HISTORY
SYLLABUS FORM I
Objectives of Teaching History at Secondary School level
The aim of teaching history at secondary school level is to promote understanding of the events, conditions and factors that shaped the past, the present condition of the world and of Africa in particular. This course looks at the origins and development of Africa's present condition. It looks at how African societies were formed, how they grew, factors which influenced their development as well as problems experienced and how they were solved. Thus it provides a link between the past, present and the future.
Specifically the objectives of this course are:
To develop a comprehensive understanding and deeper appreciation of how, before colonial invasion, societies in East Africa and the rest of Africa were able to control and master their environment and make cultural, economic, technological and political advancement so that learners can achieve a sense of confidence and understand their responsibility and role in human development.
To enable the learners to know how, at various stages in history, societies in East Africa have been subjected to foreign intrusion, colonial domination, economic exploitation and cultural subjugation.
Objectives of Teaching History at Secondary School level
The aim of teaching history at secondary school level is to promote understanding of the events, conditions and factors that shaped the past, the present condition of the world and of Africa in particular. This course looks at the origins and development of Africa's present condition. It looks at how African societies were formed, how they grew, factors which influenced their development as well as problems experienced and how they were solved. Thus it provides a link between the past, present and the future.
Specifically the objectives of this course are:
To develop a comprehensive understanding and deeper appreciation of how, before colonial invasion, societies in East Africa and the rest of Africa were able to control and master their environment and make cultural, economic, technological and political advancement so that learners can achieve a sense of confidence and understand their responsibility and role in human development.
To enable the learners to know how, at various stages in history, societies in East Africa have been subjected to foreign intrusion, colonial domination, economic exploitation and cultural subjugation.
So
that they may clearly understand the historical roots of the problems of
development in East Africa and Africa.
To make
learners understand the various efforts and strategies made by African countries
in the struggle for liberation against colonialism and neo-colonialism so that
they can appreciate the need for African co-operation and unity, and participate
actively in the efforts to bring about social, economic and political development.
To
develop pupils' basic mental skills, inquiring mind, perception, imagination,
reasoning and judgment so that they become useful and productive members of the
Tanzanian society.
To equip
learners with basic tools of analysis and interpretation so that they can
understand Tanzanian politicians, African's position and contribution in world
development in order to become better Tanzanian citizens committed to building
our young nation and developing co-operation among all nations of the world.
Choice and Use of Instructional and Study Materials
It is the duty of the class teacher to ensure that only books which meet the requirements of this course are procured for use by pupils under his or her charge and care.
Choice and Use of Instructional and Study Materials
It is the duty of the class teacher to ensure that only books which meet the requirements of this course are procured for use by pupils under his or her charge and care.
There
will be periodic issuance of lists of approved and recommended books by
Ministry of Education and Culture. Nevertheless, the learners, teachers and
parents will be free to choose other books and textual material for reference at
home or in school and public libraries. Teachers will also be expected to guide
and advise learners on how best to use books and other textual materials
provided by the school, available in the market, in the class, school or
community libraries.
Methods of Teaching and Learning
There are generally two methods of teaching history. These are the transmission method and the inquiry method. While the first method emphasizes teaching by lecturing, the second method challenges students to discover knowledge themselves. This method calls upon the teachers to involve pupils in activities, which will enable them to collect, analyze and synthesize historical information from various sources. Such activities or techniques include discussion, field experiences, projects, library research and written and oral reports.
Methods of Teaching and Learning
There are generally two methods of teaching history. These are the transmission method and the inquiry method. While the first method emphasizes teaching by lecturing, the second method challenges students to discover knowledge themselves. This method calls upon the teachers to involve pupils in activities, which will enable them to collect, analyze and synthesize historical information from various sources. Such activities or techniques include discussion, field experiences, projects, library research and written and oral reports.
To avoid turning History into mere rote memorization
of fact and, dates and therefore making the subject boring
and dull, teachers should try as much as possible to use the inquiry methods
which will give to pupils opportunities to examine, investigate,
and explore the subject content.
Guest speakers and visits to historical
sites and libraries can greatly add life to history courses.
Assessment
of students' Progress and Performance
Teachers should be well versed in the process of assessing their pupils' progress and Performance. It is hoped that teachers will use various methods to assess their pupils at the end of each theme in order to determine how much and how well the pupils have learned and to what extent the specific objectives have been attained. At the end of the fourth year pupils will sit for the National Certificate of Secondary Education Examination. Pupils who have successfully completed this syllabus should be able to do well in the CSEE.
Instructional Time
There will be set history periods for this course per week. The teacher is required to use each allocated period to promote pupil learning. For any lost period, for whatever reason, the teacher will be required to arrange with the school administration how to make good such lost teaching and learning time.
Teachers should be well versed in the process of assessing their pupils' progress and Performance. It is hoped that teachers will use various methods to assess their pupils at the end of each theme in order to determine how much and how well the pupils have learned and to what extent the specific objectives have been attained. At the end of the fourth year pupils will sit for the National Certificate of Secondary Education Examination. Pupils who have successfully completed this syllabus should be able to do well in the CSEE.
Instructional Time
There will be set history periods for this course per week. The teacher is required to use each allocated period to promote pupil learning. For any lost period, for whatever reason, the teacher will be required to arrange with the school administration how to make good such lost teaching and learning time.
TOPIC FORM
II
A.
THE PEOPLE OF AFRICA: THEIR ENVIRONMENT AND TECHNOLOGICAL DEVELOPMENT
Industrial Development
- Iron industry
- Gold industry
- Copper industry
- Other industry
2. Agriculture
3. Long Distance Trade
a. Trans Saharan trade
b. Trans continental trade
4. Development of Centralised Political systems
- North Africa
- North Eastern Africa
- Western Africa
Industrial Development
- Iron industry
- Gold industry
- Copper industry
- Other industry
2. Agriculture
3. Long Distance Trade
a. Trans Saharan trade
b. Trans continental trade
4. Development of Centralised Political systems
- North Africa
- North Eastern Africa
- Western Africa
1. Rise
and impact of Transatlantic Triangular Trade
a. Development of Mercantilism
b. European plantation and minning interests in American colonies.
c. Rise of the trans-Atlantic slave trade (triangular trade)
d. Conducting the triangular trade
e. Social and economic impact of the triangular trade
a. Development of Mercantilism
b. European plantation and minning interests in American colonies.
c. Rise of the trans-Atlantic slave trade (triangular trade)
d. Conducting the triangular trade
e. Social and economic impact of the triangular trade
2.
Transition to Industrial Capitalism
- Development of commercial agriculture
- Demands of industrial capitalism
- Abolition of slave trade
- Development of commercial agriculture
- Demands of industrial capitalism
- Abolition of slave trade
3.
European intrusion in South Africa
- Dutch settlement at the Cape
- African Boer confrontation
- British settlement at the Cape
- Anglo Boer confrontation
- Apartheid and its manifestations
- Dutch settlement at the Cape
- African Boer confrontation
- British settlement at the Cape
- Anglo Boer confrontation
- Apartheid and its manifestations
4.
Prelude to Colonialism in
Africa
- Motives of European interest by mid-c 19th
- Manifestations of European interest in Africa by mid-c 19th
- Motives of European interest by mid-c 19th
- Manifestations of European interest in Africa by mid-c 19th
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