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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Background to the Scramble and Partition of East Africa
British Interest and Factors for Occupation |
By the end of the
lesson, the learner
should be able to:
Explain the background to European interest in East Africa Identify European countries interested in East Africa Discuss the role of Portuguese, Arabs and Swahilis Analyze the transition from coastal to interior penetration |
Review of earlier European visitors to East Africa Group discussion on Portuguese presence since 15th century Analysis of Arab and Swahili trade routes Q&A on European transition from trade to colonization |
Maps of East Africa showing trade routes, Photographs, Charts, Students
Maps showing strategic routes to India, Charts on economic factors, Students |
KLB Secondary History Form 3, Pages 31-32
|
|
| 2 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
The Process of Partition in East Africa
Anglo-German Agreement 1886 and Company Rule |
By the end of the
lesson, the learner
should be able to:
Describe the role of Karl Peters and German activities Explain the Anglo-German rivalry in East Africa Analyze the role of Sultan of Zanzibar Discuss the significance of treaty signing |
Exposition on Karl Peters' treaties with Tanganyika chiefs Analysis of Sir Harry Johnstone's activities in Kilimanjaro Discussion on German East Africa Company vs IBEA Company Map work showing German and British spheres of influence |
Maps of East Africa showing German and British interests, Photographs of Karl Peters, Students
Maps showing 1886 agreement boundaries, Photographs of William Mackinnon, Documents, Students |
KLB Secondary History Form 3, Pages 32-34
|
|
| 2 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
IBEA Company Administration and Problems
Transition to British Protectorate and Methods of Colonial Rule |
By the end of the
lesson, the learner
should be able to:
Identify the aims and achievements of IBEA Company Explain problems faced by the company Discuss the company's financial difficulties Analyze reasons for company's failure |
Analysis of IBEA Company's aims and achievements Discussion on problems: insufficient capital, large territory, resistance Exposition on lack of profitable commodities and poor transport Q&A on coordination problems between Europe and East Africa |
Charts showing company problems, Maps of company posts, Students
Documents showing protectorate declaration, Maps, Charts of methods, Students |
KLB Secondary History Form 3, Pages 36-37
|
|
| 2 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Kenyan Responses - Nandi Resistance: Causes
Nandi Resistance: Course and Leadership |
By the end of the
lesson, the learner
should be able to:
Identify causes of Nandi resistance Explain the role of Kimnyole's prophecy Discuss Nandi military strength and pride Analyze British threats to Nandi independence |
Detailed exposition on Nandi dominance in Rift Valley Discussion on Kimnyole's prophecy and its significance Analysis of Nandi military organization and pride Group work on factors: land alienation, taxation, forced labor |
Maps of Nandi territory, Photographs, Charts showing causes, Students
Maps showing Nandi attacks, Photographs of Koitalel arap Samoei, Students |
KLB Secondary History Form 3, Pages 38-40
|
|
| 3 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Nandi Resistance: Defeat and Results
|
By the end of the
lesson, the learner
should be able to:
Analyze factors leading to Nandi defeat Explain the role of Meinertzhagen's strategy Discuss the results of Nandi resistance Evaluate the long-term impact on the community |
Analysis of Meinertzhagen's treacherous tactics Discussion on Samoei's capture and killing Exposition on final expedition with 1,500 soldiers Analysis of results: loss of independence, land alienation, displacement |
Photographs of Meinertzhagen, Maps showing land alienation, Charts, Students
|
KLB Secondary History Form 3, Pages 41-42
|
|
| 3 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Other Resistance Examples: Agiryama and Bukusu
|
By the end of the
lesson, the learner
should be able to:
Describe causes of Agiryama resistance Explain the role of Mekatilili wa Menza Discuss Bukusu resistance against Wanga rule Analyze the outcomes of these resistances |
Exposition on Agiryama trade disruption and land loss Discussion on Mekatilili wa Menza's leadership and organization Analysis of Bukusu hatred for Wanga administration Case study of traditional oaths and resistance organization |
Photographs of Mekatilili wa Menza, Maps showing resistance areas, Students
|
KLB Secondary History Form 3, Pages 42-44
|
|
| 3 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Somali Resistance and Reasons for Resistance Failure
|
By the end of the
lesson, the learner
should be able to:
Identify causes of Somali resistance Explain the impact of partition on Somali clans Discuss nomadic lifestyle conflicts with colonial boundaries Analyze general reasons why armed resistance failed |
Analysis of Anglo-Italian Treaty and Somali partition Discussion on Darod and Hawiye clans' reactions Exposition on nomadic pastoralism vs colonial boundaries Summary analysis of why resistance movements failed across Kenya |
Maps showing Somali partition, Charts on resistance failure factors, Students
|
KLB Secondary History Form 3, Pages 44-46
|
|
| 3 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Collaboration: Maasai under Lenana
|
By the end of the
lesson, the learner
should be able to:
Explain reasons for Maasai collaboration Discuss the impact of natural calamities on Maasai Analyze the succession dispute between Lenana and Sendeyo Examine the Maasai Agreements of 1904 and 1911 |
Analysis of Maasai weakening factors: diseases, famine, civil wars Discussion on Kedong massacre and its impact Exposition on Lenana's succession and British support Detailed study of Maasai Agreements and land alienation |
Maps showing Maasai territory and reserves, Photographs of Lenana, Treaty documents, Students
|
KLB Secondary History Form 3, Pages 46-48
|
|
| 4 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Collaboration: Wanga under Nabongo Mumia
|
By the end of the
lesson, the learner
should be able to:
Identify reasons for Wanga collaboration Explain Mumia's strategic objectives Discuss the role of Wanga in British administration Analyze the results of Wanga collaboration |
Exposition on Mumia's trade connections and strategic position Analysis of Wanga desire for military assistance against enemies Discussion on Wanga agents used in colonial administration Case studies of Wanga rule over other western Kenya communities |
Maps showing Wanga kingdom expansion, Photographs of Nabongo Mumia, Students
|
KLB Secondary History Form 3, Pages 48-50
|
|
| 4 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
|
Mixed Reactions: Akamba, Agikuyu, and Luo
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of mixed reactions Analyze Akamba resistance and collaboration Discuss Agikuyu responses under different leaders Examine Luo varied responses to British rule |
Analysis of why some communities had mixed responses Case study of Akamba: Mwana Muka's resistance vs collaboration Discussion on Agikuyu: Waiyaki's resistance vs Kinyanjui's collaboration Exposition on Luo: Ugenya resistance vs Gem and Asembo collaboration |
Maps showing areas of mixed reactions, Photographs of leaders, Students
|
KLB Secondary History Form 3, Pages 50-53
|
|
| 4 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA
COLONIAL ADMINISTRATION |
Colonial Administration Structure and Local Government
Introduction to Colonial Administration Systems |
By the end of the
lesson, the learner
should be able to:
Describe the structure of colonial administration Explain the role of Governor and provincial administration Discuss the development of local government Analyze the establishment of Local Native Councils |
Exposition on colonial administrative hierarchy Analysis of Governor's powers and advisory councils Discussion on Provincial and District Commissioners' roles Detailed study of Local Native Councils and their objectives |
Charts showing administrative structure, Documents, Maps showing provinces and districts, Students
Maps showing colonial territories, Charts comparing systems, Students |
KLB Secondary History Form 3, Pages 53-56
|
|
| 4 | 4 |
COLONIAL ADMINISTRATION
|
Indirect Rule: Definition and Application in Kenya
|
By the end of the
lesson, the learner
should be able to:
Define indirect rule system Explain reasons why British used indirect rule in Kenya Identify areas where indirect rule was applied Analyze the role of traditional rulers in indirect rule |
Detailed exposition on indirect rule definition and principles Discussion on British experience in India and Uganda Analysis of reasons: lack of funds, inadequate personnel, avoiding resistance Case study of Wanga under Nabongo Mumia |
Photographs of Fredrick Lugard, Maps of Kenya, Charts showing reasons, Students
|
KLB Secondary History Form 3, Pages 57-58
|
|
| 5 | 1 |
COLONIAL ADMINISTRATION
|
Indirect Rule in Northern Nigeria: Application and Structure
Indirect Rule in Southern Nigeria and Its Shortcomings |
By the end of the
lesson, the learner
should be able to:
Describe the Sokoto Caliphate system before British rule Explain how indirect rule was applied in Northern Nigeria Outline the administrative structure under indirect rule Discuss the duties of Emirs under British supervision |
Exposition on Sokoto Caliphate and Emirates system Analysis of British residents' role in supervising Emirs Discussion on taxation changes and revenue distribution Drawing administrative hierarchy chart from Colonial Secretary to village level |
Charts showing administrative structure, Maps of Northern Nigeria, Students
Maps showing ethnic groups in Nigeria, Photographs, Charts listing effects, Students |
KLB Secondary History Form 3, Pages 58-60
|
|
| 5 | 2 |
COLONIAL ADMINISTRATION
|
Direct Rule: Definition and Application in Zimbabwe
Direct Rule Structure and Effects in Zimbabwe |
By the end of the
lesson, the learner
should be able to:
Define direct rule system Explain reasons why British used direct rule in Zimbabwe Describe the application of direct rule in Southern Rhodesia Analyze the role of British South Africa Company |
Definition and explanation of direct rule principles Exposition on Cecil Rhodes and BSA Company's role Discussion on large European settler population Analysis of mineral wealth control and lack of traditional systems |
Photographs of Cecil Rhodes and Ian Smith, Maps of Zimbabwe, Students
Charts showing administrative structure, Maps, Photographs of leaders, Students |
KLB Secondary History Form 3, Pages 61-63
|
|
| 5 | 3 |
COLONIAL ADMINISTRATION
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA |
Assimilation Policy in Senegal: Application, Effects, and Comparison
Introduction and Background to Colonial Development |
By the end of the
lesson, the learner
should be able to:
Define the assimilation policy Explain reasons for French assimilation in Senegal Outline conditions for becoming assimilated Compare British and French colonial administration systems |
Exposition on French Revolution ideals and citizenship rights Discussion on four communes: St. Louis, Goree, Dakar, Rufisque Analysis of conditions: speaking French, Christianity, monogamy, etc. Comparative study of British indirect rule vs French assimilation Group debate on advantages and disadvantages of each system |
Maps of Senegal showing communes, Charts comparing systems, Photographs, Students
Maps of Kenya showing climatic zones, Charts, Students |
KLB Secondary History Form 3, Pages 65-70
|
|
| 5 | 4 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
The Uganda Railway: Reasons and Process of Construction
Problems During Railway Construction and Solutions |
By the end of the
lesson, the learner
should be able to:
Explain reasons for building the Uganda Railway Describe the process of railway construction Identify key figures involved in railway building Analyze the role of Indian coolies in construction |
Exposition on reasons: effective control, economic exploitation, stopping slave trade Discussion on William Mackinnon and IBEA Company's initial survey Analysis of Captain MacDonald's survey and George Whitehouse's engineering Case study of Indian coolies and their working conditions |
Maps showing railway route, Photographs of Indian coolies and key figures, Students
Photographs of railway construction, Maps showing problem areas, Students |
KLB Secondary History Form 3, Pages 71-74
|
|
| 6 | 1 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
Effects of Uganda Railway Construction
Settler Farming: Introduction and Government Promotion |
By the end of the
lesson, the learner
should be able to:
Analyze the effects of railway construction on Kenya Explain the transfer of capital from Mombasa to Nairobi Discuss the impact on trade and urbanization Evaluate the railway's role in encouraging European settlement |
Analysis of multiple effects: Asian settlement, urbanization, trade growth Discussion on Nairobi becoming the new capital and administrative center Exposition on facilitation of settler farming and cash crops introduction Group work on positive and negative impacts of railway construction |
Maps showing urban growth along railway, Charts of effects, Students
Photographs of Charles Elliot and Lord Delamere, Maps of White Highlands, Students |
KLB Secondary History Form 3, Pages 76-78
|
|
| 6 | 2 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
Methods of Obtaining African Labor and Settler Problems
Main Crops Grown by European Settlers |
By the end of the
lesson, the learner
should be able to:
Identify methods used to obtain African labor for settler farms Explain various ordinances and systems used to force African labor Discuss problems encountered by European settlers Analyze the impact of forced labor on African communities |
Detailed analysis of labor obtaining methods: taxation, kipande system, reserves Discussion on Master Servant Ordinance and Northey Circular Exposition on settler problems: hostile communities, lack of capital, diseases Analysis of squatter system and its effects on Africans |
Charts showing labor recruitment methods, Documents, Students
Photographs of different farms and crops, Maps showing crop distribution, Students |
KLB Secondary History Form 3, Pages 80-82
|
|
| 6 | 3 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
Dairy Farming and Agricultural Institutions
Colonial Land Policies and Legislation |
By the end of the
lesson, the learner
should be able to:
Describe the development of dairy farming in Kenya Explain Lord Delamere's role in livestock farming Discuss the establishment of KCC and KFA Analyze the growth of agricultural cooperatives and associations |
Detailed study of Delamere's livestock experiments at Njoro Discussion on problems: diseases, mineral deficiency, raids Analysis of Kenya Co-operative Creameries establishment in 1925 Exposition on Kenya Farmers Association formation and its role |
Photographs of Lord Delamere's farms, KCC plants, Students
Maps showing land alienation, Legal documents, Charts of legislation timeline, Students |
KLB Secondary History Form 3, Pages 85-86
|
|
| 6 | 4 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
Consequences of Colonial Land Policies and Devonshire White Paper
|
By the end of the
lesson, the learner
should be able to:
Analyze the effects of colonial land policies on Africans Explain the background to Devonshire White Paper 1923 Discuss grievances of different racial groups Evaluate the recommendations and impact of the White Paper |
Analysis of land policy consequences: displacement, poverty, reserves creation Discussion on European-Asian conflict and A.M. Jeevanjee's role Exposition on grievances: Europeans wanting segregation, Asians demanding equality Analysis of White Paper recommendations and their limitations |
Maps showing White Highlands, Documents, Photographs of key figures, Students
|
KLB Secondary History Form 3, Pages 88-90
|
|
| 7 | 1 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
Urbanization: Factors, Migration, and Effects
|
By the end of the
lesson, the learner
should be able to:
Explain factors leading to urbanization in colonial Kenya Identify reasons for African migration to urban centers Discuss problems faced by Africans in urban areas Analyze government measures to control urban migration |
Analysis of urbanization factors: railway, administrative centers, mining Discussion on push factors: overcrowded reserves, taxation, landlessness Exposition on urban problems: inadequate housing, unemployment, discrimination Analysis of control measures: kipande system, urban passes, segregation |
Maps showing urban growth, Tables of population increase, Students
|
KLB Secondary History Form 3, Pages 90-93
|
|
| 7 | 2 |
SOCIAL & ECONOMIC DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA
|
Education and Health Development
|
By the end of the
lesson, the learner
should be able to:
Describe the development of Western education in colonial Kenya Explain the role of missionaries, government, and Africans in education Discuss the introduction of Western medicine and health services Analyze the racial disparities in education and health provision |
Exposition on missionary education objectives and features Discussion on Fraser Commission 1908 and Phelps Stokes Commission 1924 Analysis of primary, secondary, and university education development Case study of Makerere University and Royal Technical College establishment Discussion on health services development and African medical training |
Photographs of schools and hospitals, Charts showing education statistics, Students
|
KLB Secondary History Form 3, Pages 93-98
|
|
| 7 | 3 |
POLITICAL DEVELOPMENTS AND THE STRUGGLE FOR INDEPENDENCE IN KENYA()1919-1963
POLITICAL DEVELOPMENTS AND THE STRUGGLE FOR INDEPENDENCE IN KENYA()1919-1964 |
Characteristics of Early Political Organisations and Formation of East African Association
Achievements and Problems of EAA, Formation of Young Kavirondo Association |
By the end of the
lesson, the learner
should be able to:
Define early political organisations in Kenya Explain the characteristics of early political organisations Describe the formation of the East African Association Identify the officials and demands of EAA |
Q/A on colonial rule effects
Brainstorming on African responses to colonialism Discussion on characteristics of early political movements Note-taking on EAA formation and leadership |
Maps showing Kenya
Photographs of Harry Thuku Timeline charts Students textbooks Maps of Nyanza Province Photographs Charts showing colonial administrative divisions |
KLB Secondary History Form 3, Pages 96-97
|
|
| 7 | 4 |
POLITICAL DEVELOPMENTS AND THE STRUGGLE FOR INDEPENDENCE IN KENYA()1919-1965
|
Formation and Activities of Kikuyu Central Association (KCA)
|
By the end of the
lesson, the learner
should be able to:
Explain the formation of the Kikuyu Central Association Identify the officials of KCA List the demands of KCA Evaluate the achievements of KCA |
Exposition on KCA formation background
Discussion on KCA leadership structure Analysis of KCA demands and their significance Note-taking on KCA achievements |
Photographs of KCA leaders
Maps of Central Kenya Students textbooks Newspaper Muigwithania samples |
KLB Secondary History Form 3, Pages 99-100
|
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