Enhanced Education Group | High & Primary School,CBC …



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

History and Government Form 3

Schemes of Work

Term 2

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

2

3

1

2

Social and Urbanization:

economic · Factors for

develop- urbanization

ments during · Consequences of

the colonial urbanization

period in

Kenya

Social and Education:

economic · Missionary

develop- education

ments during · Government

the colonial education

period in

Kenya

Social and Health:

economic · Missionary

develop- health centres

ments during · Government

the colonial health centres

period in

Kenya

Political · Introduction

developments · Early political

and the organizations up

struggle for to 1939

independence · Kikuyu

in Kenya Association

(1919-1963)

By the end of the lesson, the

learner should be able to explain

factors that led to urbanization in

Kenya and its consequences.

By the end of the lesson, the

learner should be able to describe

the missionary and government

education offered.

By the end of the lesson,

the learner should be able

to differentiate between the

missionary and government

health centres.

By the end of the lesson, the

learner should be able to describe

how early political organizations

were started.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

· Charts

· Drawings

· Pictures

· Maps

· Charts

· Drawings

· Pictures

· Charts

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 82–84

· Teacher’s Book 3

pages 17–21

The Evolving World

· Student’s Book 3

pages 84–87

· Teacher’s Book 3

pages 17–21

The Evolving World

· Student’s Book 3

pages 87–89

· Teacher’s Book 3

pages 17–21

The Evolving World

· Student’s Book 3

pages 90–91

· Teacher’s Book 3

pages 21–34

3

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

· East African

Association

· Kikuyu Central

Association

By the end of the lesson, the

learner should be able to state the

aims of the EAA and KCA.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 91–96

· Teacher’s Book 3

pages 21–34

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 2

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

Political · Kavirondo

developments Taxpayers’

and the Welfare

struggle for Association

independence · Ukamba

in Kenya Members’

(1919-1963) Association

· Coast African

Association

By the end of the lesson, the

learner should be able to identify

the aims of KTWA, UMA and

CAA.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 96–99

· Teacher’s Book 3

pages 21–34

2

3

1

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

· Taita Hills

Association

· Problems faced

by early political

organizations

· Characteristics

and

achievements

of early political

parties

Emergence of

independent

churches and

schools in Kenya

The independent

churches and

schools movement

in central Kenya:

· Problems they

faced

By the end of the lesson, the

learner should be able to

identify the aims of THA and

state problems faced by early

political organizations and their

achievements.

By the end of the lesson, the

learner should be able to explain

why independent churches and

schools emerged in Kenya.

By the end of the lesson, the

learner should be able to give

reasons for the establishment

of independent churches and

schools in central Kenya and the

problems they faced.

· 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 99–100

· Teacher’s Book 3

pages 21–34

The Evolving World

· Student’s Book 3

pages 100–102

· Teacher’s Book 3

pages 21–34

The Evolving World

· Student’s Book 3

pages 102–105

· Teacher’s Book 3

pages 21–34

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 2

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

2

3

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Political

organizations and

movements after

1945:

· Reasons for

their formation

· Kenya African

Study Union

· Kenya African

Union

By the end of the lesson, the

learner should be able to explain

why political organizations were

formed after 1945.

By the end of the lesson, the

learner should be able to identify

the aims of KASU and KAU.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Pictures

· Charts

· Maps

· Pictures

· Charts

· Maps

The Evolving World

· Student’s Book 3

pages 105–106

· Teacher’s Book 3

pages 21–34

The Evolving World

· Student’s Book 3

pages 107–110

· Teacher’s Book 3

pages 21–34

1

Political Mau Mau:

developments · Origins

and the

struggle for

independence

in Kenya

(1919-1963)

By the end of the lesson, the

learner should be able to trace

the origins of the Mau Mau

movement.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

page 110

· Teacher’s Book 3

pages 21–34

2

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

· Causes of the

Mau Mau

uprising

· Course of the

uprising

By the end of the lesson, the

learner should be able to discuss

the causes of the uprising and the

course it took.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 110–114

· Teacher’s Book 3

pages 21–34

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 2

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

3

Political · Factors that

developments facilitated

and the the Mau Mau

struggle for movement

independence · Problems the

in Kenya Mau Mau faced

(1919-1963) · Results of Mau

Mau uprising

By the end of the lesson, the

learner should be able to state the

factors that motivated Mau Mau

fighters, the problems they faced

and the results of the uprising.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 114–116

· Teacher’s Book 3

pages 21–34

1

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

KANU:

· Origin

· Formation

· Aims

By the end of the lesson, the

learner should be able to explain

the origin, formation and aims of

KANU.

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 116–117

· Teacher’s Book 3

pages 21–34

2

Political · KADU

developments · African People’s

and the Party

struggle for

independence

in Kenya

(1919-1963)

By the end of the lesson, the

learner should be able to discuss

the origin and aims of KADU and

APP.

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 117–118

· Teacher’s Book 3

pages 21–34

3

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Trade-union

movement:

· African Workers’

Federation

· Kenya Federation

of Labour

· Role of trade

unions

By the end of the lesson, the

learner should be able to describe

the origin, development and the

role of the trade-union movement

in Kenya.

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 119–123

· Teacher’s Book 3

pages 21–34

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 2

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

Political Role of women in

developments the struggle for

and the independence

struggle for

independence

in Kenya

(1919-1963)

By the end of the lesson, the

learner should be able to explain

the role of women in the struggle

for independence.

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 123–126

· Teacher’s Book 3

pages 21–34

2

3

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Political

developments

and the

struggle for

independence

in Kenya

(1919-1963)

Constitutional

changes leading to

independence:

· African

representation in

the LegCo

· The Lyttelton

Constitution

· The Lennox-

Boyd

Constitution

· Lancaster House

Conferences

By the end of the lesson, the · Explanation

learner should be able to describe · Discussion

the various constitutional changes · Note taking

that led to independence.

By the end of the lesson, the · Explanation

learner should be able to describe · Discussion

the various constitutional changes · Note taking

that led to independence.

· Pictures

· Resource person

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 126–128

· Teacher’s Book 3

pages 21–34

The Evolving World

· Student’s Book 3

pages 128–131

· Teacher’s Book 3

pages 21–34

Revision of

topics

Revision and

examination

The learner should be able to

revise Term Two’s work.

· Writing

· Recall and other skills

· Questions and answers

· Papers and pens

· Examination

papers

· Marking scheme

52

NOT FOR SALE

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

2

3

1

Emergence

and growth of of nationalism in

nationalism

in Africa

Emergence Nationalism in

and growth of Ghana:

nationalism · Factors for

in Africa the growth of

nationalism in

Ghana

Emergence The peak of

and growth of nationalism in

nationalism Ghana

in Africa

Emergence Nationalism in

and growth of Mozambique:

nationalism · Factors for

in Africa the growth of

nationalism in

Mozambique

By the end of the lesson, the

learner should be able to explain

the factors that led to nationalism

in Africa.

By the end of the lesson, the

learner should be able to state

factors leading to the growth of

nationalism in Ghana.

By the end of the lesson, the

learner should be able to state

factors leading to the growth of

nationalism in Ghana.

By the end of the lesson, the

learner should be able to state the

factors that led to nationalism in

Mozambique.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

· Charts

· Charts

· Drawings

· Pictures

· Pictures

· Resource person

· Charts

· Maps

· Pictures

· Charts

The Evolving World

· Student’s Book 3

pages 133–135

· Teacher’s Book 3

pages 34–43

The Evolving World

· Student’s Book 3

pages 135–137

· Teacher’s Book 3

pages 34–43

The Evolving World

· Student’s Book 3

pages 137–139

· Teacher’s Book 3

pages 34–43

The Evolving World

· Student’s Book 3

pages 139–140

· Teacher’s Book 3

pages 34–43

2

Emergence

and growth of

nationalism

in Africa

· The peak of

nationalism in

Mozambique

· The strengths

and weaknesses

of FRELIMO

By the end of the lesson, the

learner should be able to state

the strengths and weaknesses of

FRELIMO.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 140–143

· Teacher’s Book 3

pages 34–43

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 3

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

3

Emergence Nationalism in

and growth of South Africa:

nationalism in · Rise of

Africa Nationalism

· ANC

· The Black

Consciousness

Movement

· The peak of

nationalism in

South Africa

By the end of the lesson, the · Explanation

learner should be able to discuss · Discussion

the growth of nationalism in South · Note taking

Africa.

· Maps

· Charts

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 143–150

· Teacher’s Book 3

pages 34–43

1

Emergence

and growth of

nationalism in

Africa

Key African

nationalists: Nelson

Mandela, Robert

Sobukwe, Chief

Albert Luthuli

Methods used by

African nationalists

in South Africa

By the end of the lesson, the

learner should be able to explain

the role of African nationalists

in the struggle for black people’s

independence in South Africa,

the methods they used and the

problems they encountered.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

The Evolving World

· Student’s Book 3

pages 150–154

· Teacher’s Book 3

pages 34–43

Problems

encountered by

nationalists

2

Lives and Jomo Kenyatta:

contributions · Early life

of Kenyan

leaders

By the end of the lesson, the

learner should be able to describe

the early life of Jomo Kenyatta.

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 155–158

· Teacher’s Book 3

pages 43–51

3

Lives and

contributions

of Kenyan

leaders

· Kenyatta and

nation building

· Death of

Kenyatta

By the end of the lesson, the

learner should be able to identify

various nation building activities

that Kenyatta undertook before he

died.

· Explanation

· Discussion

· Note taking

· Charts

· Drawings

· Pictures

· Newspaper cuttings

The Evolving World

· Student’s Book 3

pages 158–159

· Teacher’s Book 3

pages 43–51

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 3

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

1

Lives and

contributions

of Kenyan

leaders

Tom Mboya

By the end of the lesson, the

learner should be able to describe

the life of Tom Mboya and his

contribution to the nation of

Kenya.

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

· Newspaper cuttings

The Evolving World

· Student’s Book 3

pages 160–163

· Teacher’s Book 3

pages 43–51

2

Lives and

contributions

of Kenyan

leaders

Ronald Ngala

By the end of the lesson, the · Explanation

learner should be able to describe · Discussion

the life and contribution of Ronald · Note taking

Ngala to the Kenyan nation.

· Pictures

· Resource person

· Newspaper cuttings

The Evolving World

· Student’s Book 3

pages 163–165

· Teacher’s Book 3

pages 43–51

3

1

Lives and

contributions

of Kenyan

leaders

Lives and

contributions

of Kenyan

leaders

Oginga Odinga

Daniel arap Moi

By the end of the lesson, the

learner should be able to describe

the life of Oginga Odinga and his

contribution to the Kenyan nation.

By the end of the lesson, the

learner should be able to describe

the life of Daniel arap Moi and his

contribution to the Kenyan nation.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Pictures

· Resource person

· Newspaper cuttings

· Pictures

· Resource person

· Newspaper cuttings

The Evolving World

· Student’s Book 3

pages 165–170

· Teacher’s Book 3

pages 43–51

The Evolving World

· Student’s Book 3

pages 170–173

· Teacher’s Book 3

pages 43–51

2

The

formation,

structure and

functions

of the

government

of Kenya

The electoral

process in Kenya

By the end of the lesson, the · Explanation

learner should be able to explain · Discussion

how the electoral process works in · Note taking

Kenya.

· Drawings

· Pictures

· Charts

· Newspaper cuttings

The Evolving World

· Student’s Book 3

pages 174–177

· Teacher’s Book 3

pages 51–56

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 3

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

3

1

2

The

formation,

structure and

functions

of the

government

of Kenya

The

formation,

structure and

functions

of the

government

of Kenya

The

formation,

structure and

functions

of the

government

of Kenya

The Electoral

Commission of

Kenya:

· Functions

· Election officials

The formation of

government

Structure and

functions of the

government of

Kenya

The Legislature:

· Functions of the

legislature

· Parliamentary

supremacy

By the end of the lesson, the

learner should be able to state

the functions of the Electoral

Commission of Kenya.

By the end of the lesson, the

learner should be able to explain

the functions and composition of

Parliament.

By the end of the lesson, the

learner should be able to identify

the various functions of the

Legislature and explain why

Parliament is supreme.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

· Resource person

· Charts

· Pictures

· The constitution of

Kenya

· Charts

· Pictures

· Resource person

· The constitution of

Kenya

The Evolving World

· Student’s Book 3

pages 177–179

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 179–183

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 184–189

· Teacher’s Book 3

pages 51–56

3

The The Executive:

formation, · President

structure and · Cabinet

functions

of the

government

of Kenya

By the end of the lesson, the

learner should be able to explain

the roles and functions of the

Executive arm of the Government.

· Explanation

· Discussion

· Note taking

· Charts

· Pictures

· Resource person

· The constitution of

Kenya

The Evolving World

· Student’s Book 3

pages 189–193

· Teacher’s Book 3

pages 51–56

1

The

formation,

structure and

functions

of the

government

of Kenya

The Civil Service:

· Public Service

Commission

· Provincial

administration

By the end of the lesson, the

learner should be able to explain

the roles and the functions of the

Public Service Commission and

the Provincial Administration.

· Explanation

· Discussion

· Note taking

· Maps

· Charts

· Drawings

· Pictures

· Resource person

The Evolving World

· Student’s Book 3

pages 193–197

· Teacher’s Book 3

pages 51–56

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 3

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

2

3

1

2–3

1

The

formation,

structure and

functions

of the

government

of Kenya

The

formation,

structure and

functions

of the

government

of Kenya

The

formation,

structure and

functions

of the

government

of Kenya

The

formation,

structure and

functions

of the

government

of Kenya

The

formation,

structure and

functions

of the

government

of Kenya

The armed forces,

police and prisons

The Judiciary:

· Sources of

Kenyan laws

· Functions of the

Judiciary

· The Chief Justice

· The Attorney-

General

The structure and

functions of the

court system in

Kenya

The independence

of the Judiciary

By the end of the lesson, the

learner should be able to explain

the functions of the armed forces,

police and prisons.

By the end of the lesson, the

learner should be able to describe

various sources of Kenyan laws

and the functions of the Judiciary.

By the end of the lesson, the

learner should be able to identify

the functions of the Chief Justice

and the Attorney General.

By the end of the lesson, the

learner should be able to describe

the structure and functions of the

court system in Kenya.

By the end of the lesson, the

learner should be able to discuss

the importance of the Judiciary

being independent.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Charts

· Pictures

· Resource person

· Charts

· Pictures

· Resource person

· The constitution of

Kenya

· Charts

· Pictures

· Resource person

· Charts

· Pictures

· Resource person

· Pictures

· Charts

· Resource person

The Evolving World

· Student’s Book 3

pages 198–204

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 204–207

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 207–208

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 208–216

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 217–219

· Teacher’s Book 3

pages 51–56

NOT FOR SALE

History and Government Form 3

Schemes of Work

Term 3

LESSON

TOPIC

SUB-TOPIC

ACTIVITIES

LEARNING/TEACHING

RESOURCES

REFERENCES

REMARKS

2

3

1

2

3

The

formation,

structure and

functions

of the

government

of Kenya

The

formation

structure and

functions

of the

government

of Kenya

Sample test

papers

Sample test

papers

Sample test

papers

Revision of

topics

The rule of the law

The concept of

natural justice

Paper 1

· Section A, B, C

Paper 2

· Section A, B, C

Going through

marking schemes

for Paper 1 and 2

Revision and

examination

By the end of the lesson, the

learner should be able to

explain why the rule of the

law is important, giving local

contemporary examples.

By the end of the lesson, the

learner should be able to describe

the concept of natural justice,

giving local contemporary

examples.

By the end of the lesson, the

learner should be able to recall

issues raised in the questions.

By the end of the lesson, the

learner should be able to recall

issues raised in the various

questions.

By the end of the lesson, the

learner should be able to recall

issues raised in the questions.

The learner should be able to

revise Term Three’s work.

· Explanation

· Discussion

· Note taking

· Explanation

· Discussion

· Note taking

· Discussion

· Writing

· Note taking

· Discussion

· Writing

· Note taking

· Discussion

· Writing

· Note taking

· Writing

· Recall and other skills

· Questions and answers

· Charts

· Pictures

· Resource person

· Charts

· Drawings

· Pictures

· Resource person

· Chalkboard

· Chalkboard

· Chalkboard

· Papers and pens

The Evolving World

· Student’s Book 3

pages 219–220

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

pages 220–222

· Teacher’s Book 3

pages 51–56

The Evolving World

· Student’s Book 3

page 223

The Evolving World

· Student’s Book 3

page 224

The Evolving World

· Student’s Book 3

pages 225–231

· Examination

papers

· Marking scheme

NOT FOR SALE

-----------------------

[pic]

WEEK 1

WEEK 2

History and World

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 3

WEEK 4

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 5

WEEK 6

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 6

WEEK 7

WEEK 8

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 8

WEEK 9

WEEK 10

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 10

WEEK 11

WEEK 12–13

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 1

WEEK 2

History and World

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 3

WEEK 4

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 4

WEEK 5

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 6

WEEK 7

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 7

WEEK 8

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 8

WEEK 9

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 10

WEEK 11–12

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 1

WEEK 2

OBJECTIVES LEARNING/TEACHING

Factors for the rise

Africa

[pic]

WEEK 2

WEEK 3

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 4

WEEK 5

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 5

WEEK 6

WEEK 7

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 7

WEEK 8

WEEK 9

OBJECTIVES LEARNING/TEACHING

[pic]

WEEK 9

WEEK 10

WEEK 11–12

OBJECTIVES LEARNING/TEACHING

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