall of the
impact East Africa and its Portuguese rule in
impact East Africa?
ii) Assess the

impact of the fall
of Portuguese rule
in East Africa?
(ii) Dutch The student The teacher to invite a 1. Relevant sketch Are the students 5
settlement should be knowledgeable maps of south Africa able to explain the
at the Cape. able to historian to give a talk and/or Africa and motives of the
to the class on who the Europe Dutch settlement
1. Explain the Dutch were their at the cape?
Dutch country of origin and 2. Wall map of the
settlement at reasons for their world.
the cape. settlement at the Cape.
2. After the talk the

students be allowed to
ask questions on the
points during the
presentation
38

OBECTIVES STRATEGIES MATERIALS PERIODS

sketch maps of the
world and south
Africa to consolidate
students knowledge
arising from the
presentation
4. The teacher to
guide the students
individually to write
a brief summary of
the reasons for Dutch
settlement at the
Cape.
2. Discus the 1. the teacher to 1. Written sources on Are the

impact of guide the students effects Dutch students able
Dutch individually to read , settlement at the to
settlement at written sources on Cape
the Cape. the impact of Dutch (i)Explain the
settlement at the 2. Written sources on effects of the
Cape and African the reactions of Dutch
reaction to the Africans against the settlement at
invasion and make Dutch invasion of the Cape?
brief notes on the their land.
(ii) Explain
reading
how the
2. the teacher to Africans
guide students in reacted to the
groups to discuss and Dutch
summarize the invasion of
individual findings on their land?
the impact of Dutch
settlement at the
cape and the reaction
of the Africans.
3. The teacher to
guide the groups to
present their
39

PERIODS
Findings in class for

further discussion
and clarification
C) Slave The student 1. The teacher to 1. Written sources on Are these 11

Trade in should be guide students in slave trade in East students
the able to groups to read Africa central and able to
Indian written sources and west Africa explain the
Ocean 1. Explain find answers to the reasons for
Sea the reasons following 2. Sketch maps with the
board for the routes used by slave expansion of
and expansion * Why the rulers of trade in East Africa slave trade
Trans of slave Oman wanted to in the Indian
Atlantic trade in the dominate the Easter Ocean
Slave Indian African coast from seaboard
Trade ocean sea the 18th Century from the 18th
board from century
the 18th *Why sultan said of
century. Oman moved his
capital to Zanzibar in
1840.
*Why the Oman Arab

rules expanded clove
and coconut
plantations in
Zanzibar
*Why sultan said

encouraged Arab
settlement in
Zanzibar.
2. The teacher to
guide the groups to
clarify their
40
TOPIC SUB- SPECIFI TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBER
TOPICS OBJECTIVES STRATEGIES NING MATERALS OF
PERIODS
Findings in class
3. The teacher should

use sketch maps
showing the routes
used by slave traders
in different parts of
Africa in order to
consolidate students’
knowledge.
2. Explain 1. The teacher to Different Are the students

the guide students in pictures and able to explain
techniques groups to read drawing techniques used
used to get written sources, showing various to get slaves?
slaves. study pictures and techniques used
criticize the in getting slaves
techniques used to
get slaves.
2. The teacher to
guide the groups to
present in class the
discussion and
clarification.
3. Assess 1. The teacher to Written texts on Are 6the students

the social invite a historian to the social able to
and give a talk on the economic effects
economic social and economic of slave trade in (i)Assess the
effects of consequences of Africa social effects of
slave trade slave trade on slave trade on
on the African societies Africa?
African
2. The teacher to (ii) Assess the
societies.
guide students in economic effects
groups to discuss the of slave
effects of
41
TOPIC SUB-TOPIC SPECIFICS TEACHING/LEARNING TEACHING/LEARNI ASSESSMENT NUMBER OF
OBJECTIVES STRATEGIES NG MATERIALS PERIODS
Slave trade given by the guest Trade on Africa

speaker and prepare a
summary.
3 The teacher to guide the

groups to present, discuss and
clarify their responses in class
4.Assess the 1. The teacher to guide the Written texts on Are the
psychological students to read written the psychological students able to
effects of sources on the psychological effects of slavery assess the
slavery on its effects of slavery on Africans. on Africans. psychological
victims effects of
2. The teacher to guide the slavery on its
students in groups to discuss victims?
individual findings and make
brief notes.

students to presents and
discuss their findings in class on
come up with brief notes on the
psychological effects of slaves
trade on its victims
5.Explain the 1. The teacher to guide 1. Written sources Are the

origins and students individually to read on the origins and students able to
impact of the written sources in order to find impact of Trans
Trans – answers for the following Atlantic Slave i) Explain the
Atlantic slave Trade on Africa origins of the
Trade in A) The origins of Trans Sahara Trans Atlantic
Africa Atlantic slave trade 2. Sketch maps on Slave trade?
the Trans Atlantic
Slave Trade
42
TOPIC SUB- SPECIFICS TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER

PERIODS
b) The major ii) Explain

commodities the impact of
involved Trans
Atlantic slave
c) The economic trade on
effects of this trade Africa
on Africa.
d) The social effects

of this trade on Africa

a world sketch maps
showing major Trans
Atlantic slave trade
routes and
commodities
exchanged through
them to cement
students
understanding
3.The teacher to
guide students, in
groups , to presents,
discuss and clarify
individual findings
and compile groups
and responses for
presentation in class
4. The teacher to
guide the groups to
presents their
responses in class for
discussion and
clarification.
43
TOPIC SUB-TOPICS SPECIFICS TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER
OBJETIVES STRATEGIES MATERIALS OF
PERIODS
4.INDUSTIRAL a) Demands Students 1. Sometime before Written sources on the Are the students 4
CAPITALISM of should be introducing this sub-topic meaning of industrial able to explain
industrial able to the teacher to assign capitalism the meaning of
capitalism students to read written industrial
1.Explain the sources on the meaning capitalism?
meaning of of industrial capitalism
industrial
capitalism 2. The teacher to guide
the students through
questions and answers to
explain the meaning of
industrial capitalism.
2. Explain 1. The teacher to guide 1.Written sources on the Are the students
the demands the students in groups demands of industrial able to
of industrial using written sources to capitalism
capitalism read, discuss and make 1)Explain why
brief notes on why 2. Sketch maps showing Europe
Europe experienced areas where commercial experienced
increasing demands for agriculture was increasing
agricultural raw established and the types demands for
materials, markets, slaves of crops grown markets,
and Ivory from Africa in agricultural raw
the 19th century. materials slaves
and Ivory from
2. The teacher to guide Africa during the
the groups of students to 19th century
presents to present their
discussion and
clarification.
3. Using written texts and

maps the teacher to guide
the students to identify
areas where commercial
agriculture
44

PERIODS
Was established and ii) Draw

types of crops grown maps and
locate areas
where
commercial
agriculture
was
established
as well as
types of
crops
grown?
b) Agents The student 1. The teacher to guide 1. Literatures on the Is the 4

of should be students, individually, to roles of the agents of student able
industrial able to do library research on industrial capitalism to explain
capitalism explain the the names, sponsors and in Africa in 19th the roles of
roles of the the roles of the following Century. the agents of
agents of agents of industrial industrial
industrial capitalism in different 2 Sketch maps capitalism in
capitalism regions in Africa showings import ants preparing
in preparing routes used by the Africa for
Africa for *Explorers agents of the colonization?
colonization industrial capitalism,
*Missionaries missionary centers
and the areas where
*Traders
European trading
*Associations companies operated
in Africa?
* Companies
2.The teacher to guide

the students in groups to
discuss their findings and
write notes of each
category of the agents
45

PERIODS
3. The teacher to
guide the groups to
present their findings
in class for further
discussion and
clarification and
summarize them on
the board
4. The teacher to
guide students to
draw sketch maps
showing the routes
used by the agents,
missionary centers
established and the
areas where the
different trading
companies operated
in Africa.
c) The 1. Using written 1. Written sources on Are the

Abolition students sources the teacher the social and students
of slave should be to guide students in economic reasons for able to
Trade able to groups to read the abolition of slave explain the
discuss and trade reasons for
1. Explain summarize the social the abolition
the reasons and economic of slave
for the reasons for the trade?
abolition of abolition of slave
slave trade. trade.
2. The teacher to
present their
discussion and
clarification.
46
TOPIC SUB- SPECIFICS TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF
TOIPCS OBJECTIVES STRATEGIES MATERIALS PERIODS
3. The teacher to
conduct a debate for
assessing the
genuineness of the
reasons given for the
abolition of slave
trade.
2 Assess the 1.Using written Written sources on Are the

tactics used sources the teacher the tactics used in students able
during the to guide the student the process of to assess the
abolition of in groups to read, abolishing slave tactics used
slave trade. discuss, assess and trade during the
make notes on the abolition of
tactics used in the slave trade?
process of abolition
of slave trade.
2. The teacher to
guide the groups to
present their
discussion and
clarification.
3. Assess the 1. The teacher to Written sources on Are the

social and guide the students in the social and students able
economic groups to read economic effects of to
effects of the written sources the abolition of slave
abolition of discusses and trade. 1.Assess the
slave trade explains the social social effects
and economic effects of the
of abolition of slave abolition of
trade. slave trade
2. The teacher to 2. Assess the

guide the students to economic
presents groups effects of the
responses in class for abolition of
further discussion slave trade?
and clarification.
47
TOPIC SUB-TOPICS SPECIFICS TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER OF

d) British The student 1.The teacher to Written texts on the Are the 9
occupation should be guide students in British occupation of students able
of south able to groups to find out the Cape. to explain the
Africa via the from written sources motives for
Cape 1.Explain why the British were the British
interested in the interests at
The motives
Cape of south Africa the Cape?
for the
British 2. The teacher to
interests at guide the groups to
the Cape. present their
discussion and
clarification.
2. Assess the 1. The teacher to Literature on the Are the

tactics used guide students, tactics used to students able
by the British individually, to find colonize the cape of to assess the
to occupy the out from written south Africa in the tactics used
Cape. sources the tactics first part of 19th by the British
used by the British to century to occupy the
occupy the Cape Cape?
2. The teacher to
guide the students in
groups to discuss and
compile notes on the
tactics used by British
to occupy the Cape
3. The teacher to
present the findings
of each group in class
for discussions and
clarification.
3. Explain the 1. The teacher to 1. Literature on the Are the

reasons for guide students in reasons for and students able
the Boer Trek groups, to conduct negative effects of to explain the
library research and the Boer trek reasons for
find out the reasons the Boer trek?
why the Boers moved
northwards after the
British Cape
48
PERIODS
2.The teacher.to 2. pictures and

guide the groups to sketch maps on the
present their Boer trek and the
responses in class for African societies
discussion and involved
clarification
3. Using sketch maps

and pictures the
teacher to guide the
students to trace the
routes followed by
the Boers and locate
the African societies
which encountered
the trek Boers
4.Assess 1. The teacher to 1. Written texts on Are the

the effects guide students in the effects of the students
of the Boer groups using pictures Boer trek able to
trek and written sources assess the
to read discuss and 2. Sketch maps and effects of the
make brief notes on pictures on the Boer Boer trek on
the negative effects trek and on the African
of the Boers trek on African societies communities
African communities which encountered
the Boers
2. The teacher to
guide the groups to
present their
further discussion
and clarification.
49
FORM THREE
The student
1. Demonstrates knowledge on the processes of establishing colonial rule in Africa
2. Demonstrates knowledge on the similarities and differences of colonial
administrative systems applied in Africa and shows ability to assess their impact.
3. Demonstrates ability to analyse the different sectors of colonial economy and
assess their impact on Africa.
4. Demonstrates ability to critically analyse the various colonial social services
and shows how they consolidated colonialism.
OBJECTIVES OF TEACHING HISTORY IN FORM THREE
. By the end of Form three course, the students should be able to
1. Understand and explain the processes of establishing colonial rule in Africa.
2. Understand and explain the different colonial administrative systems applied
in Africa and assess their impact.
3. Understand and explain the sectors of colonial economy, their features and impact
on Africa.
4. Demonstrate knowledge on the various colonial social services and show how they
consolidated colonialism
51
1.ESTABLISHMENT a) Scramble The student The teacher to guide Written sources on Are the 13
OF COLONIALISM for and should be able students in groups to the scramble for and students
partition of to read written sources partition of Africa. able to
Africa on the scramble for explain the
1. Explain the partition of Africa. meaning of
meaning of
scramble for i)Scramble
and partition for Africa?
of Africa.
ii) Partition
of Africa?
2. Assess the 1. The teacher to Written sources on Are the

causes of the guide the students in the causes of students
scramble for groups to read scramble for and able to
Africa leading written texts on, partition of Africa. assess the
to the discuss and assess causes of
partition. the causes of the
scramble for Africa i)The
leading to partition. scramble for
Africa?
2. The teacher to
guide the groups to Ii) The
present in class their partition of
findings for further Africa.
discussion and
clarification.
3. Explain why 1. The teacher to 1. Written sources on Are the

some areas in guide the students in the scramble for and students
Africa groups to conduct a partition of Africa. able to
experienced library research, read explain why
more intensive written texts on and 2. Maps of Africa on some areas
scramble than explain why some the various stage of experienced
others areas in Africa the partition. more
experienced more intensive
intensive scramble scramble
than others than others?
52
TOPIC SUB-TOPCS SPECIFICS TEACHING/LEARNING TEACHING/LEARNI ASSESSMENT NUMBER OF
OBJECTIVES STRATEGIES NG MATERILIAS PERIODS
2. The teacher to
guide the groups to
present in class heir
discussion and
clarification.
3. The teacher to
draw a maps of
Africa and show
areas which
experienced more
intensive scramble
than others such as
the Congo and Niger
Basins, the Nile Basin
Egypt and South
Africa
4. Assess 1. The teacher to Written sources on Are the

the impact guide the students the scramble for students able
of the individually to carry and partition of to assess the
scramble out library research Africa. impact of
for and and make notes on
partition of the impact of the i)The scramble
Africa. scramble for and for Africa?
partition of Africa.
ii) The partition
2. The teacher to of Africa?
groups to present
and discuss the
individual findings on
the impact of the
scramble for and
partition of Africa
53
TOPIC SUB- SPECIFICS TEACHING/LEARNING TEACHING/LEAR ASSSESSMENT NUMBER
TOPICS OBJECTIVES STRATEGIES NING OF
MATERIALS PERIODS

the groups to present in
class group findings for
clarification
b) The The student 1. The teacher to assign 1. List of Are the 12

Berlin should be the students to conduct questions students able
conference able to library research on events to explain the
(1884-85) leading to the berlin 2. Written events
1.Explain conference sources on the leading to the
the events Berlin Berlin
leading to 2. Using the question and Conference Conference?
the Berlin answer method the
conference teacher to guide students
(1884-85) to explain the events
leading to the Berlin
Conference.
2. Evaluate 1. The teacher to guide Written sources Are the

the students individually to on Berlin students able
resolutions conduct library research Conference to evaluate
of the on the resolutions of the (1884/85) the
Berlin Berlin Conference resolutions of
conference. the Berlin
2. The teacher to guide Conference?
discuss individual findings
and summarize main
points.

their findings in class for
clarification
54
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARNIN ASSESSMENT NUMBER

TOPICS OBJECTIVES STRATEGIES G MATERIALS OF
PERIODS
3. Assess the 1. The teacher to guide the Written sources on Are the
significance to students individually to the Berlin students able to
Africa. read written sources on Conference assess the
the significance of the (1884/85) significance of
Berlin Conference to Africa the Berlin
conference to
2. The teacher to guide the Africa?
students to form groups,
present and assess the
significance of the Berlin
Conference to Africa.

discussion and
clarification.
c) The students 1. The teacher to guide Written sources on Are the 5

Establishm should be able students to read written the concept of students able to
ent of to sources on the concept of colonialism explain the
Colonial colonialism. concept of
control/rul 1.Explain the colonialism
e. concept of 2. The teacher to guide
colonialism students to explain the
meaning of colonialism
through question and
answers
tactics used to students in groups to read the tactics used to students able to
impose colonial written sources on and impose colonialism. explain the
control/rule in explain the tactics used to tactics used to
Africa. impose colonial rule in 2. Sketch Map of impose colonial
Africa Africa showing the rule in Africa
possession of the
various European
powers which were
55
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEA ASSESSMENT NUMBER OF

OBJECTIVES STRATEGIES RNING
MATERIALS PERIODS
2. The teacher to guide the Involved in the

students to present in class imposition of
the findings of each group colonial rule in
for further discussion and Africa
clarification.
3. The teacher to use a

sketch maps of Africa to
guide the students to locate
colonies or parts of Africa
occupied by the various
European powers
The student The teacher to use the List of guiding Are the students
should be questions and answer questions able to explain the
able to technique to lead students meaning of African
to explain the meaning of reactions?
African reactions
1. The teacher to guide Written Are the students

students in groups to read sources on the able to explain the
2. Explain written sources on and various forms various forms of
the various discuss the various forms of of African African reaction to
forms of African reactions. reactions the colonial rule?
African imposition of
reactions colonial rule
d) African The teacher to guide Written Are the students

Reactions to students in groups to read sources on the able to
colonial written sources, discuss and causes of and
Rule summarize the following reasons for i) Explain the
the different causes of African
*Causes of African reactions African reactions?
to wards the imposition of reactions
colonial rule.
56
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBER

MATERIALS PERIODS
*Reactions for ii) Account

different reactions to for the
ward the imposition of different
colonial rule. African
reactions to
2. The teacher to the
guide the groups to impositions
presents, discuss and of colonial
clarify in class the rule?
responses raised.
4.Assess the 1. The teacher to Written sources Are the

factors which guide the students to on the factors students able
determined carry out individual which to assess the
the nature of library research on the determined the factors which
African factors which nature of determined
reactions determined the African the nature of
nature of African reactions to the African
reactions imposition of reactions?
colonial rule.
2. The teacher to
groups to discuss their
findings and prepare a
summary on the
factors which
determine the nature
of African reactions
3. The teacher to
guide the groups to
findings for discussion
and clarifications
57

PERIODS
5. Evaluate 1. The teacher to Written sources on Are the

the outcomes guide the students in outcome of the students able
of the various groups to read various forms of to evaluate
forms of written sources, Africa reactions the outcomes
African discuss and evaluate of various
reactions. the outcomes of the forms of
various forms of African
African reactions. reactions?
2. The teacher to
presents group
further discussion
and clarification.
COLONIAL a) Direct The student 1. The teacher to List of guiding Are the 13
ADMINISTRAT Rule, should be able guide the students to questions students able
IVE SYSTEMS. Indirect to conduct library to explain the
Rule, research individually concepts of
Assimilation 1.Explain the on the meaning of
and concepts of the concepts of i) Direct rule?
association. Direct rule, direct rule and
Indirect Rule ii) Indirect
assimilation and
Assimilation rule?
association.
and
iii)Assimilation
Association 2. Using the question
and answer method iv) Association
the students to
explain the meaning
of Direct rule,
Indirect rule,
Assimilation and
Association policies.
58
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSESSMENT NUMBER

PERIODS
Appraise the 1.The teacher to Written sources on Are the

motive for the guide the students in the motive for the students able
application of group to read written application of the to appraise
the various sources, identify, various colonial the motives
colonial discuss and appraise administrative for the
administrative the motives for the system application of
systems. application of the the various
colonial colonial
administrative administrative
systems. systems.
2. The teacher to
guide the groups to
present their
responses in class
and clarification
3. Analyse the 1. The teacher to Written sources on Are the

similarities guide the students in the similarities and students able
and groups to conduct differences of to analyse the
differences of library research on colonial
the colonial the similarities and administrative i) Similarities
administrative differences of the system. of the colonial
systems colonial administrative
administrative systems?
system
ii) Differences
2. The teacher to of the colonial
guide the groups to administrative
present in class their systems?
answers on the
similarities and
differences of the
colonial
administrative
systems for
discussion and
clarification.
59
TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBER

OBJECTIVES STRATEGIES NING MATERIALS OF
PERIODS
4. Evaluate 1. The teacher to guide Written sources Are the students

the strengths, the students individually on the strengths able to
weaknesses to conduct a library and weaknesses
and impact of research on the strengths of the colonial i) Evaluate the
the colonial and weaknesses of the administrative strengths and
administrative colonial administrative systems and weaknesses of the
systems on systems and their impact. their impact. different colonial
Arica. administrative
2. The teacher to guide systems?
the students to form
groups, present and ii) Evaluate the
evaluate individual impact of the
findings on the strengths different colonial
and weaknesses of the administrative
colonial administrative systems on Africa
systems and their impact.

class their findings for
clarification.
b) Colonial The student Through questions and Guiding Are the students 5
Military should be answers the teacher to questions able to explain the
and able to guide the students to meaning of
colonial explain the meaning of
Legal 1.Explain the colonial military and i) Colonial military?
Institutions. meaning of colonial legal institutions.
colonial ii) Colonial legal
military and institutions?
legal
institutions
60
TOPIC SUB-TOPCS SPECIFIC TEACHING/LEARNING TEACHING/LEARNING ASSISSMENT NUMBER OF

2. Analyse 1. The teacher to Written sources on Are the

critically the guide in groups to the functions of students
functions of read written sources colonial military and able to
each colonial on and analyse colonial legal analyse
military and critically the institutions critically the
colonial legal functions of colonial functions of
institution military and colonial
legal institutions. i)Colonial
military
2. The teacher to
guide the groups to ii) Colonial
present in class their legal
findings on the institutions?
functions of the
colonial military and
colonial legal
institutions.
3. The teacher to
organize a study visit
to nearest District.
Commissioner’s
office for a talk on
the functions of the
colonial legal
institutions as a way
of consolidating
knowledge already
gained in class.
3. COLONIAL a)Establishm The student 1. The teacher to Written sources on Are the 7
ECONOMY ent of should be guide the students to the meaning and the students
colonial able to read written sources objectives of the able to
Economy on and make a establishment of
1.Explain the summary of the colonial economy I) Explain
meaning and meaning and the meaning
objectives of objectives of of colonial
colonial establishing colonial economy?
economy economy.
61

TOICS OBJECTIVES STRATEGIES MATERIALS PERIODS
2. Using the question and ii) Explain the

answer techniques the objectives of
teacher to guide the establishing the
students to explain the colonial
meaning of colonial economy?
economy and its
objectives
2. Analyse 1. The teacher to guide Written sources on Are the

critically the students individually to the tactics used to students able to
tactics used to read written sources on establish colonial analyse
establish the tactics used to economy. critically the
colonial establish colonial tactics used to
economy economy establish the
colonial
2. The teacher to guide economy?
groups, present, analyse
and make a summary of
individual findings on the
tactics used to establish
colonial economies.

group responses in class
for further discussion
and clarification.
The student 1. The teacher to guide 1. Written sources on Are the 13

should be able the students in groups to the various sectors of students able to
b) to read written sources on colonial economy. identify the
Sectors the various sectors of various sectors
of 1.Identify the colonial economy of colonial
colonial various sectors economy?
Economy of colonial
economy
62

PERIODS
2. The teacher to guide 2. Sketch maps of

the students in groups different of Africa
to identify, discuss and nations indicating
make notes on the colonial transport
following sectors of systems and mining
colonial economy. areas
 Agriculture
 Mining
 Trade
 Industry
 Transport and
communicatio
n
 Financial
Institutions.

sketch maps of different
African countries to
groups to study the
pattern of colonial
transport and
communication and
show areas which were
main sources of
agricultural law
materials and minerals.
2. Explain 1. The teacher to guide Written sources on Are the students able
the features the students to carry the features of each to explain the features
of each out independent library sector of the colonial of each sector of the
sector of research on the economy. colonial economy?
the colonial features of each sector
economy. of the colonial
economy.


summarize the features
of each sector of the
colonial economy.

their findings on the
features of each sector
of colonial economy for
clarification in class.
3. Assess the 1. The teacher to guide Written sources on the Are the students
impact of the students to read impact of the able to assess the
establishment written sources on the establishment of the impact of the
of the various impact of the various sectors of establishment of
sectors of establishment of colonial economy on the various
colonial various sectors of Africa. sectors of colonial
economy on colonial economy on economy on
Africa Africa. Africa?

groups, assess and
make summarize on the
impact of the
establishment of
various sectors of the
colonial economy on
Africa.

students groups to
clarify their findings.
64

c) The student The teacher to guide List of guiding questions Are the
Colonial should be the student s through on the meaning of students able
Labour questions and to explain the
able to answers to explain colonial labour. concept of
the meaning of colonial
1.Explain colonial labour labour?
the concept
of colonial
labour
2. Analyse 1. The teacher to Written texts on the Are the

the tactics guide the student in tactics used to create students able
used to groups using written colonial labour. to analyse the
create texts to read, discuss tactics used to
colonial and make brief notes create colonial
labour on the various tactics labour?
used to create
colonial labour
2. The teacher to
present their
further discussion
and clarification.
3. Analyse 1. The teacher to Written texts on the Are the

the types of guide the students types of colonial labour students able
colonial individually to do to analyse the
labour library research on types of
the types of colonial colonial
labour labour?
2. The teacher to
form groups, present
individual findings,
discuss and write
notes on each type of
the colonial labour.
65
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING.LEAR ASSESSMENT NUMBER OF

OBJECTIVES STRATEGIES NING MATERIALS PERIODS

clarification.
4. Assess the 1.Using written sources Written sources Are the students
impact of the the teacher to guide the on the impact of able to assess the
establishment students in groups to the impact of colonial
of colonial read, discuss and assess establishment of labour on African
labour to the impact of the colonial labour societies?
African establishment of colonial on Africa
societies. labour on African societies
societies

their responses in class
for discussion and
clarification.
4. a) colonial The student 1.The teacher to guide Written sources Are the students 12
COLONIAL Education should be the students individually on the meaning able to analyse the
SOCIAL able to to read written sources and objectives of objectives of
SERVICES. on the objectives of colonial colonial education?
1. Analyse the colonial education education
objectives of
colonial 2. The teacher to guide
education. the students in groups to
discuss and analyse the
objectives of colonial
education

group findings in class for
further discussion,
clarification.
66

2. Analyse 1.The teacher to guide the Written sources on Are the students
the features students to conduct the features of able to analyse
of colonial individual library research colonial education the features of
education and analyse the features of colonial
colonial education education?

groups to present, discuss
and clarify in class their
findings and make a
summary
3. Assess 1.The teacher to guide Written sources on Are the students

the impact students in groups to read the impact of colonial able to assess
of colonial written sources on and education on African the impact of
education assess the impact of societies. colonial
on African colonial education on education on
societies. African societies African
societies?
2. The teacher to guided
the students to conduct a
debate on the impact of
colonial education on
African societies
b) Colonial 1.The teacher to guide the Written sources on Are the students 12
health students in groups to read colonial health able to analyse
services written sources on read services the objectives of
written sources on and colonial health
analyse the objectives of services?
colonial health services

clarification
67

PERIODS
c)Provision The student 1. The teacher to Written sources on Are the

of water should be guide the students in the provision of students
and able to groups to read colonial water and able to
housing written sources and housing services. explain the
services 1.Explain explain the motive motives for
during the the motive for the provision of the provision
colonial Era for the colonial water and of
provision of housing services.
colonial i) Colonial
water and 2. The teacher to water
housing guide the groups to services?
services present in class
group findings for ii)colonial
further discussion housing
and clarification. services
2. Analyse 1. The teacher to Written sources on Are the

the guide the students in the distributing students
distribution groups to read patterns of water and able to
pattern of written sources on housing services. analyse the
water and and analyse the distribution
housing distribution pattern pattern of
services. of water and housing colonial
services.
I) water
2. The teacher to services?
guide the groups to
present their findings Ii) Housing
for further discussion services?
and clarification in
class.
68

PERIODS
3. The teacher to
organize a study visit
to areas which were
formally occupied by
the colonial civil
servants such as
police, prisons, dock
workers’ residences
and plantations, and
write down
important features as
a way of
consolidating
knowledge already
gained in class.
Assess the 1. Using written Written resources on Are the

impact of sources the teacher the impact of the students able
the to guide the students provision of colonial to assess the
provision of in groups to read, water and housing impact of the
colonial discuss and assess services on African provision of
water and the impact of the societies.
housing provision of colonial i) Water
services on water and housing services on
African services on African African
societies. societies. societies?
2. The teacher to ii) Housing

guide the groups to services on
present their African
responses in class for societies?
further discussion
and clarification.
69
FORM FOUR
The student:
1. Demonstrates knowledge on the causes of the major cries in the capitalist countries and
ability to assess their impact on Africa.
2. Demonstrate knowledge on the motive of the struggle for independence and ability to
evaluate the strengths, weakness and contribution of the efforts made and strategies
used by African people to achieve political independence.
3. Demonstrate knowledge on the efforts made to bring about social and economic
development in Africa after independence and shows ability to assess their strengths and
weaknesses.
4. Demonstrate knowledge on the efforts made by African nations to promote
international co-operational and interdependence and interdependence and assesses
their achievements and problems.
OBJECTIVES OF TEACHING HISTORY IN FORM FOUR
By the end of form four courses, the students should be able to:
1. Develop an understanding of the causes of the major crises in the capitalist countries and
assess their impact on Africa.
2. Develop an understanding and appreciation of the motives for the struggle for
independence, and analyse the efforts made and strategies used by the African people to
achieve political independence.
3. Develop knowledge on the efforts made to bring about social and economic development
in Africa after independence and assess their strengths and weaknesses.
4. Develop knowledge on the efforts made by African nations to promote international co-
operation and interdependence and assess their achievements and problems.

71
TOPIC SUB- SPECIFICS TEACHING/LEARNING TEACHING/L ASSESSMEN NUMBER

TOPICS OBJECTIVES STRATEGIES EARNING T OF
MATERIALS PERIODS
1.CRISES a)First The student 1. Using written sources Written Are the 8
IN THE World war: should be able the teacher to guide sources on students
CAPITALIS causes and to: students in groups to the short able to
T SYSTEM Impact on read, discuss and and long analyse
Africa. 1. Analyse the summarize the long and term causes
short and long i) The short
short term causes of the of the first
term causes of First World War World War term causes
the First of the First
World War. 2. The teacher to guide World War?
the groups presents their
ii) Long
further discussion and term causes
of the First
clarification.
World War?
2. Analyse the 1. The teacher to guide Written Are the

factors that students individually to sources on students
led the war to read written sources and the factors able to
spread world analyse the factors which led analyse the
wide leading the war to spread the war to factors
world wide. spread which lead
world wide. the war to
2. The teacher to guide spread
the students to form word wide?
groups, present, analyse
and summarize the
factors which led the war
to spread word wide.

and discuss group
responses for clarification.
72
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBER

MATERIALS PERIODS
b)The 3. Assess 1. Using written sources the Written sources Are the students
Great the impact teacher to guide the students to on the impact of able to assess the
Depressio of first groups to read, discuss and the first world impact of the
n :its world war assess the impact of the first war on Africa first world war in
causes and on Africa world war on Africa. Africa?
Impact on
Africa. 2. The teacher to guide the
responses in class for discussion
and clarification.
The Using the questions and answer List of guiding Are the students
students technique the teacher to guide questions on able to explain
should able students to explain the meaning the meaning of the meaning of
to: of the Great Depression. the Great the Great
Depression Depression?
1. Explain
the
meaning of
the great
depression.
2. Analyse 1. The teacher to guide students Written sources Are the students
the causes individually to read written on causes of the able to analyse
the Great sources, analyse and summarize Great the causes of the
depression the causes of the Great Depression Great
Depression Depression?
2. The teacher to guide students

to form groups present, discuss
and clarify the individual findings.
3. The teacher to guide students

to present in class the group
findings for discussion and
clarification.
73

PERIODS
3. Assess 1. The teacher to guide Written sources on Are the students

the impact students in groups to the impact of the able to assess the
of the carry out library research, Great Depression on impact of the
Great discuss and summarize Africa. Great Depression
Depression the impact of the Great on Africa?
on Africa Depression on Africa

class, discusses, and
clarifies group findings on
the impact of the Great
Depression on Africa.
c) The The 1. The teacher to guide Written sources on Are the students 10
second student students in groups to the causes of the able to analyse
world war: should be conduct library research second world war. the causes of the
causes and able to: on the causes of the second world war
impact on second world war and on Africa
Africa. 1. Analyse summarize them
the causes
of the 2. The teacher to guide
second students in groups to
world war. present their findings for
clarification.
2. Analyse 1. The teacher to guide Written sources on Are the students

the factors students individually to the factors which led able to analyse
that led the read written sources and the war to spread the factors, which
war to analyse the factors that world wide. led the war to
spread lead the war to spread spread world
world wide world wide. wide?
74
TOPIC SUB- SPECIFIC TEACHING/LAERNING TEACHING/LE ASSESSMEN NUMBER

TOPICS OBJECTIVE STRATEGIES ARNING T OF
S MATERIALS PERIODS

present and discuss the findings
of each individual student on
the factors which led the war to
spread world wide
3. Assess 1. The teacher to guide students Written Are the

the impact individually to read written sources on the students
of the sources on the impact of the impact of the able to
second second world war on Africa. second world assess the
world war war on Africa impact of
on Africa. 2. The teacher to guide students the second
to form groups, present and world war
discuss individual findings on on Africa?
the impact of the second world
war on Africa.

groups to present in class their
findings for discussion and
clarification.
2.NATIONAL a)Nationali The The teacher to guide students to Are the 5

ISM AND sm in Africa student brainstorm the meaning of students
DECOLONIS should be nationalism in Africa. able to
ATION able to explain the
concept of
1.Explain nationalism
the
concept of
nationalis
m
75
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBER

OBJECTIVES STRATEGIES NING MATERIALS OF
PERIODS
2. Explain 1. The teacher to guide Written sources Are the students

the origin students in groups to read on the origins of able to explain the
of written sources, discuss and nationalism in origins of
nationalism summarize the origin of Africa. nationalism on
in Africa. nationalism in Africa Africa

groups to present in class
their findings for further
3. Explain 1. The teacher to guide Written sources Are the students

the students in groups to carry on the able to explain the
importance out library research on the importance of importance of
of importance of nationalism in nationalism in nationalism on
nationalism Africa. Africa Africa
in Africa.
students in class to present
the groups findings for
b) The rise The student 1. The teacher to guide 1. written Are the students 6
of social and should be students to read written sources on social able to explain the
welfare able to sources on social and welfare and welfare meaning of
Associations. association. association welfare
1.Explain associations?
the 2. Using the question and 2. List of guiding
meaning of answer technique the questions on the
social and teacher to guide the students meaning of social
welfare to explain the meaning of and welfare
associations social and welfare associations.
associations
76
TOPIC SUB- SPECIFIC OBJECTIVE TEACHING/LEARNING TEACHING/LEARNI ASSESSMENT NUMBER

TOPICS STRATEGIES NG MATERIALS OF
PERIODS
2. Analyse the reason 1. The teacher to guide

for the rise of social students individually to
and welfare carry out library research
associations on the research on the
reason for the rise of
social and welfare
associations

groups, present, discuss
and summarize the
findings of individuals on
the causes of the rise of
social and welfare
associations.

class the findings of each
group for discussion and
clarification.
3. Assess the 1. The teacher to guide Written sources Are the students
strengths, the students in groups to on the strengths, able to assess
weaknesses and read written sources, weakness and the strengths,
contribution of social assess and make notes contribution of weaknesses and
and welfare on strengths, weaknesses social and welfare contribution of
associations during and contribution of social associations social and
the struggle for and welfare associations during the welfare
independence. during the struggle for struggle for associations
independence independence. during the
struggle for
independence?
77

PERIODS

findings in class on the
strengths, weaknesses and
contribution of social and
welfare associations during
the struggle for
independence for further
C) The rise The 1. The teacher to guide List of guiding Are the 6
of protest student students to read written questions on the students able
and should be sources of protest and meaning of protest to explain
Religious able to: religious movements. and religious the meaning
movements movements. of
1.Explain 2. The teacher to guide the
the students using questions and i) Protest
meaning of answers to explain the movements?
protest and meaning of protest
religious movements and religious Ii) Religious
movements?
movements movements.
2. Analyse 1. The teacher to guide the Written sources on Are the

the causes students in groups to carry the causes of the rise students able
of the rise out a library research on the of protest and to analyse
of protest causes of the rise of protest religious movements. the causes of
and and religious movements. the rise of
religious
movement. i) Protest
movements?
ii) Religious
movements
78
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARN ASSESSMENT NUMBER

TOPICS OBJECTIVES STRATEGIES ING MATERIALS OF
PERIODS

class their findings on
the causes of the rise of
protest and religious
movements for
discussion and
clarification.
3. Using role plays the

teacher to guide
students to demonstrate
how the attacks on
African cultural beliefs
and practices by
European colonial
officials and missionaries
forced the African to
establish protest and
religious movements
3.Assess the 1.The teacher to guide Written sources Are the students
strengths, students in groups to on the strengths, able to assess the
weaknesses carry out a library weaknesses and strengths,
and research and assess the contribution of weakness and
contribution strengths, weaknesses protest and contribution of
of protest and and contribution of religious protest and
religious protest and religious movements religious
movements movements during the during the movements during
during the struggle for struggle for the struggle for
struggle for independence. independence. independence?
independenc
e
79
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEA ASSESSMENT NUMBER

TOPICS OBJECTIVES STRATEGIES RNING OF
MATERIALS PERIODS

groups o present, discuss
and clarify their findings in
class for general discussion
and clarification
3. The teacher to use role

plays to guide the students
to demonstrate how some
African converts to
Christianity sided with
European officials and
missionaries to attack
African cultural beliefs and
practices
d) Rise of The student 1. The teacher to guide List of guiding Are the 12
mass should be students to read written questions on students able
nationalis able sources on mass the meaning of to explain
m and nationalism in Africa mass the meaning
political 1. Explain nationalism of mass
the meaning 2. Using the question and
parties in nationalism?
Africa. of mass answer technique the
nationalism. teacher the teacher to
guide students to explain
the meaning of mass
nationalism.
2. Analyse 1. The teacher to guide the Written Are the 12

the rise of students in groups using sources on the students able
mass written texts to read, rise of mass to analyse
nationalism analyse and make brief nationalism the rise of
in Africa notes on the causes of the and political mass
rise of mass nationalism in parties in Africa nationalism
Africa after 1945. in Africa?
80

TOPICS OBJECTIVES STRATEGIES MATERIALS PEIODS
2. The teacher to
guide the groups of
students to present
their responses in
class for discussion
and clarification.
3. Using a sketch map

of Africa the teacher
to guide the students
to identify African
countries where mass
nationalism and
political parties
developed after the
second world war.
3.Compare the 1.The teacher to invite Written sources on Are the

strengths, a historian to give a the strengths, students able
weaknesses and talk on the strengths, weaknesses and to compare
contributions of weaknesses and contribution of the strengths,
political parties contribution of political parties to weaknesses
to wards the political parties to wards the road to and
road to wards the road to independence. contribution of
independence independence political parties
to wards the
2. The teacher to road to
guide the students in independence
groups to discuss the ?
strengths, weaknesses
and contribution of
political parties to
wards the road to
independence as
raised by the guest
speaker and prepare a
seminary
81
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEARNI ASSESSMEN NUMBER

OBJECTIVES STRATEGIES G MATERIALS T OF
PERIODS
The teacher to guide the

groups to present, discuss
and clarify their responses in
class.
4.Analyse the 1. The teacher to guide Written sources on Are the

problems students individually to the problems students
experience conduct library research on experienced during able to
during mass the problems experienced mass nationalism, analyse the
nationalism during mass nationalism. problems
experience
2. The teacher to guide the during mass
students to form groups, nationalism
present discuss and ?
summarize their findings on
the problems experienced
during mass nationalism.

findings in class for discussion
and clarifications
e) The student 1. The teacher to guide the 1.Written sources Are the 8
Decolonizatio should be able to students to read written on decolonization students
n through sources on decolonization through able to
constitutiona 1.Explain the through constitutional means constitutional explain the
meaning of
l means in Africa. through meaning of
decolonisati on constitutional decolonizati
through means on through
constitution constitution
means 2. List of guiding al means
questions on the
decolonization
through
constitutional
means
82
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEARNI ASSESSMENT NUMBER

TOPICS OBJECTIVES STRATEGIES NG MATERIALS OF
PERIODS

students using the question
and answers technique to
decolonization through
constitutional means.
3. Assess 1. The teacher to guide the Written sources on Are the students
the students in groups to carry out he conditions able4 to assess the
conditional a library research on the which facilitated conditions which
which conditions which facilitated conditional facilitated
facilitated constitutional struggle for struggle for constitutional
constitution independence in territories independence struggle for
al struggle like Uganda, Nigeria, Ghana independence?
for and Tanganyika
independen
ce
students to present in class
their findings for further
discussion and clarification
3. Analyse 1. The teacher to guide the Written sources on Are the students
the students in groups to read the problems able to analyse
problems written sources, discuss and which were problems which
experienced summarize the problems experienced during were experienced
during the experienced during the the struggle for during the struggle
struggle for struggle for independence independence for independence
independen through constitutional means through through
ce through constitutional constitutional
constitution means means?
al means.
83

PERIODS

f) The student 1. Sometime before Witten sources on Are the 7

Decolonization should be introducing this sub topic the armed struggle students able
through able to. teacher to assign students to to explain the
armed read written sources on the meaning of
1.Explain the
struggle meaning and causes of armed
meaning of armed struggle. struggle?
armed
struggle 2. Through question and
answer technique the
teacher to guide students to
armed struggle
2. Analyse the 1. Using written sources the Written sources on Are the
causes of teacher to guide students to the causes of armed students able
armed identify reasons for European struggle for to analyse the
struggle for officials reluctance to grant independence. causes of
independence independence to the majority armed struggle
Africans for
independence
2. The teacher to guide ?
students in groups, to
discuss, analyse and
summarize the possible
causes of armed struggle for
independence
84

PERIODS
3. The teacher to guide the Are the students

groups to present their able to analyse
findings in class for further the strengths,
discussion and clarification weaknesses and
contribution of
armed struggle
to wards the
road to
independence in
Africa?
3. Analyse the 1. The teacher to guide the Written sources on Are the students 8
strengths, students in groups to the strengths, able to explain
weakness and conduct a library research weaknesses and the meaning of
contribution on the strengths, contribution of revolution?
of armed weaknesses and armed struggle to
struggle to contribution of armed wards the road to
wards the struggle to wards the road independence in
road to to independence in Africa Africa.
independence
in Africa.
g) The stude3nts 1. The teacher to guide Written sources on

Decolonization should be able students to conduct library decolonization
through to research on decolonization through revolution.
Revolution through revolution in Africa
1. Explain the
meaning of 2. The teacher to guide
revolution. students to brainstorm the
meaning of revolution.
85
TOPIC SUB- SPECIFIC TEACHING/LEARNING TEACHING/LEA ASSESSMENT NUMBER

TOPICS OBJECTIVES STRATEGIES RNING OF
MATERIALS PERIODS
2. Analyse the 1. The teacher to guide the Written Are the

causes of students in groups to read sources on the students able
decolonization written texts, discuss, analyse causes of to analyse the
through the summarize the causes of decolonization causes of the
revolution decolonization through through decolonization
revolution. revolution through
revolution?
groups to presents their
responses in class for discussion
and clarification.
3. Assess the 1. The teacher to assign the Written Are the

strengths, students individually to do a sources on the students able
weaknesses library research on the strengths, to asses the
and strengths, weaknesses and weakness and strengths,
contribution contribution of revolution to contribution of weaknesses
of revolution words the road to revolution to and
to wards the independence. ward the contribution of
road to achievement revolution to
independence of wards the road
students to form groups, independence. to
present discuss and summarize independence
the strengths, weaknesses and ?
contributions of revolution to
wards the road to
independence

groups to present their findings
in class for discussion and
clarification
86
TOPIC SUB-TOPICS SPECIFIC OBJECTIVES TEACHING/LEARNING TEACHING/LE ASSESSMEN NUMBE

STRATEGIES ARNING T R OF
MATERIALS PERIODS
4. Analyse the 1. The teacher to guide Written Are the

problems experience the students in groups to sources on students
during the struggle read written sources and the problems able to
for independence analyse the problems experienced analyse the
through revolution. experienced during the during the problems
struggle for struggle for experience
independence through independenc during the
revolution. e through struggle for
revolution independen
2. The teacher to guide ce through
the groups to presents in revolution
class their responses for
clarification
3. CHANGES a) Changes The student should 1. Using written sources, Written Are the
IN in Political, be able to: the teacher to guide sources on students
POLITICAL, Ideological students in groups to the able to
SOCIAL AND and 1.Explain the read, identify, discuss factors/condi explain the
factors/conditions
ECONOMIC Administra and summarize the tions which factors/con
POLICIES IN tive which led to changes factors/conditions which led to ditions
in political,
AFRICA Systems led to changes in political changes in which led to
AFTER ideological and ideological and political, changes in
administrative
INDEPENDE administrative system ideological
NCE systems after after independence. and i) Political
independence system?
administrativ
2. The teacher to guide e system
the groups to present ii)
after Administrati
their responses in class independenc
for discussion and ve system?
e.
clarification.
87

TOPIC OBJECTIVES STRATEGIES MATERIALS OF
S PERIODS
2. Analyse 1. The teacher to invite a Written sources on Are the students

critically the historian to give a talk on the changes which able to analyse
changes which the major changes which took place in Africa critically the
took place after took place after national changes which
independence independence. independence took place in Africa
2. The teacher to assign after
students to read written independence?
sources on changes which
took place after
independence and
reasons for those
changes.

students individually to
write a brief summary on
the major changes which
took place in Africa after
independence and
reasons for them.
3. Assess 1.The teacher to guide Written sources on Are the students

critically the students to conduct the strengths, able to assess
strengths, individual library research weakness and critically the
weaknesses and and make a summary on contribution of strengths,
contribution of the strengths, political, ideological weakness and
political, weaknesses and and administrative contribution of
ideological and contribution of political, changes in the newly political,
administrative ideological and independent African ideological and
changes in the administrative changes to states. administrative
newly the newly independent changes in the
independent African states newly
African states. independent
African states?
88
TOPI SUB-TOPICS SPECIFIC TEACHING/LEARNIN TEACHING/LEARNIN ASSESSMEN NUMBE

C OBJECTIVES G STRATEGIES G MATERIALS T R OF
PERIODS
2. The teacher to
conduct a class
debate on the
strengths,
weaknesses and
contribution of
political, ideological
and administrative
changes in the newly
independent African
states.
b) changes in The student 1. The teacher to Written sources on Are the 9

economic should be able guide the students changes in economic students
Developmen to: individually to read developmental able to
t policies and written sources on policies and explain the
strategies. 1. Explain the the factors which led strategies. factors
factors which to changes in which led to
led to changes economic changes in
in economic development policies economic
developmenta and strategies. developmen
l policies and t policies
strategies. 2. The teacher to and
guide students in strategies?
groups to discuss
and make summaries
of their findings
3. The teacher to
guide the groups to
present their
discussion and
clarification.
89

PERIODS
2. Analyse the 1. The teacher to invite a Written sources on Are the

economic historian to give a talk to the economic students able
development class on the economic developmental to analyse the
policies and development policies and policies and economic
strategies strategies adopted in Africa strategies which took development
adopted in after independence. place in Africa after policies and
Africa after strategies
independence. 2. After the talk the teacher independence adopted in
to guide the students to ask Africa after
questions on the points independence?
raised in the talk.

analyse development
policies and strategies in at
least three African countries.
3. Assess 1. The teacher to guide Written sources on Are the

critically the students in groups to the strengths, students able
strengths, conduct library research on weaknesses and to assess
weaknesses the strengths, weaknesses contribution of the critically the
and and contribution of economic strengths,
contributions economic of development development policies weaknesses
of the policies and strategies and strategies and
economic adopted in Africa after a adopted in Africa contribution of
development independence. after independence. contributions
policies and of economic
strategies development
adopted in policies and
Africa after strategies
independence. adopted after
independence?
90
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEARNING TEACHING/LEAR ASSESSMENT NUMBE

OBJECTIVE STRATEGIES NING R OF
S MATERIALS PERIODS

the groups to conduct a
debate on the strengths
and weaknesses of
economic development
policies after
independence.
c) Provision The 1. The teacher to guide Written Are the 8

of student students in groups to resources on students able
Education should be read written sources, the objectives to analyse the
in Africa able to: discuss and summarize of education objectives of
after the objectives of after education
independen 1. Analyse education in Africa after independence after
the
ce. independence. in Africa. independence
objectives in Africa?
of 2. The teacher to guide
education the groups to present in
in Africa class their findings for
after further discussion and
independe clarification
nce.
2. Appraise 1. The teacher to guide Written sources Are the

the students in groups to on the features students able
features of read written sources, of education in to appraise
education discuss and summarize Africa after the features of
in Africa the features of education independence. education in
after after independence. Africa after
independe independence
nce. ?
clarification.
91
TOPIC SUB-TOPICS SPECIFIC TEACHING/LEANING TEACHING/LEARNIN ASSESSMENT NUMB

OBJECTIVES STRATEGIES G MATERIALS ER OF
PERIO
DS
3. Assess the 1. The teacher to guide the Written sources on
strengths and students to conduct individual the strength and
weaknesses of library research on the strengths weakness of
education in Africa and weakness of education after education in Africa
after independence. independence after independence

present and discuss the
individual findings on the
strengths and weaknesses of
education after independence

students to conduct a debate on
the strengths and weakness of
education in Africa after
independence.
d) Changes in the The students should 1. The teacher to guide the Written sources on Are the student
provision of Health be able to students in groups to read the objectives of sables to analyse
services after written sources, discuss and health services after the objectives of
independence in Africa. 1. Analyse the summarize the objectives of independence in health services
objectives of health health services after Africa. in Africa after
services after independence. independence?
independence in
Africa.
92

Tanzania History Syllabus Guide

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THE UNITED REPUBLIC OF TANZANIA

MIMISTRY OF EDUCATION AND VOCATIONAL TRAINING

HISTORY SYLLABUS FOR SECONDARY SCHOOLS FORM 1- 1V

2. Objectives of education in Tanzania……………………………………………………………………………. (iii)

3. Objectives of secondary education……………………………………………………………………………….. (iv)

4. General competences expected of history students……………………………………………………. (iv)

5. Subject objectives………………………………………………………………………………………………… (v)

6. The structure of the syllabus ……………………………………………………………………………… (v)

Form two ……………………………………………………………………………………………………………………. (27)

Form three…………………………………………………………………………………………………………………... (51)

Form four………………………………………………………………………………………………………………….. (71)

2.0 Objectives of education in Tanzania

The general objectives of education in Tanzania are:

4. To develop and promote self-confidence and an inquiring mind, an understanding and

3.0 Objectives of secondary education

The aims and objectives of secondary education are to:

3. Promote linguistic ability and effective use of communication skills in Kiswahili,

4. Prepare opportunities for the acquisition of knowledge, skills attitudes and

7. Prepare the students to be responsible members of the society.

4.0 General competences expected of history students

1. Demonstrates understanding of the origins of African societies and how they

The past and present conditions of the world.

3. Shows an understanding of the problems experiences by African societies in the past

4. Demonstrates an understanding and appreciation of and the ability to critically assess

the cultural, political, economic and technological advancement made by African

Societies before and after colonial rule.

5. Shows an understanding of an the ability to objectively relate Africa’s developmental

Problems with foreign intrusion, colonial domination, cultural understanding of an the

ability to objectively relate Africa’s developmental problems with foreign intrusion,

colonial domination, cultural

6.1 class level competences

6.2 class level objectives

6.4 sub topics

6.5 specific objectives

6.6 teaching/ learning strategies

6.7 teaching/ learning materials

6.9 Number of Periods

Commissioner for Education

Ministry of Education and Vocational Training

CLASS LEVEL COMPETENCES

1. Demonstrates knowledge of the concept of History and appreciates the importance of

3. Demonstrates ability to relate man’s development to the environment and technology.

4. Demonstrates ability to relate people’s economic activities to the development of their

CLASS LEVEL OBJECTIVES

2. Explain the theories of the origin and evolution of man.

3. Relate man’s development to the environment and technology.

TOPIC SUB-TOPIC SPECIFIC TEACHING/LEARNING TEACHING/LEARNIN ASSESSMENT NUMBER

2. The teacher to guide the

2. The teacher to guide the

(a) Oral 2. The teacher to guide the (ii)The

4. The teacher to guide

(b) 1. The teacher to guide the 1. Written sources Are the

` 2. The teacher to guide (ii) The

3. The teacher to use

4. The teacher to organize

2. The teacher to guide Limitations of

(d)Archives 1. The teacher to guide 1. Written A the students able

3. The teacher to organize

2. The teacher to guide the

3. The teacher to organize a

3. The teacher to use

3. Explain 1. The teacher to guide the Written Are the students

Feudalism The student 1. The teacher to Written sources Are the