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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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.
|
|
| 2 | 2 |
EUROPEAN INVASION OF AFRICA & THE PROCESS OF COLONIZATION
|
Factors leading to scramble for colonies in Africa.
The process of partition of Africa. European 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
|
|
| 2 | 3 |
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
|
|
| 2 | 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. |
|
| 3 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
British occupation of Kenya.
Resistance to British invasion. |
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 |
|
| 3 | 2 |
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 |
|
| 3 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Reasons for long resistance and eventual defeat.
Causes & course of Agiriama resistance. |
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 |
|
| 3 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of the Bukusu resistance.
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 Bukusu resistance. Analyse results of Bukusu resistance. |
Guided discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 41 |
|
| 4 | 1 |
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 |
|
| 4 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of collaboration by the Maasai.
Causes and results of Akamba resistance. Causes and results of collaboration by the Akamba. |
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 |
|
| 4 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes, course and results of the resistance by the Agikuyu.
Causes, course and results of the collaboration by the Agikuyu.
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 resistance by the Agikuyu to the British. Describe the course of their resistance. State the causes of the resistance by the Agikuyu to British rule. Describe the course of their collaboration. Analyse the results of collaboration. |
Q/A & Discussion
Q/A & Discussion. |
Resource person. Students
Resource person. |
KLB BOOK III. P 50 KLB BOOK III. P 51 |
|
| 4 | 4 |
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 |
|
| 5 | 1 |
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. |
Flow diagram: colonial Administration structure.
Q/A: provincial administration structure. Resource person: ex |
Chart:
Colonial Administration structure Students |
KLB BOOK III. P 57 |
|
| 5 | 2 |
COLONIAL ADMINISTRATION
|
The British in Nigeria.
Reasons and shortcomings of Indirect Rule 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 |
|
| 5 | 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 |
|
| 5 | 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. |
Exposition & detailed discussion.
|
Students
Map: location of Zimbabwe. |
KLB BOOK III. P 64 |
|
| 6 | 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. |
|
| 6 | 2 |
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 |
|
| 6 | 3 |
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 |
|
| 6 | 4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
The process of building the railway and the problems encountered.
Effects of construction of the Uganda railway. |
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.
Students |
KLB BOOK III. P 72 |
|
| 7 | 1 |
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. |
Exposition & discussion.
|
Map: white highlands in Kenya.
Students, MapsCharts |
KLB BOOK III.
P 76 |
|
| 7 | 2 |
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 |
|
| 7 | 3 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Colonial land policies.
Consequences of 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.
Students,MapsCharts |
KLB BOOK III. P 82. |
|
| 7 | 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. |
Exposition, probing questions & discussion.
|
Students,MapsCharts
Students |
KLB BOOK III. P 83 |
|
| 8 |
Mid term |
|||||||
| 9 | 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 |
|
| 9 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Consequences of Urbanization.
Development of early Primary & Secondary Education. |
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
Students |
KLB BOOK III. P 87 |
|
| 9 | 3 |
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 |
|
| 9 | 4 |
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 |
|
| 10 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Early political organizations up to 1939.
The East Africa Association. (EAA)
Kikuyu Central Association (KCA). |
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 Students |
KLB BOOK III.
P 96 |
|
| 10 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Kavirondo Tax Payers
The Ukamba African Association. |
By the end of the
lesson, the learner
should be able to:
Identify officials of Kavirondo Tax Payers |
Exposition, probing questions and discussion.
|
Maps
Charts |
KLB BOOK III. P 98 |
|
| 10 | 3 |
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. |
|
| 10 | 4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Taita Hills Association.
Political organizations & movements after 1945. KASU. |
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 |
|
| 11 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
KAU
|
By the end of the
lesson, the learner
should be able to:
Identify the objectives of KAU. Outline the activities of the organization. |
Probing questions & detailed discussion.
|
Students
|
KLB BOOK III. P 107 |
|
| 11 | 2 |
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 |
|
| 11 | 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 |
|
| 11 | 4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Trade Union Movement Background.
The African Workers Federation (AWF).
The Kenya Federation of Labour. |
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 Students |
KLB BOOK III. P 117 |
|
| 12 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
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:
Identify roles of KFL & other unions. Identify the active role of women in the struggle for independence. |
Q & A and brief discussion.
|
Maps
Charts |
KLB BOOK III. P 119 |
|
| 12 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Constitutional Changes leading to Independence.
African representation in the Legco.
The Lyttelton Constitution. |
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 Students |
KLB BOOK III. P 121 |
|
| 12 | 3 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Lennox
First Lancaster House Conference. |
By the end of the
lesson, the learner
should be able to:
Discuss the constitutional events following Lennox |
Exposition & discussion.
|
Maps
Charts Students |
KLB BOOK III. P 124 |
|
| 12 | 4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Second Lancaster House Conference.
|
By the end of the
lesson, the learner
should be able to:
Outline the constitutional findings & resolutions of Second Lancaster House Conference. |
Exposition & discussion
Assignment: essay questions. |
Chart: Constitutional changes in Kenya (1944-1963)
|
KLB BOOK III. P 125 |
|
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