Learning/Teaching

Term One

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

2

3

1

2

3

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

· Introduction

· The scramble

and partition of

Africa

Methods used by

the Europeans to

acquire colonies in

Africa

Factors that led to

the scramble for

colonies in Africa

The process of

partition:

· The Berlin

Conference

(1884-1885)

· Impact of the

partition

African reaction

to European

colonization:

· The Maji Maji

rebellion: Causes

of the rebellion

· Course of the

Maji Maji

rebellion

· Results of

the Maji Maji

rebellion

By the end of the lesson, the

learner should be able to explain

the scramble and partition of

Africa.

By the end of the lesson, the

learner should be able to

identify the methods used by the

Europeans to acquire colonies in

Africa.

By the end of the lesson, the

learner should be able to discuss

the various factors that led to the

scramble for colonies in Africa.

By the end of the lesson, the

learner should be able to explain

the various terms of the Berlin

Conference.

By the end of the lesson, the

learner should be able to describe

the causes of the Maji Maji

rebellion.

By the end of the lesson, the

learner should be able to describe

the course of the Maji Maji

rebellion and discuss its results.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 1–2

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 2–3

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 3–8

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 8–11

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 11–13

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 13–15

· Teacher’s Book 3

pages 1–5

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

2

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

The Mandinka

resistance:

· Background

· Causes of

the Franco-

Mandinka war

(1891-1898)

· Course of the

war

By the end of the lesson, the

learner should be able to

describe the social and political

organization of the Mandinka

empire.

By the end of the lesson, the

learner should be able to explain

the causes of the Franco-

Mandinka war and describe its

course.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 16–17

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 17–18

· Teacher’s Book 3

pages 1–5

3

European

invasion of

Africa and

the process of

colonization

· Why the

resistance

took so long to

suppress

· Why Samori was

finally defeated

By the end of the lesson, the · Explanation

learner should be able to explain · Discussion

why the resistance took so long to · Note taking

suppress.

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 19–20

· Teacher’s Book 3

pages 1–5

1

2

3

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

European

invasion of

Africa and

the process of

colonization

The Ndebele

resistance:

· European

invasion of the

Ndebele

· The 1893

Ndebele War

· The Chimurenga

War (1896-

1897): Course of

the war

· Why the Ndebele

and Shona were

defeated

By the end of the lesson, the

learner should be able to explain

why the Europeans invaded the

Ndebele land.

By the end of the lesson, the

learner should be able to describe

the causes and course of the

Chimurenga War.

By the end of the lesson, the

learner should be able explain

why the Ndebele and Shona were

defeated by the Europeans.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 20–22

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 22–24

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

page 25

· Teacher’s Book 3

pages 1–5

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

2

3

European

invasion

of Africa

and the

process of

colonization

European

invasion

of Africa

and the

process of

colonization

European

invasion

of Africa

and the

process of

colonization

Collaboration:

· The Lozi

collaboration

· The Baganda

collaboration

· Kabaka Mutesa I

· Kabaka Mwanga

· The Buganda

Agreement

(1900)

· Results of

African

collaboration

By the end of the lesson, the

learner should be able to explain

why the Lozi collaborated with

the British.

By the end of the lesson, the

learner should be able to explain

why the Baganda collaborated

with the British.

By the end of the lesson, the

learner should be able to state the

terms of Buganda Agreement and

discuss the results of the African

resistance.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 25–28

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 28–30

· Teacher’s Book 3

pages 1–5

The Evolving World

· Student’s Book 3

pages 30–32

· Teacher’s Book 3

pages 1–5

1

Establishment · Scramble for

of colonial East Africa: A

rule in Kenya background

· Causes of the

scramble for East

Africa

By the end of the lesson, the · Explanation

learner should be able to identify · Discussion

the various causes of the scramble · Note taking

for East Africa.

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 33–34

· Teacher’s Book 3

pages 6–9

2

Establishment · The process of

of colonial partition: The

rule in Kenya Anglo-German

Agreement

(1886)

· Methods used to

occupy Kenya

By the end of the lesson, the

learner should be able to state

the terms of the Anglo-German

Agreement and the Heligoland

Treaty, and describe the methods

used to occupy Kenya.

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 34–37

· Teacher’s Book 3

pages 6–9

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

3

Establishment Kenyans peoples’

of colonial response to British

rule in Kenya invasion:

· Nandi resistance:

Causes of the

Nandi rebellion

By the end of the lesson, the · Explanation

learner should be able to explain · Discussion

Kenyan people response to British · Note taking

colonization and the causes of the

Nandi resistance.

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 37–38

· Teacher’s Book 3

pages 6–9

1

2

3

1

Establishment · Course of Nandi

of colonial rebellion

rule in Kenya · Why the Nandi

resisted the

British for so

long

Establishment · Why the Nandi

of colonial were defeated

rule in Kenya · Results of Nandi

rebellion

Establishment The Agiriama

of colonial resistance:

rule in Kenya · Causes

· Course

· Effects

Establishment Bukusu resistance:

of colonial · Causes

rule in Kenya · Course

· Effects

Somali resistance:

· Causes

· Course

· Consequences

By the end of the lesson, the

learner should be able to explain

the course of the Nandi rebellion

and why it lasted long.

By the end of the lesson, the

learner should be able to identify

the factors that led to the Nandi

defeat by the British and the

results of the war.

By the end of the lesson, the

learner should be able to describe

the causes, course and the results

of Agiriama resistance.

By the end of the lesson, the

learner should be able to describe

the causes, course and results of

the Bukusu and Somali resistance.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 38–39

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

page 40

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 41–42

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 42–43

· Teacher’s Book 3

pages 6–9

History and Government Form 3

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

2

3

1

2

3

1

Establishment Collaboration:

of colonial · The Maasai

rule in Kenya collaboration

Establishment · Wanga

of colonial collaboration

rule in Kenya

Establishment Mixed reactions:

of colonial · The Akamba

rule in Kenya reaction

Establishment · The Agikuyu

of colonial reaction

rule in Kenya

Establishment · The Luo reaction

of colonial

rule in Kenya

Establishment Colonial systems of

of colonial administration:

rule in Kenya · Central

government

· Local

government

By the end of the lesson, the

learner should be able to explain

why the Maasai collaborated with

the British.

By the end of the lesson, the

learner should be able to explain

why the Wanga collaborated.

By the end of the lesson, the

learner should be able to describe

how the Akamba reacted to

British colonization.

By the end of the lesson, the

learner should be able to explain

how the Agikuyu reacted to

British colonization.

By the end of the lesson, the

learner should be able to explain

how the Luo reacted to British

colonization.

By the end of the lesson, the

learner should be able to

discuss the systems of colonial

administration in Kenya.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 43–46

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 46–47

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 47–49

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 49–51

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 51–52

· Teacher’s Book 3

pages 6–9

The Evolving World

· Student’s Book 3

pages 52–53

· Teacher’s Book 3

pages 6–9

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 1

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

2–3

Establishment · Local Native

of colonial Councils

rule in Kenya · Impact of local

government

· Factors that

undermined

local government

By the end of the lesson, the

learner should be able to describe

the local native councils, state

the impact of local government

on Kenyans and explain the

factors that undermined the local

government in Kenya.

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 54–55

· Teacher’s Book 3

pages 6–9

1

2

3

Colonial

administra-

tion

Colonial

administra-

tion

Colonial

administra-

tion

Revision of

topics

Introduction

Indirect rule:

· Reasons for

indirect rule

· Indirect rule in

Kenya

Revision and

examination

By the end of the lesson, the

learner should be able to identify

the various forms of colonial

administration.

By the end of the lesson, the

learner should be able to state the

meaning of the indirect rule and

explain why the British applied the

policy.

By the end of the lesson, the

learner should be able to explain

how indirect rule was applied in

Kenya.

The learner should be able to

revise Term One’s work.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Writing

· Recall and other skills

· Questions and answers

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

· Papers and pens

The Evolving World

· Student’s Book 3

pages 56–57

· Teacher’s Book 3

pages 10–16

The Evolving World

· Student’s Book 3

pages 56–57

· Teacher’s Book 3

pages 10–16

The Evolving World

· Student’s Book 3

pages 57–58

· Teacher’s Book 3

pages 10–16

· Examination

papers

· Marking scheme

Term Two

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

Colonial

administra-

tion

The British in

Nigeria:

· Administration of

Northern Nigeria

· Merits and

demerits of

indirect rule

By the end of the lesson, the

learner should be able to explain

why the British used indirect

rule in Northern Nigeria and

discuss the merits and demerits

of indirect rule.

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 58–61

· Teacher’s Book 3

pages 10–16

2

Colonial

administra-

tion

Direct rule in

Zimbabwe

By the end of the lesson, the · Explanation

learner should be able to describe · Discussion

the direct rule used in Zimbabwe. · Note taking

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 61–65

· Teacher’s Book 3

pages 10–16

3

Colonial

administra-

tion

· The reign of Ian

Smith

· Effects of British

rule in Zimbabwe

By the end of the lesson, the

learner should be able to discuss

the rule of Ian Smith and its

effect on Zimbabwe.

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 66–67

· Teacher’s Book 3

pages 10–16

1

Colonial

administra-

tion

Assimilation policy:

· Difference

between

assimilation and

association

By the end of the lesson, the · Explanation

learner should be able to describe · Discussion

the process of the assimilation · Note taking

and differentiate it from

association.

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

page 67

· Teacher’s Book 3

pages 10–16

2

Colonial

administra-

tion

The French in

Senegal:

· Policy of

assimilation

By the end of the lesson, the

learner should be able to explain

how the French applied the

policy of assimilation.

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 67–69

· Teacher’s Book 3

pages 10–16

3

Colonial

administra-

tion

· Why assimilation

failed

· Policy of

association

By the end of the lesson, the · Explanation

learner should be able to identify · Discussion

the factors that led to the failure · Note taking

of the assimilation policy and

then describe the association

policy.

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 69–71

· Teacher’s Book 3

pages 10–16

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 2

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

2

3

1

Social and

economic

develop-

ments during

the colonial

period in

Kenya

Social and

economic

develop-

ments during

the colonial

period in

Kenya

Social and

economic

develop-

ments during

the colonial

period in

Kenya

Social and

economic

develop-

ments during

the colonial

period in

Kenya

The Uganda railway:

· Reasons for

construction

· Problems faced

· Consequences of

the railway

Settler farming in

Kenya:

· Factors

promoting

settler farming

· Problems

experienced

· Crops grown

Colonial land

policies:

· Land Acts or

ordinances

· Impact of

colonial land

policies

The Devonshire

White Paper (1923):

· Terms

· Implications

By the end of the lesson, the

learner should be able to discuss

the construction of the Uganda

railway.

By the end of the lesson, the

learner should be able to describe

how European farming started in

Kenya.

By the end of the lesson, the

learner should be able to identify

the various colonial land policies

and their impact on the Kenyan

people.

By the end of the lesson, the

learner should be able to explain

the terms and implications of the

Devonshire White Paper.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

·Maps

·Charts

·Drawings

·Pictures

The Evolving World

· Student’s Book 3

pages 73–75

· Teacher’s Book 3

pages 17–21

The Evolving World

· Student’s Book 3

pages 75–78

· Teacher’s Book 3

pages 17–21

The Evolving World

· Student’s Book 3

pages 78–80

· Teacher’s Book 3

pages 17–21

The Evolving World

· Student’s Book 3

pages 80–82

· Teacher’s Book 3

pages 17–21