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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
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 |
|
| 1 | 3-4 |
COLONIAL ADMINISTRATION
|
Colonial Central Government & Colonial Local Government.
The British in Kenya. |
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. Describe direct and indirect rule of British Administration in Kenya. Identify effects of indirect rule in Kenya. |
Flow diagram: colonial Administration structure.
Q/A: provincial administration structure. Resource person: ex Detailed discussion on British Administration in Kenya. Q/A: effects of indirect rule. Teacher gives a summary of the effects. |
Chart:
Colonial Administration structure Students |
KLB BOOK III. P 57 |
|
| 1 | 5 |
COLONIAL ADMINISTRATION
|
The British in Nigeria.
|
By the end of the
lesson, the learner
should be able to:
Outline the role of Fredrick Lugard in administering Nigeria indirectly. Describe the structure of indirect rule in Nigeria. |
Detailed discussion.
|
Students
|
KLB BOOK III. P 60 |
|
| 2 | 1 |
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 |
|
| 2 | 2 |
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 |
|
| 2 | 3-4 |
COLONIAL ADMINISTRATION
|
Reasons for and shortcomings of British Direct Rule in Zimbabwe.
Effects of 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. List down effects of direct rule in Zimbabwe. |
Exposition & detailed discussion.
Q/A & highlighting the effects of Direct Rule in Zimbabwe. |
Students
Map: location of Zimbabwe. |
KLB BOOK III. P 64 |
|
| 2 | 5 |
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 |
|
| 3 | 1 |
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. |
|
| 3 | 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. |
|
| 3 | 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 |
|
| 3 | 5 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
The Uganda Railway.
|
By the end of the
lesson, the learner
should be able to:
Give reasons for building the railway. |
Oral questions & brief discussion.
|
Map: the Uganda railway & slave trade routes.
|
KLB BOOK III.
P 71 |
|
| 4 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
The process of building the railway and the problems encountered.
|
By the end of the
lesson, the learner
should be able to:
Describe the process of building the railway. Identify the problems encountered. |
Oral questions & brief discussion.
|
Map: the Uganda railway & slave routes.
|
KLB BOOK III. P 72 |
|
| 4 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Effects of construction of the Uganda railway.
|
By the end of the
lesson, the learner
should be able to:
Outline effects of construction of Uganda railway. |
Q/A and brief discussion.
|
Students
|
KLB BOOK III. P 74. |
|
| 4 | 3-4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Settler farming in Kenya.
Problems encountered by the settlers in Kenya. |
By the end of the
lesson, the learner
should be able to:
State the reasons for settler farming in Kenya. Explain methods used by the colonial government to promote settler farming. Identify problems encountered by the settlers in Kenya. |
Exposition & discussion.
|
Map: white highlands in Kenya.
Students, MapsCharts |
KLB BOOK III.
P 76 KLB BOOK III. P 78 |
|
| 4 | 5 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Crops grown by European settlers in Kenya.
|
By the end of the
lesson, the learner
should be able to:
Identify crops grown by European settlers in Kenya and where they were grown. |
Q/A: listing down the crops and mentioning the areas they were first introduced.
|
Students
|
KLB BOOK III. P 79 |
|
| 5 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Colonial land policies.
|
By the end of the
lesson, the learner
should be able to:
Outline elements of Colonial land policies. |
Exposition: major land policies.
|
Map: white highlands in Kenya.
|
KLB BOOK III. P 82. |
|
| 5 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Consequences of colonial land policies.
|
By the end of the
lesson, the learner
should be able to:
Analyse the consequences of colonial land policies. |
Exposition: consequences of major land policies.
|
Students,MapsCharts
|
KLB BOOK III. P 82 |
|
| 5 | 3-4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Devon shire White Paper (1923).
Background.
Devonshire White Paper. Recommendations and effects |
By the end of the
lesson, the learner
should be able to:
Trace the background of Devon shire White Paper. State the grievances of settlers, Asians and Africans. Outline the recommendations of the Devon shire White Paper. Enumerate effects of the Devon shire White Paper. |
Exposition, probing questions & discussion.
|
Students,MapsCharts
|
KLB BOOK III. P 83 KLB BOOK III. P84 |
|
| 5 | 5 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Devonshire White Paper.
Recommendations and effects
|
By the end of the
lesson, the learner
should be able to:
Outline the recommendations of the Devon shire White Paper. Enumerate effects of the Devon shire White Paper. |
Exposition, probing questions & discussion.
|
Students
|
KLB BOOK III. P84 |
|
| 6 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Urbanization Definition & reasons for Urbanization.
|
By the end of the
lesson, the learner
should be able to:
Define urbanization. Give reasons for influx of Africans into urban areas. |
Q/A: meaning of urbanization and reasons for influx into towns.
Brief discussion. |
Students. MapsCharts
|
KLB BOOK III. P 85 |
|
| 6 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Consequences of Urbanization.
|
By the end of the
lesson, the learner
should be able to:
State positive and negative consequences of Urbanization. |
Oral questions and brief discussion.
|
MapsCharts
|
KLB BOOK III. P 87 |
|
| 6 | 3-4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of early
Primary & Secondary Education.
Development of early University Education. |
By the end of the
lesson, the learner
should be able to:
Describe the development of primary and secondary education. Describe the development of university education in colonial Kenya. |
Q/A: review role of the missionaries in development of education.
Brief discussion: primary & secondary of Africans and European education. Exposition & discussion. |
Students
Maps Charts |
KLB BOOK III. P 88 KLB BOOK III. P 91 |
|
| 6 | 5 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of early University Education.
|
By the end of the
lesson, the learner
should be able to:
Describe the development of university education in colonial Kenya. |
Exposition & discussion.
|
Maps
Charts |
KLB BOOK III. P 91 |
|
| 7 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of Health.
|
By the end of the
lesson, the learner
should be able to:
Describe African initiative in the field of health. State effects of introduction of Western medicine in Kenya during the colonial period. |
Q/A & brief discussion.
|
Students
|
KLB BOOK III. P 93 |
|
| 7 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Early political organizations up to 1939.
The East Africa Association. (EAA)
|
By the end of the
lesson, the learner
should be able to:
Identify officials of EAA. Outline the activities of EAA. Highlight the achievements of EAA. |
Q/A: review problems facing Africans.
Detailed discussion. |
Maps
Charts |
KLB BOOK III.
P 96 |
|
| 7 | 3-4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Kikuyu Central Association (KCA).
Kavirondo Tax Payers |
By the end of the
lesson, the learner
should be able to:
Identify officials of KCA. Outline the activities of KCA. Highlight the achievements of KCA. Identify officials of Kavirondo Tax Payers |
Detailed discussion.
Exposition, probing questions and discussion. |
Students
Maps Charts |
KLB BOOK III. P 98 |
|
| 7 | 5 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Ukamba African Association.
|
By the end of the
lesson, the learner
should be able to:
Identify officials of the Ukamba African Association. Outline the activities of Ukamba African Association. Highlight the achievements of Ukamba African Association. |
Exposition and discussion.
|
Maps
Charts |
KLB BOOK III. P 100 |
|
| 8 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Coast African Association.
|
By the end of the
lesson, the learner
should be able to:
Identify officials of the Coast African Association. Outline the activities and achievements Coast African Association. |
Exposition, probing questions and discussion.
|
Students
|
KLB BOOK III. P 101. |
|
| 8 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Taita Hills Association.
|
By the end of the
lesson, the learner
should be able to:
Identify officials of the Taita Hills Association. Outline the activities and achievements of Taita Hills Association. |
Exposition and detailed discussion
|
Maps
Charts |
KLB BOOK III. P 101 |
|
| 8 | 3-4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Political organizations & movements after 1945.
KASU.
KAU |
By the end of the
lesson, the learner
should be able to:
Identify the objectives of KASU Outline the activities of the organization. Identify the objectives of KAU. Outline the activities of the organization. |
Detailed discussion.
Probing questions & detailed discussion. |
Maps
Charts Students |
KLB BOOK III. P 102 KLB BOOK III. P 107 |
|
| 8 | 5 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Mau Mau War.
|
By the end of the
lesson, the learner
should be able to:
Explain the role of ex-servicemen in Mau Mau War. Give an outline of Mau Mau War. State the consequences of Mau Mau War. |
Resource person,
Detailed discussion. |
Resource person.
|
KLB BOOK III. P 110 |
|
| 9 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
KANU & KADU.
|
By the end of the
lesson, the learner
should be able to:
Outline the principles & activities of KANU & KADU in 1960. |
Brief discussion & assignment.
|
Maps
Charts |
KLB BOOK III. P 113 |
|
| 9 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
KANU & KADU.
|
By the end of the
lesson, the learner
should be able to:
Outline the principles & activities of KANU & KADU in 1960. |
Brief discussion & assignment.
|
Maps
Charts |
KLB BOOK III. P 113 |
|
| 9 | 1-3 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
KANU & KADU.
|
By the end of the
lesson, the learner
should be able to:
Outline the principles & activities of KANU & KADU in 1960. |
Brief discussion & assignment.
|
Maps
Charts |
KLB BOOK III. P 113 |
|
| 9 |
Mid Term |
|||||||
| 10 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Trade Union Movement Background.
The African Workers Federation (AWF).
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for the e rising of the Trade Unions. Describe the activities of AWF. Analyse the successes of AWF. |
Exposition: background of trade unions.
Exposition & discussion. |
Maps
Charts |
KLB BOOK III. P 117 |
|
| 10 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Trade Union Movement Background.
The African Workers Federation (AWF).
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for the e rising of the Trade Unions. Describe the activities of AWF. Analyse the successes of AWF. |
Exposition: background of trade unions.
Exposition & discussion. |
Maps
Charts |
KLB BOOK III. P 117 |
|
| 10 | 3-4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Kenya Federation of Labour.
Roles of KFL & other Unions. Role of women in the struggle for independence. |
By the end of the
lesson, the learner
should be able to:
Describe the activities of KFL. Analyse the successes of KFL. Identify roles of KFL & other unions. Identify the active role of women in the struggle for independence. |
Exposition & discussion.
Q & A and brief discussion. |
Students
Maps Charts |
KLB BOOK III. P 1118 KLB BOOK III. P 119 |
|
| 10 | 5 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Constitutional Changes leading to Independence.
African representation in the Legco.
|
By the end of the
lesson, the learner
should be able to:
Describe the circumstances leading to nomination of Eliud Mathu to the LegCo. in 1944. Identify other constitutional changes as far as African representation in the LegCo was concerned. |
Probing questions, Exposition & discussion.
|
Maps
Charts |
KLB BOOK III. P 121 |
|
| 11 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Lyttelton Constitution.
|
By the end of the
lesson, the learner
should be able to:
Discuss the constitutional events following Oliver Lyttelton recommendations. Name the first eight LegCo. Members. |
Exposition & discussion.
|
Students
|
KLB BOOK III. P 122 |
|
| 11 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Lennox
|
By the end of the
lesson, the learner
should be able to:
Discuss the constitutional events following Lennox |
Exposition & discussion.
|
Maps
Charts |
KLB BOOK III. P 124 |
|
| 11 | 3-4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
First Lancaster House Conference.
Second Lancaster House Conference. |
By the end of the
lesson, the learner
should be able to:
Outline the constitutional findings & resolutions of First Lancaster House Conference. Outline the constitutional findings & resolutions of Second Lancaster House Conference. |
Exposition & discussion.
Exposition & discussion Assignment: essay questions. |
Students
Chart: Constitutional changes in Kenya (1944-1963) |
KLB BOOK III. P 125 |
|
| 11 | 5 |
THE RISE OF AFRICAN NATIONALISM.
|
Factors responsible for African Nationalism.
|
By the end of the
lesson, the learner
should be able to:
Define the term Nationalism. Explain the factors responsible for African Nationalism. |
Probing questions leading to reasons for African Nationalism. Exposition of new ideas. |
Students
|
KLB BOOK III.
P 129 |
|
| 12 | 1 |
THE RISE OF AFRICAN NATIONALISM.
|
Rise & growth of African Nationalism in Ghana.
|
By the end of the
lesson, the learner
should be able to:
Trace the Rise & growth of African Nationalism in Ghana. Identify the role of Dr. Kwame Nkrumah in independence struggle. |
Exposition of new ideas & detailed discussion.
|
Globe / atlas: position of Ghana.
|
KLB BOOK III. P 130 |
|
| 12 | 2 |
THE RISE OF AFRICAN NATIONALISM.
|
Rise & growth of African Nationalism in Ghana.
|
By the end of the
lesson, the learner
should be able to:
Trace the Rise & growth of African Nationalism in Ghana. Identify the role of Dr. Kwame Nkrumah in independence struggle. |
Exposition of new ideas & detailed discussion.
|
Globe / atlas: position of Ghana.
|
KLB BOOK III. P 130 |
|
| 12 | 3-4 |
THE RISE OF AFRICAN NATIONALISM.
|
Rise & growth of African Nationalism in Ghana.
Methods used by Nationalists in Ghana. Problems faced by early Nationalists. |
By the end of the
lesson, the learner
should be able to:
Trace the Rise & growth of African Nationalism in Ghana. Identify the role of Dr. Kwame Nkrumah in independence struggle. Explain the methods used by nationalists in Ghana. Highlight the problems faced by nationalists. Explain why Ghana gained independence earlier than other African countries. |
Exposition of new ideas & detailed discussion.
Exposition, discussion & Q/A. |
Globe / atlas: position of Ghana.
Maps Charts |
KLB BOOK III. P 130 KLB BOOK III. P 133 |
|
| 12 | 5 |
THE RISE OF AFRICAN NATIONALISM.
|
Rise & growth of African Nationalism in Mozambique.
|
By the end of the
lesson, the learner
should be able to:
Discuss the rise & growth of African Nationalism in Mozambique. Outline the role of FRELIMO in independence struggle. |
Exposition & discussion.
|
Atlas: location of Mozambique
|
KLB BOOK III. P 136 |
|
| 13 | 1 |
THE RISE OF AFRICAN NATIONALISM.
|
Success of FRELIMO
|
By the end of the
lesson, the learner
should be able to:
Give reasons why FRELIMO succeeded in struggle against Portuguese. Identify problems faced by FRELIMO in liberation struggle. |
Exposition & discussion.
|
Students
|
KLB BOOK III. P 136 |
|
| 13 | 2 |
THE RISE OF AFRICAN NATIONALISM.
|
Rise & growth of African Nationalism in South Africa.
|
By the end of the
lesson, the learner
should be able to:
Discuss the rise & growth of African Nationalism in South Africa. |
Discussion: African nationalism / apartheid laws.
|
Atlas: to locate South Africa & her provinces
|
KLB BOOK III. P 138 |
|
| 13 | 3-4 |
THE RISE OF AFRICAN NATIONALISM.
|
Methods used by nationalists in South Africa.
Challenges in liberation struggle. |
By the end of the
lesson, the learner
should be able to:
Describe the methods used by nationalists in South Africa. Identify challenges faced by nationalists in liberation struggle. |
Q/A & discussion.
|
Students
Maps Charts |
KLB BOOK III.P 143
KLB BOOK III P 144 |
|
| 13 | 5 |
THE RISE OF AFRICAN NATIONALISM.
|
Contribution of Nelson Mandela to the fight for freedom & democracy in South Africa.
|
By the end of the
lesson, the learner
should be able to:
Discuss the Contribution of Nelson Mandela to the fight for freedom & democracy in South Africa. |
Q/A & detailed discussion.
|
Maps
Charts |
KLB BOOK III P 145
|
|
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