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.
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.
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.
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.
1.1. Sources of History
- Oral traditions
- Historical sites
- Written records
- Archives
- Museums
- Archaelogy
2.1. Evolution of man
2.2. Early Stone Age (Old Stone Age)
2.3. Middle Stone Age
2.4. The Late Stone Age (New Stone Age)
2.5. Iron Age
3.1. Agriculture
3.2. Handicraft Industries and Minning
3.3. Local trade
4.1. Kinship or clan organization
4.2. Age-Set system
4.3. Ntemiship Kingship
B. EXTERNAL CONTACTS THROUGH INDIAN OCEAN
1.1. Rise of coastal city states
1.2. Evolution of Kiswahili
2.1. Portuguese expansion in Africa and Asia
2.2. Portuguese infrusion along East African Coast
a. Motives of the coming of Oman Arabs to East Africa
b. Impact of Oman Domination in East Africa
C. EAST AFRICAN PEOPLES AND THEIR NEIGHBOURS BY THE 1850’s
b.With Southern Africa ( Malawi, Zambia and Zimbabwe)
c. With Central Africa (Rwanda, Burundi, Congo, Zaire and Angola)
d. With North and North East Africa ( Egypt, Sudan and the Horn of Africa)
e. The coming of the Ngoni
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