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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
Introduction to History and Government
Introduction to History and Government
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• 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
he Evolving World• Student’s Book 1
pages 4–5• Teacher’s Book 1
page 12
he Evolving World• Student’s Book 1
pages 6–10• Teacher’s Book 1
page 12
he Evolving World• Student’s Book 1
pages 10–15• Teacher’s Book 1
pages 12–13
he Evolving World• Student’s Book 1
pages 16–17• Teacher’s Book 1
pages 13–14
he Evolving World• Student’s Book 1
pages 16–21• Teacher’s Book 1
pages 13–14
1
2
3
1
2–3
1
WEE
K 5
WEE
K 6
• Charts• Diagrams• Pictures
• Charts• Diagrams• Pictures
• Charts• Diagrams• Pictures
• Charts• Diagrams• Pictures
• Maps and illustrations
• Photos of artefacts, bones
• he Bible• he Koran
• Drawings• Diagrams• Photographs
WEE
K 7
5
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
History and Government Form 1Schemes of WorkTerm 1
Early Man
Early Man
Early Man
Early Man
Development of agriculture
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
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
he Evolving World• Student’s Book 1
pages 21–24• Teacher’s Book 1
pages 13–14
he Evolving World• Student’s Book 1
pages 24–25• Teacher’s Book 1
pages 13–14
he Evolving World• Student’s Book 1
pages 25–27 • Teacher’s Book 1
pages 13–14
he Evolving World• Student’s Book 1
pages 27–28 • Teacher’s Book 1
pages 13–14
he Evolving World• Student’s Book 1
pages 30–33• Teacher’s Book 1
pages 15–16
he Evolving World• Student’s Book 1
pages 34–39• Teacher’s Book 1
pages 15–16
2
3
1
2
3
1
WEE
K 7
WEE
K 9
• Charts• Diagrams• Pictures
• Charts• Diagrams• Pictures
• Charts• Diagrams• Pictures
• Drawings of tools of this period
• Illustrations on the board
• Illustrations • Maps
WEE
K 8
6
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
History and Government Form 1Schemes of WorkTerm 1
Development of agriculture
Development of agriculture
Development of agriculture
Development of agriculture
he peoples of Kenya up to the 19th century
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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
he Evolving World• Student’s Book 1
pages 39–42• Teacher’s Book 1
pages 15–17
he Evolving World• Student’s Book 1
pages 43–45• Teacher’s Book 1
pages 15–17
he Evolving World• Student’s Book 1
pages 45–48• Teacher’s Book 1
pages 15–17
he Evolving World• Student’s Book 1
pages 48–49 • Teacher’s Book 1
pages 15–17
he Evolving World• Student’s Book 1
pages 53–54• Teacher’s Book 1
pages 17–18
he Evolving World• Student’s Book 1
pages 55–56• Teacher’s Book 1
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
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
History and Government Form 1Schemes of WorkTerm 1
he peoples of Kenya up to the 19th century
he peoples of Kenya up to the 19th century
he peoples of Kenya up to the 19th century
he peoples of Kenya up to the 19th century
he peoples of Kenya up to the 19th century
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
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking• Note taking
• Writing • Recall and other skills• Questions and answers
he Evolving World• Student’s Book 1
pages 56–58• Teacher’s Book 1
pages 17–18
he Evolving World• Student’s Book 1
pages 58–59• Teacher’s Book 1
pages 17–18
he Evolving World• Student’s Book 1
pages 59–61• Teacher’s Book 1
pages 17–18
he Evolving World• Student’s Book 1pages 61–62• Teacher’s Book 1
pages 17–18
he Evolving World• Student’s Book 1
pages 52–53• Teacher’s Book 1
pages 17–18
• Examination papers
• Marking scheme
WEE
K 11
WEE
K 13
2
3
1
2
3
• Map drawing on the board
• Resource person
• Map drawing on the board
• Resource person
• Map drawing on the board
• Resource person
• Map drawing on the board
• Resource person
• Map drawing on the board
• Resource person
• Papers and pens
WEE
K 12
8
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
he Evolving World• Student’s Book 1
pages 63–68• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
pages 68–71• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
pages 71–72• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
pages 73–75• Teacher’s Book 1
pages 18–20
Socio-economic and political organization of Kenyan communities in the 19th century
Socio-economic and political organization of Kenyan communities in the 19th century
Socio-economic and political organization of Kenyan communities in the 19th century
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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
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
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
History and Government Form 1Schemes of WorkTerm 2
Socio-economic and political organization of Kenyan communities in the 19th century
Socio-economic and political organization of Kenyan communities in the 19th century
Socio-economic and political organization of Kenyan communities in the 19th century
Socio-economic and political organization of Kenyan communities in the 19th century
• 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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
he Evolving World• Student’s Book 1
pages 75–76• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
pages 76–78• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
pages 78–79• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
page 80• Teacher’s Book 1
pages 18–20
2
3
1
2WEE
K 3
WEE
K 2
• Illustrations• Drawings on the
board
• Illustrations• Drawings on the
board
• Illustration• Drawings on the
board
• Illustrations• Drawings on the
board
10
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Socio-economic and political organization of Kenyan communities in the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
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
• Discussion• Explanation• Note taking
• Discussion• Explanation • Note taking
he Evolving World• Student’s Book 1
pages 80–83• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
page 84• Teacher’s Book 1
pages 20–22
he Evolving World• Student’s Book 1
pages 85–86• Teacher’s Book 1
pages 20–22
he Evolving World• Student’s Book 1
pages 86–87• Teacher’s Book 1
pages 21–22
3
1
2
3
WEE
K 4
• Illustrations• Drawings on the
board
• Illustrations• Maps
• Illustrations• Photographs• Maps
• Illustrations• Pictures• Maps
History and Government Form 1Schemes of WorkTerm 2W
EEK
3
11
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
he Evolving World• Student’s Book 1
pages 87–89• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 89–90• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 90–91• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 91• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 91–92• Teacher’s Book 1
pages 21–22
WEE
K 5
WEE
K 6
• Illustrations• Maps
• Illustrations
• Illustrations • Photographs• Maps
• Illustrations
• Illustrations• Maps
1
2
3
1
2
History and Government Form 1Schemes of WorkTerm 2
12
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
he Evolving World• Student’s Book 1
pages 92–93• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 93• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 93–94• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 94–95• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 95–97• Teacher’s Book 1
pages 21–22
3
1
2
3
1
WEE
K 6
WEE
K 7
WEE
K 8
History and Government Form 1Schemes of WorkTerm 2
• Illustrations• Maps
• Illustrations• Maps
• Illustrations• Maps
• Illustrations
• Illustrations• Maps• Drawings on the
board
13
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
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
• Discussion• Explanation• Note taking
• Discussion • Explanation• Note taking
• Discussion • Explanation• Note taking
• Discussion • Explanation• Note taking
he Evolving World• Student’s Book 1
pages 97–100• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 100–103• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 103• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 103–104• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 104• Teacher’s Book 1
pages 21–22
2
3
1
2
3
WEE
K 8
WEE
K 9
• Illustrations• Photographs
• Illustrations• Drawings on the
board• Maps
• Illustrations• Drawings on the
board
• Illustrations• Drawings on the
board• Maps
• Illustrations• Photographs
History and Government Form 1Schemes of WorkTerm 2
14
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
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.
• Discussion • Explanation• Note taking
• Discussion • Explanation• Note taking
• Discussion • Explanation• Note taking
• Discussion • Explanation• Note taking
• Discussion • Explanation• Note taking
he Evolving World• Student’s Book 1
pages 84–104• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 105• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 106–108• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
pages 108–109• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 109• Teacher’s Book 1
pages 21–22
1
2
3
1
2
WEE
K 10
WEE
K 11
• Illustrations• Maps• Photographs• Drawings on the
board
• Illustrations• Resource person
• Illustrations• Photographs
• Illustrations• Charts
• Illustrations• Charts
History and Government Form 1Schemes of WorkTerm 2
15
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
Contacts between East Africa and the outside world up to the 19th century
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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Questions and answers• Note taking
• Discussion• Explanation• Questions and answers• Note taking
• Writing• Recall and other skills• Questions and answers
he Evolving World• Student’s Book 1
pages 109–111• Teacher’s Book 1
pages 21–22
he Evolving World• Student’s Book 1
page 111• Teacher’s Book 1
pages 20–22
he Evolving World• Student’s Book 1
pages 111–112• Teacher’s Book 1
pages 20–22
• Examination papers
• Marking scheme
3
1
2–3
WEE
K 12
WEE
K13
• Illustrations• Charts
• Illustrations• Charts
• Illustrations• Chalkboard
• Papers and pens
History and Government Form 1Schemes of WorkTerm 2W
EEK
11
16
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 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.
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
he Evolving World• Student’s Book 1
pages 113–114• Teacher’s Book 1
pages 22–23
he Evolving World• Student’s Book 1
pages 114–117• Teacher’s Book 1
pages 22–23
he Evolving World• Student’s Book 1
pages 117–118• Teacher’s Book 1
pages 22–23
he Evolving World• Student’s Book 1
pages 118–119• Teacher’s Book 1
pages 22–23
he Evolving World• Student’s Book 1
pages 113–119• Teacher’s Book 1
pages 22–24
he Evolving World• Student’s Book 1
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
• Charts• Resource person• Posters
• Charts• Resource person• Posters
• Illustrations• Charts• Posters
• Illustrations• Newspaper cuttings• Encyclopedias
WEE
K 3
17
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
National integration
National integration
National integration
National integration
National integration
National integration
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• Note taking
• Discussion • Explanation• Note taking
• Discussion• Explanation• Drama • Note taking
• Discussion• Explanation• Note taking
• Discussion• Explanation• Note taking
• Discussion • Explanation• Questions and answers• Note taking
he Evolving World• Student’s Book 1
pages 121–124• Teacher’s Book 1
pages 24–25
he Evolving World• Student’s Book 1
pages 124–126• Teacher’s Book 1
pages 24–25
he Evolving World• Student’s Book 1
pages 126–127• Teacher’s Book 1
pages 24–25
he Evolving World• Student’s Book 1
pages 127–128• Teacher’s Book 1
pages 24–25
he Evolving World• Student’s Book 1
page 129• Teacher’s Book 1
pages 24–25
he Evolving World• Student’s Book 1
pages 120–129• Teacher’s Book 1
pages 24–25
2–3
1–2
3
1
2
3
WEE
K 3
WEE
K 4
WEE
K 5
History and Government Form 1Schemes of WorkTerm 3
• Illustrations• Map of Kenya
• Illustrations• Map of Kenya• Artefacts• Newspaper cuttings
• Illustrations• Newspaper cuttings• Encyclopedias
• Illustrations• Resource person
• Illustrations• Newspaper cuttings
• Illustrations• Resource person
18
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Sample test papers: revision
Sample test papers: revision
Sample test papers: revision
Sample test papers: revision
Sample test papers: revision
Sample test papers: revision
Introduction to History and Government
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 sample test questions.
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 effectively answer all the 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
• Discussion• Questions and answers• Note taking
• Discussion• Questions and answers• Note taking
• Discussion • Questions and answers• Note taking
• Discussion• Explanation• Questions and answers• Note taking
he Evolving World• Student’s Book 1
page 130
he Evolving World• Student’s Book 1
page 130
he Evolving World• Student’s Book 1
page 130
he Evolving World• Student’s Book 1
page 131
he Evolving World• Student’s Book 1
page 131
he Evolving World• Student’s Book 1
page 131
he Evolving World• Student’s Book 1
pages 1–15• Teacher’s Book 1
pages 12–13
1
2
3
1
2
3
1
WEE
K 6
WEE
K 7
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
History and Government Form 1Schemes of WorkTerm 3W
EEK
8
19
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
Stages of man’s development
Development of agriculture
he peoples of Kenya up to the 19th century
Socio-economic and political organization of Kenyan communities
Contacts between East Africa and the outside world up to the 19th century
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.
• Discussion • Explanation• Questions and answers• Note taking
• Discussion • Explanation• Questions and answers• Note taking
• Discussion• Explanation• Questions and answers• Note taking
• Discussion• Explanation• Questions and answers• Note taking
• Discussion• Explanation• Questions and answers• Note taking
• Discussion • Explanation• Questions and answers• Note taking
2
3
1–2
3
1
2
WEE
K 8
WEE
K 9
History and Government Form 1Schemes of WorkTerm 3
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
• Illustrations• Textbooks
he Evolving World• Student’s Book 1
pages 16–29• Teacher’s Book 1
pages 13–14
he Evolving World• Student’s Book 1
pages 30–50• Teacher’s Book 1
pages 15–17
he Evolving World• Student’s Book 1
pages 51–62• Teacher’s Book 1
pages 17–18
he Evolving World• Student’s Book 1
pages 63–83• Teacher’s Book 1
pages 18–20
he Evolving World• Student’s Book 1
pages 84–112• Teacher’s Book 1
pages 20–22
he Evolving World• Student’s Book 1
pages 113–119• Teacher’s Book 1
pages 22–24
WEE
K 10
20
LESSON OBJECTIVES LEARNING/TEACHINGACTIVITIES LEARNING/TEACHINGRESOURCES REMARKSTOPIC REFERENCESSUB-TOPICFor use with The Evolving World
NOT FOR SALE
National integration
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.
• Discussion• Explanation• Questions and answers• Note taking
• Exam writing
he Evolving World• Student’s Book 1
pages 120–129• Teacher’s Book 1
pages 24–25
• Question papers• Marking scheme
3
WEE
K 10
WEE
K 11
–12
• Illustrations• Textbooks
• Papers and pens
History and Government Form 1Schemes of WorkTerm 3
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