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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Meaning of Democracy.
Direct Democracy.
|
By the end of the
lesson, the learner
should be able to:
Define the term democracy. Define the term pure/direct democracy. Identify forms of direct democracy. |
Q/A: Definition. Discussion: types of democracy. Exposition of new terms such as referendum. |
Student
book |
KLB BK II
Pgs 140-141 evolving world pages 167 |
|
| 1 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
Meaning of Democracy.
Direct Democracy.
|
By the end of the
lesson, the learner
should be able to:
Define the term democracy. Define the term pure/direct democracy. Identify forms of direct democracy. |
Q/A: Definition. Discussion: types of democracy. Exposition of new terms such as referendum. |
Student
book |
KLB BK II
Pgs 140-141 evolving world pages 167 |
|
| 1 | 3 |
DEMOCRACY AND HUMAN RIGHTS
|
Indirect / Representative Democracy.
|
By the end of the
lesson, the learner
should be able to:
Outline the essentials of representative democracy. |
Q/A: meaning of Indirect /Representative Democracy.
Exposition: essentials of Indirect /Representative Democracy. |
Student
book |
KLB BK II
Pgs 141-144 evolving world pages 168 |
|
| 1 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
Principles of Democracy.
|
By the end of the
lesson, the learner
should be able to:
Explain factors necessary for democracy to flourish. |
Probing questions;
Exposition; Discussion. |
Student
book |
KLB BK II
Pgs 142-143 evolving world pages 169 |
|
| 2 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Principles of Democracy.
|
By the end of the
lesson, the learner
should be able to:
Explain factors necessary for democracy to flourish. |
Probing questions;
Exposition; Discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 143-144 evolving world pages 169 |
|
| 2 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
Definition of Human Rights.
|
By the end of the
lesson, the learner
should be able to:
Define human rights, fundamental human rights and civil liberties. |
Q/A: teacher elicits definitions.
Discussion: grouping human rights into political and civil rights/civil liberties. |
Newspaper cuttings on human rights.
Extract of the constitution on human rights. |
KLB BK II
Pgs 145-146 evolving world pages 170 |
|
| 2 | 3 |
DEMOCRACY AND HUMAN RIGHTS
|
The Bill of Rights.
The United Nations charter on Human Rights. |
By the end of the
lesson, the learner
should be able to:
Identify Rights outlined in the Bill of Rights. |
Q/A: Review the Bill of Rights and the Rights outlined in the Bill.
|
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 146-148 evolving world pages 175 |
|
| 2 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
The Universal Declaration of Human Rights.
|
By the end of the
lesson, the learner
should be able to:
Highlight contents of the Universal Declaration of Human Rights. |
Exposition and brief discussion.
|
|
KLB BK II
Pg 150 evolving world pages 173 |
|
| 3 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Economic, Social & cultural Rights.
|
By the end of the
lesson, the learner
should be able to:
Substantiate provision of economic, social & cultural Rights. |
Q/A & Discussion.
|
Constitution of Kenya
Charts Pictures |
KLB BK II
Pg 150 evolving world pages 174 |
|
| 3 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
Civil and Political Rights.
|
By the end of the
lesson, the learner
should be able to:
Describe civil and political Rights. |
Brief discussion.
|
Constitution of Kenya
Charts Pictures |
KLB BK II
Pg 151 evolving world pages 175 |
|
| 3 | 3 |
DEMOCRACY AND HUMAN RIGHTS
|
The UN Convention on Rights of a Child.
|
By the end of the
lesson, the learner
should be able to:
Outline Rights that children are entitled to. |
Q/A & detailed discussion on children?s Rights.
|
Newspaper, extracts on Human Rights / Rights of a child.
|
KLB BK II
Pgs 151-155 evolving world pages 176 |
|
| 3 | 4 |
DEMOCRACY AND HUMAN RIGHTS
|
The Right of a Child in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify legal provisions that safeguard children?s Rights in Kenya. |
Q/A: review UN Convention on Rights of the child.
Brief discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 155-156 evolving world pages 180 |
|
| 4 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Classification of human Rights.
|
By the end of the
lesson, the learner
should be able to:
Classify human Rights. |
Tabulate human Rights.
Brief discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 156-157 evolving world pages 180 |
|
| 4 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
Classification of human Rights.
|
By the end of the
lesson, the learner
should be able to:
Classify human Rights. |
Tabulate human Rights.
Brief discussion. |
Constitution of Kenya
Charts Pictures |
KLB BK II
Pgs 156-157 evolving world pages 180 |
|
| 4 | 3 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Reasons for European invasion.
Meanings of the terms Scramble & Partition. Methods used to acquire colonies in Africa. |
By the end of the
lesson, the learner
should be able to:
Give reasons for European invasion of Africa. |
Brain storming,
Discussion. |
Maps showing colonies
|
KLB BOOK III PP 1-2.
|
|
| 4 | 4 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Factors leading to scramble for colonies in Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain factors leading to scramble for colonies in Africa. |
Exposition & detailed discussion.
|
Maps showing colonies
|
KLB BOOK III P3
|
|
| 5 | 1 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
The process of partition of Africa.
European colonies in Africa.
|
By the end of the
lesson, the learner
should be able to:
Describe the process of partition of Africa. Identify African colonies possessed by each European country. |
Exposition: principles & terms of the Berlin Conference.
Discussion: process of partitioning in Africa. Q/A discussion. |
Maps showing colonies |
KLB BOOK III PP 6
|
|
| 5 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
The impacts of partitioning of Africa.
|
By the end of the
lesson, the learner
should be able to:
Explain the political, economic and social impacts of partitioning of Africa. |
Exposition & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III PP8
|
|
| 5 | 3 |
Africans
|
Leaders who offered resistance.
|
By the end of the
lesson, the learner
should be able to:
Outline factors influencing African reactions to European colonization. Identify the two basic ways of African reactions to European colonization. Give examples of African leaders who offered military resistance to European Colonization. |
Oral questioning followed by a discussion.
Discussion on resistant African leaders |
Photograph
Newspaper cuttings Students |
KLB BOOK III.
P10 |
|
| 5 | 4 |
Africans
|
The causes & course of Maji Maji rebellion.
Reasons for failure of the uprising. Results of uprising. |
By the end of the
lesson, the learner
should be able to:
Outline the causes of Maji Maji rebellion. Describe the course of Maji Maji rebellion. |
Simulation & detailed discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 10. |
|
| 6 | 1 |
Africans
|
Causes & course of Toure
|
By the end of the
lesson, the learner
should be able to:
Describe the resistance by the Mandinka to French imposition. State causes of Toure |
Oral questions.
Exposition. Discussion |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 13 |
|
| 6 | 2 |
Africans
|
Toure
|
By the end of the
lesson, the learner
should be able to:
Give reasons for Samouri |
Q/A & guided discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 18 |
|
| 6 | 3 |
Africans
|
The Ndebele War.
The Shona
|
By the end of the
lesson, the learner
should be able to:
Explain the causes of the Ndebele War. Describe the course of the war. Identify grievances of the Shona & Ndebele against the British. |
Descriptive approach;
Exposition. |
Map: British occupation of Zimbabwe
|
KLB BOOK III. P19 |
|
| 6 | 4 |
Africans
|
Collaboration of the Baganda to European invasion.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for Collaboration of the Baganda to European invasion. Describe the course of collaboration. |
Q/A & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III.
P21 |
|
| 7 | 1 |
Africans
|
The factors of Buganda Agreement.
|
By the end of the
lesson, the learner
should be able to:
Explain The factors of agreement. Explain significance of Buganda agreement. Explain results of Baganda collaboration. |
Exposition & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III.
P 24 |
|
| 7 | 2 |
Africans
|
The collaboration of the Lozi to British invasion.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for Lewanika |
Detailed discussion.
|
Map: regions occupied by the Lozi.
|
KLB BOOK III.
P 25 |
|
| 7 | 3 |
Africans
|
The collaboration of the Lozi to British invasion.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for Lewanika |
Detailed discussion.
|
Map: regions occupied by the Lozi.
|
KLB BOOK III.
P 25 |
|
| 7 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Factors leading to scramble & partition of East Africa.
The process of partition of East Africa. |
By the end of the
lesson, the learner
should be able to:
Discuss factors leading to scramble & partition of East Africa. |
Q/A, review scramble & partition of Africa. Discuss scramble for East Africa. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. PP 31. |
|
| 8 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
British occupation of Kenya.
|
By the end of the
lesson, the learner
should be able to:
Outline the process British occupation of Kenya. Identify problems faced by the I.B.E.A. company in administering the British territory. Identify methods used to establish colonial rule in Kenya. |
Exposition & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 36 |
|
| 8 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Resistance to British invasion.
|
By the end of the
lesson, the learner
should be able to:
Identify communities that resisted British rule. Give reasons for the resistance. Analyse the results of the resistance. State reasons for their failure. |
Detailed discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 38 |
|
| 8 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & the course of Nandi resistance.
|
By the end of the
lesson, the learner
should be able to:
State the causes of the Nandi resistance. Describe the course of Nandi resistance. |
Q/A & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 38 |
|
| 8 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Reasons for long resistance and eventual defeat.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for long resistance and eventual defeat of the Nandi. Explain factors for the defeat of the Nandi resistance. |
Detailed discussion & assignment.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P40 |
|
| 9 |
Mid term break |
|||||||
| 10 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of Agiriama
resistance.
Causes & course of the Bukusu resistance. |
By the end of the
lesson, the learner
should be able to:
State the causes of the Agiriama resistance. Analyse results of Agiriama resistance. |
Q/A & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 41 |
|
| 10 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
The causes & the courses of the Somali resistance.
|
By the end of the
lesson, the learner
should be able to:
State the causes of the Somali resistance. Outline the results of Somali resistance. |
Q/A & detailed discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 43 |
|
| 10 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Reasons for failure of armed African resistance.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for failure of armed African resistance. |
Q/A & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 44 |
|
| 10 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of collaboration by the Maasai.
|
By the end of the
lesson, the learner
should be able to:
State causes of collaboration by the Maasai. Describe the course of collaboration by the Maasai. Identify the positive and negative results of the collaboration of the Maasai with the British. |
Q/A, exposition & explanations.
|
Students
|
KLB BOOK III. P 41 |
|
| 11 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes and results of Akamba resistance.
Causes and results of collaboration by the Akamba.
Causes, course and results of the resistance by the Agikuyu. Causes, course and results of the collaboration by the Agikuyu. |
By the end of the
lesson, the learner
should be able to:
State causes of collaboration by the Akamba. Analyse results of the collaboration. |
Oral questions, brief explanations.
|
Students
Resource person. Students |
KLB BOOK III. P 48 |
|
| 11 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes, course and results of the collaboration by the Luo.
|
By the end of the
lesson, the learner
should be able to:
State the causes of the collaboration by the Luo. Describe the course of their collaboration. Analyse the results of collaboration |
Q/A & Discussion. Assignment: Essay questions. |
Resource person.
|
KLB BOOK III. P 52 |
|
| 11 | 3 |
COLONIAL ADMINISTRATION
|
Features of Colonial Rule.
Indirect Rule.
|
By the end of the
lesson, the learner
should be able to:
Outline the features of colonial rule. Define the term Indirect Rule. Outline features of Indirect Rule. |
Explanations and Discussion.
|
Students
|
KLB BOOK III. P 57 |
|
| 11 | 4 |
COLONIAL ADMINISTRATION
|
Colonial Central Government & Colonial Local Government.
|
By the end of the
lesson, the learner
should be able to:
Describe the Administrative structure of British Administration Describe the Administrative structure of colonial local government. |
Flow diagram: colonial Administration structure.
Q/A: provincial administration structure. Resource person: ex |
Chart:
Colonial Administration structure |
KLB BOOK III. P 57 |
|
| 12 | 1 |
COLONIAL ADMINISTRATION
|
The British in Kenya.
The British in Nigeria. |
By the end of the
lesson, the learner
should be able to:
Describe direct and indirect rule of British Administration in Kenya. Identify effects of indirect rule in Kenya. |
Detailed discussion on British Administration in Kenya.
Q/A: effects of indirect rule. Teacher gives a summary of the effects. |
Students
|
KLB BOOK III. P 57 |
|
| 12 | 2 |
COLONIAL ADMINISTRATION
|
Reasons and shortcomings of Indirect Rule in Nigeria.
|
By the end of the
lesson, the learner
should be able to:
Highlight reasons for indirect rule in Nigeria. Identify shortcomings of indirect rule if Nigeria. |
Oral questions & detailed discussion
|
Students
|
KLB BOOK III.
P 61 |
|
| 12 | 3 |
COLONIAL ADMINISTRATION
|
The British in Zimbabwe. (Southern Rhodesia.)
|
By the end of the
lesson, the learner
should be able to:
Outline the role of Cecil Rhodes in British Administration in Zimbabwe. Describe the structure of direct rule in Zimbabwe. |
Exposition & Discussion.
|
Students
|
KLB BOOK III. P 62 |
|
| 12 | 4 |
COLONIAL ADMINISTRATION
|
Reasons for and shortcomings of British Direct Rule in Zimbabwe.
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for and shortcomings of British direct rule in Zimbabwe. |
Exposition & detailed discussion.
|
Students
|
KLB BOOK III. P 64 |
|
| 13 | 1 |
COLONIAL ADMINISTRATION
|
Effects of Direct Rule in Zimbabwe.
|
By the end of the
lesson, the learner
should be able to:
List down effects of direct rule in Zimbabwe. |
Q/A & highlighting the effects of Direct Rule in Zimbabwe.
|
Map: location of Zimbabwe.
|
KLB BOOK III. P 64 |
|
| 13 | 2 |
COLONIAL ADMINISTRATION
|
Aspects of Assimilation.
|
By the end of the
lesson, the learner
should be able to:
Identify aspects of assimilation as a method of administration. |
Exposition, Q/A and detailed discussion.
|
Students
|
KLB BOOK III. P 65. |
|
| 13 | 3 |
COLONIAL ADMINISTRATION
|
Benefits and effects of French Assimilation in Senegal.
|
By the end of the
lesson, the learner
should be able to:
Identify benefits enjoyed by sssimilated Africans in the four communes. Explain the failures of Assimilation Policy. Analyse the effects of Assimilation In Senegal. |
Exposition, Q/A and detailed discussion
|
Map: location of Senegal.
|
KLB BOOK III. P 68 |
|
| 13 | 3-4 |
COLONIAL ADMINISTRATION
|
Benefits and effects of French Assimilation in Senegal.
|
By the end of the
lesson, the learner
should be able to:
Identify benefits enjoyed by sssimilated Africans in the four communes. Explain the failures of Assimilation Policy. Analyse the effects of Assimilation In Senegal. |
Exposition, Q/A and detailed discussion
|
Map: location of Senegal.
|
KLB BOOK III. P 68 |
|
| 14 |
End term exam and closing |
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