History Schemes F2.indd

22

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with The Evolving World

NOT FOR SALE

History and Government Form Two Schemes of Work: Term One

Trade

Trade

Trade

Trade

Trade

Trade

• Definition of trade

• Methods of trade

• Types of trade

The Trans-Saharan trade

• Challenges faced by the Trans-Saharan traders

• Impact of the Trans-Saharan trade

• Decline of the Trans-Saharan trade

The Trans-Atlantic trade origin

By the end of the lesson, the learner should be able to define the term ‘trade’ and explain the methods of trade.

By the end of the lesson, the learner should be able to identify types of trade.

By the end of the lesson, the learner should be able to discuss the organization of the Trans-Saharan trade.

By the end of the lesson, the learner should be able to discuss the impact of the Trans-Saharan trade.

By the end of the lesson, the learner should be able to state the factors that led to the decline of the Trans-Saharan trade.

By the end of the lesson, the learner should be able to explain the origin of the Trans-Atlantic trade.

• Explanation• Discussion• Note taking

• Explanation • Discussion• Note taking





1

2–3

1

2–3

1–2

3

WEE

K 1

WEE

K 3

The Evolving World• Student’s Book 2

pages 1–4• Teacher’s Book 2

pages 1–4



pages 1–4



pages 1–4



pages 1–4



pages 1–4



pages 1–4

• Charts• Drawings on the

board• Pictures• Samples of currencies

• Maps• Charts• Drawing• Pictures


• Maps• Charts• Drawings• Pictures



WEE

K 2

History and Government Form 2Schemes of Work

Term 1

23





NOT FOR SALE

Trade

Trade

Trade

Transport

Transport

Transport

Development of the Trans-Atlantic slave trade

Impact of the Trans- Atlantic trade

Decline of Trans-Atlantic trade

• Definition of transport

• Traditional forms of transport

Animal transport

The wheel

By the end of the lesson, the learner should be able to describe the development of the Trans-Atlantic slave trade.

By the end of the lesson, the learner should be able to explain the social, political and economic impact of the Trans-Atlantic slave trade.

By the end of the lesson, the learner should be able to state the factors that led to the decline of the Trans-Atlantic trade.

By the end of the lesson, the learner should be able to define ‘transport’ and discuss the traditional forms of transport.

By the end of the lesson, the learner should be able to describe various forms of animal transport and their advantages and challenges.

By the end of the lesson, the learner should be able to describe the development of the wheel.

• Explanation• Discussions• Note taking






1

2

3

1–2

3

1

WEE

K 4

WEE

K 6



pages 1–4



pages 1–4


page 18• Teacher’s Book 2

pages 1–4



pages 4–8



pages 4–8



pages 4–8

• Maps• Charts • Drawings• Pictures



• Charts• Drawings• Pictures


• Drawings • Pictures

WEE

K 5


Term 1

24





NOT FOR SALE

Transport

Transport

Transport

Transport

Transport

Communi-cation

By the end of the lesson, the learner should be able to describe the various forms of water transport.

By the end of the lesson, the learner should be able to discuss modern means of road transport and their impact.

By the end of the lesson, the learner should be able to discuss railway and water transport.

By the end of the lesson, the learner should be able to state various forms of air transport and describe pipeline transport.

By the end of the lesson, the learner should be able to describe space exploration and explain the effects of modern transport.

By the end of the lesson, the learner should be able to define communication and describe the traditional forms of communication.







Water transport

Modern means of transport:• Road transport• Impact of road

transport

• Rail transport • Water transport

• Pipeline transport

• Air transport

• Space exploration

• Effects of modern forms of transport

• Definition• Traditional

forms of communication

2

3

1

2

3

1

WEE

K 6

WEE

K 8



pages 4–8



pages 4–8



pages 4–8



pages 4–8



pages 4–8



pages 9–12

• Drawing• Pictures





• Drawings• Pictures

WEE

K 7


Term 1

25





NOT FOR SALE

Communi-cation

Communi-cation

Communi-cation

Communi-cation

Communi-cation

Development of industry

Modern forms of communication: • Telephone• Television

• Radio• Telegraph• Internet

• Fax• Telex• Satellite• Pager

Print media:• Newspapers• Types of

newspapers

• Impact of print media on the society

• Summary on communication

• Definition of ‘industry’

• How industry developed

By the end of the lesson, the learner should be able to discuss modern forms of communication.

By the end of the lesson, the learner should be able to describe how the radio, telegraph and internet work.

By the end of the lesson, the learner should be able to explain how the fax, telex, satellite and pager work.

By the end of the lesson, the learner should be able to discuss the development of newspapers.

By the end of the lesson, the learner should be able to discuss the impact of the print media on society.

By the end of the lesson, the learner should be able to define ‘industry’ and trace the development of early industries.







2

3

1

2

3

1–2

WEE

K 8

WEE

K 1

0



pages 9–12



pages 9–12



pages 9–12



pages 9–12



pages 9–12



pages 12–18

• Charts• Drawings• Pictures• Resource person




• Drawings• Pictures• Resource person


WEE

K 9


Term 1

26





NOT FOR SALE







Revision of topics

Early sources of energy:• Wood• Wind

• Uses of water as a source of energy

Uses of metals in Africa:• Gold• Copper

• Bronze• Iron

• Effects of iron working in Africa

Industrial revolution in Europe:• Characteristics

Revision andexamination

By the end of the lesson, the learner should be able to describe uses of wood and wind as sources of energy.

By the end of the lesson, the learner should be able to explain the uses of water as a source of energy.

By the end of the lesson, the learner should be able to explain the uses of metals in Africa.

By the end of the lesson, the learner should be able to explain the uses of metals in Africa.

By the end of the lesson, the learner should be able to discuss the impact of iron technology on African societies.

By the end of the lesson, the learner should be able to explain the characteristics of the industrial development in Europe.

The learner should be able to revise Term One’s work.







• Writing • Recall and other skills• Questions and answers

3

1

2

3

1–2

3

WEE

K 1

2



pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18

• Examination papers

• Marking scheme

WEE

K 1

0 • Charts• Drawings• Pictures





• Drawings • Pictures

• Papers and pens

WEE

K 1

1W

EEK

13

27





NOT FOR SALE

History and Government Form Two Schemes of Work: Term Two







Uses of various sources of energy:• Coal

• Petroleum• Steam• Electricity

• Atomic energy• Solar energy

• Uses of iron and steel

Industrialization in Britain:• Reasons for

industrialization

Industrialization in Britain:• Positive and

negative impact of industrialization

By the end of the lesson, the learner should be able to describe the use of coal as a source of industrial energy.

By the end of the lesson, the learner should be able to explain the uses of petroleum, steam and electricity as sources of industrial energy.

By the end of the lesson, the learner should be able to identify the use of atomic and solar energy in industries.

By the end of the lesson, the learner should be able to explain the importance of iron and steel in industrial development.

By the end of the lesson, the learner should be able to give reasons for early industrialization in Britain.

By the end of the lesson, the learner should be able to discuss the impact of industrialization in Britain.









pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18

1

2

3

1

2

3

WEE

K 1

WEE

K 2


• Drawings• Pictures• Resource person

• Maps• Charts• Drawings• Pictures• Newspaper cuttings

• Maps• Charts• Drawings• Pictures• Samples of metals




Term 2

28





NOT FOR SALE







Industrialization in continental Europe:• Reasons for

industrial development

Effects of industrial revolution in Europe:• Economic effects• Social effects• Political effects

Scientific revolution:• Scientific

inventions

• Inventions in agriculture

• Inventions in industry

• Inventions in medicine

By the end of the lesson, the learner should be able to explain why Europe industrialized.

By the end of the lesson, the learner should be able to state effects of industrialization in Europe.

By the end of the lesson, the learner should be able to explain the various scientific discoveries.

By the end of the lesson, the learner should be able to explain the various inventions in agriculture.

By the end of the lesson, the learner should be able to describe the various inventions in industry.

By the end of the lesson, the learner should be able to discuss the various inventions in medicine.









pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18

1

2–3

1

2

3

1

WEE

K 3

WEE

K 4






• Drawings• Pictures• Newspaper cuttings• Resource person

WEE

K 5

29





NOT FOR SALE







Factors that facilitated the scientific revolution

Impact of scientific inventions:• Impact on

agriculture

• Impact on industry

• Impact on medicine

Factors undermining scientific revolution in developing countries

Emergence of selected world industrial powers:• USA

By the end of the lesson, the learner should be able to state factors that facilitated the scientific revolution.

By the end of the lesson, the learner should be able to discuss the impact of scientific inventions on agriculture.

By the end of the lesson, the learner should be able to explain the impact of scientific inventions on industry.

By the end of the lesson, the learner should be able to discuss the impact of scientific inventions on medicine.

By the end of the lesson, the learner should be able to identify the factors undermining scientific revolution in developing countries.

By the end of the lesson, the learner should be able to explain how USA became a major industrial power.









pages 12–15



pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 12–18

2

3

1

2

3

1

WEE

K 5


Term 2

• Charts• Diagrams





• Pictures

WEE

K 6

WEE

K 7

30





NOT FOR SALE







• Germany

• Japan

Industrialization in Third World countries:• Why they lag

behind

• Brazil

• South Africa

• India

By the end of the lesson, the learner should be able to identify factors that led to industrialization in Germany.

By the end of the lesson, the learner should be able to identify factors that led to industrialization in Japan.

By the end of the lesson, the learner should be able to state the factors that have hindered industrialization in the Third World.

By the end of the lesson, the learner should be able to state the factors that have led to industrialization in Brazil.

By the end of the lesson, the learner should be able to state the factors that have led to industrialization in South Africa.

By the end of the lesson, the learner should be able to state the factors that have led to industrialization in India.









pages 12–18



pages 12–18



pages 12–18



pages 12–18



pages 16–17



pages 16–17

2

3

1–2

3

1

2

WEE

K 7

WEE

K 8


Term 2



• Maps • Charts• Drawings• Pictures




WEE

K 9

31





NOT FOR SALE


Urbanization

Urbanization

Urbanization

Urbanization

Urbanization

Summary points on industrialization

Early urbanization in Africa:• Factors for early

urbanization

Cairo:• Factors for its

growth

• Functions• Problems

Meroe/Merowe:• Factors for its

growth

Kilwa:• Factors for its

growth

By the end of the lesson, the learner should be able to state the various sources of energy and identify the major factors for and challenges of industrialization.

By the end of the lesson, the learner should be able to identify factors that led to early urbanization in Africa.

By the end of the lesson, the learner should be able to describe how Cairo grew.

By the end of the lesson, the learner should be able to discuss the functions of Cairo and its problems.

By the end of the lesson, the learner should be able to state factors leading to the growth of Meroe.

By the end of the lesson, the learner should be able to state factors leading to the growth of Kilwa.









pages 12–18



pages 19–24



pages 19–24



pages 19–24



pages 19–24



pages 19–24

3

1

2

3

1

2

WEE

K 9

WEE

K 1

1


Term 2

• Charts• Drawings• Pictures • Newspaper cuttings


• Maps • Charts• Drawings• Pictures • Encyclopedia




WEE

K 1

0

32





NOT FOR SALE

Urbanization

Urbanization

Urbanization

Urbanization

Revision of topics

Decline of early urban centres

Early urbanization in Europe:• Athens

• Functions of the city state

London:• Early history• Factors for its

rise

Revision and examination

By the end of the lesson, the learner should be able to explain the factors that led to the decline of early urban centres.

By the end of the lesson, the learner should be able to state the factors that led to the growth of Athens.

By the end of the lesson, the learner should be able to describe the functions of Athens as a city state.

By the end of the lesson, the learner should be able to explain how London developed.

The learner should be able to revise Term Two’s work.





• Writing • Recall and other skills• Questions and answers



pages 19–24



pages 19–24



pages 19–24



pages 19–24


• Marking scheme

3

1

2

3

WEE

K 1

1W

EEK

13


Term 2


• Maps• Charts• Drawings• Pictures• Encyclopedia


• Maps • Charts• Drawings• Pictures• Encyclopedia

• Papers and pens

WEE

K 1

2

33





NOT FOR SALE

History and Government Form Two Schemes of Work: Term Three

Urbanization

Urbanization

Urbanization

Urbanization

Organization of African societies in the 19th century


London:• Functions • Problems

Modern centres in Africa:Nairobi• Factors for its

growth• Problems

Johannesburg:• Factors for its

growth• Problems facing

the city

Impact of agrarian and industrial developments on urbanization

• Introduction• Societies on

the African continent

The Baganda:• Factors leading

to the growth of the kingdom

By the end of the lesson, the learner should be able to state the functions and problems of London.

By the end of the lesson, the learner should be able to discuss the factors leading to the rise of Nairobi and the problems it is facing.

By the end of the lesson, the learner should be able to discuss the factors leading to the rise of Johannesburg and the problems it is facing.

By the end of the lesson, the learner should be able to discuss the impact of agrarian and industrial developments on urbanization.

By the end of the lesson, the learner should be able to identify the various societies that existed on the African continent.

By the end of the lesson, the learner should be able to explain how the Baganda kingdom rose.


• Explanation • Discussion• Field visit• Note taking







pages 19–24



pages 19–24



pages 19–24



pages 19–24



pages 24–29



pages 24–29

1

2

3

1

2

3

WEE

K 1

WEE

K 2

• Maps• Charts • Drawings • Pictures

• Maps• Charts• Drawings • Pictures• Resource person

• Maps• Charts• drawings• Pictures




34





NOT FOR SALE







• Political organization

• Social organization

• Economic organization

The Shona:• Background • The rise of the

Shona kingdom


• Economic organization

• Social organization

The Asante:• Background• Rise of the

Asante kingdom


• Social and economic organization

By the end of the lesson, the learner should be able to explain the political, social and economic organization of the Baganda kingdom.

By the end of the lesson, the learner should be able to describe how the Shona kingdom rose.

By the end of the lesson, the learner should be able to describe the political, economic and social organization of the Shona kingdom.

By the end of the lesson, the learner should be able to describe the rise of the Asante kingdom.

By the end of the lesson, the learner should be able to explain the political organization of the Asante kingdom.

By the end of the lesson, the learner should be able to describe the social and economic organization of the Asante Kingdom.









pages 24–29



pages 24–29



pages 24–29



pages 24–29



pages 24–29



pages 24–29

1

2

3

1

2

3

WEE

K 3

WEE

K 4


Term 3







35





NOT FOR SALE

Constitu-tions and constitution making






Introduction:• Components of a

constitution• Functions of a

constitution

Types of constitutions:• Written• Unwritten

• The independence constitution

• Constitution making process in Kenya

• Annexation of Kenya (1885 – 1905)

• European settlers’ struggle for power

• Constitutional developments (1923-1954)

• Features of the Kenyan Constitution

By the end of the lesson, the learner should be able to state the components and the functions of a constitution.

By the end of the lesson, the learner should be able to state the types of constitutions.

By the end of the lesson, the learner should be able to describe the features of the independence constitution in Kenya.

By the end of the lesson, the learner should be able to discuss the constitution making process in Kenya.

By the end of the lesson, the learner should be able to describe the constitutional developments in Kenya from 1923 to 1954.

By the end of the lesson, the learner should be able to identify the features of the Kenya Constitution.









pages 29–33



pages 29–33



pages 29–33



pages 29–33



pages 29–33



pages 29–33

1

2

3

1

2

3

WEE

K 6

WEE

K 5


Term 3

• Maps• Charts• Drawings• Pictures• Samples of

constitution

• Samples of constitution

• Charts


• The Kenyan constitution

• Pictures• Charts

• The Kenyan Constitution

• Resource person

36





NOT FOR SALE




Democracy and human rights



• Bill of Rights• Government

revenue• Land

Constitutional amendments since independence

Constitutional amendments since independence

Definition of democracy:• Political, social

and economic aspects

• Types of democracy

• Merits of democracy

• Demerits of democracy

Principles of democracy

By the end of the lesson, the learner should be able to describe the Bill of Rights as contained in the Kenyan Constitution.

By the end of the lesson, the learner should be able to describe the various constitutional amendments since independence.

By the end of the lesson, the learner should be able to describe the various constitutional amendments since independence.

By the end of the lesson, the learner should be able to define democracy and describe its various aspects.

By the end of the lesson, the learner should be able to state the types of democracy and explain the merits and demerits of democracy.

By the end of the lesson, the learner should be able to describe the various principles of democracy.








page 151• Teachers Book 2

pages 29–33



pages 29–33



pages 29–33



pages 34–38



pages 34–38



pages 34–38

1

2

3

1

2–3

1

WEE

K 7

WEE

K 9


Term 3

• Illustrations• Resource person



• Resource person• Charts

• Pictures• Resource person

• Pictures• Charts

• Resource person (lawyer)

• The Kenyan Constitution

WEE

K 8

37





NOT FOR SALE







Revision of topics

Human rights

The Bill of Rights

United Nations Charter on Human Rights

United Nations Charter on Human Rights

Rights of the child

Summary of the topic

Revision and examination

By the end of the lesson, the learner should be able to define human rights.

By the end of the lesson, the learner should be able to identify the various rights contained in the International Bill of Human Rights.

By the end of the lesson, the learner should be able to discuss the United Nations Charter on Human Rights.

By the end of the lesson, the learner should be able to discuss the United Nations Charter on Human Rights.

By the end of the lesson, the learner should be able to state the various rights of the child.

By the end of the lesson, the learner should be able to discuss the major issues in the topic.

The learner should be able to revise Term Three’s work.






• Explanations• Discussion• Note taking

• Writing• Recall and other skills• Questions and answers



pages 34–38



pages 34–38



pages 34–38



pages 34–38



pages 34–38



pages 34–38


• Marking scheme

2

3

1

2

3

1–3

WEE

K 9

WEE

K 1

0W

EEK

12


Term 3

• Bill of Rights• UN Charter• Photographs

• Bill of Rights• UN Charter



• Charts• Pictures• UN Charter

• Charts• Drawings• Pictures• UN Charter• The Kenyan

Constitution

• Papers and pens

WEE

K 1

1

Documents

History Schemes F2.indd