| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: draw map of africa and show the way the continent was sub divided. | The student should be able to: a) Explain the meaning of scramble for and partition of Africa | January | Week 3 | ESTABLI-SHMENT OF COLONIALISM | Scramble for and Partition of Africa. | 3 | i)To guide students in groups to read written sources on the scramble for and partition of Africa. ii) To guide the students in groups to read written texts on, discuss and assess the causes of the scramble for Africa leading to partition. iii) To guide the groups to present in class their findings for further discussion and clarification. iv) To guide the students in groups to conduct a library research read written texts on and explains why some areas in Africa experienced more intensive scramble than others. | i) Students in groups to read written sources on the scramble for and partition of Africa. II) Students in groups to read written texts on, discuss and assess the causes of the scramble for Africa leading to partition. | Texts on the scramble for and partition of Africa. Texts on the causes of the scramble for and partition of Africa. i) Texts on the scramble for and partition of Africa. ii) Maps of Africa on the various stages of the partition. | a)Is the student
able to explain
the meaning of
scramble and
partition for
Africa? | History For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: analyse the impact of berlin conference | The student should be able to: a) Explain the events leading to the Berlin Conference (1884/85). | February | Week 3 | ESTABLI-SHMENT OF COLONIALISM | The Berlin Conference (1884- 85) | 3 | i) To assign the students to conduct library research on events leading to the Berlin Conference. | i) Students to conduct library research on events leading to the Berlin Conference. | i) List of questions ii) Written texts on the Berlin Conference i) Texts on Berlin Conference (1884/85) ii) Texts in Braille i) Texts on the Berlin Conference (1884/85). ii) Texts in Braille | a)Is the student
able to explain
the events leading
to the Berlin
Conference? b) Is the student able to evaluate the resolutions of the Berlin Conference? c)Is the student able to assess the significance of the Berlin Conference to Africa? | History For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: demostrate knowledge of tactics use by colonists | The student should be able to: i) Explain the concept of colonialism. ii) Explain the tactics used to impose colonial control/ rule in Africa. | March | Week 3 | ESTABLI-SHMENT OF COLONIALISM | Establishment of Colonial Control/ rule | 3 | i) To guide students to
read written sources on the concept of colonialism. | i) students to read written sources on the concept
of colonialism. ii) students to explain the meaning of colonialism through questions and answers. | Texts on the concept of colonialism i) Texts on the tactics used to impose colonialism. ii) Sketch Map of Africa showing the possessions of the various European powers which were involved in the imposition of colonial rule in Africa. iii) Tactile pictures and sketch maps for visual impaired students | a)Is the student
able to explain
the concept of
colonialism? | History For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: state the way africans reacted to colonial rule. | The student should be able to: a) Explain the meaning of African reactions. b) Explain the various forms of African reactions. c) Account for the causes of and reasons for the different African reactions. | April | Week 4 | ESTABLI-SHMENT OF COLONIALISM | African Reactions to Colonial Rule | 3 | i)To use the question and
answer technique to lead students to explain the meaning of African reactions. | i) students to explain the meaning of African reactions ii) students in groups to read written sources on and discuss the various forms of African reactions. | List of guiding questions Texts on the various forms of African reactions to the imposition of colonial rule. Texts on the causes of and reasons for the different African reactions. Texts on the factors which determined the nature of African reactions to the imposition of colonial rule. Texts on the outcomes of the various forms of African reactions. | a)Is the student
able to explain
the meaning
of African
reactions? b)Is the student able to explain the various forms of African reaction to colonial rule? c)Is the student able to assess the factors which determined the nature of African reactions? | History For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: explore the relevance of various colonial administrative system | The student should be able to: a) Explain the concepts of Direct rule, Indirect rule,Assimilation and Association. b) Appraise the motive for the application of the various colonial administrative systems. c) Analyse the similarities and differences of the colonial administrative systems. d) Evaluate the strengths,weaknesses and impact of the colonial administrative systems on Africa, | May | Week 1 | COLONIAL ADMINISTRATIVE SYSTEMS | Direct Rule, Indirect Rule; Assimilation and Association | 3 | i) To guide the students
to conduct library research
individually on the meaning of the concepts of direct rule, indirect rule, assimilation and association~ | a) students to conduct library research individually on the meaning of the concepts of direct rule, indirect
rule, assimilation and association~ | List of guiding questions Texts on the motive for the application of the various colonial administrative systems. Texts on the similarities and differences of colonial administrative system. | a) Is the student
able to explain
the concepts
of direct rule,
indirect rule,
Assimilation, and
association? | History For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |