THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

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HISTORY SYLLABUS FOR ADVANCED SECONDARY EDUCATION
FORM V - VI
2023
© Tanzania Institute of Education, 2023
Published 2023

ISBN:

Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam, Tanzania

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Tel. +255 735 041 168 / 735 041 170

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E-mail: director.general@tie.go.tz
Website: www.tie.go.tz
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This document should be cited as: Ministry of Education, Science and Technology (2023). History Syllabus for Advanced Secondary
Education Form V - VI. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by any
means whether electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Tanzania
Institute of Education.

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 Table of Contents

List of Tables ................................................................................................................................................................................... iv

Abbreviations and Acronyms........................................................................................................................................................... v
Acknowledgements ......................................................................................................................................................................... vi
1.0 Introduction ................................................................................................................................................................................ 1
2.0. Main Objectives of Education .................................................................................................................................................. 1
3.0. Objectives of Advanced Secondary Education ......................................................................................................................... 2
4.0 General Competences of Advanced Secondary Education ........................................................................................................ 2
5.0 Main and 6SHFL¿F Competences ................................................................................................................................................ 3
6.0 Roles of Teachers, Students and Parents in Teaching and Learning Process............................................................................. 5

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6.1 The teacher........................................................................................................................................................................... 5
6.2 The students ......................................................................................................................................................................... 6

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6.3 The parents/guardians ......................................................................................................................................................... 6
7.0 Teaching and Learning Methods ............................................................................................................................................... 7
8.0 Teaching and Learning Resources/Materials ............................................................................................................................. 7
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9.0 Assessment of the Learning Process .......................................................................................................................................... 7
10.0 Number of Periods ................................................................................................................................................................... 8
11.0 Teaching and Learning Contents ............................................................................................................................................ 8
Form V ............................................................................................................................................................................................. 9
Form VI .......................................................................................................................................................................................... 36
Bibliography .................................................................................................................................................................................. 50

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 List of Tables

Table 1:0DLQDQG6SHFL¿FFRPSHWHQFHVIRU)RUP9DQG9, .......................................................................................................... 3

Table 2: &RQWULEXWLRQRI&RQWLQXRXV$VVHVVPHQWDQG1DWLRQDO([DPLQDWLRQLQWKH¿QDOVFRUH ..................................................... 8
Table 3: Detailed content for Form V .............................................................................................................................................. 9
Table 4: Detailed content for Form VI ........................................................................................................................................... 36

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 Abbreviations and Acronyms

ICT Information and Communication Technology

SAL Strategic Arms Limitation Talks

TIE Tanzania Institute of Education

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 Acknowledgements

The writing of the History Syllabus for Advanced Secondary Education Form V-VI involved various experts from Government and
non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who participated

TIE. The Institute is also grateful to the National Technical Committee that was formed by the Minister for Education, Science and
Technology for coordinating the curriculum review process for pre- primary, primary, secondary and teacher education. The Committee
discharged its responsibilities professionally by ensuring that the contents of this syllabus are in line with the main objective of the
2023 curricular review, which is to ensure that the graduates acquire skills, knowledge and attitudes that will enable them to create
self-employment, employ others, be employed and able to sustain themselves.
Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and distribution
of this syllabus.

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Dr Aneth A. Komba
Director General
Tanzania Insititute of Education

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1.0 Introduction
History for Advanced Secondary Education is a compulsory subject for students who choose to join the Social Science stream
taking History among the subjects in their combination. The purpose of learning history is to equip students with wider perspectives,
critical thinking, creativity, collaboration and communication skills, argumentation and a deeper understanding of the world. It
will also, promotes cultural awareness, global interconnectedness, and the ability to learn from the past, make sense on the present
and appreciate the environment they live. Furthermore, studying history will enable students develop analytical skills essential for
evaluating historical information, developing informed opinions, and making informed decisions both, within historical context and
in other areas of life. These skills are valuable not only for academic growth but also for personal development and active citizenship
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This syllabus is designed to guide the teaching and learning of History at Advanced Secondary Education, Form V-VI in the United
Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Advanced Secondary Education Curriculum.
It embraces an inclusive and diverse worldview that recognises and values the contributions and experiences of all cultures and

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regions across the world. In addition, the syllabus comprises valuable information that will enable the teachers to effectively plan
their teaching process as well as help the learners navigate through their learning process.

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2.0. Main Objectives of Education in Tanzania
The main objectives of education in Tanzania are to enable every Tanzanian to:
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(c) Increase knowledge and the use of science and technology, creativity, critical thinking, innovation, cooperation,
communication and positive attitudes for his or her own development and for sustainable development of a nation and
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(d) Understand and protect the national values, including compassion, patriotism, morality, unity, transparency, honest,
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(g) Identify and consider cross-cutting social issues, including the health and well-being of other people (society), gender
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(h) Develop national and international cooperation, peace and justice in accordance with the Constitution of the United
Republic of Tanzania and international conventions.
3.0. Objectives of Advanced Secondary Education
The objectives of Advanced Secondary Education are to:
(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed at the Ordinary
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(b) Safeguard customs and traditions, national unity, national virtues, democracy, respect for human and civil rights, duties
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(e) Strengthen accountability for cross-cutting issues, including health, security, gender equality and sustainable environmental
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(f) Develop competence and various skills which will enable the student to employ himself or herself, to be employed and
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(g) Develop readiness to continue to a college education.
4.0 General Competences for Advanced Secondary Education
The general competences for Advanced Secondary Education are to:
(a) Apply the knowledge and skills acquired in Ordinary Secondary Education to strengthen and broaden academic
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(b) Demonstrate an DSSUHFLDWLRQRIFLWL]HQVKLSQDWLRQDOYLUWXHVKXPDQULJKWVDQGFLYLOULJKWV

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(f) 8VHNQRZOHGJHDQGVNLOOVWRHQDEOHKLPKHUWRHPSOR\RQHVHOIEHHPSOR\HGDVZHOODVPDQDJHOLIHDQGKLVKHUHQYLURQPHQWDQG
(g) Demonstrate readiness to proceed to the next level of education.

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Table 1: 0DLQDQG6SHFL¿F&RPSHWHQFHVIRU)RUP99,
Main competences 6SHFL¿FFRPSHWHQFHV

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1.0 Demonstrate mastery of the history of 1.1 Demonstrate an understanding of the concept of Pan-Africanism and its origins
Pan-Africanism in the 15th Century

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1.2 Demonstrate an understanding of the development of Pan-Africanism from the
16th to 19th Century
D 1.3 Demonstrate an understanding of the history of Pan-Africanism during colonial
time and during the struggle against colonialism from 1900 to 1960
1.4 Demonstrate an understanding of the history of Pan-Africanism from 1960 to
the present

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Main competences
2.0 Demonstrate mastery of the history
of the industrial revolution
3.0 Demonstrate mastery of the history
of administrative systems in the
world
D emergence of alternative ideologies and systems of governance in the 20th
4.0 Conduct a project in History
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2.1 Demonstrate an understanding of the history of industralisation in different
nations during the 18th and 19th Centuries
2.2 Demonstrate an understanding of the history of industralisation in different
nations from the 20th Century to the present
2.3 Demonstrate an understanding of the history of industralisation in Africa
3.1 Demonstrate an understanding of the origins of administrative systems in the
ancient world
3.2 Demonstrate an understanding of the contribution of religion to the
establishment of modern administrative systems
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3.3 Demonstrate an understanding of the contribution of slavery and feudalism to
changes in the administrative systems in Western Europe, Asia and Africa
3.4 Demonstrate an understanding of the contribution of political revolutions in
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Europe to the growth of current administrative systems
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Century
3.6 Demonstrate an understanding of the administrative systems built in post-
colonial Africa
4.1 Conduct a project in History
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 Main competences 6SHFL¿FFRPSHWHQFHV
5.0 Demonstrate mastery of the history of 5.1 Demonstrate an understanding of the history of the great wars of the 17th to
threats to world peace 19th Century
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Century
5.3 Demonstrate an understanding of new threats to world peace
5.4 Demonstrate an understanding of the threats to world peace resulting from
civil and ethnic wars
6.0 Demonstrate mastery of the history of 6.1 Demonstrate an understanding of the history of development in post-colonial
development in Africa Africa

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6.0 Roles of Teachers, Students and Parents in Teaching and Learning
A good relationship between a teacher, student and parent or guardian is fundamental in ensuring successful learning. This section

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outlines roles of each participant in facilitating effective teaching of History.

6.1 The teacher D

The teacher is expected to:
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(b) Use teaching and learning approaches that will allow students with different needs and abilities to:
(i) Develop the competences needed in the 21stFHQWXU\DQG
(ii) Actively participate in the teaching and learning process.
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J 7UHDWDOOWKHVWXGHQWVHTXDOO\LUUHVSHFWLYHRIWKHLUGLIIHUHQFHV
(h) PURWHFWWKHVWXGHQWZKLOHDWVFKRRO
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(l) Integrate cross-cutting issues and ICT in the teaching and learning process.

6.2 The students

The student is expected to:
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(b) Participate in the search for knowledge from various sources, including textbooks, reference books and other publications
in online libraries.

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6.3 The parents/guardians
The parent/guardian is expected to:
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(f) Instil in the child a sense of commitment and positive value towards education and work.

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7.0 Teaching and Learning Methods
The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching and
learning methods for HDFKDFWLYLW\ZKLFKLQFOXGHVEXWQRWOLPLWHGWRGLVFXVVLRQVSUHVHQWDWLRQV¿HOGYLVLWVSUDFWLFDOZRUNUHVHDUFK
VFLHQWL¿FH[SHULPHQWVDQGSURMHFWZRUNV+RZHYHUDWHDFKHULVDGYLVHGWRSODQDQGXVHRWKHUDSSURSULDWHPHWKRGVEDVHGRQWKH
environment or context. All the teaching and learning methods should be integrated with the everyday lives of students. .

8.0 Teaching and Learning Resources

The process of teaching and learning requires different resources. In that regard, both the teacher and students should work together
to collect or improvise alternative resources available in the school and home environment when needed. The teachers and students
are expected to constantly seek for information from various sources to effectively facilitate teaching and learning process. The list
of the approved textbooks and reference books shall be provided by TIE.

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9.0 Assessment

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Assessment is important in teaching and learning of History subject. It is divided into formative and summative assessments. Formative
assessment informs both the teacher and students on the progress of teaching and learning, and in making decisions on improving
the teaching and learning process. Teachers are, therefore, expected to apply a wide range of formative assessment methods which
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include but not limited to discussions, presentations, oral questions, brainstorming, experiments, observations, practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are expected to
use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects. The scores obtained
from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous assessments shall contribute 30%
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Table 2: &RQWULEXWLRQRI&RQWLQXRXV$VVHVVPHQWDQG1DWLRQDO([DPLQDWLRQLQWKH¿QDOVFRUH
Type of Assessment Form V Form VI
First Term Examination 5% 5%
Second Term Examination 5% -
Project - 10%
Mock Examinations - 5%
National Examinations - 70%
Total 100%

10.0 Number of Periods

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The History Syllabus for Advanced Level Secondary Education provides estimates of the time that will be spent in learning and
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have been allocated for this subject per week.

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11.0 Teaching and Learning Contents
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Learning activities, Suggested methodology, Assessment criteria, Resources and Number of periods as presented in Tables 3 and 4.

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 Form V

Table 3:'HWDLOHGcontentIRU)RUP9
Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
1.0 Demonstrate 1.1 Demonstrate (a) Examine Scenario: Guide The concept Written texts 14
mastery of the an the concept students in manageable of Pan- and written
history of Pan- understanding of Pan- groups to recall and Africanism is text in braille
Africanism of the concept Africanism share their experiences well on the concept
of Pan- PHDQLQJ of any of the school examined of Pan-
Africanism REMHFWLYHVDQG meeting they have Africanism

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and its origins LPSRUWDQFH attended in the past
in the 15th by focusing on the

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Century participants, objectives
and importance of the
meeting. Let them relate
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meaning, participants,
objectives and the
importance of Pan-
Africanism.
Debate: Divide students
into two groups to
debate on the relevance
of Pan-Africanism in
the current context.

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 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Explain the Think-Ink- Pair- The origin Written texts
origins of Pan- Share: Task students of Pan- and written
Africanism in each group to think Africanism text in braille
in the 15th of and present a short in the 15th on origin
Century report on factors that Century is of Pan-
(7UDQV contribute to family/ well explained Africanism
$WODQWLF6ODYH society unity and good
7UDGHDQG relationships. Let them Maps and
SHRSOHRI relate their responses photos on

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$IULFDQRULJLQ with the origins of Pan- Trans- Atlantic
LQWKH1HZ Africanism in the 15th
:RUOG) Slave Trade

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Century.

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 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
1.2 Demonstrate Discuss the Library research/ The Online 14
an development resource room: Assign development resources
understanding of Pan- students in groups to of Pan- on the
of the Africanism read from relevant Africanism development
development from the 16th references/sources on from 16th to of Pan-
of Pan- to 19th Century the development of 19th Century Africanism
Africanism (VODYHU\DQG Pan- Africanism during is clearly from 16th to
from the 16th FRORQLDO the slavery and colonial discussed 19th Century
to 19th Century V\VWHPVLQWKH systems from the 16th

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1HZ:RUOG, to the 19th Century. Let
%DFNWR$IULFD them discuss and share
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class.
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 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
1.3 Demonstrate (a) Examine the Group discussion: The Written texts 26
an development Assign students in development and written
understanding of Pan- groups to read relevant of Pan- text in Braille
of the history Africanism references on the Africanism on Pan-
of Pan- GXULQJWKH¿UVW development of Pan- GXULQJWKH¿UVW Africanism
Africanism half of the 20th Africanism during the half of the 20th
during Century ¿UVWKDOIRIWKHth Century is
colonial time Century well examined
and during DQGVKDUHWKH¿QGLQJVLQ

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the struggle the whole class.
against
colonialism

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from 1900 to
1960
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 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Discuss the Brainstorming: The Written text,
contribution Divide students contribution and written
of Pan- into manageable of Pan- texts in braille
Africanism to groups to explore the Africanism to on Pan-
anti-colonial contributions of Pan- anti-colonial Africanism
struggles Africanism (focus struggles in and Ant-
in Africa on conferences and Africa is well colonial
(FRQIHUHQFHV their resolutions) on assessed struggles
DQGWKHLU the African struggles

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UHVROXWLRQV) against colonialism and
VKDUHWKH¿QGLQJVLQWKH

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whole class.

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 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
1:4 Demonstrate Analyse the Brainstorming: The Written texts 26
an development Divide students into development and written
understanding of Pan- manageable groups to of Pan- texts in
of the history Africanism explore the development Africanism braille on the
of Pan- from 1960s of Pan-Africanism from from 1960 to development
Africanism to the present the 1960 to the present the present is of Pan-
from 1960 to ($IULFDQXQLW\ IRFXVRQ$IULFDQXQLW\ well analysed Africanism
the present VWUXJJOHV VWUXJJOHVDJDLQVWQHR
DJDLQVWQHR FRORQLDOLVP$SDUWKHLG

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FRORQLDOLVP DQGJOREDOL]DWLRQ ,
$SDUWKHLGDQG DQGVKDUHWKH¿QGLQJV
JOREDOL]DWLRQ)

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in the whole class for
discussion.
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 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
2.0 Demonstrate 2.1 Demonstrate (a) Explain Group discussion: The concept Written texts 54
mastery of an understanding the concept Guide students in of industrial and written
the history of of the history of of industrial manageable groups to revolution is texts in braille
the industrial industrialisation in revolution read relevant references well explained on industrial
revolution different nations (PHDQLQJ on the meaning, process revolution in
during the 18th and SURFHVVHVDQG and characteristics of Britain
19th Centuries FKDUDFWHULVWLFV) industrial revolution Pictures/
in the 18th and 19th photos of
Centuries and share industries

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WKH¿QGLQJVLQWKH
whole class. Let

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them summarise for
reference.
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15
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Compare the Jigsaw: Divide students The industrial Written
Industrial into manageable groups revolutions documents
Revolution of and assign each group of Britain and written
Britain with a country (Belgium, and Belgium, texts in braille
the revolutions France, Germany, USA, France, on industries
in Belgium, and Japan) to study Germany,
France, country’s industrial USA and
Germany, revolution and compare Japan are well
USA and it with that of Britain. compared

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Japan Let each group share the
¿QGLQJVLQWKHZKROH

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class for discussions.

16
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(c) Discuss the Scenario: Let each The impacts Written texts
impacts of student to imagine some of industrial and written
the 18th and farmers in a village have revolution of texts in braille
19th Centuries started to mechanise the 18th and on Industrial
industrial their farming activities 19th Centuries revolution
revolutions on instead of manual work. are well
the world Ask them to share in the discusssed
whole class what will be
the expected results and

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impacts on the farmers
and the villagers.

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Let them relate their
imaginations and the
D impacts of the 18th and
19th Centuries industrial
revolutions, then allow
class discussions.

17
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
2.2 Demonstrate (a) Discuss the rise Library research/ The industrial Written texts 42
an of industrial resource room: revolutions and written
understanding revolutions Assign students in of the 20th texts in braille
of the of the 20th groups to read from Century and on Industrial
history of Century and relevant references/ their impacts revolution of
industralisation their impacts sources on the rise of are well the 20th
in different on the world discussed
the industrial revolution Century
nations from LQGXVWULDO
of the 20th Century (Asia
the 20 th
UHYROXWLRQVLQ
and Latin America)

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Century to the $VLDDQG/DWLQ Pictures/
and their impacts on photos of
present $PHULFD)
the world. Allow the industries

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students to share the
¿QGLQJVLQWKHZKROH
D class for discussions and
summary.

18
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Discuss the Group discussion: The Written texts
changes and Divide students into changes and and written
continuities manageable groups continuities text in braille
between the to explore changes between on changes
industrial and continuities of the industrial of industrial
revolutions of 18th and 19th Centuries revolution of revolution of
the 18th and and those of the 20th the 18th and 18th and 19th
19th Centuries Century. Let the groups 19th Centuries Centuries
and those share their explorations and those

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of the 20th in the whole class for of the 20th
Century discussions Century are

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well examined

(c) Discuss the Brainstorming: Guide The nature Written texts

D nature and
character of
the Fourth
students in manageable
groups to explore the
nature and character of
and character
of the Fourth
industrial
and written
texts in braille
on the fourth
Industrial the Fourth industrial revolution is industrial
Revolution revolution developing in well examined revolution
evolving in the the 21st Century
21st Century

19
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(d) Discuss the ICT support learning: The impacts Online
impacts of Divide students into of the fourth resources on
the Fourth manageable groups industrial the impacts
industrial and assign them with revolution of the fourth
revolution on appropriate references on global industrial
global changes from the internet such changes revolution
in socio- as journal articles, and in socio-
economic books to study on the economic
and political impact of the Fourth and political

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patterns industrial revolution patterns
GLJLWDO on global changes are clearly
WHFKQRORJ\

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by emphasising on examined
VPDUW
socio-economic and
HFRQRP\H
political patterns (digital
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technology, smart
HFRPPHUFH
development economy. Let each
patterns JURXSVKDUHWKH¿QGLQJV
in the whole class for
discussions.

20
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
2.3 Demonstrate (a) Discuss the Project activity: The nature Written texts 38
an nature and Divide the students into and character and sketch
understanding character of manageable groups and of industrial maps the
of the industrial assign each group a development nature and
history of development country to examine the in Africa from
industralisation in Africa from nature and character of character of
the 1960s to
in Africa the 1960s to industrial development the present is industrial
the present from the 1960s to well asssesed development
the present. Let them in Africa from

ft
write a report, present
the 1960s to
to the whole class
the present

ra
for discussion before
submission.
D

21
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Examine 6HOI5HÀHFWLRQIn The lessons Online
lessons learnt manageable groups learnt from resource and
from the OHWVWXGHQWVWRUHÀHFW the industrial wall maps
industrial on, and write about revolutions on industrial
revolutions lessons that African of the 19th, revolution of
of the 19th, countries can learn to 20th and 21th the 19th, 20th and
20th and 21st develop their industries Centuries 21st Centuries
Centuries from the 19th, 20th to bring
which can and 21st Centuries` industrial

ft
be applied to industrial development. development
bring about Let students present in Africa
industrial

ra
the responses to all are clearly
development
members of the class. examined
in Africa
D

22
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.0 Demonstrate 3.1 Demonstrate (a) Discuss the Brainstoming: The Written texts 14
mastery of an concepts of Guide the students in concepts and written
the history of understanding administration manageable groups to of texts in
administrative of the and brainstorm on types administration braille on the
systems in the origins of administrative of administration and and concepts of
world administrative systems administrative systems administrative administration
systems in the globally and present systems are
ancient world in the whole class for well examined
discussion. Guide

ft
them to relate and
discuss their responses

ra
on the concepts of
administration and
administrative systems
D (emphasise on meaning,
types and advantages
and disadvantages)

23
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Examine Jigsaw: Divide students The Written texts
indigenous LQWR¿YHJURXSVDQG indigenous and sketch
concepts and assign each group to concepts and maps on the
practices of explore indigenous practices of indigenous
administration concepts and practices administration concepts and
and of administrative and practices of
administrative systems in either administrative administration
systems in pre- colonial Africa systems in and
different or Ancient Europe or different administrative

ft
global contexts South America or Asia global systems in
(SUHFRORQLDO or the Middle East. Let contexts are
$IULFD$QFLHQW different

ra
each group share the well examined global contexts
(XURSH6RXWK
¿QGLQJVLQWKHZKROH
$PHULFD$VLD
class for discussion and
D DQGWKH0LGGOH
summary.
(DVW)

24
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.2 Demonstrate (a) Discuss the Think-Ink- Pair- The Written texts 34
an conceptual Share: In collaborative conceptual and written
understanding relationship team, students to read, relationship texts in braille
of the between write and discuss in between on religion
contribution of religion and groups the meaning religion and and
religion to the administration of Theocracy and administration administration
establishment Divine-King/ Ruler is well
of modern and their relationships discussed
administrative to administration. Let

ft
systems each group to present
LWV¿QGLQJVWRWKHZKROH

ra
class for discussion.

25
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Discuss Jigsaw; Divide students The religious Written texts
the extent into manageable groups principles and written
to which and assign each group to that led to texts in braille
religious explore from different changes in on religion and
principles led sources the extent to administrative administration
to changes in which principles of systems in the
administrative indigenous religions world from
systems in the brought changes in the Middle
world from administrative systems Ages to the

ft
the Middle from the Middle Ages 18th Century
Ages to the
to the 18th Century. are well
18th Century

ra
Let each group focus discussed
(LQGLJHQRXV
on either Christianity
UHOLJLRQV
or, Islam, Buddhism
D LQGLIIHUHQW
or Confucianism or
JOREDO
FRQWH[Ws, Shintoism or Judaism,
&KULVWLDQLW\ or African religion. Let
,VODP each group present the
%XGGKLVP ¿QGLQJVLQDFODVVIRU
&RQIXFLDQLVP discussion.
6KLQWRLVP
-XGDLVP
DQG$IULFDQ
UHOLJLRQV)

26
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(c) Examine the Group Discussion: The transition Written
transition from Guide students in from texts on the
religious-based manageable groups religious- transition from
to secular to read from various based to religious-
administrative sources on factors secular based to
systems from for transition from administrative secular
the 15th to 19th religious- based to systems is administrative
Century secular administrative well examined systems
systems from the 15th

ft
to 19th Century. Each
group to present its

ra
¿QGLQJVLQWKHFODVV

27
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.3 Demonstrate (a) Examine Group Discussion: Slavery and Written texts, 42
an slavery and Guide students in feudalism maps and
understanding feudalism as manageable groups to as forms sketch maps
of the forms of socio- explore from different of socio- on slavery
contribution economic sources on how economic and feudalism
of slavery and and political slavery and feudalism and political
feudalism to organisations brought changes to organisations
changes in the administrative systems. are well
administrative examined

ft
systems in
Western
Europe, Asia

ra
and Africa

28
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Assess the Jigsaw: Divide students 7KHLQÀXHQFH Written texts
LQÀXHQFHRI into manageable of slavery and written
slavery and groups and assign each and feudalism texts in braille
feudalism group to examine from on the on slavery,
on the various sources the development feudalism and
development LQÀXHQFHRIVODYHU\ of new administration
of new and feudalism on the administrative
administrative development of new systems in
systems in administrative systems. Western

ft
Western Let each group focus Europe, Asia
Europe, Asia
on either Western and Africa
and Africa

ra
Europe, or Asia or up to the 19th
up to the 19th
Africa. Allow them to Century is
Century
present and discuss their well assessed
D ¿QGLQJVLQWKHFODVV

29
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.4 Demonstrate (a) Discuss lessons ICT support learning: The lessons Online 26
an learnt from Divide students into learnt from resources
understanding European manageable groups European on English
of the political and assign them with political and French
contribution revolutions on appropriate references revolutions revolution
of political the rise of new from the internet such as on the rise
revolutions administrative journal articles, books to of new
in Europe to systems in the study on lessons learnt administrative
the growth world ((QJOLVK from either English systems in

ft
of current DQG)UHQFK or French revolutions the world
administrative UHYROXWLRQV) in relation to the rise are clearly
systems

ra
of new administrative discussed
systems in the world.
Let the groups share the
D ¿QGLQJVLQWKHZKROH
class for discussions and
summary.

30
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Examine the Group discussion: In 7KHLQÀXHQFH Online
LQÀXHQFHRI manageable groups let of the rise of resources
the rise of students explore from capitalism on political
capitalism relevant references on political revolution
on political WKHLQÀXHQFHRIWKH revolutions
revolutions rise of capitalism on and socio-
and socio- political revolutions economic and
economic and and socio-economic and administrative
administrative administrative changes changes up

ft
changes up up to the 19th century. to the 19th
to the 19th
Let them present Century
Century

ra
the responses to all is clearly
members of the class examined
D

31
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.5 Demonstrate (a) Examine the Role-play: Guide The Online 34
an contribution students to role play contribution resources
understanding of crises in the crises in capitalism of crises in on crises in
RIWKHLQÀXHQFH capitalism and their contribution capitalism capitalism
of the capitalist to the to the development to the
crises to the development of new reactionary development
emergence of new and revolutionary of new
of alternative reactionary systems in the 20th reactionary
ideologies and Century (Socialism and

ft
and systems revolutionary and Fascism). Ask revolutionary
of governance systems in the
them questions for systems in the
in the 20th 20th Century

ra
FODUL¿FDWLRQVDQG 20th Century
Century (6RFLDOLVPDQG
summary. is clearly
)DVFLVP
discussed
D

32
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Assess the ICT support learning: The impacts Online
impacts of new Divide students into of new resources and
reactionary groups and assign reactionary wall maps
and them with appropriate and on apartheid
revolutionary references from the revolutionary and zionism
systems internet to study on systems
of the 20th the development of of the 20th
Century on new ideologies in Century on
development the world namely development

ft
of new Apartheid and Zionism of new
ideologies as new reactionary and ideologies in
in the world

ra
revolutionary systems the world is
($SDUWKHLG
of the 20th Century well assessed
=LRQLVP)
and their impacts. Let
D students to present in
the whole class for
discussions.

33
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.6 Demonstrate Examine the Project: Facilitate The Written texts 6
an changing students to be in groups nature and and written
understanding nature and and assign each group character of texts in
of the character of with one African administrative braille on the
administrative administrative country to explore and systems which nature and
systems systems which write a report on the developed in character of
built in post- developed in nature and character of Africa from administrative
colonial Africa Africa from administrative systems the 1960s to systems which
the 1960s to developed in such a the present developed in

ft
the present country from the 1960s is clearly Africa from
to the present. Let them examined the 1960s to

ra
share the report with the the present
whole class
D

34
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
4.0 Conduct a 4.1 Conduct a (a) Design and Project activity: Guide A project is Online 16
project in project in carry out a individual student to well designed resources on
History History project in any select any historical conducting
area of your topic on any area of project in
competence his/ her competence.
History
Guide him/her to
design and develop data
collection tools, collect
information, write a

ft
report and submit it.

ra
D

35
 Form VI

Table 4: 'HWDLOHGFRQWHQWIRU)RUP9,

Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
1.0 Demonstrate 1.1 Demonstrate (a) Explain the Think-Ink- Pair- The concept Written texts 54
mastery of an concept of Share: In collaborative of threats to and written
the history understanding threats to team, students to read, world peace texts in braille
of threats to of the history world peace write and discuss in and security on threats to
world peace of the great and security groups the meanings is clearly World peace
wars of the 17th (PHDQLQJDQG and features of peace, explained and Security

ft
to 19 Century
th
IHDWXUHV) security and threats
to world peace and

ra
security. Let each group
WRSUHVHQWLWV¿QGLQJV
D to the whole class for
discussion

36
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Analyse the Jigsaw: Divide students The great Written texts
great wars into manageable groups wars fought about the great
fought from and assign each group to from the 17th wars from 17th
the 17th to the explore from different to the 19th to 19th Century
19th Century sources the great wars Century and
and their that happened from the their impacts
impacts on 17th to 19th Century and on world
world peace their impacts on world peace and
and security peace and security. Let security are

ft
(<HDUV:DU, each group focus on well analysed
1DSROHRQLF either the 30 Years War,
ZDUDQG

ra
or Napoleonic war, or
)UDQFR
Franco-Prussian War.
3UXVVLDQZDU
Let each group present
D WKH¿QGLQJVLQDFODVV
for discussion

37
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(c) Discuss the Jigsaw: Divide students The ways in Written texts
ways in which into manageable groups which great about the great
great wars and assign each group to wars fought wars from 17th
fought from examine from different from the to 19th Century
the 17th to the sources the ways great 17th to the
19th Century wars from the 17th and 19th Century
generated 19th Century generated generated
new ideas on new ideas on world new ideas on
world peace peace and security. Let world peace

ft
and security each group focus on and security
(:HVWSKDOLD either the Westphalia are clearly
7UHDW\

ra
Treaty or sovereignty discussed
VRYHUHLJQW\
or balance of power or
EDODQFHRI
military alliances. Let
D SRZHUDQG
PLOLWDU\ each group present the
DOOLDQFHV) ¿QGLQJVLQDFODVVIRU
discussion.

38
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
1.2 Demonstrate (a) Examine the Think-Ink- Pair- The Online 111
an contributions Share: In collaborative contributions resources on
understanding of world wars team, students to read, of world world wars
of the history and tensions in write, and discuss in wars and of the 19th
RIFRQÀLFWVDQG undermining groups the contribution tensions in Century to
wars of the 20th world peace of world wars and undermining 1940s
Century and security tensions namely world peace
from the late colonial rivalries, First and security
19th Century and Second World Wars from the late

ft
to 1940s and the Manchuria 19th Century
(Colonial Crisis in undermining to 1940s
rivalries, First

ra
world peace and are clearly
World War,
security from the late examined
Manchuria
19th century to the
D crisis and
1940s. Let each group
Second World
War) WRSUHVHQWLWV¿QGLQJV
to the whole class for
discussion.

39
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Discuss Discussion: In The efforts Written texts
changing manageable groups let to overcome on the efforts
efforts pursued students explore from threats to to overcome
to overcome relevant references world peace threats to
threats to the changing efforts from the late world peace
world peace to overcome threats 19th Century
from the late to world peace from to 1940s
19th Century the late 19th Century are clearly
to the 1940s by focusing on the discussed.

ft
(%HUOLQ efforts taken in Berlin
&RQIHUHQFH Conference, Versailles
9HUVDLOOHV

ra
Treaty, League of
3HDFH7UHDW\
Nations, and United
WKH/HDJXHRI
Nations. Let them
D 1DWLRQVDQG
discuss and present the
WKH8QLWHG
1DWLRQV) ¿QGLQJVWRDOOPHPEHUV
of a class.

40
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(c) Examine the Group Discussion: The cold Online
extent to Guide students in war politics resources
which cold manageable groups to and the arms on cold war
war politics explore from relevant race that politics and
and the arms sources the extent to threatened the arms race
race threatened which the Cold War and world peace threatened
world peace arms race threatened and security world peace
and security world peace and from the and security
from the 1940s security from the 1940s 1940s to from the 1940s

ft
to the 1990s to 1990s. Let each group the 1990s to the 1990s
SUHVHQWWKH¿QGLQJVLQ are clearly

ra
the class. examined
(d) Examine the Group Discussion: The efforts ICT devices
D efforts made In manageable groups to overcome with contents
to overcome allow students to threats to on the
threats to explore from relevant world peace improvement
world peace references the efforts and security of relationship
caused by cold to overcome threats caused by between the
war politics to world peace caused cold war antagonists of
and the arms by the Cold War and politics and the cold war
race (1XFOHDU politics by focusing on the arms
3UROLIHUDWLRQ Nuclear Proliferation race are well
Treaties (SALT and examined.

41
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
 7UHDWLHV6$/7 SALT II), the Camp
,6$/7,,  David Peace Accord and
&DPS'DYLG Oslo Accord. Let them
3HDFH$FFRUG discuss and present the
1979 and ¿QGLQJVWRDOOPHPEHUV
2VOR$FFRUG of a class.
1993)
1.3 Demonstrate (a) Examine the Group Discussion: The rise of ICT devices 40
an rise of new Guide students in new threats to with contents

ft
understanding threats to manageable groups world peace on terrorism
of new threats world peace to explore the rise of and security and cyber

ra
to world peace and security new threats to world is clearly security
and security (WHUURULVPDQG peace and security by examined
DV\PPHWULF focusing on terrorism,
D ZDUF\EHU asymmetric war, cyber
VHFXULW\ security, and radicalism.
UDGLFDOLVP Let each group discuss
DQGSUHVHQWWKH¿QGLQJV
in the class.

42
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(b) Discuss the Case Studies: Provide Differences Written texts
differences students with texts on between on traditional
between traditional and new traditional and and new threat
traditional and threats to world peace new threats to to world peace
new threats to and security to read world peace
world peace on nature, character, and security
and security and pattern. Then in terms
(QDWXUH organise students in of nature,
FKDUDFWHUDQG manageable groups character

ft
SDWWHUQ to differentiate new and pattern
threats from traditional are clearly

ra
threats to world peace discussed
and security in terms
of nature, character and
D pattern.

43
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(c) Discuss Group Discussion: strategies to Written texts
strategies to Guide students in overcome on strategies to
overcome manageable groups to new threats to overcome new
new threats to identify from relevant world peace threats
world peace sources new threats and security
and security to world peace and are clearly
VHFXULW\DQG¿QG discussed
out different ways
to overcome each

ft
threat. Let each group
present in the class for

ra
discussion.
1.4 Demonstrate (a) Examine the Group discussion: The nature ICT devices 48
an D nature and Guide students in their and character with contents
understanding character of groups to explore from of ethnic and on ethnic and
of the threats ethnic and references the meaning civil wars inter-ethnic
to world peace civil wars and of ethnic and civil war. and threats to wars
resulting from the threats they Let them investigate the world peace
civil and ethnic pose on world nature and character of and security
wars peace and each ethnic and civil is clearly
security wars and the threats examined
they pose on world ions.

44
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
(.RVRYR peace and security by
FRQÀLFW focusing on Kosovo
5ZDQGDDQG FRQÀLFW5ZDQGDDQG
%XUXQGL&LYLO Burundi Civil Wars,
:DUV6RPDOLD Somalia, Rohingya,
&HQWUDO$IULFD Cambodia, Yemen, and
5HSXEOLF the Palestinian-Israel
0DOL FRQÀLFW/HWJURXSV
5RKLQJ\D, VKDUHWKH¿QGLQJVRI

ft
&DPERGLD each group to the whole
<HPHQWKH class for discuss
3DOHVWLQLDQ

ra
,VUDHOFRQÀLFW)

(b) Examine the

D Case study: Let The Online
extent to students in groups study connection resources
which ethnic a case of the USA, between on the
and civil wars Britain, France, Russia, ethnic and relationship
are connected China and Germany civil wars between
to the global industrial military to global ethnic wars
industrial- complex. From the case industrial and global
military study, allow students to military industrial
complex investigate the extent to complex is military
well examined complex

45
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
which ethnic and civil
wars are connected with
the global industrial-
military complex.
(c) Discuss peace Group Discussion: The peace Online
building Guide students to building resources on
strategies discuss how their strategies are peace building
in countries societies build and well discussed strategies
affected by maintain peace and

ft
ethnic and share their ideas with
civil wars the whole class.

ra
Let students in groups
WRUHODWHWKHLU¿QGLQJV
D with the peace building
strategies in countries
affected by ethnic and
civil wars.

46
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
2.0 Demonstrate 2.1 Demonstrate (a) Explain the Brainstorming: Guide The Online 67
mastery of an concept of students in groups concept of resources on
the history of understanding development to brainstorm on the development the concept of
development in of the in post- concept of development in post- development
Africa history of colonial Africa and let them identify colonial in post-
development in (meaning and different indicators Africa is well colonial Africa
post-colonial indicators) of development in explained
Africa post-colonial Africa.
Facilitate them to

ft
present in the class for
discussion.

ra
(b) Appraise Brainstorming: Guide Political, ICT devices
political, students in groups to economic with contents
D economic, investigate on political, and social political,
and social economic, and social developments economic,
developments developments that in different and social
in different are available in their regions of developments
regions of society and share in the Africa from in different
Africa from class, and then let them the 1960s to regions of
the 1960 to evaluate and share the present are Africa from
present political, economic, and well evaluated the 1960 to
social developments in present

47
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
((DVWHUQ different countries in
:HVWHUQ Africa from Eastern,
6RXWKHUQDQG Western, Southern
1RUWKHUQ and Northern African
$IULFD) regions from the 1960 to
the present.
(c) Discuss the Think-Ink-Pair- The internal Online
internal and Share: Guide students and external resources
external in groups to identify factors on internal

ft
factors the factors hindering hindering and external
hindering development in their political, factors

ra
political, societies and share their social, hindering
social, ideas in the class. technological, political,
technological Group Discussion: and economic social,
D and economic
development
in Africa from
Facilitate students to
discuss and share the
internal and external
development
in Africa from
the 1960s to
technological
and economic
development
the 1960s to factors hindering the present
in Africa from
the present political, social, are well
the 1960s to
technological, and discussed.
the present
economic developments
in Africa from the 1960s
to the present

48
 Number
6SHFL¿F Learning Suggested teaching Assessment Suggested
Main competence of
competence activities and learning methods criteria resources
periods
3.0 Conduct a 3.1 Conduct a Complete and Guide the students A project in Online 20
project in project in submit for to write and submit a History is resources
History History assessment the report on the project well written conducting
project initiated in initiated in Form Five and submitted project in
Form Five for assessment History

ft
ra
D

49
 Bibliography

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Adi, H. (2018). 3DQ$IULFDQLVP$+LVWRU\. Bloomsbury.
Anstey, R. (1975): 7KH$WODQWLF6ODYH7UDGHDQG%ULWLVK$EROLWLRQ. London
Bean, J.M. W (1968): 7KH'HFOLQHRI(QJOLVK)HXGDOLVP. University of Chicago Press.
Bendersky, J. W. (2000). $+LVWRU\RI1D]L*HUPDQ\. Burnham Publishers.
Birn, Ryamond, (1977). Crisis, $EVROXWLVP5HYROXWLRQV: Europe, 1648-1789/91. The Dryden Press.

ft
Cambridge Assessment International Education. (2020 6\OODEXV&DPEULGJH2OHYHO+LVWRU\

ra
&DPEULGJH$VVHVVPHQW,QWHUQDWLRQDO DQG 6\OODEXV&DPEULGJH IGCSE™
Cohen, M. J (1987). 7KH2ULJLQDQG(YROXWLRQRIWKH$UDE±,VUDHOL&RQÀLFW.
University of California Press.D
Duggan, C. (2013). )DVFLVW9RLFHV$QLQWLPDWH+LVWRU\RI0XVVROLQL¶V,WDO\. Vintage.
Roy, W. (1968). (XURSHLQWKH*OREDO$JHWRWKH3UHVHQW. Dood, Mead & Company.
Hakim, A, & Marika, S. (2003), 3DQ$IULFDQ+LVWRU\3ROLWLFDO)LJXUHVIURP$IULFDDQGWKH

'LDVSRUD6LQFH. Routledge.

Hane, M. (2013). $0RGHUQ-DSDQ$+LVWRULFDOVXUYH\. Westview Press.

50
Lenaga, S. (1979): -DSDQ¶VODVW:DU:RUOG:DU,,DQG-DSDQHVH. B. Blackwell

Lowe, N. (2005). 0DVWHULQJ0RGHUQ:RUOG+LVWRU\)RXUWK(GLWLRQ. Palgrave, Macmillan.

Mauritius Institute of Education. (2015). 1DWLRQDO&XUULFXOXP)UDPHZRUN1LQH<HDU

&RQWLQXRXV%DVLF(GXFDWLRQ 5HSXEOLFRI0DXULWLXV .

Ministry of Education and Culture. (2005). +LVWRU\6\OODEXVIRU$GYDQFH6HFRQGDU\

(GXFDWLRQ)RUP9 9,. Tanzania Institute of Education

Ministry of Education and Vocational Training. (2010). +LVWRU\6\OODEXVIRU$GYDQFHG

6HFRQGDU\(GXFDWLRQ)RUP9 9,. Tanzania Institute of Education

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Paxton, R. (2005). 7KH$QDWRP\RI)DVFLVP. vintage.

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Roessler, S, & Reny M. (2003), (XURSH)URP(QOLJKWHQPHQWWR:RUOG:DU.

5RZPDQDQG/LWWOH¿HOG3XEOLVKHUV
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