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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Factors leading to scramble & partition of East Africa.
The process of partition of East Africa. |
By the end of the lesson, the learner should be able to:
Discuss factors leading to scramble & partition of East Africa. Describe the process of partition. |
Q/A, review scramble & partition of Africa.
Discuss scramble for East Africa. Discussion: the Anglo-German Agreement, Anglo- German conflicts & Anglo- German treaty. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. PP 31. |
|
| 1 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
British occupation of Kenya.
Resistance to British invasion. |
By the end of the lesson, the learner should be able to:
Outline the process British occupation of Kenya. Identify problems faced by the I.B.E.A. company in administering the British territory. Identify methods used to establish colonial rule in Kenya. Identify communities that resisted British rule. Give reasons for the resistance. Analyse the results of the resistance. State reasons for their failure. |
Exposition & discussion.
Detailed discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 36 |
|
| 1 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & the course of Nandi resistance.
|
By the end of the lesson, the learner should be able to:
State the causes of the Nandi resistance. Describe the course of Nandi resistance. |
Q/A & discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 38 |
|
| 2 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Reasons for long resistance and eventual defeat.
Causes & course of Agiriama resistance. |
By the end of the lesson, the learner should be able to:
Give reasons for long resistance and eventual defeat of the Nandi. Explain factors for the defeat of the Nandi resistance. State the causes of the Agiriama resistance. Analyse results of Agiriama resistance. |
Detailed discussion & assignment.
Q/A & discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P40 |
|
| 2 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of the Bukusu resistance.
|
By the end of the lesson, the learner should be able to:
State the causes of the Bukusu resistance. Analyse results of Bukusu resistance. |
Guided discussion.
|
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 41 |
|
| 2 | 3 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
The causes & the courses of the Somali resistance.
Reasons for failure of armed African resistance. |
By the end of the lesson, the learner should be able to:
State the causes of the Somali resistance. Outline the results of Somali resistance. Give reasons for failure of armed African resistance. |
Q/A & detailed discussion.
Q/A & discussion. |
Photograph
Newspaper cuttings Students |
KLB BOOK III. P 43 |
|
| 2 | 4 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes & course of collaboration by the Maasai.
Causes and results of Akamba resistance. Causes and results of collaboration by the Akamba. |
By the end of the lesson, the learner should be able to:
State causes of collaboration by the Maasai. Describe the course of collaboration by the Maasai. Identify the positive and negative results of the collaboration of the Maasai with the British. State causes of collaboration by the Akamba. Analyse results of the collaboration. |
Q/A, exposition & explanations.
Oral questions, brief explanations. |
Students
|
KLB BOOK III. P 41 |
|
| 3 | 1 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
|
Causes, course and results of the resistance by the Agikuyu.
Causes, course and results of the collaboration by the Agikuyu.
|
By the end of the lesson, the learner should be able to:
State the causes of the resistance by the Agikuyu to the British. Describe the course of their resistance. State the causes of the resistance by the Agikuyu to British rule. Describe the course of their collaboration. Analyse the results of collaboration. |
Q/A & Discussion
Q/A & Discussion. |
Resource person. Students
|
KLB BOOK III. P 50 KLB BOOK III. P 51 |
|
| 3 | 2 |
ESTABLISHMENT OF COLONIAL RULE IN KENYA.
COLONIAL ADMINISTRATION |
Causes, course and results of the collaboration by the Luo.
Features of Colonial Rule. Indirect Rule. |
By the end of the lesson, the learner should be able to:
State the causes of the collaboration by the Luo. Describe the course of their collaboration. Analyse the results of collaboration Outline the features of colonial rule. Define the term Indirect Rule. Outline features of Indirect Rule. |
Q/A & Discussion.
Assignment: Essay questions. Explanations and Discussion. |
Resource person.
Students |
KLB BOOK III. P 52 |
|
| 3 | 3 |
COLONIAL ADMINISTRATION
|
Colonial Central Government & Colonial Local Government.
The British in Kenya. |
By the end of the lesson, the learner should be able to:
Describe the Administrative structure of British Administration Describe the Administrative structure of colonial local government. Describe direct and indirect rule of British Administration in Kenya. Identify effects of indirect rule in Kenya. |
Flow diagram: colonial Administration structure.
Q/A: provincial administration structure. Resource person: ex Detailed discussion on British Administration in Kenya. Q/A: effects of indirect rule. Teacher gives a summary of the effects. |
Chart:
Colonial Administration structure Students |
KLB BOOK III. P 57 |
|
| 3 | 4 |
COLONIAL ADMINISTRATION
|
The British in Nigeria.
|
By the end of the lesson, the learner should be able to:
Outline the role of Fredrick Lugard in administering Nigeria indirectly. Describe the structure of indirect rule in Nigeria. |
Detailed discussion.
|
Students
|
KLB BOOK III. P 60 |
|
| 4 | 1 |
COLONIAL ADMINISTRATION
|
Reasons and shortcomings of Indirect Rule in Nigeria.
The British in Zimbabwe. (Southern Rhodesia.) |
By the end of the lesson, the learner should be able to:
Highlight reasons for indirect rule in Nigeria. Identify shortcomings of indirect rule if Nigeria. Outline the role of Cecil Rhodes in British Administration in Zimbabwe. Describe the structure of direct rule in Zimbabwe. |
Oral questions & detailed discussion
Exposition & Discussion. |
Students
|
KLB BOOK III.
P 61 |
|
| 4 | 2 |
COLONIAL ADMINISTRATION
|
Reasons for and shortcomings of British Direct Rule in Zimbabwe.
Effects of Direct Rule in Zimbabwe. |
By the end of the lesson, the learner should be able to:
Explain reasons for and shortcomings of British direct rule in Zimbabwe. List down effects of direct rule in Zimbabwe. |
Exposition & detailed discussion.
Q/A & highlighting the effects of Direct Rule in Zimbabwe. |
Students
Map: location of Zimbabwe. |
KLB BOOK III. P 64 |
|
| 4 | 3 |
COLONIAL ADMINISTRATION
|
Aspects of Assimilation.
|
By the end of the lesson, the learner should be able to:
Identify aspects of assimilation as a method of administration. |
Exposition, Q/A and detailed discussion.
|
Students
|
KLB BOOK III. P 65. |
|
| 4 | 4 |
COLONIAL ADMINISTRATION
|
Aspects of Assimilation.
|
By the end of the lesson, the learner should be able to:
Identify aspects of assimilation as a method of administration. |
Exposition, Q/A and detailed discussion.
|
Students
|
KLB BOOK III. P 65. |
|
| 5 | 1 |
COLONIAL ADMINISTRATION
|
Benefits and effects of French Assimilation in Senegal.
|
By the end of the lesson, the learner should be able to:
Identify benefits enjoyed by sssimilated Africans in the four communes. Explain the failures of Assimilation Policy. Analyse the effects of Assimilation In Senegal. |
Exposition, Q/A and detailed discussion
|
Map: location of Senegal.
|
KLB BOOK III. P 68 |
|
| 5 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
The Uganda Railway.
The process of building the railway and the problems encountered. |
By the end of the lesson, the learner should be able to:
Give reasons for building the railway. Describe the process of building the railway. Identify the problems encountered. |
Oral questions & brief discussion.
|
Map: the Uganda railway & slave trade routes.
Map: the Uganda railway & slave routes. |
KLB BOOK III.
P 71 |
|
| 5 | 3 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Effects of construction of the Uganda railway.
Settler farming in Kenya. |
By the end of the lesson, the learner should be able to:
Outline effects of construction of Uganda railway. State the reasons for settler farming in Kenya. Explain methods used by the colonial government to promote settler farming. |
Q/A and brief discussion.
Exposition & discussion. |
Students
Map: white highlands in Kenya. |
KLB BOOK III. P 74. |
|
| 5 | 4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Problems encountered by the settlers in Kenya.
|
By the end of the lesson, the learner should be able to:
Identify problems encountered by the settlers in Kenya. |
Exposition & discussion.
|
Students, MapsCharts
|
KLB BOOK III. P 78 |
|
| 6 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Crops grown by European settlers in Kenya.
Colonial land policies. |
By the end of the lesson, the learner should be able to:
Identify crops grown by European settlers in Kenya and where they were grown. Outline elements of Colonial land policies. |
Q/A: listing down the crops and mentioning the areas they were first introduced.
Exposition: major land policies. |
Students
Map: white highlands in Kenya. |
KLB BOOK III. P 79 |
|
| 6 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Consequences of colonial land policies.
Devon shire White Paper (1923). Background. |
By the end of the lesson, the learner should be able to:
Analyse the consequences of colonial land policies. Trace the background of Devon shire White Paper. State the grievances of settlers, Asians and Africans. |
Exposition: consequences of major land policies.
Exposition, probing questions & discussion. |
Students,MapsCharts
|
KLB BOOK III. P 82 |
|
| 6 | 3 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Devonshire White Paper.
Recommendations and effects
|
By the end of the lesson, the learner should be able to:
Outline the recommendations of the Devon shire White Paper. Enumerate effects of the Devon shire White Paper. |
Exposition, probing questions & discussion.
|
Students
|
KLB BOOK III. P84 |
|
| 6 | 4 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Urbanization Definition & reasons for Urbanization.
Consequences of Urbanization. |
By the end of the lesson, the learner should be able to:
Define urbanization. Give reasons for influx of Africans into urban areas. State positive and negative consequences of Urbanization. |
Q/A: meaning of urbanization and reasons for influx into towns.
Brief discussion. Oral questions and brief discussion. |
Students. MapsCharts
MapsCharts |
KLB BOOK III. P 85 |
|
| 7 |
Mid term exam and break |
|||||||
| 8 | 1 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of early
Primary & Secondary Education.
|
By the end of the lesson, the learner should be able to:
Describe the development of primary and secondary education. |
Q/A: review role of the missionaries in development of education.
Brief discussion: primary & secondary of Africans and European education. |
Students
|
KLB BOOK III. P 88 |
|
| 8 | 2 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
|
Development of early University Education.
|
By the end of the lesson, the learner should be able to:
Describe the development of university education in colonial Kenya. |
Exposition & discussion.
|
Maps
Charts |
KLB BOOK III. P 91 |
|
| 8 | 3 |
SOCIAL & ECONOMICAL DEVELOPMENTS DURING COLONIAL PERIOD IN KENYA.
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963) |
Development of Health.
Early political organizations up to 1939. The East Africa Association. (EAA) |
By the end of the lesson, the learner should be able to:
Describe African initiative in the field of health. State effects of introduction of Western medicine in Kenya during the colonial period. Identify officials of EAA. Outline the activities of EAA. Highlight the achievements of EAA. |
Q/A & brief discussion.
Q/A: review problems facing Africans. Detailed discussion. |
Students
Maps Charts |
KLB BOOK III. P 93 |
|
| 8 | 4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Kikuyu Central Association (KCA).
|
By the end of the lesson, the learner should be able to:
Identify officials of KCA. Outline the activities of KCA. Highlight the achievements of KCA. |
Detailed discussion.
|
Students
|
KLB BOOK III. P 98 |
|
| 9 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Kavirondo Tax Payers
The Ukamba African Association. |
By the end of the lesson, the learner should be able to:
Identify officials of Kavirondo Tax Payers Identify officials of the Ukamba African Association. Outline the activities of Ukamba African Association. Highlight the achievements of Ukamba African Association. |
Exposition, probing questions and discussion.
Exposition and discussion. |
Maps
Charts |
KLB BOOK III. P 98 |
|
| 9 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Coast African Association.
The Taita Hills Association. |
By the end of the lesson, the learner should be able to:
Identify officials of the Coast African Association. Outline the activities and achievements Coast African Association. Identify officials of the Taita Hills Association. Outline the activities and achievements of Taita Hills Association. |
Exposition, probing questions and discussion.
Exposition and detailed discussion |
Students
Maps Charts |
KLB BOOK III. P 101. |
|
| 9 | 3 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Political organizations & movements after 1945.
KASU.
|
By the end of the lesson, the learner should be able to:
Identify the objectives of KASU Outline the activities of the organization. |
Detailed discussion.
|
Maps
Charts |
KLB BOOK III. P 102 |
|
| 9 | 4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
KAU
|
By the end of the lesson, the learner should be able to:
Identify the objectives of KAU. Outline the activities of the organization. |
Probing questions & detailed discussion.
|
Students
|
KLB BOOK III. P 107 |
|
| 10 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Mau Mau War.
KANU & KADU. |
By the end of the lesson, the learner should be able to:
Explain the role of ex-servicemen in Mau Mau War. Give an outline of Mau Mau War. State the consequences of Mau Mau War. Outline the principles & activities of KANU & KADU in 1960. |
Resource person,
Detailed discussion. Brief discussion & assignment. |
Resource person.
Maps Charts |
KLB BOOK III. P 110 |
|
| 10 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Trade Union Movement Background.
The African Workers Federation (AWF).
|
By the end of the lesson, the learner should be able to:
Explain reasons for the e rising of the Trade Unions. Describe the activities of AWF. Analyse the successes of AWF. |
Exposition: background of trade unions.
Exposition & discussion. |
Maps
Charts |
KLB BOOK III. P 117 |
|
| 10 | 3 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
The Kenya Federation of Labour.
|
By the end of the lesson, the learner should be able to:
Describe the activities of KFL. Analyse the successes of KFL. |
Exposition & discussion.
|
Students
|
KLB BOOK III. P 1118 |
|
| 10 | 4 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Roles of KFL & other Unions.
Role of women in the struggle for independence.
|
By the end of the lesson, the learner should be able to:
Identify roles of KFL & other unions. Identify the active role of women in the struggle for independence. |
Q & A and brief discussion.
|
Maps
Charts |
KLB BOOK III. P 119 |
|
| 11 | 1 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Constitutional Changes leading to Independence.
African representation in the Legco.
The Lyttelton Constitution. |
By the end of the lesson, the learner should be able to:
Describe the circumstances leading to nomination of Eliud Mathu to the LegCo. in 1944. Identify other constitutional changes as far as African representation in the LegCo was concerned. Discuss the constitutional events following Oliver Lyttelton recommendations. Name the first eight LegCo. Members. |
Probing questions, Exposition & discussion.
Exposition & discussion. |
Maps
Charts Students |
KLB BOOK III. P 121 |
|
| 11 | 2 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Lennox
First Lancaster House Conference. |
By the end of the lesson, the learner should be able to:
Discuss the constitutional events following Lennox Outline the constitutional findings & resolutions of First Lancaster House Conference. |
Exposition & discussion.
|
Maps
Charts Students |
KLB BOOK III. P 124 |
|
| 11 | 3 |
POLITICAL DEVELOPMENTS & STRUGGLE FOR INDEPENDENCE IN KENYA. (1919-1963)
|
Second Lancaster House Conference.
|
By the end of the lesson, the learner should be able to:
Outline the constitutional findings & resolutions of Second Lancaster House Conference. |
Exposition & discussion
Assignment: essay questions. |
Chart: Constitutional changes in Kenya (1944-1963)
|
KLB BOOK III. P 125 |
|
| 12 |
End of term exam |
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| 13 |
Marking and closing |
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