HISTORY SCHEMES OF WORK FORM 1-4 (EDITABLE)

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

HISTORY FORM ONE

TERM I

4

1

Introduction to History and Government

–         Meaning of history

–         Meaning of Government

By the end of the lesson, the learner should be able to

(a)    Define the term history

(b)    Explain the meaning of the term government

·        Explaining the meaning of the terms history and government

·        Student writing down important points

·        Asking questions

·        Answering questions

·        Note taking by the teacher on the chalk board

·        Chalk board

·        Students book

·        Pictures

·        Charts

·        Handouts

·        Realia

·     Milestone in History and Government page 1-2

·     Evolving world Bk 21 page 1-2

·     K.I.E Bk 1 page 1-2

·     K.L.B Bk 1 page 1-2

·     Gateway page 1

2

Introduction to history and government

Sources of information on history and Government

–        Unwritten source

–        Oral tradition

–        Limitations of oral tradition

–        Archeology

–        Paleontology

By the end of the lesson, the learner should be able to

(a)    Identify the source of information on history and Government. Oral traditions and its limitations

(b)    Archeology

(c)     Paleontology

·        Explanation

·        Discussion

·        Asking and answering questions

·        Giving assignment

·        Note taking

·        Charts

·        Students book

·        Maps

·        Picture

·        Handouts

·        Realia

·     Milestone in History and Government page 2-4

·     Evolving world Bk 21 page 1-2

·     K.I.E Bk 1 page 6-15

·     K.L.B Bk 1 page 2-6

·     Gateway Revision page 1

Introduction to History and Government

Anthropology

Geology

Genetics

By the end of the lesson, the learner should be able to

(a)    Explain anthropology, Geology and Genetics as sources of information on History and Government

·        Explanations

·        Discussions

·        Answering questions

·        Asking questions

·        Note taking

·        Text book

·        Hand outs

·        Picture maps

·        Realia

·        Teachers guide

·        Resource person

·     Milestone in History and Government page 26-27

·     Evolving world Bk 21 page 1-2

·     K.I.E Bk 1 page 8-10

·     K.L.B History and Government Bk 1 page 4

·     Gateway Revision page 2-3

5

1

Introduction to History and Government

–        Linguistics

–        Ethnology

–        Resources person

By the end of the lesson, the learner should be able to

(a)    Explain linguistics ethnology and resource persons

(b)    A source of information on History and Government

(c)     State advantages and limitations of linguistics

·        Explanations on content

·        Discussions

·        Asking and answering questions

·        Note taking

·        Chart

·        Realia

·        Hand outs

·        Students book

·        Audio Visual Radio

·     Milestone in History and Government page 6-7

·     Milestone Teachers guide 226

·     Evolving world Bk 21 page 12-15

·     K.L.B History and Government Bk 1 page 2-6

·     Gateway Revision page 3-4

2

Introduction to History and Government

–        Mass media

–        Written sources and their limitations

By the end of the lesson, the learner should be able to:

(a)    Explain mass media and written sources of information on History

(b)    State the limitations of written sources

·        Discussions

·        Explanations

·        Asking and answering questions

·        Note taking

·        Charts

·        Realia

·        Handouts

·        Students book

·        Audio visual radio

·     Milestone in History and Government page 6-7

·     Milestone Teachers guide 226

·     Evolving world Bk 21 page 12-15

·     K.L.B History and Government Bk 1 page 2-6

·     Gateway Revision page 3-4

3

Introduction to History and Government

–        Importance of studying history

–        Importance of studying Government

By the end of the lesson, the learner should be able to

(a)    Explain the importance of studying History and Government

–        Explaining the importance of studying history and Government

–        Note taking

–        Discussions

–        Asking questions

–        Answering questions

·        Picture

·        Handouts

·        Teachers book

·        Students book

·        Charts

·        Realia

·     Milestone in History and Government page 6-7

·     Milestone Teachers guide 26

·     Evolving world Bk 21 page 4-5

·     K.L.B History and Government Bk 1 page 6-7

·     Gateway Revision page 3-4

6

1

Early Man

The origin of early man

–        Mythical theory

–        Creation theory

–        Evolution theory

By the end of the lesson, the learner should be able to

(a)    Explain the origin of man as given in the mythical theory, creation and evolution theory

·        Discussions on the origin of man

·        Asking and answering questions

·        Note taking

·        Photographs

·        Students book

·        Pictures

·        Handouts

·        Teachers guide book

·        Charts

·        maps

·     Milestone in History and Government page 8-9

·     Milestone Teachers guide 26

·     Evolving world Bk 2 page 16

·     K.L.B History and Government Bk 1 page 8-9

·     Gateway Revision page 3-4

2

Early man

Evolution of Man

–        Meaning of evolution

–        Stages in the evolution of man

–        Aegyptopitism

–        Dryopitr

By the end of the lesson, the learner should be able to

(a)    explain and identify the stages through which a man evolved

(b)    Aegytopithecus

(c)     Dryopithecus

·        Discussing time different features of man at each stage

·        Asking and answering question

·        Note taking

·        Maps

·        Students book

·        Teachers guide

·        Hand outs

·        Charts

·        Maps

·        Pictures

·     Milestone in History and Government page 9-11

·     Milestone Teachers guide 26

·     Evolving world Bk 2 page 17-29

·     K.L.B History and Government Bk 1 page 9-21

·     Gateway Revision page 5

3

Early man

Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)

Australopithecus

By the end of the lesson, the learner should be able to

(a)    Identify and explain the stages through which man evolved i.e

–        kenyapithecus

–        Ramapithecus

–        Australopithecus

·        Explaining the stages of evolution

·        Discussing

·        Describing

·        Answering questions

·        Asking questions

·        Charts

·        Students book

·        Photographs

·        Pictures

·        Hand outs

·     Milestone in History and Government form 1 page 11-12

·     Milestone Teachers guide 31

·     Evolving world Bk 2 page 19-22

·     K.L.B History and Government Bk 1 page 11-16

7

1

Early man

Evolution of man

Homohabilis (handy man)

Homo Erectures (upright man)

By the end of the lesson, the learner should be able to

(a)    Explain the stages through which man evolved i.e homohabilis and erectus

·        Explanation

·        Discussing

·        Describing

·        Questions and answers

·        Chart

·        Pictures

·        Students book

·        Teachers book

·        Realia

·        Hand outs

·     Milestone in History and Government form 1 page 13-14

·     Milestone Teachers guide 31

·     K.L.B History and Government Bk 1 page 11-14

2

Early Man

Homo Sapies( intelligent man

Rhodesium man

Neanderthan man

Cro-magnion

By the end of the lesson, the learner should be able to

(a)    State characteristics of Homo sapies, Rhodesium, cro-magnon

(b)    Explain the stages through which man evolved

·        Explanations

·        Discussions

·        Questions and answers

·        Text book

·        Maps

·        Pictures/photographs

·        Documents

·        Handouts

·        Resource person

·     Milestone in History and Government form 1 page 13-14

·     Milestone Teachers guide 31

·     Evolving world Bk 2 page 22-23

·     K.L.B History and Government Bk 1 page 14-16

·     Gateway Revision page 7

3

Early man

Evolution of man

Homo sapiens

By the end of the lesson, the learner should be able to

(a)    Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens

(b)    State the characteristics of Homo Sapiens-Sapiens

·        Drawing a picture of Homo sapiens sapiens

·        Note taking

·        Explaining the characteristics of Homo Sapiens Sapiens

·        Maps

·        Photographs

·        Students book

·        Teachers guide

·        Revision

·        Resource person

·        Documents

·        Realia

·     Milestone in History and Government form 1 page 14-15

·     Milestone Teachers guide 31

·     Evolving world Bk 2 page 23-24

·     K.L.B History and Government Bk 1 page 16

·     Gateway Revision page 7

8

1

Early man

Cultural and economic practices of early man

Early stone age/ lower paleolithition and 2^nd phase

By the end of the lesson, the learner should be able to

(a)    Explain the cultural and economic practices of man during the milestone age

·        Explanations

·        Discussions

·        Note taking

·        Asking and answering questions

·        Students book

·        Charts

·        Realia

·        Pictures

·        Documentaries

·        Gateway revision

·        Resource person

·        Views pages

·        Cuttings

·     Milestone in History and Government form 1 page 14-15

·     Milestone Teachers guide 31

·     Evolving world Bk 2 page 24-28

·     K.L.B History and Government Bk 1 page 16-20

·     Gateway Revision page 7

2

Early man

Middle stone age/middle Paleolithic use and 2^nd phases

By the end of the lesson, the learner should be able to

(a)    Explain the cultural and economic practices of man during the late stone age

(b)    Explain the economic practices of man during their stage

·        Explaining the cultural and economic practices of early man in middle stone age

·        Discussions

·        Note taking

·        Asking and answering questions

·        Maps

·        Photographs

·        Students book

·        Realie

·        Resource person

·        Documentary

·        Newspaper cuttings

·        Hand outs

·        pictures

·     Milestone in History and Government form 1 page 17-18

·     Milestone Teachers guide 31

·     Evolving world Bk 2 page 24-28

·     K.L.B History and Government Bk 1 page 18-19

·     Gateway Revision page 8-9

3

Early man

The late stone age/upper Paleolithic 15,000-8,000 years ago

(a)    Explain the cultural and economic practices of man during the late stone age

(b)    Explain the economic practices of man during their stage

·        Explanation

·        Discussions

·        Note taking

·        Asking questions and answering questions

·        Maps

·        Photographs

·        Students book

·        Realie

·        Resource person

·        Documentary

·        Newspaper cuttings

·        Hand outs

·        Pictures

·     Milestone in History and Government form 1 page 18-19

·     Milestone Teachers guide 31

·     Evolving world Bk 2 page 27

·     K.L.B History and Government Bk 1 page 19-21

·     Gateway Revision page 9-10

9

1

Development of Agriculture

–        Development of early Agriculture

–        Beginning of crop growing

–        The beginning of animal domestication

By the end of the lesson, the learner should be able to

(a)    State factors that contribute to the beginning of crop growing

(b)    State factors that led to domestication of animals

·        Discussions

·        Explanations

·        Demonstrations

·        Drawing

·        Asking and answering questions

·        Note taking

·        Maps

·        Charts

·        Students book

·        Hand outs

·        Pictures

·        Realia

·        Resource person

·        Documents

·        Teacher’s guide

·     Milestone in History and Government form 1 page 20-21

·     Milestone Teachers guide 35-36

·     Evolving world Bk 2 page 30-33

·     K.L.B History and Government Bk 1 page 22-24

·     Gateway Revision page 11-12

2

Development of Agriculture

–        Early Agriculture in Egypt

–        Characteristics of early Agriculture

–        Impact of Early Agriculture in Egypt

By the end of the lesson, the learner should be able to

(a)    State the characteristics of early Agriculture

(b)    Explain the impact of early Agriculture in Egypt

·        Explanations

·        Discussions

·        Asking and answering questions

·        Drawing map of Egypt

·        Note taking

·        Maps

·        Charts

·        Students book

·        Picture

·        Hand outs

·        Resource person

·     Milestone in History and Government form 1 page 21-23

·     Milestone Teachers guide 36

·     Evolving world Bk 2 page 36-38

·     K.L.B History and Government Bk 1 page 24-26

3

Development of Agriculture

–        Early Agriculture in Mesopotamian

–        Characteristic of early Agriculture in Mesopotamia

–        Impacts of early Agriculture in Mesopotamia

By the end of the lesson, the learner should be able to

(a)    Identify the characteristics of early Agriculture in Mesopotamia

(b)    Explain the impacts of early Agriculture in Mesopotamia

·        Explanation

·        Discussions

·        Asking and answering questions

·        Note taking

·        Maps

·        Photographs

·        Students book

·        Teachers guide

·        Pictures

·        Hand-outs

·        Realia

·        Resource person

·        documents

·     Milestone in History and Government form 1 page 23-25, 24-26

·     Milestone Teachers guide 36

·     Evolving world Bk 2 page 34-35

·     K.L.B History and Government Bk 1 page 25-26

10

1

Development of Early Agriculture

The Agricultural Revolution

By the end of the lesson, the learner should be able to

(a)    Define the term Agrarian Revolution

(b)    Explain the farming methods in Britain after the Agrarian Revolution

·        Discussions

·        Explanations

·        Asking and answering questions

·        Writing down important points

·        Demonstrating

·        Photographs

·        Text book

·        Teachers guide

·        Hand-outs

·        Charts

·        Map

·        Resource person

·        Pictures

·        News paper cutting

·     Milestone in History and Government form 1 page 26-27,

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 39-41

·     K.L.B History and Government Bk 1 page 25-26

·     Gateway Revision Page 14-15

2

Development of Agriculture

Farming methods after Agrarian Revolution

By the end of the lesson, the learner should be able to

(a)    Explain the farming methods in Britain after the Agrarian Revolution

·        Discussions

·        Explanations

·        Asking and answering questions

·        Note taking

·        Students book

·        Teachers guide

·        Hand-outs

·        Picture

·        Charts

·        Realia

·        Resource person

·        documents

·     Milestone in History and Government form 1 page  26-28

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 40-42

·     K.L.B History and Government Bk 1 page 28-30

·     Gateway Revision Page 14-15

3

Development of Agriculture

–        Effects of Agrarian Revolution in Britain

–        Agrarian Revolution in U.S.A

By the end of the lesson, the learner should be able to

(a)    Explain the effects of the Agrarian Revolution in Britain

(b)    Explain the factors that contributed to Agrarian Revolution in U.S.A

·        Explaining the effects of Agrarian Revolution in Britain and factors contributing to Agrarian Revolution in U.S.A

·        Discussion

·        Asking and answering questions

·        Note taking

·        Picture

·        Students book

·        Teachers guide

·        Hand-outs

·        Realia

·        Charts

·        Resource person

·        documents

·     Milestone in History and Government form 1 page  28-33

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 42-44

·     K.L.B History and Government Bk 1 page 30-33

·     Gateway Revision Page 15-17

11

1

Development of Agriculture

–        Effects of Agrarian Revolution in U.S.A

–        Food situation in Africa and the role of the world

By the end of the lesson, the learner should be able to

(a)    State the effects of Agrarian period from U.S.A

(b)    Explain the food situation in Africa and the rest of the world

·        Explanations

·        Discussions

·        Asking and answering questions

·        Note taking

·        Pictures

·        Maps

·        Charts

·        Teachers guide

·        Students book

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  32-34

·     Milestone Teachers guide 37

·     Evolving world Bk 2 page 45-46

·     K.L.B History and Government Bk 1 page 33

2

Development of Agriculture

–        Factors contributing to food shortage in Africa

–        Remedies of food shortage

By the end of the lesson, the learner should be able to

(a)    Identify the factors contributing to food shortage in Africa and the rest of the world

(b)    Identify effects of food shortage

(c)     Explain the remedies to food shortage in Africa and the rest of the world

·        Explanations

·        Discussions

·        Asking and answering questions

·        Note taking

·        Drawings

·        Teachers guide

·        Students book

·        Pictures

·        Charts

·        Maps

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  29-33

·     Milestone Teachers guide 37

·     Evolving world Bk 2 page 45-50

·     K.L.B History and Government Bk 1 page 33-36

·     Gateway Revision Page 17-19

3

The people of Kenya up to the 19^th Century

–        Early inhabitants

–        Origin, migration and settlement of people of Kenya

By the end of the lesson, the learner should be able to

(a)    Trace the origin, migration and settlement of the people of Kenya

·        Discussions

·        Drawing the map of Kenya showing the early inhabitants

·        Explanations

·        Asking and answering questions

·        Note taking

·        Students book

·        Maps

·        Chart

·        Pattern

·        handouts

·     Milestone in History and Government form 1 page  39-40

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 51-52

·     K.L.B History and Government Bk 1 page 38-39

12

1

The people of Kenya up to the 19^th Century

Origin, migration and settlement of the Eastern cushites

–        Rendile

–        Somali

By the end of the lesson, the learner should be able to

(a)    Explain the origin, migration and settlement of the Eastern Cushites i.e Rendile and Somali

(b)    State factors and reasons for their migrations

(c)     State results of their migration of settlement

·        Discussions

·        Explanations

·        Asking and answering questions

·        Note taking

·        Maps

·        Charts

·        Students book

·        Hand-outs

·        pictures

·     Milestone in History and Government form 1 page  39-40

·     Milestone 40-41 Teachers guide 43

·     Evolving world Bk 2 page 52-53

·     K.L.B History and Government Bk 1 page 48

·     Gateway Revision page

2

The people of Kenya up to 19^th Century

Origin, migration and settlement of Bantu

Factors that led to the migration of the Western Bantu

By the end of the lesson, the learner should be able to

(a)    State the reasons for the migration of the Bantus

(b)    Explain the reasons of their settlements

·        Explanations

·        Discussions

·        Asking and answering questions

·        Writing down important points

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        handouts

·     Milestone in History and Government form 1 page  41

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 52-53

·     K.L.B History and Government Bk 1 page 48-49

3

The people of Kenya up to the 19^th Century

Origin, migration and settlement of Bantu

Factors that led to the migration if the western Bantu

By the end of the lesson, the learner should be able to

(a)    State the reasons for the migration of the Bantus

(b)    Explain the reasons for their settlements

·        Explanations

·        Discussions

·        Asking and answering questions

·        Note taking

·        Demonstration

·        Maps

·        Charts

·        Teachers guide

·        Students book

·        Hand-outs

·        pictures

·     Milestone in History and Government form 1 page  41-42

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 53-56

·     K.L.B History and Government Bk 1 page 40-42

13

1-3

Revision and Exams

Revision and Exams

By the end of the lesson, the learner should be able to

(a)    Revise the terms work and be in a position to answer the questions asked in the exam

·        Revising for exams 1

·        Exam papers

·        Pens

·        Text book

·     Question papers

·     Revision books

·     Text books

·     notes

HISTORYY FORM ONE

TERM II

1

1

The people of  Kenya up to 19^th century

Origin, migration and settlement of

–   Abaluhya

–   Abagusii

–   Abakuria

By the end of the lesson, the learner should be able to

(a)    State the causes of migration of Abaluhya, Abagusiii and Abakuria

(b)    Explain the origin and settlement of Abaluhya, Abagusii and Abakuria

·        explaining the origin, migration and settlement of Abagusii, Abaluhya and Abakuria

·        discussions

·        demonstrating

·        drawing of maps showing migration patterns

·        students book

·        teachers guide

·        maps

·        charts

·        pictures

·     Milestone in History and Government form 1 page  42-44

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 55-56

·     K.L.B History and Government Bk 1 page 40-42

·     High flyer page 10

2

The people of Kenya up to 19^th Century

Origin, migration and settlement of the Eastern Bantu

–        Mt. Kenya Bantus e.g Aembu, Ameru, Akamba, Agikuyu

By the end of the lesson, the learner should be able to

(a)    Explain the origin, migration and settlement of Eastern Bantu i.e Mt. Kenya Bantu e.g

–        Aembu

–        Ameru

–        Akamba

–        Agikuyu

(b)    Explain the results of Eastern Bantu migration

·        Drawing

·        Discussions

·        Explanations

·        demonstrating

·        students book

·        teachers guide

·        maps

·        charts

·        pictures

·        handouts

·        realia

·     Milestone in History and Government form 1 page  44-45

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 56-58

·     K.L.B History and Government Bk 1 page 43

·     Golden Tips pages 21-22

·     High Flyer page 10

3

The people of Kenya up to 19^th Century

Origin, migration and settlement of

–        Costal bantu

–        Taita

–        Pokomo

–        Mijikende

–        Waswahili

By the end of the lesson, the learner should be able to

(a)    explain the origin, migration and settlement of the Costal Bantu

·        discussions

·        explanations

·        asking and answering questions

·        maps

·        students book

·        teachers guide

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  46-47

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 56-58

·     K.L.B History and Government Bk 1 page 43-44

·     Golden Tips pages 21

·     High Flyer page 10-11

2

1

The People of Kenya up to the 19^th Century

Origin, migration and settlement of the River lake nilotes

–        luo

By the end of the lesson, the learner should be able to

(a)    explain the origin, migration of the river lake nilotes

(b)    – luo

(c)     Explain the causes and results of migration

·        Discussions

·        Explanations

·        Asking and answering questions

·        Charts

·        Maps

·        Teachers guide

·        Hand-outs

·        Realia

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 58-59

·     K.L.B History and Government Bk 1 page 45-47

·     Golden Tips pages 22

·     High Flyer page 11

2

The people of Kenya up to the 19^th Century

Origin, migration and settlement of the highland nilotes

–        Nandi

–        Kipsigis

–        Tugen

–        Pokot

By the end of the lesson, the learner should be able to

(a)    Explain the origin, migration and settlement of the Nandi, Kipsigis, Tugen, Pokot

·        Discussions

·        Explanations

·        Asking and answering questions

·        Photos

·        Student book

·        Teachers guide

·        Maps

·        Charts

·     Milestone in History and Government form 1 page  48-49

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page

·     K.L.B History and Government Bk 1 page 47-48

·     Golden Tips pages 23

3

The people of Kenya up to 19^th Century

Origin, migration and settlement of the highlands Nilotes

–        The maasai

–        The Iteso

By the end of the lesson, the learner should be able to

(a)    State the causes of Highland Nilotes migrations

(b)    Explain the origin, migration and settlement of the maasai and Iteso

·        Discussions

·        Explanation

·        Asking and answering questions

·        Drawing maps

·        Photos

·        Students books

·        Teachers Guide

·        Maps

·        Charts

·     Milestone in History and Government form 1 page  49-51

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 61-62

·     K.L.B History and Government Bk 1 page 47-48

·     Golden Tips pages 23

3

1

The People of Kenya up to the 19^th Century

Results of the migration and settlement of the Bantu

By the end of the lesson, the learner should be able to

(a)    Explain the results of the migration and settlement of the Bantu

·        Explaining

·        Asking and answering questions

·        discussions

·        Photos

·        Students book

·        Teachers Guide

·        Maps

·        Pictures

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  51

·     Milestone Teachers guide 42-43

·     Evolving world Bk 2 page 58

·     K.L.B History and Government Bk 1 page 49-51

·     Golden Tips pages 24

2

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the plain Nilotes

By the end of the lesson, the learner should be able to

(a)    Explain the results of migration and settlement of the Plan Nilotes

·        Explaining results of the migration and settlement of the Plain Nilotes

·        Discussions

·        Asking and answering questions

·        Maps

·        Students book

·        Teachers guide

·        Charts

·        Hand outs

·     Milestone in History and Government form 1 page  51-52

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 60-61

·     K.L.B History and Government Bk 1 page 47-51

·     Golden Tips pages 23

·     High Flyer page 11

3

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the highland Nilotes

By the end of the lesson, the learner should be able to

9a) explain the results of the migration and settlement of the highland Nilotes

·        Discussions

·        Explanations

·        Answering and asking questions

·        Maps

·        Students book

·        Charts

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  52-53

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 61

·     K.L.B History and Government Bk 1 page 48-51

·     Golden Tips pages 24

·     High Flyer page 11

4

1

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the Cushites

By the end of the lesson, the learner should be able to

(a)    Explain the results of the migration and settlement of the Cushites

·        Explanations

·        Discussions

·        Answering and asking questions

·        Maps

·        Charts

·        Hand-outs

·        Realia

·        Pictures

·        Students book

·        Teachers guide

·     Milestone in History and Government form 1 page  53

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 53

·     K.L.B History and Government Bk 1 page 48-51

·     Golden Tips pages 24

2

Social Economic and political organization of Kenya societies in 19^th Century

–        Bantu

–        Agikuyu social economic organization

By the end of the lesson, the learner should be able to

(a)    Explain the social economic organization of the Agikuyu

·        Discussions

·        Explanations

·        Asking and answering questions

·        Drawing maps

·        Charts

·        Photographs

·        Students books

·        Maps

·        Pictures

·        Hand-outs

·     Milestone in History and Government form 1 page  54-55

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 63

·     K.L.B History and Government Bk 1 page 52

·     Golden Tips pages 26

·     High Flyer page 12

3

Social, economics and Political origins of Kenyan societies in the 19^th century

–        Bantus

–        Politics of the Agikuyu

–        Social and economic organization of the Ameru

By the end of the lesson, the learner should be able to

(a)    Explain the political organization of the Agikuyu

(b)    Discuss the social and economics organization of the Ameru

·        Explaining the political organization of the Agikuyu

·        Discussing the social and economic organization of the Ameru

·        Asking and answering questions

·        Maps

·        Students book

·        Maps

·        Hand-outs

·        charts

·     Milestone in History and Government form 1 page  55-56

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 66-68

·     K.L.B History and Government Bk 1 page 52-54

·     Golden Tips pages 26

·     High Flyer page 12-13

5

1

Social economic and political organization of Kenya societies in the 19^th century

The political organization of the Ameru

The political social and economic organization of Akamba

By the end of the lesson, the learner should be able to

(a)    Explain the political organization of the Ameru

(b)    The political, social, and economics organization of the Akamba

·        Explaining the political organization of the ameru

·        Political, social and economic organization of the Akamba

·        Photos

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  56-58

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 68-69

·     K.L.B History and Government Bk 1 page 53-55

·     Golden Tips pages 27

2

Social, Economic and political organization of Kenyan societies in the 19th century

The social, economic and political organization of the Abagusii

By the end of the lesson, the learner should be able to

(a)    Explain the social, economics and political organization of the Abagusii

·        Explaining the social, economic and political organization

·        Discussion

·        Asking and answering questions on the content cover

·        Photos

·        Charts

·        Students book

·        Maps

·        Students book

·        Teachers Guide

·     Milestone in History and Government form 1 page  58-59

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 70-71

·     K.L.B History and Government Bk 1 page 56

·     Golden Tips pages 27

3

Social economic and political organization of Kenyan societies in the 19^th Century

The social, economic, political organization of the Mijikenda

By the end of the lesson, the learner should be able to

(a)    Discuss the social economic and political organization of the Mijikenda

·        Discussing the social, economic and political organization of the Mijikenda

·        Explanations

·        Asking and answering questions

·        Students book

·        Teachers Guide

·        Charts

·        Maps

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  59-60

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 71-72

·     K.L.B History and Government Bk 1 page 56-57

6

1

Social economic and Political organization of Kenyan societies in the 19^th Century

Nilotes

Luo

The social, economic and political organization of the luo

By the end of the lesson, the learner should be able to

(a)    Explain the social, political and economic organization of the luo

·        Explanations

·        Discussions

·        Asking and answering questions

·        Drawing of the maps

·        demonstrating

·        students book

·        teachers guide

·        charts

·        maps

·        hand-outs

·        realia

·        pictures

·     Milestone in History and Government form 1 page  61-62

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 76-77

·     K.L.B History and Government Bk 1 page 59

·     Golden Tips pages 28

·     High Flyer page 14

2

Social economics and political organization of Kenyan societies in 19^th Century

Nilotes

Nandi

Social and economic organization of the Nandi

By the end of the lesson, the learner should be able o

(a)    Explain the social, economic organization of the Nandi

·        Discussions

·        Explanations

·        Asking and answering questions

·        Students book

·        Pictures

·        Chart

·        Map

·        Handouts

·        Realia

·     Milestone in History and Government form 1 page  62-63

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 73-74

·     K.L.B History and Government Bk 1 page 60-61

3

Social economic and political organization of Kenya societies in 19^th century

Nilotes

Nandi

Political organization of the Maasai

By the end of the lesson, the learner should be able to

(a)    Explain the political organization of the Nandi

(b)    Explain the social organization of the Maasai

·        Discussions

·        Explanations

·        Demonstrations

·        Asking and answering questions

·        Students books

·        Teachers Guide

·        Hand-outs

·        Realia

·        Pictures

·        Charts

·     Milestone in History and Government form 1 page  62-63

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 74-75

·     K.L.B History and Government Bk 1 page 60-61

·     Golden Tips pages 29

7

1

Social, economic and political organization of Kenyan societies in the 19^th century

Nilotes

–        Economic organization of the Maasai

By the end of the lesson, the learner should be able to

(a)    Explain the economic organization of the Maasai

·        Explaining the economic organization of the Maasai

·        Discussions

·        Asking and answering questions

·        Student books

·        Hand outs

·        Teachers guide

·        Pictures

·        Charts

·        Maps

·     Milestone in History and Government form 1 page  63-64

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 75

·     K.L.B History and Government Bk 1 page 61

2

Social, economic and political organization of Kenyan societies in the 19^th century

Nilotes

Economic organization of the Maasai

By the end of the lesson, the learner should be able to

(a)    Explain the political organization of the Maasai

·        Explaining the political organization of the Maasai

·        Discussions

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Photos

·        Charts

·        Maps

·        Handout

·     Milestone in History and Government form 1 page  64

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 76

·     K.L.B History and Government Bk 1 page 61

3

Social, economic and political organization of Kenyan societies in the 19^th century

Cushites

–        Boranna

The social and economic organization of borana

By the end of the lesson, the learner should be able to

(a)    Explain the social and economic organization of the Borana

(b)    Explain the eleven gada of the Boranna Kinship system

·        Discussing the organization of the Boranna

·        Explanations

·        Asking and answering questions

·        Photos

·        Students book

·        Teachers guide

·        Charts

·        Hand-outs

·     Milestone in History and Government form 1 page  64-65

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 80-81

·     K.L.B History and Government Bk 1 page 62-63

·     Golden Tips page 30

8

1

Social, economic and political organization of Kenyan societies in the 19^th century

The Political organization of the Boranna

By the end of the lesson, the learner should be able to

(a)    Explain the political organization of the Boranna

·        Discussing the political organization of the Boranna

·        Explanations

·        Asking and answering questions

·        Demonstration using gestures

·        Students book

·        Photographs

·        Teachers guide

·        Hand-outs

·     Milestone in History and Government form 1 page  66

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 80-81

·     K.L.B History and Government Bk 1 page 62-63

·     Golden Tips page 30-31

·     High Flyer page 15

2

Somali

The social and economic organization of the Somali

By the end of the lesson, the learner should be able to

(a)    Explain the social and economic organization of the Somali

·        Discussions

·        Explanations

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Pictures

·        Charts

·        Hand-outs

·     Milestone in History and Government form 1 page  66

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 80

·     K.L.B History and Government Bk 1 page 63-65

·     Golden Tips page 30-31

·     High Flyer page 15

3

Social economic and political organization of Kenya

The political organization of the Somali

By the end of the lesson, the learner should be able to

(a)    Discuss the political organization of the Somali

·        Discussions

·        Explanations

·        Asking and answering questions

·        Students books

·        Teachers guide

·        Pictures

·        Charts

·        Hand-out

·     Milestone in History and Government form 1 page  66-67

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 80

·     K.L.B History and Government Bk 1 page 64

·     Golden Tips page 30-31

·     High Flyer page 15

9

1

Contacts between East Africa and the outside world up to the 19^th century

The early history of the East African Coast

By the end of the lesson, the learner should be able to

(a)    Discuss the early history of the East African Coast

·        Discussing the source of information of early African Coast

·        Explanations

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        Hand-outs

·     Milestone in History and Government form 1 page  66-67

·     Milestone Teachers guide 48

·     Evolving world Bk 2 page 80

·     K.L.B History and Government Bk 1 page 64

·     Golden Tips page 30-31

·     High Flyer page 21

2

Contacts between East Africa and the outside world up to the 19^th century

Sources of information on the early History of East Africa Coast

By the end of the lesson, the learner should be able to

(a)    Discuss the sources of information on the early history of the East African Coast

·        Discussions

·        Explanations

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        Hand outs

·     Milestone in History and Government form 1 page  68-69

·     Milestone Teachers guide 53

·     Evolving world Bk 2 page 84-85

·     K.L.B History and Government Bk 1 page 66

·     High Flyer page 21

3

The early visitors to the East African Coast up to 1500

By the end of the lesson, the learner should be able to

(a)    Identify the origin of the early visitors to the East African Coast up to 1500

·        Discussions

·        Explanations

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        Hand out

·     Milestone in History and Government form 1 page  69-70

·     Milestone Teachers guide 53-54

·     Evolving world Bk 2 page 85

·     K.L.B History and Government Bk 1 page 67,85

10

1

Contacts between East Africa and the outside world up to the 19^th century

The early visitors to the East African coast up to 1500

Romanian

By the end of the lesson, the learner should be able to

(a)    Identify the origin of early visitors to the East African coast up to 1500 i.e Romans

·        Identifying

·        Discussions

·        Explanations

·        Asking and answering questions

·        Maps

·        Students book

·        Charts

·        Handouts

·        Realia

·        pictures

·     Milestone in History and Government form 1 page  69-70

·     Milestone Teachers guide 53-54

·     Evolving world Bk 2 page 85

·     K.L.B History and Government Bk 1 page 67

2

Contacts between East African Coast and outside world up to 19^th century

–        Chinese

–        Persians

By the end of the lesson, the learner should be able to

(a)    Identify the origin of the early visitors to the east African Coast i.e Chinese and persians

·        Identifying

·        Discussions

·        Explanations

·        Asking and answering questions

·        Maps

·        Students book

·        Charts

·        Hand-outs

·        Pictures

·        Realia

·     Milestone in History and Government form 1 page  70

·     Milestone Teachers guide 53-54

·     Evolving world Bk 2 page 85-86

·     K.L.B History and Government Bk 1 page 67

3

Contacts between East African Coast and outside world up to 19^th century

Arabs

By the end of the lesson, the learner should be able to

(a)    Identify the orign of the early visitors to the East African coast i.e Arabs

·        Identifying

·        Demonstrations

·        Explanations

·        Discussing

·        Asking and answering questions

·        Maps

·        Charts

·        Students book

·        Teachers guide

·        Hand outs

·     Milestone in History and Government form 1 page  70

·     Milestone Teachers guide 53-54

·     Evolving world Bk 2 page 85-86

·     K.L.B History and Government Bk 1 page 68

·     Gateway Revision page 23

11

1

Contacts between East African Coast and outside world up to 19^th century

Trade between the East-coast of Africa and outside world

Organization of the trade

Factors which facilitated trade

By the end of the lesson, the learner should be able to

(a)    Explain the development of trade between the East African Coast and outside world

(b)    Explaining factors that facilitated the trade

·        Discussing

·        Asking and answering questions

·        Explanations

·        Demonstrating

·        Identifying

·        Charts

·        Students book

·        Teachers guide

·        Hand-outs

·        Realia

·        Maps

·     Milestone in History and Government form 1 page  70-71

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 87-89

·     K.L.B History and Government Bk 1 page 68

·     Gateway Revision page 22

2

Contacts between East African Coast and outside world up to 19^th century

Impacts of trade on the people of East Africa

–        Inter marriages

–        Kiswahili language

–        Swahili culture

By the end of the lesson, the learner should be able to

(a)    Discuss the extract of trade between the East African Coast and the outside world

·        Drawings

·        Identifying

·        Explanations

·        Asking and answering questions

·        Teachers guide

·        Hand- outs

·        Students book

·        maps

·     Milestone in History and Government form 1 page  72

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 89-90

·     K.L.B History and Government Bk 1 page 69

·     Gateway Revision page 22

3

Contacts between East African Coast and outside world up to 19^th century

The spread of Islam

Factors that facilitated the spread of Islam

By the end of the lesson, the learner should be able to

(a)    Explain factors that led to the spread of Islam

·        Explanations

·        Discussions

·        Identifying

·        Stating

·        Asking and answering questions

·        Student book

·        Hand-outs

·        Charts

·        Maps

·        Realia

·        Personal experience

·     Milestone in History and Government form 1 page  72-73

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 86-87

·     K.L.B History and Government Bk 1 page 69

12

1

Contacts between East African Coast and outside world up to 19^th century

The characteristics of the Coastal city states

Reasons for Decline

By the end of the lesson, the learner should be able to

(a)    Explain the characteristics of the coastal city states

(b)    Explain reasons for decline of the coast of city states

·        explaining

·        Discussions

·        Illustrations

·        Asking and answering questions

·        Photos

·        Maps

·        Students book

·        Teachers guide

·        Resource persons

·        Discussions

·        Realia

·     Milestone in History and Government form 1 page  72-73

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 86-87

·     K.L.B History and Government Bk 1 page 69

2

Contacts between East African Coast and outside world up to 19^th century

The growing of city states

Factors that contributed to the rise and growth of the coastal city states

By the end of the lesson, the learner should be able to

(a)    Discuss the factors that contributed to the growth of the coastal city state

·        Discussing

·        Explaining

·        Illustrations

·        Asking and answering questions

·        demonstrations

·        photos

·        maps

·        students book

·        teachers guide

·        documents

·        Resource person

·        Realia

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 86-87

·     K.L.B History and Government Bk 1 page 69

·     Gateway Revision page 21-23

·     High Flyer page 17

·     Golden Tips pages 37

3

·        The growth of a class of wealth merchants

By the end of the lesson, the learner should be able to

(a)    Discuss the growth of wealth merchants

·        Discussions

·        Explanations

·        Demonstrating

·        Asking and answering questions

·        Pictures

·        Teachers guide

·        Students book

·        Resource persons

·        Realia

·        Document

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 86-87

·     K.L.B History and Government Bk 1 page 69

·     Gateway Revision page 21-23

·     High Flyer page 17

·     Golden Tips pages 37

13

1-3

Revision and Exams

Revision and Exams

By the end of the lesson, the learner should be able to

(a)    Revise the terms work and be able to answer the questions asked in the exams

·        Revision of Exams

·        Exam papers

·        Pens

·        Others

·        Relevance stationery

·     Question papers

·     Revision books

·     Text books

·     Notes

HISTORY FORM ONE

TERM III

1

1

Contacts between East African and outside world up to 19^th Century

The coming of Portuguese

Reasons for coming of Portuguese

By the end of the lesson, the learner should be able to

(a)    Identify the reasons for the coming of the Portuguese to the East African Coast

·        Discussing

·        Explanations

·        Identifying

·        Asking and answering questions

·        Photos

·        Resource persons

·        Students book

·        Teachers guide

·        Charts

·        Maps

·        realia

·     Milestone in History and Government form 1 page  73-74

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 86-87

·     K.L.B History and Government Bk 1 page 69

·     Gateway Revision page 21-23

·     High Flyer page 17

·     Golden Tips pages 37

2

Contacts between East African and outside world up to 19^th Century

Their consequences and rules

–      States in the Portuguese

–      Conquest of the east African Coast

–      Reasons for their success

By the end of the lesson, the learner should be able to

(a)    Trace the Portuguese conquest of East Africa

(b)    Discuss factors that led to the success of the Portuguese conquest

–        Explaining

–        Discussions

–        Tracing

–        Identifying

–        Asking and answering questions

·        Pictures

·        Realia

·        Hand-outs

·        Students books

·        Documents

·        Resource persons

·     Milestone in History and Government form 1 page  76-78

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 91-93

·     K.L.B History and Government Bk 1 page 70-71

·     Gateway Revision page 24-25

·

3

Contacts between East African and outside world up to 19^th Century

Portuguese rule

–      Decline of Portuguese power

–      Factors that contributed to the decline of the Portuguese power

By the end of the lesson, the learner should be able to

(a)    Discuss the factors that contributed to the decline of the Portuguese power

(b)    Discuss the impact of Portuguese rule

·        Discussing

·        Explaining

·        Illustrating

·        Identifying

·        Asking and answering question

·        Resource persons

·        Students book

·        Maps

·        Teachers guide

·        Pictures

·        Hand-outs

·        Documents

·     Milestone in History and Government form 1 page  77-81

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 93-95

·     K.L.B History and Government Bk 1 page 71-73

·

2

1

Contacts between East African and outside world up to 19^th Century

–      Establishment and impact of Oman Rule

–      Factors that influenced Seyyid Said to transfer his capital from Oman to Zanzibar in 1840

By the end of the lesson, the learner should be able to

(a)    Explain the factors that influenced Seyyid Said to transfer his capital from Oman to Zanzibar in 1840

·        Discussing

·        Explanations

·        Drawing maps

·        Asking and answering questions

·        Maps

·        Photos

·        Students book

·        Documents

·        Charts

·        Hand-outs

·        Resource person

·     Milestone in History and Government form 1 page  81-83

·     Milestone Teachers guide 54-55

·     Evolving world Bk 2 page 91-93

·     K.L.B History and Government Bk 1 page 73-75

·     Gateway Revision page 24-25

·

2

Contacts between East African and outside world up to 19^th Century

Seyyid Said the development of plantation Agriculture

By the end of the lesson, the learner should be able to

(a)    Explain how Seyyid Said developed plant from Agriculture

·        Explaining

·        Discussing

·        Asking and answering questions

·        Photos

·        Students book

·        Teachers Gide

·        Map

·        Charts

·        Resource person

·     Milestone in History and Government form 1 page  83

·     Milestone Teachers guide 55

·     Evolving world Bk 2 page 91-93

·     K.L.B History and Government Bk 1 page 73-74

·     Gateway Revision page 24-25

·

3

Contacts between East African and outside world up to 19^th Century

·     International Trade

·     Organization and development

·     Consequences to long distance and international trade

By the end of the lesson, the learner should be able to

(a)    Explain the organization and development of international trade

(b)    Explain the consequences of long distance and international trade

·        Explaining

·        Discussions

·        Asking and answering questions

·        Students book

·        Teachers Guide

·        Documents

·        Charts

·        Maps

·        Hand-outs

·        Resource person

·        Realia

Milestone Teachers guide 55

·     Evolving world Bk 2 page 103-105

·     K.L.B History and Government Bk 1 page 76-77

·     Gateway Revision page 28-29

4

1

Contacts between East African and outside world up to 19^th Century

·     The spread of Christianity

·     Reasons for the coming of Christian missionary

By the end of the lesson, the learner should be able to

(a)    Explain the reasons for coming of Christian missionaries and missionary attributes in East African

·        Discussions

·        Explanations

·        Asking and answering questions

·        Demonstration

·        Photos

·        Maps

·        Charts

·        Students book

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  88-90

·     Milestone Teachers guide 54

·     Evolving world Bk 2 page 105-107

·     K.L.B History and Government Bk 1 page 77-79

·     Gateway Revision page 29

·

2

Contacts between East African and outside world up to 19^th Century

·     Factors that contributed to the spread of Christianity

·               Challenges that the Christian missionaries Faced

By the end of the lesson, the learner should be able to

(a)    Explain the factors that contributed to the spread of Christianity and challenges that the Christian missionary faced

·        Explaining

·        Discussions

·        Asking and answering questions

·        Photos

·        Maps

·        Students book

·        Teachers guide

·        Hand-outs

·        Realia

·        Documents

·     Milestone in History and Government form 1 page  90-91

·     Milestone Teachers guide 55

·     Evolving world Bk 2 page 108-109

·     K.L.B History and Government Bk 1 page 77-79

·     Gateway Revision page 29-30

·

3

Contacts between East African and outside world up to 19^th Century

Effects of missionary activities in East Africa

By the end of the lesson, the learner should be able to

(a)    Explain the effects of missionary activities in East Africa

·        Explaining

·        Discussions

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Documents

·        Realia

·        Hand-outs

·        Newspaper cuttings

·        charts

·     Milestone in History and Government form 1 page  91

·     Milestone Teachers guide 55

·     Evolving world Bk 2 page 109-111

·     K.L.B History and Government Bk 1 page 80-81

5

1

Citizenship

·     Meaning of citizenship

·     Kenyan citizenship

By the end of the lesson, the learner should be able to

(a)    Explain the meaning of citizenship and where Kenyan Citizenship entails

·        Explaining

·        Discussing

·        Asking and answering questions

·        Illustrations

·        drawing

·        students book

·        teachers guide

·        Documents

·        Newspaper cuttings

·        Hand-outs

·        Charts

·        Maps

·     Milestone in History and Government form 1 page  93

·     Milestone Teachers guide 61

·     Evolving world Bk 2 page 113-114

·     K.L.B History and Government Bk 1 page 83-84

2

Citizenship

Deprivation of Citizenship

By the end of the lesson, the learner should be able to

(a)    Explain the circumstances under which citizenship can be withdrawn

·        Discussions

·        Explanations

·        Illustrations

·        Asking and answering questions

·        Maps

·        Students book

·        Teachers Guide

·        Pictures

·        Newspaper cutting

·        Resource person

·     Milestone in History and Government form 1 page  93-94

·     Milestone Teachers guide 61

·     Evolving world Bk 2 page 113-114

·     K.L.B History and Government Bk 1 page 84

3

Citizenship

Rights of a citizen

Right to life

Right to liberty

By the end of the lesson, the learner should be able to

(a)    Explain the rights of Kenyan Citizen

(b)    Right to Life

(c)     Right to Liberty

·        Discussing

·        Explanations

·        Asking and answering questions

·        Newspaper

·        Cuttings

·        Students book

·        Resource person

·        Hand-outs

·     Milestone in History and Government form 1 page  94-94

·     Milestone Teachers guide 61

·     Evolving world Bk 2 page 114-118

·     K.L.B History and Government Bk 1 page 84-86

6

1-2

Citizenship

·     Rights to the child

·     Protection from slavery and forced labour

·     Protection from torture

·     Right of property

·     Freedom of movement

·     Freedom of assembly

·     Freedom of expression

By the end of the lesson, the learner should be able to

(a)    Explain the rights of child and other rights of a citizen e.g

·        Protection of slavery and forced labour

·        Protection from torture

·        Discussions

·        Explanations

·        Asking and answering questions

·        Illustrations

·        Demonstrating

·        Identifying

·        Documents

·        Resource persons

·        Charts

·        Realin

·        News paper cuttings

·        Pictures

·        Student book

·        Teachers Guide

·     Milestone in History and Government form 1 page  94-94

·     Milestone Teachers guide 61

·     Evolving world Bk 2 page 114-118

·     K.L.B History and Government Bk 1 page 84-86

3

Citizenship

·     Responsibilities of Kenyan Citizen

·     Personal and civic responsibility

By the end of the lesson, the learner should be able to

(a)    Explain the civic and personal responsibilities of citizens

·        Explanations

·        Asking and answering questions

·        discussions

·        News cutting

·        Documents

·        Students book

·        Teachers Guide

·        Resource person

·        Charts

·        Picture

·        Handouts

·        Realia

·     Milestone in History and Government form 1 page  97-100

·     Milestone Teachers guide 61

·     Evolving world Bk 2 page 117-119

·     K.L.B History and Government Bk 1 page 86-87

7

1 to 2

Citizenship

·     Civic Responsibilities

·     Limitation to rights of citizens

By the end of the lesson, the learner should be able to

(a)    Explain the civic responsibilities of a citizen

·        Discussions

·        Explanations

·        Asking and answering questions

·        Discussing

·        Documents

·        Hand-outs

·        Resource persons

·        Student book

·        Realia

·        Personal experience

·        News papers cuttings

·     Milestone in History and Government form 1 page  97-100

·     Milestone Teachers guide 61-62

·     Evolving world Bk 2 page 117-119

·     K.L.B History and Government Bk 1 page 86-88

3

Citizenship

Elements of good citizenship

By the end of the lesson, the learner should be able to

(a)    Explain the elements of good citizenship

·        Discussions

·        Explanations

·        Asking and answering questions

·        Documents

·        Teachers book

·        Students book

·        Hand-outs

·        Realia

·        Documents

·        News cuttings

·        Resource person

·     Milestone in History and Government form 1 page  100-102

·     Milestone Teachers guide 62-63

·     Evolving world Bk 2 page 118-119

·     K.L.B History and Government Bk 1 page 86-87

8

1

National Integrations

Meaning of national integration

Importance of national integration

By the end of the lesson, the learner should be able to

(a)    Explain the meaning and importance of national integration

·        Documents

·        Discussions

·        Asking and answering questions

·        Students book

·        Teachers Guide

·        Documents

·        Hand-outs

·        Realia

·        Newspaper cuttings

·        charts

·     Milestone in History and Government form 1 page  103-104

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 120-121

·     K.L.B History and Government Bk 1 page 89-90

2

National Integration

Factors promoting National unity

·     The constitution

·     National mottos

·     National language

·     National political parties

By the end of the lesson, the learner should be able to

(a)    Explain the factors that promote national unity

·        Discussions

·        Explanations

·        Asking and answering questions

·        Students book

·        Document

·        Charts

·        Teachers guide

·        Newspaper cuttings

·        Hand-outs

·        Realia

·     Milestone in History and Government form 1 page  104-105

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 121-124

·     K.L.B History and Government Bk 1 page 90-91

3

National Integration

Parliament Education

By the end of the lesson, the learner should be able to

(a)    Explain the factors that promote national unity

·        Discussions

·        Explanations

·        Note taking

·        Asking and answering questions

·        Students books

·        Teachers Guide

·        Realia

·        Documents

·        Resource person

·        Charts

·     Milestone in History and Government form 1 page  105-106

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 122

·     K.L.B History and Government Bk 1 page 90

9

1 to 2

National Integration

·     Equitable distribution of resources

·     Social economic interaction

·     Factors limiting national unity i.e tribalism, nepotism, racism

By the end of the lesson, the learner should be able to

(a)    Explain the factors that promote National unity

(b)    Explain factors that limit National unity

·        Discussions

·        Identifying

·        Listening to a resource person

·        Asking and answering questions

·        Resource person

·        Students book

·        Teachers guide

·        Realia

·        Charts

·        Pictures

·        Newspaper cuttings

·        Hand outs

·     Milestone in History and Government form 1 page  105-106

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 121-126

·     K.L.B History and Government Bk 1 page 90

3

National Integration

·     Factors limiting National Unity i.e

·     Religious rivalry

·     Uneven economic development

·     Corruption

·     Divisible politics

By the end of the lesson, the learner should be able to

(a)    Explain the factors that limit national unity

·        Identifying

·        Discussing

·        Explanations

·        Listening

·        Asking and answering questions

·        Teachers Guide

·        Pictures

·        Student book

·        Teachers experience

·        Resource person

·        Hand outs

·        Realia

·     Milestone in History and Government form 1 page  106-107

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 124-126

·     K.L.B History and Government Bk 1 page 91-93

·

10

1 to 2

National Integration

Conflict Resolution

By the end of the lesson the learner should be able to

(a)    Explain the meaning of conflict

(b)    Explain the causes of conflicts at individual level and national level

(c)     Explain methods of conflict resolution

·        Discussions

·        Explanations

·        Listening

·        Asking and answering questions

·        Note taking

·        Student book

·        Teachers guide

·        Pictures

·        Hand-outs

·        Realia

·        Resource person

·        Charts

·     Milestone in History and Government form 1 page  107-110

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 126-129

·     K.L.B History and Government Bk 1 page 93-97

·

·

3

Revision of Work

The process of conflict, resolution/resolving

By the end of the lesson, the learner should be able to

(a)    Explain the process of conflict resolution/resolving

·        Explaining

·        Discussions

·        Asking and answering questions

·        Revising questions

·        illustrating

·        photos

·        students book

·        teachers Guide

·        hand-outs

·        Realia

·        Resource person

·     Milestone in History and Government form 1 page  110-111

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 126-129

·     K.L.B History and Government Bk 1 page 93-97

·

11

1-3

Revision and Exams

Revision of topics covered from term I to III

By the end of the lesson, the learner should be able to

(a)    Revise the terms work and answer the questions asked in the exam

·        Revising of questions

·        Sitting for exams

·        Answering questions by writing

·        Exam papers

·        Pens

·        Other relevant stationery

·     Question papers

·     Revision book

·     Text books

·     notes

HISTORY FORM TWO

TERM I

1

1

Trade

Definition of trade

Methods of trade

Barter trade

Currency trade

By the end of the lesson, the learner should be able to

(a)     define the tem trade

(b)    Identify the methods of trade

·        Defining terms

·        Identifying

·        Explaining

·        Asking and answering questions

·        Student’s book

·        Resource person

·        Pictures

·     Milestone in History and Government form II page  1-3

·     Milestone Teachers guide 65-68

·     Evolving world Bk 2 page 126-129

·     K.L.B History and Government Bk 1 page 93-97

2 to 3

trade

Types of trade

Origin and development

By the end of the lesson, the learner should be able to

(a)    State types of trade

(b)    Explain the origin, development, organization and the impact of local trade

(c)     Explain the origin, development and trade goods during the trans-saharan trade

·        Discussions

·        Identifying

·        Describing

·        Asking and answering questions

·        illustrations

·        hand-outs

·        Realia

·        documents

·        Resource persons

·        Students book

·        Teachers guide

·        Charts

·        Pictures

·        Gateway Revision

·     Milestone in History and Government form II page  3-6

·     Milestone Teachers guide 32-34

·     Evolving world Bk 2 page 4-7

·     History and Government pages 32-33

·     Golden tips page 65

2

1

Trade

Trans-Saharan Trade

Organization of the Trade

Trade Routes

Problems faced by trades

By the end of the lesson, the learner should be able to

(a)    Define the term Trans-Saharan Trade

(b)    Explain the organization trade routes of the trade

(c)     Explain the problems faced by the traders during the Trans-Saharan trade

·        Discussions

·        Identifying trade routes

·        Asking and answering questions

·        Defining terms

·        Student book

·        Teachers book or guide

·        Resource person

·        Charts

·        Documents

·        Realia

·        News paper cuttings

·        Gateway Revision

·     Milestone in History and Government form II page  6-8

·     Milestone Teachers guide 32-38

·     Evolving world Bk 2 page 6-9

·     Gateway Secondary Revision

·     History and Government pages 32-33

·     Golden tips page 65-66

2

Trade

Decline of the trans-Saharan

By the end of the lesson, the learner should be able to

(a)    Explain the decline of the Trans-Saharan trade

·        Discussing the decline of trans-saharan trade

·        Explanations

·        Asking and answering questions

·        Gateway Revision

·        Teachers Guide

·        Charts

·        Maps

·        Students book

·        Hand-outs

·     Milestone in History and Government form II page  8-9

·     Milestone Teachers guide 32-38

·     Evolving world Bk 2 page 10

·     Gateway Secondary Revision               pg 34

·

·

·

3

Trade

Impact of the trans-Saharan trade

By the end of the lesson, the learner should be able to

(a)    Explain the impact of the trans-Saharan trade

·        Discussing

·        Making and taking notes

·        Asking and answering questions

·        Gateway Revision

·        Teachers guide

·        Charts

·        Maps

·        Students book

·        Hand outs

·     Milestone in History and Government form II page  9-10

·     Milestone Teachers guide 32-34

·     Evolving world Bk 2 page 9-10

·     Gateway Secondary Revision               pg 34

·

3

1

Trade

International Trade

·     Trans-Atlantic trade

·     Origin and development

By the end of the lesson, the learner should be able to

(a)    State the origin of the Trans-Atlantic trade

(b)    Discuss the development of the trans-Atlantic trade

(c)     Define the term international trade

·        Defining international    trade

·        Discussing the origin and development of Trans-  Atlantic trade

·        Asking and answering questions

·        Note taking

·        Students  book

·        Maps

·        Charts

·        Gateway revision

·        Hand-outs

·        Realia

·        Pictures

·        Documents

·        Resource person

·     Milestone in History and Government form II page  10-12

·     Milestone Teachers guide 32-34

·     Evolving world Bk 2 page 11-14

·     Gateway Secondary Revision 34-35

·     History and Government pages 11-14

·     Golden tips page 67-68

2

Trade

·     Organization of the trans-Atlantic Trade

·     Methods used to obtain slaves

By the end of the lesson, the learner should be able to

(A)     Explain the organization of trans-Atlantic trade

(B)     Describe the methods used to obtain slaves

·        Explaining

·        Discussions

·        Asking and answering questions

·        Note taking

·        Pictures

·        Realia

·        Handouts

·        Resource person

·        Documents

·        Gateway Revision

·     Milestone in History and Government form II page  12-13

·     Milestone Teachers guide 32-34

·     Evolving world Bk 2 page 11-14

·     Gateway Secondary Revision 35

·     History and Government pages 14-16

·     Golden tips page 68

3

Trade

·     Decline of Trans-Atlantic of trade

·     Impact of Trans- Atlantic trade

By the end of the lesson, the learner should be able to

(a)    Explain the decline of Trans-Atlantic trade

(b)    Discuss the impact of the trans-Atlantic trade

·        Explanations

·        Discussions

·        Asking and answering questions

·        Note taking

·        Students book

·        Pictures

·        Teachers

·        Charts

·        Maps

·        Resource person

·        Gateway Revision

·     Milestone in History and Government form II page  13-16

·     Milestone Teachers guide 32-34

·     Evolving world Bk 2 page 16-19

·     Gateway Secondary Revision 36-37

·

·

4

1

Transport

·     Definition of transport

·     Traditional forms of transport

By the end of the lesson, the learner should be able to

(a)    Define the term “transport”

(b)    Identify traditional forms of transport

(c)     Explain land transport and human and animal transport

·        Explaining meaning of the terms transport

·        Discussions

·        Asking questions

·        Note taking

·        Students book

·        Pictures

·        Teachers

·        Charts

·        Maps

·        Resource person

·        Gateway revision

·     Milestone in History and Government form II page  18-21

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 16-19

·     Gateway Secondary Revision 38

·     History and Government pages 20-23

·     Golden tips page 70

2 to 3

Transport

·        Wheel vehicles

·        Use of the wheels in Mesopotamia

·        China

·        Africa

·        Europe

By the end of the lesson, the learner should be able to

(a)    Describe the development of the wheel in Mesopotamia, china, Africa and Europe

(b)    Describe wheeless vehicle or a form of land transport

·        Discussing

·        Explanations

·        Describing

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Charts

·        Maps

·        Hand-outs

·        Realia

·        Gateway Revision

·     Milestone in History and Government form II page  21-24

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 21-22

·     Gateway Secondary Revision 38

·     History and Government pages 14-16

·     Golden tips page 73

5

1

Transport

Water Transport

·        Boats

·        Dug-out boats

·        Rafts

·        Camoes

·        Sailing ships

By the end of the lesson, the learner should be able to

(a)    Explain water as a means of transport

·        Explaining

·        Drawing pictures

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Charts

·        Maps

·        Hand-outs

·        Realia

·     Milestone in History and Government form II page  35

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 21-22

·     Gateway Secondary Revision 41

·

2

Development of Transport and communication

Development in modern means of Transport

·        Road transport

·        Roman roads

·        Modern roads

·        Bicycle

·        Motor vehicle

By the end of the lesson, the learner should be able to

(a)    Explain road transport as a means of transport i.e explain how Mac. Adam roads were made

(b)    Trace the development of the bicycle and motor vehicle

·        Discussing how the Mac. Adam roads were made

·        Explaining the difference between the Adam and modern tarmac roads

·        Discussing the development in bicycle and explaining the development of the motor vehicle

·        Students book

·        Photos

·        Teachers guide

·        Photographs

·     Milestone in History and Government form II page  26-31

·     Milestone Teachers guide 36-37

·     Evolving world Bk 2 page 26-29

·     Gateway Secondary Revision 39

·

3

Development of transport and communication

·        Rail transport

·        Electric engine

·        Trans-Sahara railway

·        Great American Railway

·        The Canadian-pacific railway

·        The Ugandan railway

By the end of the lesson, the learner should be able to

(a)    Explain the development of the railway from the invention of steam engine locomotive

(b)    Discuss the advantages of the great American Railway

(c)     Discuss the advantages of the Canadian pacific and Ugandan railway

·        Discussing the great railway

·        Illustrating their advantages and disadvantages

·        Asking and answering questions

·        Students book

·        Photos

·        Teachers guide

·     Milestone in History and Government form II page  31-35

·     Milestone Teachers guide 36-38

·     Evolving world Bk 2 page 21-22

·     Gateway Secondary Revision 40

·     Golden tips page 77

·     High Flyer page 31

·

6

1

Development of air transport and communication

·        Transport

·        Development of air transport, space exploration

·        Origin of space exploration

By the end of the lesson, the learner should be able to

(a)    Discuss each attempted of inventing, the aero plane and explaining the impact of air transport today

(b)    Discuss space frame today

·        Discussing the impact of air travel

·        Discussing early attempts to invent aeroplane

·        Discussing impacts of air transport and space exploration

·        Photos

·        Students books

·        Gateway Revision

·        Photos

·        Students book

·        Teachers guide

·     Milestone in History and Government form II page  38-40

·     Milestone Teachers guide 38

·     Evolving world Bk 2 page 21-22

·     Gateway Secondary Revision 40

·     Golden tips page 80-87

·     High Flyer page 32

·

2

Development of  transport and communication

·        Air transport

·        Development of air transport

·        Space exploration

·        Origin of space exploration

By the end of the lesson, the learner should be able to

(a)    Explain how the steam power shout is passed to drive steam ships

(b)    Name three pioneers in the world of steamships and explain their contribution in this area

·        Explain how steam power works

·        Identifying three power in steamship explaining their contributions in the area

·        Naming

·        Note taking

·        Asking and answering questions

·        Photos

·        Students book

·        Gateway Revision

·        Charts

·        Pictures

·        Hand-outs

·        Realia

·        Resource persons

·     Milestone in History and Government form II page  36-38

·     Milestone Teachers guide 36-38

·     Gateway Secondary Revision 42

·     Golden tips page 82

·     High Flyer page 32

·

3

Development of transport and communication

·        Impact of modern means of transport

·        Impact of road transport

·        Impact of rail transport

·        Impact of space exploration/travel

By the end of the lesson, the learner should be able to

(a)    Discuss the achievements of space exploration

(b)    Discuss the impact of road, railway and water transport

(c)     Discuss the impact of air transport and space exploration travel

·        Revising and achievements of space exploration

·        Explaining the impact of railway and water transport

·        Discussing the impact of air transport and space explorations

·        Asking and answering questions

·        Note taking

·        Gateway Revision

·        photos

·        Students books

·        Documents

·        Teachers Guide

·        Realia

·        Hand-outs

·        Resource person

·

·     Milestone in History and Government form II page  41-44

·     Milestone Teachers guide 38

·     Gateway Secondary Revision 43-44

·     Golden tips page 82-83

·

7

1

Development of transport and communication

·        Traditional forms of communication

·        Smoke signals

·        Drum beats

·        Messengers

·        Horn blowing

·        Written messages

·        Stone tables

·        Scrolls

By the end of the lesson, the learner should be able to

(a)    Discuss the traditional forms of communication

·        Discussing the traditional forms of communication

·        Asking and answering questions

·        Note taking

·        Explanations

·        Photos

·        Students books

·        Teachers guide

·        Documents

·        Charts

·        Gateway Revision

·        Realia

·        Resource person

·

·     Milestone in History and Government form II page  45-47

·     Milestone Teachers guide 38

·     Gateway Secondary Revision 45

·     Golden tips page 83

·     High Flyer page 33

·

2

Development of transport and communication

·        Development in modern forms of communication

·        Telegraph

·        E-mail

·        Fax (Facsimile)

By the end of the lesson, the learner should be able to

(a)    Identify the modern means of communication

(b)    Explain the use of telephone, cell phones, television and radio

·        Discussing the modern forms of communication

·        Telecommunication

·        Telephones & cell phones

·        Television

·        Radio

·        Photos

·        Students book

·        Teachers guide

·        Gateway revision

·     Milestone in History and Government form II page  43-50

·     Milestone Teachers guide 39

·     Evolving world Bk 2 page 57-61

·     Gateway Secondary Revision 45-49

·     Golden tips page 86-89

·     High Flyer page 32

·

3

Development of transport and communication

·        Development in modern terms of communications

·        Telegraph

·        E-mail

·        Fax (Facsimile)

By the end of the lesson, the learner should be able to

(a)    Explain the use of telegraph, E-mail and Fax (Facsimile )

·        Discussing the use of telegraph, E-mail and fax

·        Explanations

·        Drawing

·        Asking and answering questions

·        Note taking

·        Photos

·        Students book

·        Teachers guide

·        Gateway Revision

·        Charts

·        Realia

·        Handouts

·        Documents

·        Resource persons

·        Personal experience

·

·     Milestone in History and Government form II page  43-50

·     Milestone Teachers guide 39

·     Evolving world Bk 2 page 60

·     Gateway Secondary Revision 47

·     Golden tips page 87-88

·     High Flyer page 34-35

·

8

1

Development of transport and communication

·        Telex

·        Pager

·        Internet

·        Satellites rockets

·        Impacts of telecommunication services

By the end of the lesson, the learner should be able to

(a)    Explain the use of the telex, pager, the internet and satellite of rockets

(b)    Discuss the impact of telecommunication services

·        Discussing the use of telex, pager, internet and the satellites of rockets

·        Discussing the impact of telecommunication resources

·        Explanations

·        Asking and answering questions

·        Note taking

·        Photos

·        Students book

·        Teachers guide

·        Gateway revision

·        Chart

·        Pictures

·        Hand-outs

·        Realia

·        Personal experience

·     Milestone in History and Government form II page  52-55

·     Milestone Teachers guide 39

·     Evolving world Bk 2 page 60

·     Gateway Secondary Revision 47-48

·     Golden tips page 88-89

·     High Flyer page 35

·     Evolving world page 61-64

·

2

Development of transport and communication

·        Development in modern means of communication

·        Print media

·        Newspapers

·        magazines

By the end of the lesson, the learner should be able to

(a)    explain the role of the media in national development and discuss positive and negative impacts of the print medias

·        discussing the role of the print media in national development

·        explanations

·        illustrating

·        asking and answering questions

·        note taking

·        photos

·        Newspapers

·        Magazines

·        Students books

·        Teachers guide

·     Milestone in History and Government form II page  55-59

·     Milestone Teachers guide 39

·     Gateway Secondary Revision 49-50

·     Golden tips page 89-90

·     High Flyer page 34

·

3

Development of communication

·        Journals

·        Periodicals

·        Positive impact of point media

·        Negative impact of print media

·        Newspapers

·        Magazines

By the end of the lesson, the learner should be able to

(a)    Explain the role of the print media national development and discuss the positive and negative impacts of print media

·        Discussing the use of print media

·        Explaining the effects of print media (both positive and negative effects)

·        Asking and answering questions

·        Note taking

·        Students books

·        Photos

·        Video films and documentations

·        Resource person

·        Teachers guide

·        Charts

·        Newspaper cuttings

·        Gateway revision

·

·     Milestone in History and Government form II page  59-60

·     Milestone Teachers guide 39

·     Evolving world Bk 2 page 60

·     Gateway Secondary Revision 50

·     Golden tips page 90

·     High Flyer page 34

·     Evolving world page 65-68

·

9

1

Development in industry

Definition of

·        Industry

·        Early sources of energy

·        Wood

·        Water

·        Wind

By the end of the lesson, the learner should be able to

(a)    Define the term industry and identify the early sources of energy i.e wind, water and wood

·        Defining the term industry

·        Discussing the early sources of energy

·        Asking and answering questions

·        Note taking

·        Students book

·        Teachers guide

·        Charts

·        Gateway revision

·        Realia

·        Handouts

·        Resource persons

·     Milestone in History and Government form II page  62-63

·     Milestone Teachers guide 41-42

·     Evolving world Bk 2 page 69-70

·     Gateway Secondary Revision 51

·     Golden tips page 92

·     High Flyer page 36

·     Evolving world page 61-64

·

2

Development industry

Uses of metals in Africa

·        Bronze

·        Gold

·        Copper

By the end of the lesson, the learner should be able to

(a)    Explain the uses of bronze, gold and copper

·        Explaining the uses of bronze, gold and copper

·        Notes taking

·        Asking and answering questions

·        Discussing

·        Pictures

·        Student book

·        Teachers guide

·        Gateway revision

·        Charts

·        Maps

·        Resource person

·     Milestone in History and Government form II page  63

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 71-72

·     Gateway Secondary Revision 51

·     Golden tips page 93

·     High Flyer page 37

·     Evolving world page 71-72

3

Development of  industry

Iron

·        Consequences of iron working

By the end of the lesson, the learner should be able to

(a)    Explain the uses of iron and the consequences of iron working

·        Discussing the uses of iron

·        Explaining the consequences of iron working

·        Asking and answering questions

·        Photos

·        Students book

·        Teachers book

·        Revision

·        Hand-outs

·        Scrolls

·        Documents

·        Charts

·        Maps

·     Milestone in History and Government form II page  64-65

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 51-52

·     Golden tips page 94

·     High Flyer page 37

·     Evolving world page 61-64

10

1

Development of industry

Industrial Revolution in Europe

·        Uses of various sources of energy

–        Coal

–        Petroleum

By the end of the lesson, the learner should be able to

(a)    Explain the uses of various source of energy i.e cool and petroleum

·        Discussing the uses of iron

·        Explaining the consequences of iron working

·        Asking and answering questions

·        Photos

·        Students book

·        Teachers book

·        Revision

·        Hand-outs

·        Scrolls

·        Documents

·        Charts

·        maps

·     Milestone in History and Government form II page  65-66

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 52-53

·     Golden tips page 94-96

·     High Flyer page 38-39

·     Evolving world page 74-80

2-3

Development of Industry

Industrial Revolution in Europe

·        Steam and its uses

·        Electricity

·        Uses of iron & steel

By the end of the lesson, the learner should be able to

(a)    Explain the uses of various sources of energy i.e steam & electricity

(b)    Explain the uses of iron and steel

·        Revising on the uses of various sources of energy i.e coal and petroleum

·        Explain uses of steam and electricity

·        Discussing the uses of iron and steel

·        Students book

·        Teachers guide

·        Gateway Revision

·        Realia

·        Handouts

·        Charts

·        Maps

·     Milestone in History and Government form II page  67-69

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 53

·     Golden tips page 95-96

·     High Flyer page 38-39

·     Evolving world page 77-80

11

1

Development of industry

Industrialization in Britain

·        Characteristics of industrial revolution

·        The textile industry in Britain

By the end of the lesson, the learner should be able to

·        Explain the characteristics of the industrial revolution

·        Describe the textile industry in Britain

·        Explaining the characteristics of industrial Revolution

·        Describe the textile industry in Britain

·        Students book

·        Teachers guide

·        Gateway Revision

·        Realia

·        Handouts

·        Charts

·        Maps

·     Milestone in History and Government form II page  69-71

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 54

·     Golden tips page 96-97

·     High Flyer page 39-40

·     Evolving world page 80-81

2

Development of Industry

Industrialization in Continental Europe

·        Reasons why continental Europe countries lagged behind in industrial take off

By the end of the lesson, the learner should be able to

(a)    Explain why continental European countries lagged in industrial take off

·        Explaining why continental Europe lagged behind in industrial take off

·        Students book

·        Teachers guide

·        Charts

·        Maps

·        Realia

·        Resource person

·     Milestone in History and Government form II page  72-73

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 55-56

·     Golden tips page 97

·     High Flyer page 40

·     Evolving world page 80-81

3

Development of Industry

Factors contributing to Britain’s Industrialization

By the end of the lesson, the learner should be able to

(a)    Explain factors contributing to Britain Industrialization

·        Explaining the factors that contributed to industrial revolution in Britain

·        Students book

·        Teachers guide

·        Gateway revision

·        Resource persons

·        Charts

·        Map

·        Hand outs

·     Milestone in History and Government form II page  71-72

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 80

·     Gateway Secondary Revision 54

·     Golden tips page 96

·     High Flyer page 39

·     Evolving world page 80-81

12

1

Development of industry

Effects of industrial Revolution in Europe

·        Political effects

·        Economic effects

By the end of the lesson, the learner should be able to

(a)    Explain the effect of industrial revolution

·        Discussing the effects of industrial Revolution i.e Political and economic effects

·        Students book

·        Teachers guide

·        Gateway Revision

·        Realia

·        Handouts

·        Videos

·        Resource person

·     Milestone in History and Government form II page  73-74

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 55-56

·     Golden tips page 97

·     High Flyer page 40

·     Evolving world page 82

2

Development of industry

Social effects of industrial revolution in Europe

By the end of the lesson, the learner should be able to

(a)    Explain the social effects of industrial revolution in Europe

·        Explaining the social effects of industrial revolution in Europe

·        Making and taking notes

·        Photos

·        Students book

·        Teachers guide

·        Hand-out

·        Charts

·        Maps

·        Realia

·     Milestone in History and Government form II page  74-76

·     Milestone Teachers guide 42

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 56

·     Golden tips page 97

·     High Flyer page 40

·     Evolving world page 83

3

Development of industry

Scientific Revolution

·        Scientific inventions

·        Medicine

By the end of the lesson, the learner should be able to

(a)    Explain the scientific inventions made in medicine

·        Explaining the scientific inventions made in medicine

·        Asking and answering questions

·        Note taking

·        Photos

·        Students book

·        Teachers guide

·        Charts

·        Resource person

·        Realia

·        Handouts

·        Videos

·     Milestone in History and Government form II page  76-79

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 73

·     Gateway Secondary Revision 56

·     Golden tips page 97

·     High Flyer page 41

13

1-3

Revision of the topics covered

Revision of the work covered

By the end of the lesson, the learner should be able to

(a)    Revise the work covered

·        Asking  questions

·        Answering questions

·        Writing

·        Marking scheme

·        Pens

·        Exam papers

·     Teachers Guide page 43

·     Text books

·     Marking schemes

·     Notes

·     Revision books

HISTORY FORM TWO

TERM II

1

1

Development of Industry

·   Scientific inventions

·   Physics

By the end of the lesson, the learner should be able to

(a)    Discuss the inventions made in Physics

(b)    State and explain two inventors and their inventions in the field of physics

·        Discussing the inventions made in physics

·        Asking and answering questions

·        Stating various inventors and their invention

·        explanations

·        pictures

·        students book

·        teachers guide

·        charts

·        maps

·        Realia

·        Resource Person

·     Milestone in History and Government form II page  79-80

·     Milestone Teachers guide 43

·     Evolving world Bk 2 page 84-85

·     Gateway Secondary Revision 57-58

·     Golden tips page 98

·     High Flyer page 41

2

Development of Industry

Chemistry

Biology

By the end of the lesson, the learner should be able to

(a)    State the inventors and their inventions in chemistry and Biology

(b)    Discuss the inventions made in chemistry and Biology

·        Discussions

·        Explanations

·        Note taking

·        Illustrations

·        Drawings

·        Asking and answering questions

·        Charts

·        Maps

·        Pictures

·        Realia

·        Resource person

·        Photos

·        Hand-outs

·        Documents

·        Students book

·        Teachers Guide

·     Milestone in History and Government form II page  80-81

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 58-59

·     Golden tips page 97

·     Evolving world History and Government page 85

3

Development of Industry

·        Impact of scientific inventions

·        Agriculture

·        Industry

By the end of the lesson, the learner should be able to

(a)    Discuss the impact of scientific inventions in Agriculture and industry

·        Discussions

·        Explanations

·        Note taking

·        Asking questions for clarifications

·        Answering questions

·        Demonstrations

·        Teachers Guide

·        Students book

·        Documents

·        Pictures

·        Hand-outs

·        Resource person

·        Charts

·        Realia

·     Milestone in History and Government form II page  81-84

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 59-60

·     Golden tips page 97

·     High Flyer page 40

·     Evolving world page 90-91

2

1

Development  of Industry

·        Impact on scientific inventions on medicine

·        Factors undermining scientific revolution countries

By the end of the lesson, the learner should be able to

(a)    Discuss the impact of scientific inventions in medicine

(b)    Explain factors undermining the scientific revolution in developing countries

·        Discussions

·        Explanations

·        Making and taking notes

·        Demonstrating

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Charts

·        Resource persons

·        Realia

·        Pictures

·        Discussions

·        Teachers notes

·     Milestone in History and Government form II page  85-86

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 60

·     Golden tips page 100

·     High Flyer page 42

·     Evolving world page 92

2

Developing of industry

·        Emerging of the worlds industrial world powers

·        United states of America (USA)

By the end of the lesson, the learner should be able to

(a)    Discuss the factors that let or contributed to

industrialization in the U.S.A

·        Discussions

·        Explanations

·        Making and taking notes

·        Drawing maps

·        Asking and answering  questions

·        Photos

·        Students book

·        Teachers guide

·        Gateway revision

·        Hand-outs

·        Realia

·        Resource person

·     Milestone in History and Government form II page  87-89

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 61

·     Golden tips page 100-101

·     High Flyer page 42

·     Evolving world page 93-94

3

Development of Industry

·        Germany

·        Factors that facilitated industrialization in Germany

By the end of the lesson, the learner should be able to

(a)    Discus the factors that led to industrialization in Germany

(b)    Discuss factors that enabled Germany to recover after the two wars

·        Discussing

·        Explanations

·        Asking and answering questions

·        Drawing maps

·        Pictures

·        Student book

·        Teachers guide

·        Gateway Revision

·        Charts

·        Maps

·     Milestone in History and Government form II page  89-91

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 61

·     Golden tips page 101

·     Evolving world History and Government page 92

3

1

Development of Industry

·        Japan

·        Factors that contributed to industrialization in Japan

By the end of the lesson, the learner should be able to

(a)    Explain the factors that contributed to industrialization in Japan

·        Explaining the factors that contributed to industrialization in Japan

·        Charts

·        Photos

·        Students book

·        Teachers guide

·        Gateway Revision

·     Milestone in History and Government form II page  91-93

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 62

·     Golden tips page 101-102

·     High Flyer page 43

·     Evolving world History and Government page 99-100

2

Development in industry

·        Industrialization in the third world countries

·        South Africa

Factors that facilitated the growth of industry in South Africa

(a)    Define the term third world and explain the factors that facilitated the growth of industry in south Africa

·        Defining term third world countries

·        Explaining the factors that led to growth of industry in South Africa

·        Charts

·        Photos

·        Students book

·        Teachers guide

·        Gateway Revision

·     Milestone in History and Government form II page  93-95

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 62

·     Golden tips page 101-102

·     High Flyer page 43

·     Evolving world History and Government page 99-100

3

Development in industry

Brazil

·        Factors that have promoted industrial growth in Brazil

By the end of the lesson, the learner should be able to

(a)    Discuss the factors that led to industrial growth in Brazil

·        Explaining the factors that led to industrial growth in Brazil

·        Students book

·        Teachers guide

·        Gateway Revision

·        Resource persons

·        Realia

·        Hand-outs

·        Charts

·        Maps

·     Milestone in History and Government form II page  97-98

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 63

·     Golden tips page 102

·     High Flyer page 44

·     Evolving world History and Government page 100-102

4

1

Development of industry

India

·        Factors that contributed growth in India

By the end of the lesson, the learner should be able to

(a)    Explain the factors that have contributed to industrial growth in India

·        Discussing the factors leading to industrial growth in India

·        Note taking

·        Questions and answers

·        Charts

·        Students book

·        Teachers guide

·        Realia

·        Documents

·        Newspaper cuttings

·        Hand-outs

·        Scrolls

·     Milestone in History and Government form II page  98-99

·     Milestone Teachers guide 43

·     Gateway Secondary Revision 63

·     Golden tips page 103

·     High Flyer page 44

·     Evolving world History and Government page 104-106

2

Urbanization

Meaning of urbanization

·        Early urbanization in Africa

·        Factors that facilitated early urbanization in Africa and Europe

By the end of the lesson, the learner should be able to

(a)    Define the term urbanization

(b)    Describe the factors that facilitated urbanization in Africa and Europe

·        Defining urbanization

·        Discussing the factors that facilitated early urbanization in Africa and Europe

·        Maps

·        Newspapers cuttings

·        Photos

·        Graphs

·        Students book

·        Teachers guide

·     Milestone in History and Government form II page  101

·     Milestone Teachers guide 45-47

·     Gateway Secondary Revision 64

·     Golden tips page 105

·     High Flyer page 46

·     Evolving world History and Government page 108-109

3

Urbanization

Early urbanization in Cairo

·        Factors that facilitated urbanization in Cairo

By the end of the lesson, the learner should be able to

(a)    Explain the factors that facilitated urbanization

·        Discussing factors that facilitated urbanization in Cairo

·        Maps

·        Students book

·        Teachers guide

·        Charts

·        Maps

·        Text books

·     Milestone in History and Government form II page  101

·     Milestone Teachers guide 45-47

·     Gateway Secondary Revision 64

·     Golden tips page 105

·     High Flyer page 46

·     Evolving world History and Government page 108-109

5

1

urbanization

Early urbanization consequences of urbanization

By the end of the lesson, the learner should be able to

(a)    Explain the consequences of urbanization in Cairo

·        Discussing the consequences of urbanization in Cairo

·        Drawing maps

·        Student books

·        Teachers guide

·        Maps

·        Charts

·        Realia

·        Newspapers cuttings

·        Hand-outs

·        Resource person

·     Milestone in History and Government form II page  101-103

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 65

·     Golden tips page 105

·     High Flyer page 46

·     Evolving world History and Government page 109-110

2

Urbanization

·        Merowe/Meroe

·        Kilwa

By the end of the lesson, the learner should be able to

(a)    Explain the early urbanization in Merowe or Meroe and Kilwa

·        Discussing the early urbanization in Meroe and Kilwa

·        Drawing maps

·        Photos

·        Students books

·        Teachers guide

·        Charts

·        Handouts

·        Newspapers cuttings

·        Realia

·     Milestone in History and Government form II page  104

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 65

·     Golden tips page 105

·     High Flyer page 47

·     Evolving world History and Government page 107-108

3

Urbanization

Early urbanization in Europe

·        Factors that contributed to early urbanization in Europe and London

By the end  of the lesson, the learner should be able to

(a)    Explain the factors that contributed to early urbanization in London

·        Explaining the factors that contributed to early urbanization in London

·        Maps

·        Student book

·        Teachers guide

·        Gateway Revision

·        Hand-outs

·        Realia

·        Charts

·        Newspaper cuttings

·     Milestone in History and Government form II page  105-106

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 65

·     Golden tips page 108

·     High Flyer page 48

·     Evolving world History and Government page 113-116

6

1

Urbanization

Early urbanization in Athens

·        Consequences of early urbanization

By the end of the lesson, the learner should be able to

(a)    Explain the early urbanization in Anthens and consequences of early urbanization

·        Discussing early urbanization in Athens

·        Explaining the consequences of early urbanization

·        Students book

·        Teachers guide

·        Photos

·        Charts

·        Maps

·        Resource person

·        Videos

·     Milestone in History and Government form II page  106-109

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 65-66

·     Golden tips page 109-110

·     Evolving world History and Government page 113-114

2-3

urbanization

Emergences of modern urban, countries in Africa

·        Nairobi

By the end of the lesson, the learner should be able to

(a)    Explain the factors that contributed to development and growth of Nairobi

·        Discussing the factors that facilitated urbanization in Nairobi

·        Listening to a resource person

·        Photos

·        Students book

·        Atlas

·        Teachers guide

·        Resource person

·        Charts

·        Maps

·        Handouts

·        Realia

·     Milestone in History and Government form II page  109-111

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 66

·     Golden tips page 110

·     High Flyer page 49-50

·     Evolving world History and Government page 116-117

7

1

Urbanization

Consequences of urbanization in Nairobi

By the end of the lesson, the learner should be able to

(a)    Explain consequences of urbanization in Nairobi

·        Discussing the effects of urbanization in Nairobi

·        Students book

·        Teachers guide

·        Photos

·        Maps

·        Realia

·        Maps

·        Charts

·        Hand-outs

·     Milestone in History and Government form II page  111-112

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 66-67

·     Golden tips page 111

·     High Flyer page 50

·     Evolving world History and Government page 117-118

2

Urbanization

Johannesburg

·        Consequences of modern urbanization in Africa

–        Johannesburg

By the end of the lesson, the learner should be able to

(a)    Explain the consequences of urbanization in Africa

(b)    Explain factors influencing growth of Johannesburg

(c)     State the functions of Johannesburg

(d)    State the problems facing Johannesburg or an urban centre and state solution to the problems

·        Discussions

·        Explanations

·        Note taking

·        Asking and answering questions

·        Pictures

·        Realia

·        Hand-outs

·        Maps

·        Pictures

·        Teachers guide

·        Students book

·     Milestone in History and Government form II page  112-114

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 67

·     Golden tips page 111

·     High Flyer page 50

·     Evolving world History and Government page 118-120

3

urbanization

Impact of Agrarian and industrial development and urbanization

By the end of the lesson, the learner should be able to

(a)    Explain the consequences of Agrarian and industrial development and urbanization

·        Discussions

·        Explanation

·        Note taking

·        Asking and answering questions

·        Hand-outs

·        Maps

·        Realia

·        Students book

·        Teachers guide

·        Resource person

·        Charts

·        pictures

·     Milestone in History and Government form II page  114-115

·     Milestone Teachers guide 47

·     Gateway Secondary Revision 67-68

·     Golden tips page 112

·     Evolving world History and Government page 120-121

8

1

Social, Economic and political organization of African Societies in the 19^th Century

·        Buganda kingdom

·        Origin of Buganda Kingdom

By the end of the lesson, the learner should be able to

(a)    Explain the origin of Buganda Kingdom

·        Discussions

·        Explanations

·        Note taking

·        Asking and answering questions

·        Pictures

·        Maps

·        Realia

·        Resource persons

·        Charts

·        Hand-outs

·     Milestone in History and Government form II page  116-117

·     Milestone Teachers guide 49

·     Gateway Secondary Revision 69

·     Golden tips page 111

·     Evolving world History and Government page 122

2

Social, Economic and political organization of African Societies to the 19^th Century

·        Factors that contributed to the rise and expansion of Buganda

By the end of the lesson, the learner should be able to

(a)    Explain the factors that contributed to the risk and expansion of Buganda Kingdom

·        Discussing

·        Explanation

·        Drawing maps

·        Note taking

·        Asking and answering

·        Students book

·        Teachers guide

·        Maps

·        Gateway revision

·        Realia

·        Hand-outs

·        Documents

·     Milestone in History and Government form II page  117

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 69

·     Golden tips page 113

·     High Flyer page 52

·     Evolving world History and Government page 123-124

3

Social, Economic and political organization of African Societies to the 19^th Century

·        The social organization of Buganda Kingdom

By the end of the lesson, the learner should be able to

(a)    Explain the social organization of the Buganda Kingdom

·        Explanations

·        Discussions

·        Note taking

·        Answering questions

·        Asking questions

·        Students book

·        Teachers guide

·        Maps

·        Gateway Revision

·        Pictures

·        Hand-outs

·        Documents

·     Milestone in History and Government form II page  117-118

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 69

·     Golden tips page 113

·     High Flyer page 52

·     Evolving world History and Government page 126

9

1 to 2

Social Economic and political organization of African Societies to the 19^th Century

·        Economic organization of the Buganda Kingdom

·        Political organization of the Buganda kingdom

By the end of the lesson, the learner should be able to

(a)    Explain the economic organization of the Buganda Kingdom

(b)    Explain the political-organization of the Buganda Kingdom

·        Explanations

·        Discussions

·        Drawing maps

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers Guide

·        Hand-outs

·        Maps

·        Charts

·        Gateway Revision

·        News paper cuttings

·     Milestone in History and Government form II page  118-119

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 70

·     Golden tips page 113

·     High Flyer page 53

·     Evolving world History and Government page 125-127

3

Social Economic and political organization of African societies in the 19^th Century

·        The shona

·        The origin and development of the Shona

By the end of the lesson, the learner should be able to

(a)    Explain the factors leading to the origin and development of the Shona

·        Explaining the origin of the Shona

·        Explaining the development of the Shona

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        Scrolls

·        Realia

·        Documents

·        Hand-outs

·        Video

·     Milestone in History and Government form II page  119-120

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 70

·     Golden tips page 114

·     High Flyer page 53

·     Evolving world History and Government page 127

10

1

Social, Economic and political organization of African Societies in the 19^th Century

Factors leading to the rise and expansion of the Shona tribe

By the end of the lesson, the learner should be able to

(a)    Explain the factors that led to the rise and expansion of the Shona tribe

·        Discussing the rise and expansion of the Shona tribe/States

·        Students book

·        Teachers guide

·        Charts

·        Realia

·        Hand-outs

·        Videos

·     Milestone in History and Government form II page  121

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 70

·     Golden tips page 114-115

·     High Flyer page 52-53

·     Evolving world History and Government page 128

2

Social economic, and political organization of African societies in the 19^th century

Social organization of the Shona

By the end of the lesson, the learner should be able to

(a)    Explain the social organization of the Shona

·        Discussing the social organization of the Shona

·        Students book

·        Teachers guide

·        Maps

·        Charts

·        Resource persons

·        Realia

·        Hand-outs

·        Pictures

·     Milestone in History and Government form II page  121

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 70-71

·     Golden tips page 114-115

·     High Flyer page 52-53

3

Social Economic and political organization of African societies in the 19^th Century

Economic organization of Shona

By the end of the lesson, the learner should be able to

(a)    Explain the economic organization of the Shona

·        Discussing the economic organization of the Shona

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Photos

·        Charts

·        Pictures

·        Hand-outs

·        Realia

·        Videos

·     Milestone in History and Government form II page  121-122

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 77

·     Golden tips page 115

·     High Flyer page 53

·     Evolving world History and Government page 129

11

1

Social Economic and political organization of African Societies in the 19^th century

Political organization of the Shona

By the end of the lesson, the learner should be able to

(a)    Discuss the political organization of the Shona

·        Discussing the political organization of the shona

·        Note taking

·        Asking and answering questions

·        Student book

·        Teachers guide

·        Maps

·        Photos

·        Charts

·        Pictures

·        Videos

·     Milestone in History and Government form II page  122-123

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 71

·     Golden tips page 114

·     High Flyer page 52

·     Evolving world History and Government page 128

2

Social Economic and political organization of African Societies in the 19^th century

The origin of Asante

·        Factors that led to rise and expansion of Asante/Ashanti

By the end of the lesson, the learner should be able to

(a)    Explain the origin of Asante

(b)    Explain the rise and expansion of the Asante/Ashanti

·        Explaining the origin of the Asante

·        Discussing the factors that led to rise and expansion of the Asante/Ashanti

·        Photos

·        Maps

·        Students book

·        Charts

·        Pictures

·        Hand-outs

·        Realia

·     Milestone in History and Government form II page  122-123

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 71

·     Golden tips page 115

·     High Flyer page 53

·     Evolving world History and Government page 128

3

Social Economic and political organization of African Societies in the 19^th century

Social organization of the Asante

By the end of the lesson, the learner should be able to

(a)    Explain the social organization of the Asante

·        Discussing the social organization of the Asante

·        Asking and answering questions

·        Note taking and making of notes

·        Teachers guide

·        Photos

·        Students guide

·        Maps

·        Pictures

·        Hand-outs

·        Realia

·     Milestone in History and Government form II page  123

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 71-72

·     Golden tips page 116

·     High Flyer page 53

·     Evolving world History and Government page 133

12

1

Social Economic and political organization of African Societies in the 19^th century

Economic organization of Asante

By the end of the lesson, the learner should be able to

(a)    Explain the economic organization of the Asante

·        Discussing the economic organization of the Asante

·        Drawing maps

·        Students book

·        Teachers guide

·        Photos

·        Hand-outs

·        Pictures

·        Realia

·     Milestone in History and Government form II page  124

·     Milestone Teachers guide 49-51

·     Gateway Secondary Revision 72

·     Golden tips page 116

·     High Flyer page 53

·     Evolving world History and Government page 133

2

Social Economic and political organization of African Societies in the 19^th century

The political organization of the Asante Empire

By the end of the lesson, the learner should be able to

(a)    Explain the political organization of the Asante

·        Discussing the political organization of the Asante

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Maps

·        Pictures

·        Charts

·        Realia

·        Pictures

·        Hand-outs

·     Milestone in History and Government form II page  124

Milestone Teachers guide 49-51

·     Gateway Secondary Revision 72

·     Golden tips page 116

·     High Flyer page 53

·     Evolving world History and Government page 137

3

Social Economic and political organization of African Societies in the 19^th century

Social economic and political organization of the Asante (Revision)

By the end of the lesson, the learner should be able to

(a)    Explain the political, social and economic organization of the Asante

·        Revising on the political, social and economic organization of the Asante

·        Drawing maps

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Gateway revision

·        Maps

·        Charts

·        Pictures

·        Maps

·        Realia

·        Hand-outs

·        Revision papers

·   Milestone in History and Government form II page  122-125

·   Milestone Teachers guide 49-51

·   Gateway Secondary Revision 72

·   Golden tips page 115-116

·   High Flyer page 53

·   Revision books of papers

·   Marking schemes

13

14

Revision and Examinations

Revision and Examinations

The learner should be able to

·        Revise the terms work and answer questions asked in the exam papers

·        Revising questions

·        Sitting for exams

·        Answer questions by writing

·        Exam papers

·        Pens

·        Other relevant stationery

·   Question papers

·   Revision books

·   Text books

·   Notes

HISTORY FORM TWO

TERM III

1

1

Constitution and constitution making

Definition of the term constitution

·   Functions of the constitution

By the end of the lesson, the learner should be able to

(a)    Define the term constitution and outline dysfunction

·        Defining the term constitution

·        Discuss the function of the constitution

·        Student book

·        Teachers guide

·        Gateway Revision

·        Documents

·        Charts

·        Resource person

·        Constitution of Kenya

·   Milestone in History and Government form II page  126

·   Milestone Teachers guide 53-54

·   Gateway Secondary Revision

·   Golden tips page 117

·   High Flyer page 54

·   Evolving world History and Government page 135

2

Constitution & constitution making

Types of constitution

By the end of the lesson, the learner should be able to

(a)    Explain the types of constitution

·        Discussing the types of constitution

·        Listening to resource person

·        Student book

·        Teachers guide

·        Documents

·        Resource person

·        Charts

·        Maps

·        Picture

·        Constitution

·   Milestone in History and Government form II page  126-127

·   Milestone Teachers guide 53-54

·   Gateway Secondary Revision

·   Golden tips page 117

·   High Flyer page 54

·   Evolving world History and Government page 136-137

3

Constitution and  constitution making

Written constitution

Unwritten constitution

By the end of the lesson, the learner should be able to

(a)    Explain the types of constitution

(b)    Explain the advantages and disadvantages of written and unwritten constitution

·        Discussing the advantages and disadvantages of written and unwritten constitution

·        Students book

·        Teachers guide

·        Gateway Revision

·        Documents

·        Charts

·        Pictures

·        Maps

·        Resource person

·   Milestone in History and Government form II page  127

·   Milestone Teachers guide 53-54

·   Gateway Secondary Revision

·   Golden tips page 117-118

·   High Flyer page 54

·   Evolving world History and Government page 136-137

2

1

Constitution and constitution making

The independence of a constitution and its provision

By the end of the lesson, the learner should be able to

(a)    Explain the independence of a constitution and its provisions

·        Discussing the independence of constitution and explaining its provisions

·        Students book

·        Teachers book

·        Charts

·     Milestone in History and Government form II page  127-130

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 118

·     High Flyer page 55

·     Evolving world History and Government page 139

2

Constitution and constitution making

The (11) Chapters of the Kenya constitution

The republic of Kenya

The executive

The Parliament

By the end of the lesson, the learner should be able to

(a)    Explain the (11) eleven chapters of the Kenya Constitution

·        Discussing the chapters of the Kenyan constitution

·        Student book

·        Teachers guide

·        Charts

·        Gateway Revision

·        Documents

·     Milestone in History and Government form II page  131

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 118-119

·     High Flyer page 55

·     Evolving world History and Government page 149-150

3

Constitution and constitution making

The Kenyan constitution

·        Principles of the Kenyan constitution

By the end of the lesson, the learner should be able to

(a)    Explain the principles of Kenyan Constitution

·        Discussing the chapters of the Kenyan Constitution

·        Student book

·        Teachers guide

·        Charts

·        Gateway Revision

·        Documents

·     Milestone in History and Government form II page  131

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 119

·     High Flyer page 56

·     Evolving world History and Government page 141

3

1

Constitution and constitution making

The (11) chapters of the Kenyan constitution

·        The judiciary

·        Citizenship

·        Protection from fundamental human rights and freedom

·        Bill of rights

By the end of the lesson, the learner should be able to

(a)    Explain the eleven chapters of the constitution

·        Discussing the chapters of the Kenyan constitution

·        Students book

·        Teachers guide

·        Charts

·        Gateway Revision

·        Documents

·     Milestone in History and Government form II page  132

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 120

·     High Flyer page 56

·     Evolving world History and Government page 140

2

·        Finance

·        The Public Service

By the end of the lesson, the learner should be able to

(a)    Explain the (11) chapters of the Kenyan constitution

·        Discussing the chapters of the Kenyan constitution

·        Students book

·        Teachers guide

·        Gateway Revision

·        Documents

·     Milestone in History and Government form II page  132

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 119-120

·     High Flyer page 54-56

·     Evolving world History and Government page 146

3

Constitution and constitution making

By the end of the lesson, the learner should be able to

(a)    Explain the process of constitution making

·        Discussing the process of constitution making

·        Students book

·        Teachers Guide

·        Resource person

·     Milestone in History and Government form II page  135

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 120

·     High Flyer page 54-56

·     Evolving world History and Government page 141

4

1

Constitution and constitution making

Constitution making

·        Process of constitution making in Kenya

·        Civic education

·        Debating the recommendations

By the end of the lesson, the learner should be able to

(a)    Explaining the process of constitution making

·        Discussing the process of constitution making

·        Students book

·        Teachers guide

·        Photos

·        Gateway Revision

·     Milestone in History and Government form II page  132-133

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 119

·     High Flyer page 55

2

To

3

Constitution and constitution making

·        National constitution conference

·        The Referendum

·        Enactment by National assembly

By the end of the lesson, the learner should be able to

(a)    Explain the process of constitution making

·        Discussing the process of constitution making

·        Explanation

·        Note making

·        Asking and answering questions

·        Students book

·        Revision papers

·        Newspaper cuttings

·        Documents

·        Realia

·        Resource person

·        Pictures

·     Milestone in History and Government form II page  135

·     Milestone Teachers guide 53-54

·     Gateway Secondary Revision

·     Golden tips page 119

·     High Flyer page 55

·     Evolving world History and Government page 141-150

5

1 – 3

Constitution and constitution making

Constitution amendments since independence

By the end of the lesson, the learner should be able to

(a)    Explain the main amendments to the Kenyan

(b)    Constitution since independence

·        Discussions

·        Explanations

·        Illustrations

·        Note taking

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Resource person

·        Gateway Revision

·        Realia

·        Handouts

·        Documents

·        Newspaper cuttings

·     Milestone in History and Government form II page  135-139

·     Milestone Teachers guide 53-54

·     Golden tips page 120-122

·     High Flyer page 55-56

·     Evolving world History and Government page 152

6

1

Democracy and Human Rights

·        Democracy

·        Meaning of democracy

·        Types of democracy

By the end of the lesson, the learner should be able to

(a)    Define democracy

(b)    Discuss types of democracy

·        Defining democracy

·        Discussions

·        Listening to resource person

·        Asking and answering questions

·        Note taking

·        Students book

·        Teachers guide

·        Resource person

·        Constitution of Kenya

·        Charts

·        Pictures

·     Milestone in History and Government form II page  141-142

·     Milestone Teachers guide 53-54

·     Golden tips page 124

·     High Flyer page 57

·     Evolving world History and Government page 162-163

7

1

Democracy and Human Rights

·        Principles of democracy

·        Citizen participation

By the end of the lesson, the learner should be able to

(a)    Explain the principles of democracy

·        Discussing the principles of democracy (Citizen participation)

·        Listening to a resource person

·        Students book

·        Resource person

·        Charts

·        Pictures

·        Realia

·        handouts

·     Milestone in History and Government form II page 142-143

·     Milestone Teachers guide 56-57

·     Golden tips page 124

·     High Flyer page 57

·     Evolving world History and Government page 162-163

2

Democracy and Human Rights

Regular free and fair elections

·        Political tolerance

By the end of the lesson, the learner should be able to

(a)    Explain the principles of democracy

·        Discussing the principles of democracy

·        Listening to resource persons

·        Students book

·        Teachers guide

·        Resource persons

·        Photos

·        Gateway revision

·        Charts

·        Pictures

·        Handouts

·        Realia

·     Milestone in History and Government form II page 144

·     Milestone Teachers guide 56-57

·     Golden tips page 124

·     High Flyer page 57

·     Evolving world History and Government page 162-163

3

Democracy and Human rights

Transparency and accountability

·        Control of abuse of power

By the end of the lesson, the learner should be able to

(a)    Explain the principles of democracy

·        Discussing the principles of democracy

·        Taking and making notes

·        Gateway Revision

·        Students book

·        Photos

·        Charts

·        Constitution of Kenya

·        Revision

·        Handouts

·   Milestone in History and Government form II page 144-145

·   Milestone Teachers guide 58

·   Golden tips page 124

·   High Flyer page 57

·   Evolving world History and Government page 162-163

8

1

Democracy and Human Rights

·        Principles of democracy

·        Multi-party

·        Equality

·        Economic freedom

By the end of the lesson, the learner should be able to

(a)    Explain the principles of democracy

·        Explaining the principles of democracy

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Photos

·        Gateway Revision

·        Students book

·   Milestone in History and Government form II page 145-146

·   Milestone Teachers guide 58

·   Golden tips page 124

·   High Flyer page 57

·   Evolving world History and Government page 162-163

2

Democracy and Human Rights

Principles of democracy

·        Bill of human rights

·        Human rights

·        Rule of law

·        Fair procedures

·        The ombuds person

By the end of the lesson, the learner should be able to

(a)    Explain the principles of democracy

·        Explaining the principles of democracy

·        Asking and answering questions

·        Teachers guide

·        Documents

·        Charts

·        Maps

·        Pictures

·        Drawings

·        Realia

·   Milestone in History and Government form II page 145-146

·   Milestone Teachers guide 56-58

·   Golden tips page 124-125

·   High Flyer page 57

·   Evolving world History and Government page 163-165

3

Democracy and Human Rights

Human rights

·        The concept of human rights

By the end of the lesson, the learner should be able to

(a)    Explain the meaning of human rights

(b)    Explain the concept of human rights

·        Defining and explaining the concept of Human rights

·        Asking and answering of questions

·        Student’s book

·        Teachers guide

·        Resource person

·        Documents

·        Charts

·        Handouts

·        Pictures

·   Milestone in History and Government form II page 147

·   Milestone Teachers guide 56-58

·   Golden tips page 125

·   High Flyer page 57

·   Evolving world History and Government page 163

9

1

Democracy and Human Rights

The bill f rights

The concept of the bill of rights

By the end of the lesson, the learner should be able to

(a)    Explain the concept of the Bill of Rights and their sources

·        Discussing the concept of the Bill of Rights

·        Asking and answering questions

·        Students guide

·        Documents

·        Charts

·        Handouts

·        Pictures

·        Videos

·   Milestone in History and Government form II page 147-148

·   Milestone Teachers guide 56-58

·   Golden tips page 125

·   High Flyer page 57

·   Evolving world History and Government page 165

2

Democracy and Human Rights

The UN character on human rights

By the end of the lesson, the learner should be able to

(a)    Explain the origin and practice of UN charter in relation to the Human Rights

·        Explaining the origin and practice of the UN Charter on human rights

·        Asking and answering of questions

·        Listening to a resource person

·        Students book

·        Teachers guide

·        Resource person

·        Charter

·        Videos

·        Resource person

·   Milestone in History and Government form II page 142

·   Milestone Teachers guide 56-58

·   Golden tips page 126

·   High Flyer page 57

·   Evolving world History and Government page 168

3

Democracy and Human rights

The rights of the child

By the end of the lesson, the learner should be able to

(a)    Explain the rights of the child

·        Explaining the rights of the child

·        Asking and answering questions

·        Taking and making notes

·        Students book

·        Teachers guide

·        Photos

·        Documents

·        Charts

·        Videos

·        Pictures

·   Milestone in History and Government form II page 152-153

·   Milestone Teachers guide 57-58

·   Golden tips page 126

·   High Flyer page 58

·   Evolving world History and Government page 170

10

1

Democracy and Human rights

Classification of human rights

·        Political rights

·        Social rights

By the end of the lesson, the learner should be able to

(a)    Explain the political and social rights e.g human beings

·        Discussing

·        Political and social rights of human beings

·        Asking and answering questions

·        Note taking

·        Students book

·        Teachers guide

·        Photos

·        Documents

·        Charts

·        Pictures

·        Handouts

·        Realia

·        Videos

·   Milestone in History and Government form II page 152-153

·   Milestone Teachers guide 57-58

·   Golden tips page 126

·   High Flyer page 57

·   Evolving world History and Government page 163-164

2

Democracy and Human Rights

·        Economic rights

·        Environmental rights

By the end of the lesson, the learner should be able to

·        Explain the economic environmental and developmental rights

·        Discussing the economic, environmental and developmental rights of citizens

·        Asking and answering questions

·        Note taking

·        Students book

·        Teachers guide

·        Photos

·        Gateway Revision

·        Charts

·        Maps

·        Videos

·   Milestone in History and Government form II page 153-154

·   Milestone Teachers guide 56-58

·   Golden tips page 126

·   High Flyer page 57

·   Evolving world History and Government page 164

11-13

Revision of all work covered

Revision of all work covered

Sitting for examination

By the end of the lesson, the learner should be able to

(a)    Revise the previous work and be ready for exams

·        Revising exams

·        Papers

·        Pens

·        Other relevant stationery

·   Exam papers

·   Marking scheme

·   Text books

HISTORY FORM THREE

TERM I

1

1

European invasion of African and the process of colonization

The scramble for and partition of Africa

·        Defining scramble, Partition

·        Methods used by European to acquire colon

By the end of the lesson, the learner should be able to

(a)    Explain the meaning of scramble and partition

(b)    Explain how European countries were involved in the struggle and partition of Africa

(c)     Explain the methods used by the Europeans to acquire colonies in Africa

·        Defining the terms scramble and partition

·        Discussing how European nation were involved in the scramble and partition of Africa

·        Explanations

·        Asking and answering questions

·        Taking and making notes

·        Students book

·        Teachers guide

·        Resource person

·        Documents

·        Realia

·        Handouts

·        Videos

·        Charts

·        maps

·   Milestone in History and Government form III page 1-3

Milestone Teachers guide 34-36

·   Golden tips page 129

·   High Flyer page 58-59

·   Evolving world History and Government page 1-2

·   Gateway paper 2

2

European invasion of Africa and the process of Colonization

Factors that led to scramble for colonies in Africa

·        Economic

·        Political

By the end of the lesson, the learner should be able to

(a)    Explain the economic and political factors that led to the scramble for colonies in Africa

·        Discussing the factors leading to the scramble for colonies

·        Economic factors

·        Political factors

·        Listening to a resource person

·        Taking and making notes

·        Asking and answering questions

·        Demonstrating

·

·        Students book

·        Resource person

·        Photographs

·        Maps

·        Charts

·        Videos

·        Documents

·        Handouts

·        Realia

·        Teachers guide

·        Pictures

·   Milestone in History and Government form III page 3-4

·   Milestone Teachers guide 35-36

·   Golden tips page 129-130

·   High Flyer page 59

·   Evolving world History and Government page 3-8

·   Gateway paper 2

3

European invasion of Africa and the process of colonization

The factors that led to scramble for colonies in Africa

·        Strategic

·        Social

By the end of the lesson, the learner should be able to

(a)    Explain the strategic and social factors that led to the scramble for colonies in Africa

·        Discussing the factors that led to the scramble for colonies

·        Strategic and social factors

·        Listening to a resource person

·        Explanation

·        Asking and answering questions

·        Note taking

·        Students book

·        Resource person

·        Maps

·        Photographs

·        Pictures

·        Charts

·        Handouts

·        Teachers guide

·        Documents

·        Maps

·        Videos

·        Film

·   Milestone in History and Government form III page 5-8

·   Milestone Teachers guide 35-36

·   Golden tips page 130

·   High Flyer page 59

·   Evolving world History and Government page 5-7

·   Gateway paper 2 73-74

4

European invasion of Africa and the process of colonization

The process of partition

By the end of the lesson, the learner should be able to

(a)    Describe the process of partition

·        Describing the process of partition

·        Asking and answering questions

·        Taking and making notes

·        Demonstrating

·        Illustration

·        drawing

·        maps

·        charts

·        textbooks

·        revision materials

·        resource person

·        realia

·        Handouts

·        Documents

·        Gateway Revision

·   Milestone in History and Government form III page 8-9

·   Milestone Teachers guide 35-36

·   Golden tips page 130

·   High Flyer page 60

·   Evolving world History and Government page 8-9

·   Gateway paper 2 page 74

2

1

European invasion of Africa and the process of colonization

The process of partition

·        The Berlin conference of 1884-1885

By the end of the lesson, the learner should be able to

(a)    Explain the participation of European powers in Berlin conference and the resolutions that were passed during the conference

·        Explaining the process of African in the Berlin conference of 1884-1885

·        Demonstrating

·        Illustrating

·        Taking and making notes

·        Asking and answering questions

·        Students book

·        Teachers guide

·        Resource person

·        Maps

·        Charts

·        Realia

·        Documents

·        Handouts

·        Gateway revision

·        Pictures

·        Videos

·   Milestone in History and Government form III page 10-12

·   Milestone Teachers guide 35-36

·   Golden tips page 130-131

·   High Flyer page 60

·   Evolving world History and Government page 8-9

·   Gateway paper 2 page 74

2

European invasion of Africa and the process of colonization

The methods used by Europeans to acquire colonies in Africa

The impact of partition in Africa

By the end of the lesson, the learner should be able to

(a)    Explain the methods that the Europeans used to acquire colonies and the impact of partition of Africa

·        Discussing the methods used by the Europeans to acquire colonies in Africa

·        Explaining the partitions of Africa

·        Asking and answering questions

·        Note taking

·        Demonstrating

·        illustrations

·        students book

·        teachers guide

·        Resource person

·        Maps

·        Charts

·        Realia

·        Documents

·        Handouts

·        Gateway Revision

·        Pictures

·        Videos

·     Milestone in History and Government form III page 10-12

·     Milestone Teachers guide 35-36

·     Golden tips page 130-131

·     High Flyer page 60

·     Evolving world History and Government page 8-9

·     Gateway paper 2 page 74

3

European invasion of Africa and the process of colonization

African Reaction to European Colonization resistance

·        Maji maji uprising 1905-1907

·        The courses of uprising

By the end of the lesson, the learner should be able to

(a)    Identify the different types of reaction to European colonization and the causes of Maji Maji uprising of 1905-1907

·        Explaining Maji Maji uprising

·        Discussing the causes of maji maji uprising

·        Asking and answering questions

·        Students book

·        Resource person

·        Photographs

·        Videos

·        Documents

·        Maps

·        Charts

·        Pictures

·     Milestone in History and Government form III page 14-16

·     Milestone Teachers guide 35-37

·     Golden tips page 131-132

·     High Flyer page 61-62

·     Evolving world History and Government page 11-13

·     Gateway paper 2 page 75

4

European invasion of Africa and the process of colonization

The causes of uprising

·        Results of the uprising

·        Reasons for the defeat

By the end of the lesson, the learner should be able to

(a)    Explain the results of and reasons of the uprising to fail

·        Describe the course of the uprising

·        Giving results and reasons why the uprising failed

·        Taking and making notes

·        Answering and asking questions

·        Demonstrating

·        Students book

·        Resource person

·        Photographs

·        Documents

·        Realia

·        Charts

·        Teachers Guide

·        Handouts

·        Maps

·        Videos

·        Films

·     Milestone in History and Government form III page 16-19

·     Milestone Teachers guide 75-77

·     High Flyer page 62

·     Evolving world History and Government page 14-15

·     Gateway paper 2 page 75-77

3

1

European invasion of Africa and the process of colonization

African reaction to European colonization

·        Resistance

·        Samoure Toure of Mandinka empire

·        The reasons why Samoure Toure resisted French colonization

By the end of the lesson, the learner should be able to

(a)    Explain the rise of Samoure Toure to power and the reasons that made Samoure Toure to resist the French colonization

·        Explaining the reasons for the rise of Samoure Toure

·        Discussing the reasons why Samoure Toure resisted

·        Note taking

·        Asking and answering questions

·        Demonstration

·        Illustrations

·        Students book

·        Resource person

·        Maps

·        Charts

·        Photographs

·        Pictures

·        Charts

·        Realia

·        Handouts

·        Teachers guide

·        Documents

·        Films

·     Milestone in History and Government form III page 19-22

·     Milestone Teachers guide 35-37

·     Golden tips page 133

·     High Flyer page 62-63

·     Evolving world History and Government page 16-17

·     Gateway paper 2 page 76

2

European invasion of African and the process of colonization

The reasons that made Samoure Toure to resist the French for a long time

·        Reasons why samoure Toure was Defeated by the French

By the end of the lesson, the learner should be able to

(a)    Explain the reasons that made Samoure Toure to resist for long

(b)    Explain the reasons why Samoure Toure was defeated by the French

·        Explaining reasons why Samoure Toure resisted for long

·        Discussing reasons why Samoure Toure was defeated by the French

·        Illustrations

·        Taking and making notes

·        Asking and answering questions

·        Students book

·        Resource person

·        Photographs

·        Maps

·        Charts

·        Pictures

·        Handouts

·        Realia

·        Videos

·        Films

·        News paper cuttings

·     Milestone in History and Government form III page 22-23

·     Milestone Teachers guide 35-37

·     Golden tips page 133

·     High Flyer page 63

·     Evolving world History and Government page 19-20

·     Gateway paper 2 page 77-78

3

European invasion of Africa and process of Colonization

·        Lobengula of the Ndebele

·        Reasons for the conquest of Ndebele land

·        The Rudd concession and its term

By the end of the lesson, the learner should be able to

(a)    Explain the reasons why the British were determined to conquer Ndebele land and the terms of Rudd Concession of 1888

·        Discussing why the British conquered Ndebele land

·        Discussing the terms of the Rudd Concession of 1888

·        Illustrations

·        Demonstrations

·        Asking and answering questions

·        Students book

·        Resource person

·        Photographs

·        Maps

·        Pictures

·        Handouts

·        Videos

·        Films

·        Newspaper cuttings

·        Charts

·     Milestone in History and Government form III page 23-25

·     Milestone Teachers guide 35-38

·     Golden tips page 134

·     High Flyer page 63-64

·     Evolving world History and Government page 20-21

·     Gateway paper 2 page 78-79

4

European invasion of Africa and the process of colonization

·        African Reaction to European colonization

·        Reasons for the defeat of the Ndebele

·        Effects of the Ndebele war of 1893

By the end of the lesson, the learner should be able to

(a)    Explain why the Ndebele were defeated by the British in 1893 and the effects of the Ndebele war of 1893

·        Discussing the reasons for the defeat of Ndebele

·        Explaining the effects of Ndebele war of 1893

·        Asking and answering questions

·        Taking and making notes

·        Students guide

·        Resource person

·        Photographs

·        Revision materials

·        Handouts

·        Videos

·        Films

·        Charts

·        News paper

·        Documents

·        maps

·     Milestone in History and Government form III page 25-26

·     Milestone Teachers guide 35-38

·     Golden tips page 135

·     High Flyer page 65

·     Evolving world History and Government page 25

·     Gateway paper 2 page 78

4

1

European invasion of Africa and the Process of Colonization

·        The causes of Shona- Ndebele or chimusenga wars of 1896-1897

·        Results of Chimurenga wars

By the end of the lesson, the learner should be able to

(a)    Discuss the causes and results of Chimurenga wars of 1896-1897

·        Discussing the causes and courses of the Chimurenga wars

·        Explaining the results of Chimurenga wars

·        Asking and answering questions

·        Taking and making notes

·        Students book

·        Resource person

·        Photographs

·        Revision materials

·        Handouts

·        Videos

·        Maps

·        Charts

·        Documents

·        Films

·        Newspaper cuttings

·     Milestone in History and Government form III page 26-27

·     Milestone Teachers guide 35-38

·     Golden tips page 134

·     High Flyer page 64

·     Evolving world History and Government page 22-25

·     Gateway paper 2 page 79

2

European invasion of Africa and the process of colonization

·        Reasons why some leaders collaborated

·        Buganda – reasons why Kabaka Mutesa collaborated with the British

By the end of the lesson, the learner should be able to

(a)    Explain the reasons why some African leaders collaborated with the Europeans

(b)    Explain why Kabaka Mutesa collaborated with the British

·        Explaining the meaning of collaboration

·        Discussing reasons why Kabaka Mutesa collaborated

·        Listening to a resource person

·        Asking and answering questions

·        Taking and making notes

·        Illustrating

·        Students book

·        Charts

·        Photographs

·        Maps

·        Revision materials

·        Documents

·        Pictures

·        Photos

·        Videos

·        Teachers guide

·     Milestone in History and Government form III page 27-29

·     Milestone Teachers guide 35-38

·     Golden tips page 135-136

·     High Flyer page 65

·     Evolving world History and Government page 28-31

·     Gateway paper 2 page 79

·

3

European invasion of Africa and the process of Colonization

·        Reasons why Kabaka Mwanga collaborated with the British

·        The terms of Buganda Agreement of 1900

By the end of the lesson, the learner should be able to

(a)    Explain why Kabaka Mwanga collaborated with the Brititsh and the terms of Buganda Agreement of 1900

·        Discussing reasons why Kabaka Mwanga collaborated

·        Explaining terms of the Buganda Agreement of 1900

·        Resource person

·        Photographs

·        Extracts of Buganda Agreement

·        Maps

·        Realia

·        Pictures

·        Maps

·        Charts

·        Resource person

·        Documents

·        Teachers guide

·     Milestone in History and Government form III page 30-31

·     Milestone Teachers guide 35-38

·     Golden tips page 135-136

·     High Flyer page 66

·     Evolving world History and Government page 28-31

·     Gateway paper 2 page 81-82

·

4

European invasion of Africa and the process of Colonization

Collaboration

·        Lewanika of Lozi Kingdom

·        Reasons why Lewanika collaborated with the Europeans

·        The result of Lewanika’s collaboration

By the end of the lesson, the learner should be able to

(a)    Explain why Lewanika collaborated with the Europeans

(b)    Explain the results of Lewanika’s collaboration

·        Discussing reasons why Lewanika collaborated

·        Explain the results of the collaboration

·        Listening to a resource person

·        Making and taking notes

·        Asking and answering questions

·        discussions

·        students book

·        resource person

·        Photographs

·        Maps

·        Teachers guide

·        Documents

·        Scrolls

·        Pictures

·        Text books

·        Handouts

·        Realia

·     Milestone in History and Government form III page 31-32

·     Milestone Teachers guide 40-41

·     Golden tips page 137

·     High Flyer page

·     Evolving world History and Government page 26-27

·     Gateway paper 2 page 38

·

5

1

Establishment of Colonial Rule in Kenya

The background to the Scramble and partition of East Africa

By the end of the lesson, the learner should be able to

(a)    Explain the early contacts between East Africa and Europe

·        Explaining the early contacts between Africa and Europe

·        Listening to a resource person

·        Class discussion

·        Illustrations

·        Demonstrations

·        Asking and answering questions

·        Students book

·        News paper cuttings

·        Text books

·        Handouts

·        Realia

·        Charts

·        Documents

·        Teachers guide

·     Milestone in History and Government form III page 34

·     Milestone Teachers guide 40-41

·     Golden tips page 135-136

·     High Flyer page 67

·     Evolving world History and Government page 33

·     Gateway paper 1 page 38

·

2

Establishment of colonial Rule in Kenya

·        Reasons for the scramble and partition of East Africa

By the end of the lesson, the learner should be able to

(a)    Explain the reasons for the scramble for colonies in East Africa

·        Discussing the reasons for Colonies in East Africa

·        Listening to a resource person

·        Asking and answering questions

·        Making and taking notes

·        Students book

·        Resource person

·        Photographs

·        Charts

·        Maps

·        Handouts

·        Newspaper cuttings

·        Documents

·        Scrolls

·     Milestone in History and Government form III page 34-35

·     Milestone Teachers guide 40-41

·     Golden tips page 139

·     High Flyer page 67-68

·     Evolving world History and Government page 33-34

·     Gateway paper 2 page 38

·

3

Establishment of Colonial Rule in Kenya

The process of partition

·        The Anglo-German agreement of 1886

By the end of the lesson, the learner should be able to

(a)    Explain the Anglo-German Agreement of 1886 and Helgoland treaty of 1890

·        Discussing the terms of Anglo-German Agreement and the Helgoland treaty of 1890

·        Explanations

·        Illustrating

·        Demonstrating

·        Asking and answering questions

·        Making and taking notes

·        Resource person

·        Photographs

·        Maps

·        Charts

·        Documents

·        Scrolls

·        Charts

·        Text books

·        Newspaper cuttings

·        Videos

·        Pictures

·        Students books

·     Milestone in History and Government form III page 35-38

·     Milestone Teachers guide 40-41

·     Golden tips page 139-138

·     High Flyer page 68

·     Evolving world History and Government page 34

·     Gateway paper 1 page 38-39

·

4

Establishment of Colonial Rule in Kenya

The British occupation of Kenya

·        The methods used to establish colonial rule in Kenya

·        The problems faced by I.B.E.A.co

By the end of the lesson, the learner should be able to

(a)    Explain the methods used to establish colonial rule in Kenya and the problems that the I.B.E.A Co. faced

·        Illustrations

·        Explaining the problems that the I.B,A co. faced

·        Describing

·        Asking and answering questions

·        Note taking

·        Discussing the methods used to establish colonial rule in Kenya

·        Scrolls

·        Teachers guide

·        Students book

·        Resource person

·        Maps

·        Photographs

·        Pictures

·        Documents

·        Newspaper cuttings

·        Handouts

·        Realia

·        Charts

·     Milestone in History and Government form III page 38-40

·     Milestone Teachers guide 40-41

·     Golden tips page 140

·     High Flyer page 68-69

·     Evolving world History and Government page 35-37

·     Gateway paper 1 page 39

·

6

1

Establishment of colonial rule in Kenya

·        Response of the people of Kenya to British invasion

·         resistance (Nandi)

·        The factors responsible for the rise of Nandi power

·        Reasons fir the Nandi Resistance to colonial rule

By the end of the lesson, the learner should be able to

(a)    Explain the factors responsible for the rise of Nandi power and why Nandi resisted

·        Explain the factors responsible for the factors for the rise of Nandi power

·        Discussing reasons for the Nandi resistance

·        Listening to a resource person

·        Making and taking notes

·        Asking and answering questions

·        Pictures

·        Handouts

·        Realia

·        Videos

·        Films

·        Scrolls

·        Documents

·        Textbooks

·        Students book

·        Resource person

·     Milestone in History and Government form III page 38-40

·     Milestone Teachers guide 40-41

·     Golden tips page 140

·     High Flyer page 68-69

·     Evolving world History and Government page 35-37

·     Gateway paper 1 page 39

2

Establishment of Colonial Rule in Kenya

·        The course of Nandi Resistance

By the end of the lesson, the learner should be able to

(a)    Explain the course of the Nandi resistance

·        Discussing the course of the Nandi resistance

·        Listening to a resource person

·        Asking and answering questions

·        Making and taking notes

·        Documents

·        Films

·        Handouts

·        Textbooks

·        Maps

·        Videos

·        Students book

·        Resource person

·        Photographs

·        Resource person

·     Milestone in History and Government form III page 43-44

·     Milestone Teachers guide 40-42

·     Golden tips page 141

·     High Flyer page 70

·     Evolving world History and Government page 38-39

·     Gateway paper 1 page 40

·

3

Establishment of colonial Rule in Kenya

·        The factors that enabled the Nandi to resist the British for a long period

By the end of the lesson, the learner should be able to

(a)    Explain the factors that enabled the Nandi to resist for a long period

·        Describing

·        Explanations

·        Illustrations

·        Making and taking notes

·        Asking and answering questions

·        Discussing the reasons for the long Nandi Resistance

·        Listening to a resource person

·        Students book

·        Resource person

·        Photographs

·        Documents

·        Realia

·        Teachers guide

·        Revision books

·        Handouts

·        Videos

·        Films

·        Charts

·     Milestone in History and Government form III page 44-45

·     Milestone Teachers guide 40-42

·     Golden tips page 141-142

·     High Flyer page 70

·     Evolving world History and Government page 39-40

·     Gateway paper 1 page 40

4

Establishment of colonial rule in Kenya

·        Reasons why the Nandi were defeated

·        The effects of Nandi resistance

By the end of the lesson, the learner should be able to

(a)    Explain the reasons that made the Nandi to be defeated and the effects of the Nandi resistance

·        Asking and answering questions

·        Discussing the reasons why Nandi were defeated

·        Discussing the effects of the Nandi resistance

·        Listening to a resource person

·        Making and taking notes

·        Explanations

·        Students book

·        Resource person

·        Maps

·        Teachers guide

·        Charts

·        Videos

·        Films

·        Realia

·        Handouts

·        Documents

·        Gateway Revision

·     Milestone in History and Government form III page 45

·     Milestone Teachers guide 40-42

·     Golden tips page 141

·     High Flyer page 70

·     Evolving world History and Government page 40

·     Gateway paper 1 page 40-41

7

1

Establishment of colonial Rule in Kenya

The Agyriania resistance

·        Reasons for Agririnian resistance

·        The cause for resistance

By the end of the lesson, the learner should be able to

(a)    Explain why the Agriama resulted and discuss the course of the resistance

·        Explaining why the Agriama resisted

·        Discuss their cause of resistance

·        Listening to a resource person

·        Asking and answering questions

·        Making and taking notes

·        Describing

·        Illustrating

·        Students book

·        Resource person

·        Photographs

·        Maps

·        Documents

·        Handouts

·        Realia

·        Text books

·        Revision books