| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: elaborate how second world war could have been prevente | The student should be able to: a) Analyse the short and long term causes of the First World War. b) Analyse the factors that led the war to spread world wide. c) Assess the impact of the First World War on Africa | January | Week 3 | CRISES IN TIIE CAPITALIST SYSTEM | First World War: Causes and Impact on Africa | 4 | i) Using written sources to guide students in
groups to read, discuss and
summarize the long and short
term causes of the First World
War. ii) To guide the groups presents their findings in class for further discussion and clarification. iii) To guide students individually to read written sources and analyse the factors leading the war to spread world wide. iv) To guide the students to form groups,present, analyse and summarize the factors which led the war to spread word wide. v) To guide the students to present and discuss group responses for clarification. | i) students in groups to read, discuss and summarize the long and short term causes of the First World War. groups presents their findings in class for further discussion and clarification. ii) students individually to read written sources and analyse the factors leading the war to spread world wide. | Vi) Written texts on the short and long term causes of the First World War. ii) Written texts on the short and long term causes of the First World War in Braille for visual impaired students i) Written texts on the factors which led the war to spread world wide. ii)Written texts in Braille | a)Is the student able
to analyse the short
and long term
causes of the First
World War? b)Is the student able to analyse the factors which lead the war to spread world wide? | History For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: state the impact of great depression to african countries | The student should be able to: a) Explain the meaning of the Great depression b) Analyse the causes of the eat Depression c) asses the impact of the second world war on Africa | January | Week 4 | CRISES IN TIIE CAPITALIST SYSTEM | The Great Depression: its Causes and Impact on Africa | 4 | i) use Q&A techniques to guide students to explain the meaning of great depression ii) guide the students read and analyse the causes of great depression iii) organize students to make presentations in class on great epression | i) students brainstorm on the meaning of great depression ii) students to make findings and report in classroom. iii) read an analyse text on the great depression. | texts on the causes of great depression list of guiding questions on the meaning of the great depression | a) is the student able to asses the impact of first world war in africa? b) is the student able to analyse the impact of great depression? | History For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: analyse the impact of second world war. | The student should be able to: a) Analyse the causes of the Second World War. b) Analyse the factors that led the war to spread world wide. c) Assess the impact of the Second World War on Africa. | February | Week 1-2 | CRISES IN TIIE CAPITALIST SYSTEM | The Second World War: Causes and impact on Africa | 4 | i) To guide students
in groups to conduct library
research on the causes of
the Second World War and
summarize them. ii) To guide students in groups to present their findings for further discussion and clarification. iii) To guide students individually to read written sources and analyse the factors that lead the war to spread world wide. iv) To guide the students to form groups,present and discuss the findings of each individual student on the factors which led the war to Spread world wide. v) To guide students individually to read written sources o the impact of the Second World War on Africa. ii) To guide students to form groups, present and discuss individual findings on the impact of the Second World War on Africa. | i) Students in groups to conduct library research on the causes of the Second World War and
summarize them. II) Students in groups to present their findings for further discussion and clarification. III)students individually to read written sources and analyse the factors that lead the war to spread world wide. iv) students to form groups,present and discuss the findings of each individual student on the factors which led the war to Spread world wide. v) Students to form groups, present and discuss individual findings on the impact of the Second World War on Africa | i) Texts on the causes of the Second World War. ii) Texts on the causes of the Second World War in Braille for visual i) Texts on the factors which led the war to spread world wide. ii) Texts in Braille ) Texts on the impact of the Second World War on Africa. ii) Texts in Braille | a) Is the student
able to analyse
the causes of the
Second World War
on Africa? b) Is the student able to analyse the factors, which led the war to spread world wide? c)Is the student able to assess the impact of the Second World War on Africa? | History For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: Give an account of importance of nationalism | The student should be able to: a) Explain the concept of nationalism b) Explain the origin of nationalism in Africa. c) Explain the importance of nationalism in Africa. | February | Week 3-4 | NATIONALISM AND DECOLONISATION | Nationalism in Africa | 8 | i)To guide students to brainstorm the meaning of nationalism in Africa. ii) To guide students in groups to read written sources, discuss and summarize the origin of nationalism in Africa. iii) To guide the groups to present in class their findings for further discussion and clarification. iv) To guide the students in groups to read written sources, assess and make notes on strengths,weaknesses and contribution of social and welfare associations during the struggle for independence. v) To guide the groups to present their findings in class on the strengths, wealmesses and contribution of social and welfare associations during the struggle for independence for further discussion and clarification. | i) students to brainstorm the meaning of nationalism in Africa. ii) Students in groups to read written sources, discuss and summarize the origin of nationalism in Africa. Groups to present in class their findings for further discussion and clarification. iii) Groups to present their findings in class on the strengths, weaknesses and contribution of social and welfare associations during the struggle for independence for further discussion and clarification. | i) Texts on the origins of nationalism in Africa. ii)Texts in Braille i) Texts on the strengths, weaknesses and contribution of social and welfare associations during the struggle for independence. ii)Texts in Braille | a) Is the student
able to explain
the concept of
nationalism? b)Is the student able to explain the origins of nationalism on Africa? c) The student able to assess the strengths, weaknesses and contribution of social and welfare associations during the struggle for independence? | History For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: Give the role of religion in struggle for inependence | The student should be able to: a) Explain the meaning of protest and religious movements. b) Analyse the causes of the rise of protest and religious movements. c) Assess the strengths, weaknesses and contribution of protest and religious movements during the struggle for independence | March | Week 1 | NATIONALISM | The rise of Protest and Religious Movements | 4 | i) To guide the students to read written sources of protest and
religious movements. ii) To guide the students using questions and answers to explain the meaning of protest movements and religious movements. iii) To guide the students in groups to carry out a library research on the causes of the rise of protest and religious movements. iv) To guide the groups to present in class their findings on the causes of the rise of protest and religious movements for discussion and clarification. iv) Using role plays the teacher to guide students to demonstrate how the attacks on African cultural beliefs and practices by European colonial officials and missionaries forced the Africans to establish protest and religious movements. | i) students to read written sources of protest and
religious movements. ii) students using questions and answers to explain the meaning of protest movements and religious movements. students in groups to carry out a library research on the causes of the rise of protest and religious movements. iv) Students in groups to carry out a library research and assess the strengths, weaknesses and contribution of protest and religious movements during the struggle for independence. | List of guiding questions on the meaning of protest and religious movements. i) Texts on the causes of the rise of protest and religious movements. ii) Texts on the causes of the rise of protest and religious movements in Braille for visual impaired students. i) Written texts on the strengths, weaknesses and contribution of protest and religious movements during the struggle for independence. i) Written texts in Braille | a)Is the student able
to explain the
meaning of protest
and religious
movements? b)Is the student able to analyse the causes of the rise of protest and religious movements? c) Is the student able to assess the strengths, weakness and contribution of protest and religious movements during the struggle for independence? | History For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |