o all secondary school teachers - YATMACK INCyatmackinc.weebly.com/uploads/1/0/2/2/10224235/history_f... · 2018. 9. 6. · Head Start Secondary English • Kiswahili Fasaha • orld

To all secondary school teachers

Oxford University Press are the publishers of the following

courses among many others:

• Test it & Fix it: KCSE Revision series

• Head Start Secondary English • Kiswahili Fasaha

• The Evolving World • Certifi cate Geography

• Certifi cate Business Studies • God’s People

• Discovering Secondary Mathematics

• Comprehensive Secondary Biology

• Comprehensive Secondary Physics

• Comprehensive Secondary Chemistry

These courses have been specifi cally written and designed to

cater for a lively approach to teaching and learning in the new

secondary syllabus.

In all these courses, this has been achieved through:

• well researched, up-to-date content written and tested by

experienced authors and teachers

• attractive design of high professional standards

• lively incorporation of emerging/current issues into the

content

• progressive and creative coverage of the syllabus at all

levels

• teachers’ books that are in the form of lesson plans

And now to make teachers’ work easier, we are giving you this

free booklet of sample schemes of work Volume 2 for secondary

schools. Please note that these schemes are helpful only if you onlyonly

are using the Oxford courses listed above.

Should you need further information on our courses, or have

comments, please do not hesitate to contact the undersigned.

Best wishes.

Yours truly,

James Ogalla

Business Development & Publicity ManagerBusiness Development & PublicityBusiness Development & Publicity

4

LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World

NOT FOR SALE

History and Government Form One Schemes of Work: Term One

Introduction to History and Government




Early Man

Early Man

Meaning of ‘History’ and meaning of ‘Govenment’

Importance of studying History and Government

Sources of information on History and Government

Methods of dating fossils

he origin of human beings:• Creation theory• Mythical or

traditional theory• he evolution

theory

Stages in the evolution of man:• Aegyptopithecus• Proconsul• Ramapithecus• Australopithecus• Homo habilis

By the end of the lesson, the learner should be able to explain the meaning of ‘History’ and the meaning of ‘Government’.

By the end of the lesson, the learner should be able to explain the importance of studying History and Government.

By the end of the lesson, the learner should be able to identify the sources of information on History and Government.

By the end of the lesson, the learner should be able to explain various fossil dating methods.

By the end of the lesson, the learner should be able to identify and discuss various theories and classify them.

By the end of the lesson, the learner should be able to explain the evolution of man through the various stages.

• Discussion• Explanation• Drama• Note taking

• Explanation• Questions and answers• Note taking

• Discussion• Explanation• Questions and answers• Note taking


• Discussion• Explanation• Classification• Visit historical sites• Note taking

• Discussion• Explanation• Note taking

he Evolving World• Student’s Book 1

pages 1–2• Teacher’s Book 1

page 12



page 12



page 12



pages 12–13



pages 13–14



pages 13–14

1

2

3

1

2–3

1

WEE

K 5

WEE

K 6

• Charts• Diagrams• Pictures




• Maps and illustrations

• Photos of artefacts, bones

• he Bible• he Koran

• Drawings• Diagrams• Photographs

WEE

K 7

5


NOT FOR SALE

History and Government Form 1Schemes of WorkTerm 1

Early Man

Early Man

Early Man

Early Man

Development of agriculture


Stages in the evolution of man:• Homo erectus• Homo sapiens• Homo sapiens

sapiens

Early man’s way of life:• Old Stone

Age or Lower Palaeolithic

• Middle Stone Age or Middle Palaeolithic

• New Stone Age or Upper Palaeolithic

he beginning of domestication of animals and crops

Early agriculture in:• Mesopotamia

and Egypt

By the end of the lesson, the learner should be able to explain the evolution of man through the various stages.

By the end of the lesson, the learner should be able to explain the culture of man during this period.

By the end of the lesson, the learner should be able to explain the culture of man during this period, especially how the early man made fire.

By the end of the lesson, the learner should be able to explain the culture of man during this period.

By the end of the lesson, the learner should be able to explain why and how man came to keep animals and grow crops.

By the end of the lesson, the learner should be able to describe early agriculture in Mesopotamia and Egypt.

• Discussion• Explanation• Demonstration• Note taking

• Discussion• Explanation• Demonstration• Note taking

• Discussion• Explanation• Demonstration (on how

fire was made)• Note taking

• Discussion• Explanation• Trip to archaeological

site• Note taking





pages 13–14



pages 13–14


pages 25–27 • Teacher’s Book 1

pages 13–14



pages 13–14



pages 15–16



pages 15–16

2

3

1

2

3

1

WEE

K 7

WEE

K 9




• Drawings of tools of this period

• Illustrations on the board

• Illustrations • Maps

WEE

K 8

6


NOT FOR SALE






he peoples of Kenya up to the 19th century


By the end of the lesson, the learner should be able to describe early agriculture in Britain.

By the end of the lesson, the learner should be able to describe early agriculture in the USA.

By the end of the lesson, the learner should be able to identify the causes of food shortages in Africa and the rest of the hird World.

By the end of the lesson, the learner should be able to discuss the effects and remedies of food shortage.

By the end of the lesson, the learner should be able to state the origins, and describe the migration and settlement of the Bantu.

By the end of the lesson, the learner should be able to state the origins, trace and describe the migration and settlement of the Western Bantu.









pages 15–17



pages 15–17



pages 15–17



pages 15–17



pages 17–18



pages 17–18

Early agriculture in:• Britain

Early agriculture in:• USA

he food situation in Africa and the rest of the hird World

• Remedies of food shortage

• Steps Kenya has taken to solve food shortage

Origin, migration and settlement of the Bantu

Origin, migration and settlement of the Western Bantu

2

3

1

2

3

1

WEE

K 10

WEE

K 11

• Pictures• Illustrations

• Illustration on the board

• Photographs

• Illustrations• Agriculture teacher

as a resource person

• Illustrations• Agriculture teacher

as a resource person

• Illustrations• Maps• Pictures

• Map drawing on the board

• Resource person

WEE

K 9

7


NOT FOR SALE







Revision of topics

Origin, migration and settlement of the Eastern Bantu

Origin, migration and settlement of the River-Lake Nilotes

Origin, migration and settlement of the Plain Nilotes

Origin, migration and settlement of the Highland Nilotes

Origin, migration and settlement of the Cushites

Revision andexamination

By the end of the lesson, the learner should be able to state the origins, trace and describe the migration and settlement of the Eastern Bantu.

By the end of the lesson, the learner should be able to state the origins, trace and describe the migration and settlement of the River-Lake Nilotes.

By the end of the lesson, the learner should be able to state the origins, trace and describe the migration and settlement of the Plain Nilotes.

By the end of the lesson, the learner should be able to state the origins, trace and describe the migration and settlement of the Highland Nilotes.

By the end of the lesson, the learner should be able to state the origins, trace and describe the migration and settlement of the Cushites.

By the end of the lesson, the learner should be able to revise Term One’s work.





• Discussion• Explanation• Note taking• Note taking

• Writing • Recall and other skills• Questions and answers



pages 17–18



pages 17–18



pages 17–18

he Evolving World• Student’s Book 1pages 61–62• Teacher’s Book 1

pages 17–18



pages 17–18

• Examination papers

• Marking scheme

WEE

K 11

WEE

K 13

2

3

1

2

3


• Resource person


• Resource person


• Resource person


• Resource person


• Resource person

• Papers and pens

WEE

K 12

8


NOT FOR SALE



pages 18–20



pages 18–20



pages 18–20



pages 18–20

Socio-economic and political organization of Kenyan communities in the 19th century




Bantu:• Agikuyu• Ameru

• Akamba• Abagusii

• Mijikenda

Nilotes:• Nandi

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Agikuyu and Ameru.

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Akamba and Abagusii.

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Mijikenda.

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Nandi.





1

2

3

1

WEE

K 1

WEE

K 2

• Illustration using maps on the board and photographs of the communities in their traditional regalia and cultural materials

• Drawings on the board

• Drawings on the board

• Illustrations• Resource person

• Drawings on board • Illustrations• Resource person

• Illustrations• Drawings on the

board

History and Government Form One Schemes of Work: Term Two

9


NOT FOR SALE






• Maasai

• Luo

Cushites

• Somali

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Maasai.

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Luo.

By the end of the lesson, the learner should be able to understand why the Cushites share the same linguistic background.

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Somali.







pages 18–20



pages 18–20



pages 18–20


page 80• Teacher’s Book 1

pages 18–20

2

3

1

2WEE

K 3

WEE

K 2


board


board

• Illustration• Drawings on the

board


board

10


NOT FOR SALE


Contacts between East Africa and the outside world up to the 19th century



• Borana

he East African coast

Early visitors to the East African coast

Reasons for the coming of the Arabs

By the end of the lesson, the learner should be able to discuss the social, economic and political organization of the Borana.

By the end of the lesson, the learners should be able to describe how the East African coast developed.

By the end of the lesson, the learner should be able to identify the origin of the early visitors to the East African coast.

By the end of the lesson, the learner should be able to state reasons for the coming of the Arabs to the East African coast.


• Discussion• Explanation • Note taking


• Discussion• Explanation • Note taking



pages 18–20



pages 20–22



pages 20–22



pages 21–22

3

1

2

3

WEE

K 4


board

• Illustrations• Maps

• Illustrations• Photographs• Maps

• Illustrations• Pictures• Maps

History and Government Form 1Schemes of WorkTerm 2W

EEK

3

11


NOT FOR SALE






Trade between the East African coast and the outside world

• Factors that promoted trade

• Impact of the trade on the peoples of East Africa

he coming of the Portuguese

Reasons for the coming of the Portuguese

he Portuguese conquest of the East African coast

By the end of the lesson, the learner should be able to explain the development of trade between the East African coast and the outside world.

By the end of the lesson, the learner should be able to discuss the factors that promoted trade and the effects of the trade on the peoples of East Africa.

By the end of the lesson, the learner should be able to identify the Portuguese and their historical background.

By the end of the lesson, the learner should be able to identify the reasons for the coming of the Portuguese.

By the end of the lesson, the learner should be able to describe the Portuguese conquest and rule of the East African coast.








pages 21–22



pages 21–22



pages 21–22



pages 21–22



pages 21–22

WEE

K 5

WEE

K 6


• Illustrations

• Illustrations • Photographs• Maps

• Illustrations


1

2

3

1

2


12


NOT FOR SALE






Reasons for the success of the Portuguese conquest

he Portuguese rule at the coast

he decline of Portuguese rule

Impact of Portuguese rule on the East African coast

he establishment and impact of Omani rule

By the end of the lesson, the learner should be able to explain why the Portuguese were able to conquer the coastal towns.

By the end of the lesson, the learner should be able to discuss the Portuguese rule at the coast.

By the end of the lesson, the learner should be able to explain the decline of the Portuguese rule at the coast.

By the end of the lesson, the learner should be able to explain the impact of Portuguese rule on the East African coast.

By the end of the lesson, the learner should be able to discuss the establishment and impact of Omani rule on the East African coast.








pages 21–22



pages 21–22



pages 21–22



pages 21–22



pages 21–22

3

1

2

3

1

WEE

K 6

WEE

K 7

WEE

K 8





• Illustrations

• Illustrations• Maps• Drawings on the

board

13


NOT FOR SALE






Seyyid Said, Sultan of Zanzibar

Development and organization of the long-distance trade in East Africa

Consequences of the long-distance trade

Development and organization of international trade

Role of Seyyid Said in international trade

By the end of the lesson, the learner should be able to describe how Seyyid Said established his rule on the East African coast.

By the end of the lesson, the learner should be able to discuss the development and organization of the long-distance trade in East Africa.

By the end of the lesson, the learner should be able to state the consequences of the long distance trade.

By the end of the lesson, the learner should be able to discuss the development of international trade.

By the end of the lesson, the learner should be able to discuss the role of Seyyid Said in international trade.



• Discussion • Explanation• Note taking





pages 21–22



pages 21–22



pages 21–22



pages 21–22



pages 21–22

2

3

1

2

3

WEE

K 8

WEE

K 9

• Illustrations• Photographs


board• Maps


board


board• Maps



14


NOT FOR SALE






Summary

he spread of Christianity:• Reasons for

the coming of missionaries

• Missionary activities in East Africa

• Factors favouring the spread of Christianity in East Africa

• Challenges facing missionary activities in East Africa

By the end of the lesson, the learner should be able to describe how outsiders influenced the social, political and economic activities on the East African coast.

By the end of the lesson, the learner should be able to explain the coming of the Christian missionaries.

By the end of the lesson, the learner should be able to discuss the activities of Christian missionaries in East Africa.

By the end of the lesson, the learner should be able to describe the factors that favoured the spread of Christianity in East Africa.

By the end of the lesson, the learner should be able to explain the challenges facing missionaries in East Africa.








pages 21–22



pages 21–22



pages 21–22



pages 21–22



pages 21–22

1

2

3

1

2

WEE

K 10

WEE

K 11

• Illustrations• Maps• Photographs• Drawings on the

board



• Illustrations• Charts



15


NOT FOR SALE




Revision of topics

• he effects of missionary activities in East Africa

Summary notes on Christianity and its impact on East Africa

Revision

Revision and examination

By the end of the lesson, the learner should be able to discuss the effects of missionary activities in East Africa.

By the end of the lesson, the learner should have an overview on the impact of the missionary work in East Africa.

By the end of the lesson, the learner should be able to recall the highlights of the topic.

he learner should be able to revise Term Two’s work.




• Writing• Recall and other skills• Questions and answers



pages 21–22



pages 20–22



pages 20–22

• Examination papers

• Marking scheme

3

1

2–3

WEE

K 12

WEE

K13



• Illustrations• Chalkboard

• Papers and pens


EEK

11

16


NOT FOR SALE

History and Government Form One Schemes of Work: Term Three

Citizenship

Citizenship

Citizenship

Citizenship

Citizenship

National integration

Definition of citizenship

Rights of a citizen

Responsibilities of a citizen

Elements of good citizenship

Summary

Meaning and importance of national integration

By the end of the lesson, the learner should be able to state ways of becoming a Kenyan citizen.

By the end of the lesson, the learner should be able to state the rights of a citizen.

By the end of the lesson, the learner should be able to state the responsibilities of a citizen.

By the end of the lesson, the learner should be able to discuss the elements of good citizenship.

By the end of the lesson, the learner should be able to discuss the rights and responsibilities of a good citizen.

By the end of the lesson, the learner should be able to explain the meaning and the importance of national integration.









pages 22–23



pages 22–23



pages 22–23



pages 22–23



pages 22–24


pages120–121• Teacher’s Book 1

pages 24–25

1

2

3

1–2

3

1

WEE

K 1

WEE

K 2

• Charts• Posters• Copy of the

constitution

• Charts• Resource person• Posters



• Illustrations• Charts• Posters

• Illustrations• Newspaper cuttings• Encyclopedias

WEE

K 3

17


NOT FOR SALE







Factors that promote national integration

Factors that limit national unity

Conflict resolution

Peaceful methods of conflict resolution

Case study of conflicts in Africa

Summary

By the end of the lesson, the learner should be able to discuss the factors promoting national integration.

By the end of the lesson, the learner should be able to describe the factors limiting national unity.

By the end of the lesson, the learner should be able to identify methods of resolving conflicts.

By the end of the lesson, the learner should be able to identify peaceful methods of conflict resolution.

By the end of the lesson, the learner should be able to identify conflict areas in Africa.

By the end of the lesson, the learner should be able to effectively discuss national integration.



• Discussion• Explanation• Drama • Note taking



• Discussion • Explanation• Questions and answers• Note taking



pages 24–25



pages 24–25



pages 24–25



pages 24–25



pages 24–25



pages 24–25

2–3

1–2

3

1

2

3

WEE

K 3

WEE

K 4

WEE

K 5


• Illustrations• Map of Kenya

• Illustrations• Map of Kenya• Artefacts• Newspaper cuttings

• Illustrations• Newspaper cuttings• Encyclopedias


• Illustrations• Newspaper cuttings


18


NOT FOR SALE

Sample test papers: revision







Paper 1:• Section A

• Section B

• Section C

Paper 2:• Section A

• Section B

• Section C

Revision of topic

By the end of the lesson, the learner should be able to effectively answer all the sample test questions.



By the end of the lesson, the learner should be able to effectively answer all the questions.



By the end of the lesson, the learner should be able to state the meaning of and sources of information on ‘history’ and ‘government’.

• Discussion • Questions and answers• Note taking

• Discussion• Questions and answers• Note taking




• Discussion • Questions and answers• Note taking



page 130


page 130


page 130


page 131


page 131


page 131



pages 12–13

1

2

3

1

2

3

1

WEE

K 6

WEE

K 7

• Illustrations• Textbooks








EEK

8

19


NOT FOR SALE

Stages of man’s development



Socio-economic and political organization of Kenyan communities


Citizenship

Revision of topic

Revision of topic

Revision of topic

Revision of topic

Revision of topic

Revision of topic

By the end of the lesson, the learner should be able to describe how man developed.

By the end of the lesson, the learner should be able to discuss how agriculture developed in Mesopotamia, Egypt, Britain and the USA.

By the end of the lesson, the learner should be able to explain how the Bantu, Nilotes and Cushites migrated to and settled in Kenya.

By the end of the lesson, the learner should be able to explain how the Kenyan communities were organized socially, politically and economically.

By the end of the lesson, the learner should be able to explain the impact of the early visitors on the East African coast.

By the end of the lesson, the learner should be able to discuss the rights and responsibilities of a Kenyan citizen.







2

3

1–2

3

1

2

WEE

K 8

WEE

K 9










pages 13–14



pages 15–17



pages 17–18



pages 18–20



pages 20–22



pages 22–24

WEE

K 10

20


NOT FOR SALE


Revision of topics

Revision of topic

Combined topics covered in Terms I–III

By the end of the lesson, the learner should be able to discuss the importance of national unity and ways of conflict resolution.

By the end of the lesson, the learner should be able to effectively answer the questions on all the topics covered.


• Exam writing



pages 24–25

• Question papers• Marking scheme

3

WEE

K 10

WEE

K 11

–12


• Papers and pens


Documents

o all secondary school teachers - YATMACK INCyatmackinc.weebly.com/uploads/1/0/2/2/10224235/history_f... · 2018. 9. 6. · Head Start Secondary English • Kiswahili Fasaha • orld