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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