January 17 FRED PAMBA: FORM TWO HISTORY SCHEME OF WORK

2022

PSALM 119:66 “Teach me good judgment and knowledge: for I have believed thy commandments.”

THE SCHEME ENDS IN DEC - 2022

PRESIDENT'S OFFICE, REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT, ENDALLAH SECONDARY SCHOOL

To guide students in groups/pairs to: i) Read written sources on and explain the Economic factors which gave rise to interactions among the people of Africa. ii) Present in class the findings of each group for further discussions and clarification iii) Draw a map of Africa and label the routes used by the people of Africa To guide students in pairs/groups to: i) Identify and explain the impact of the social and economic interactions among the precolonial African societies.

3

RD

02

JANUARY

02

01

4

TH

1

• Quizzes, questions and answers, • Class presentation, tests, monthly evaluation • Project work, debates, group discussion, • Observation, remedial work, take home assignment

Written texts on the social, political and economic effects of interactions among pre-colonial African societies

i) Written texts on the causes of the Ngoni migration. ii) Sketch map of Africa showing Ngoni movements Northwards. iii) Written texts on the social, political and economic effects of the Ngoni migration.

01 2

Students should be able to: Explain the meaning and types of social organizations and production

To guide students in pairs/groups to explain the social, economic and political effects of the Ngoni migration to the people of East and Central Africa To guide students in pairs/groups to: i) Brainstorm on the social organizations and production. ii) Identify, discuss and clarify the responses on the meaning and types of social organizations and production.

ST

iv) Describe the factors for the coming of the Ngoni in East and Central Africa.

FEBRUARY

The students to develop ability to: i. Explain the social, economic and political factors for Ngoni migration ii. Explain the social, economic and political impacts of Ngoni migration in East and Central Africa. The students to develop ability to explain the meaning, types and differences of social organizations and production

ii) Present their findings for further discussion and clarification. To guide students in pairs/groups to: i) Read and explain the economic factors which gave rise to the interactions among the people of Africa using written source. ii) Read and explain the causes of the Ngoni migration using written sources. iii) Present in class their responses for discussion and clarification.

ND

iii) Describe the impacts of economic interactions among precolonial African societies.

i) Written texts on the social factors for interactions. ii) Sketch maps showing interactions among the people of Africa. iii) Tactile maps for visual impaired students iv) Written texts on economic factors for interactions. v) Sketch map of Africa showing societies involved in economic interactions. vi) Written sources in Braille

Written texts on the meaning of social organization and production.

Remarks

ii) Describe Social and Economic Factors for Interactions among precolonial African societies.

ii. Explain the social, economic and political impacts of interactions

Teaching & Learning tools

Assessment tools

To guide students in groups/pairs to: i) Read written sources on and explain the Social factors which gave rise to interactions among the people of Africa. ii) Present in class the findings of each group for further discussions and clarification iii) Draw a map of Africa and label the routes used by the people of Africa

References

Students should be able to: i)Describe Social and Economic Factors for Interactions

Juma A. History For Secondary Schools Book Two, Dar es Salaam: Nyambari Nyangwine Publishers, 2012.

The students to develop ability to: i. Explain the social, economic and political factors for interactions

03

Teaching activities

03

Specific Competence

Month Week

Main Competence

Periods

MR. FRED FELIX PAMBA SCHEME OF WORK FOR HISTORY FORM TWO FOR YEAR 2022 TERM I && II

PRESIDENT'S OFFICE, REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT, ENDALLAH SECONDARY SCHOOL MR. FRED FELIX PAMBA SCHEME OF WORK FOR HISTORY FORM TWO FOR YEAR 2022 TERM I && II

03

3RD

01 03 02

Juma A. History For Secondary Schools Book Two, Dar es Salaam: Nyambari Nyangwine Publishers, 2012.

03 02

4TH

FEBRUARY

1 2 3

The students to develop ability to explain the motives and effects of the early contact between Africa and the Middle and Far East

iii) Explain the differences between the Social organizations existed in precolonial Africa. Students should be able to explain the motives of the early contact between Africa and the Middle and Far East.

ST

Students should be able to: i) Explain how production was organized under Slavery. ii) Explain the features of Feudalism

Written texts on how production was organized under Slavery

MARCH

Students should be able to: i) Explain how production was organized under Slavery. ii) Explain the features of F

Written texts on how production was organized under Communalism

ND

The students to develop ability to explain the meaning, types and differences of social organizations and production

To guide students in pairs/groups to: i) Identify the meaning, origins and practice of communalism in Africa using written sources. ii) Conduct role plays to show how land was controlled, how labour and wealth were distributed and how productions were conducted under communalism. iii) Identify the features of Communalism and present their findings in class for discussion and clarification To guide students in pairs/groups to: i) Identify the meaning, origins and practice of slavery in Africa using written sources. ii) Conduct role plays to show how land was controlled, how labour and wealth were distributed and how productions were conducted under slavery. iii) Conduct a library research on slavery, uses of slaves and present their findings in class for discussion and clarification. To guide students in pairs/groups to: i) Identify the meaning, origins and practice of Feudalism in precolonial Africa using written sources. ii) Conduct a discussion using written sources to identify how productions was organized under Feudalism and present their findings for class discussion and clarification. iii) Using written sources to identify the features of Feudalism and present their findings in class for discussion and clarification. iv) Assess the merits and demerits of system of power sharing under feudalism and present their findings in class for discussion and clarification. v) Using a map to show the areas practiced Feudalism in East and Central To guide students in pairs/groups to: i) Give the differences between Communalism and Slavery ii) Give the differences between Communalism and Feudalism iii) Give the differences between Feudalism and Slavery To guide students in pairs/groups to: i) Discuss and identify the motives of the contacts between Africa, the Middle East and the Far East ii) Present their responses in class for discussion and clarification. iii)Use wall maps to show the regions involved in these

RD

Students should be able to: i) Explain how production was organized under Communalism . ii) Explain the features of Communalism

Written texts on how production was organized under Feudalism

Written sources on the differences between the social organization in precolonial Africa

1. Written sources on contacts between contacts. Africa and the Middle and Far East. 2. Wall maps of the Indian Ocean Region (showing countries surrounding the Indian Ocean.

• Quizzes, questions and answers, • Class presentation, tests, monthly evaluation • Project work, debates, group discussion, • Observation, remedial work, take home assignment

PRESIDENT'S OFFICE, REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT, ENDALLAH SECONDARY SCHOOL MR. FRED FELIX PAMBA SCHEME OF WORK FOR HISTORY FORM TWO FOR YEAR 2022 TERM I && II

01

iv) Read written sources on commodities which were exchanged between Africa and the Middle and the Far East. v) Discuss and identify major commodities of trade which were exchanged. vi) Present their findings in class for discussion and clarification.

12

Juma A. History For Secondary Schools Book Two, Dar es Salaam: Nyambari Nyangwine Publishers, 2012.

03 03

1ST 4 1 –4

APRIL APRIL

TH TH ST

MAY

To guide students in pairs/groups to: i) Conduct a Library research and make a summary on the reasons for the fall of Portuguese rule in East Africa and its impact. ii) Present their findings in class for discussion and clarification.

03

To guide students individually to: • Quizzes, i) Read written sources on the questions social effects of - contacts and answers, between Africa and the Middle • Class and Far East. presentation, ii) To guide students in groups to tests, discuss, and summarize the social monthly and economic effects of the evaluation contacts on Africa. • Project iii). To guide the groups to work, present in class their responses debates, for discussion and clarification group discussion, The students to Students To guide students individually to: Written sources on • develop ability should be able i) Read written sources and contacts between Observation, to explain the to explain the identify the social and economic Africa and the remedial motives and motives of the motives of contacts between the Portuguese. work, take effects of the early contact Portuguese and Africa. home early contact between ii) Discuss and prepare brief assignment between Africa Africa and notes on the social and economic and Europe. Portuguese motives of the contacts between the Portuguese and African societies. iii) Present group findings in class for discussion and clarification. iv) Identify the regions and countries involved. v) Trace the voyages of Portuguese explorers from Europe to the Far East MID-TERM ASSESSMENT (11/04/2022 – 14/04/2022) AND MID-TERM BREAK (15/04/2022 – 24/04/2022) The students to Students To guide students individually/in i)Wall maps and • Quizzes, develop ability should be able pairs to: sketch maps on questions to explain the to explain the i) Conduct library research and Africa-and Europe and answers, motives and motives of the make a summary on the on the voyages of • Class effects of the early contact commodities exported from discovery. presentation, early contact between Africa to Portugal as well as those ii) Drawn sketch tests, between Africa Africa and imported from Portugal to Africa. maps and plot the monthly and Europe. Portuguese ii) Discuss the individual findings voyages of evaluation and make summaries of Discovery. • Project commodities that were traded, iii) Written sources work, iii) Present and clarify in class the on the major debates, group responses raised. commodities which group were exchanged discussion, To guide students in pairs/groups during early • to: contacts between Observation, i) Conduct library research and Africa and Portugal. remedial make notes on the social and iv) Written sources work, take economic impact of the coming on the economic home of the Portuguese to Africa. impact of contacts assignment ii) Present their findings in class between the for discussion and clarification Portuguese and the social and economic impact Africans. of the contacts between Portuguese and Africa.

4TH

Students should be able to explain the effects of the early contact between Africa and the Middle and Far East.

3. Written sources on commodities and their destinations in the Indian Ocean Region. 4. Sketch maps showing sources of commodities and their destinations. Written sources on contacts between Africa and the Middle and Far East and. their effects

PRESIDENT'S OFFICE, REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT, ENDALLAH SECONDARY SCHOOL MR. FRED FELIX PAMBA SCHEME OF WORK FOR HISTORY FORM TWO FOR YEAR 2022 TERM I && II

03

To guide students pairs/groups: i) Written sources • Quizzes, i) Read written sources and find on slave trade in questions answers to the following: East African Central and answers, and West Africa. • Class  Why the rulers of Oman ii) Sketch maps with presentation, wanted to dominate the routes used by slave tests, East African coast from trade in East Africa. monthly the 18th Century. evaluation  Why Sultan Said of • Project Oman moved his capital work, to Zanzibar in 1840. debates, ii) Present their findings in class group for discussion and clarification of discussion, their findings. • To guide students pairs/groups: Observation, i) Read written sources and find remedial answers to the following work, take  Why the Oman Arab home rulers expanded clove assignment and coconut plantations in Zanzibar.  Why Sultan Said encouraged Arab settlement in Zanzibar. ii) Present their findings in class for discussion and clarification of their findings. iii) Showing the routes used by slave traders in different parts of Africa for consolidation of knowledge using a sketch map. TERMINAL ASSESSMENT (13/06/2022 – 24/06/2022) AND FIRST TERM BREAK (25/06/2022 – 24/07/2022) The students to Students To guide students in pairs/groups i) Written sources • Quizzes, develop ability should be able to: on slave trade in questions to explain the to explain the i) Read written sources, study East African Central and answers, causes and reasons for pictures and drawings to discuss and West Africa. • Class effects of the the expansion and criticize the techniques used ii) Sketch maps with presentation, Slave trade in of slave trade to get slaves. routes used by slave tests, the Indian in the Indian ii) Present in class their findings trade in East Africa. monthly Ocean SeaOcean Sea for further discussion and evaluation board and board from clarification. iii) Written sources • Project Trans-Atlantic the 18th iii) Listen to guest’s talk on the the impact Slave work, Slave Trade Century. social and economic trade in Indian debates, from 18th consequences of slave trade on Ocean Sea-board. group Century. African societies. discussion, • To guide students in pairs/groups Observation, to: remedial i) Discuss the effects of slave work, take trade given by the guest speaker home and prepare a summary. assignment

1ST

Students should be able to explain the reasons for the expansion of slave trade in the Indian Ocean Sea board from the 18th Century.

02 03

2

Juma A. History For Secondary Schools Book Two, Dar es Salaam: Nyambari Nyangwine Publishers, 2012.

03 03 01

4 1

ST

AUGUST

Students should be able to explain the origin and impact of the Trans-Atlantic Slave Trade in Africa.

ND

The students to develop ability explain the origin and impact of the Trans-Atlantic Slave Trade in Africa.

ii) Discuss and present their findings clarify their responses in class. . iii) Read written sources on the psychological effects of slavery on Africans. iv) Present in class their findings and discuss for clarification. To guide students in pairs/groups to: i) Read written sources on the following;  The origin of TransAtlantic slave trade.  The major commodities involved.  The economic effects of this trade on Africa. ii) Show the major trade routes and commodities exchanged through them using a sketch map. iii) Present, discuss and compare their findings for clarifications.

TH

JULY

2

ND

JUNE

The students to develop ability to explain the causes and effects of the Slave trade in the Indian Ocean Seaboard and Trans-Atlantic Slave Trade from 18th Century.

Written sources the impact of TransAtlantic Slave trade on Africa. Sketch maps on the Trans-Atlantic Slave Trade.

PRESIDENT'S OFFICE, REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT, ENDALLAH SECONDARY SCHOOL MR. FRED FELIX PAMBA SCHEME OF WORK FOR HISTORY FORM TWO FOR YEAR 2022 TERM I && II

03 03

Juma A. History For Secondary Schools Book Two, Dar es Salaam: Nyambari Nyangwine Publishers, 2012.

03

1ST 1

4

SEPTEMBER

TH ST

06

To guide students in pairs/groups Written texts on the • Quizzes, to: meaning of questions i) Read and written sources on industrial capitalism and answers, the meaning of industrial • Class capitalism. Spoken sources on presentation, ii) Explain the meaning of the demands of tests, industrial capitalism industrial capitalism monthly iii) Read, discuss and make 1 brief evaluation notes on why Europe • Project experienced Increasing demands work, for agricultural raw materials, debates, markets, slaves and ivory from group Africa in the 19th century. discussion, iv) Present their responses in • class for discussion and Observation, clarification. remedial v) Identify areas where work, take commercial agriculture was home established and types of crops assignment grown. The students to Students To guide students i) Literature on the develop ability should be able individually/pairs to: i) Do a roles of the agents to explain the to explain the library research on the names, of industrial roles of the roles of the sponsors and the roles of the capitalism in Africa agents of agents of following agents of industrial in the capitalism industrial industrial capitalism in different regions in 19th century. ii) capitalism in capitalism in Africa: Sketch maps preparing preparing • Explorers showing important Africa for Africa for • Missionaries routes used by the colonization. colonization. • Traders • Associations agents of industrial • Companies capitalism, ii) Discuss their findings and write missionary centers notes of each category of the and the areas where agents. European trading iii) Present their findings in class for further discussion and clarification and summarize them on the board. iv) Draw sketch maps showing the routes used by the agents, missionary centers established and the areas where the different trading companies operated in Africa. MID-TERM ASSESSMENT (05/09/2022 – 09/09/2022) AND MID-TERM BREAK (10/09/2022 – 25/09/2022) The students to Students iii) Present their findings in class i) Literature on the • Quizzes, develop ability should be able for further discussion and roles of the agents questions to explain the to explain the clarification and summarize them of industrial and answers, roles of the roles of the on the board. capitalism in Africa • Class agents of agents of iv) Draw sketch maps showing in the capitalism presentation, industrial industrial the routes used by the agents, 19th century. ii) tests, capitalism in capitalism in missionary centers established Sketch maps monthly preparing preparing and the areas where the different showing important evaluation Africa for Africa for trading companies operated in routes used by the • Project colonization. colonization Africa. agents of industrial work, capitalism, debates, missionary centers group and the areas where discussion, European trading • Observation, The students to Students Using written sources to guide Written sources on remedial develop ability should be able students in groups to: the social and work, take to explain the to: i) Read, discuss and summarize economic .reasons home reasons, tactics i) Explain the the social and economic reasons for the abolition of and the social reasons for for the abolition of slave trade. slave trade. Written assignment and economic the abolition ii) Present their responses in class sources on the effects of the of slave trade for discussion and clarification. tactics used in the abolition of ii) Assess the iii) Conduct a debate for process of slave trade in tactics used assessing the genuineness of the abolishing slave Africa. during the trade.

3RD – 4TH

Students should be able to explain the meaning and demands of capitalism

OCTOBER

The students to develop ability to explain the meaning and demands of capitalism

PRESIDENT'S OFFICE, REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT, ENDALLAH SECONDARY SCHOOL MR. FRED FELIX PAMBA SCHEME OF WORK FOR HISTORY FORM TWO FOR YEAR 2022 TERM I && II

02

3RD

01

03

reasons given for the abolition of Written sources on • Quizzes, slave trade. the social and questions iv) Read, discuss, assess and economic effects of and answers, make notes on the tactics used in the abolition of • Class the process of abolition of slave slave trade. slave presentation, trade. trade tests, v) Present their responses: in monthly class for discussion and evaluation clarification. • Project vi) Read written sources, discuss work, and explain the social and debates, economic effects of the abolition group of slave trade. discussion, vi) Present group responses in • class for further discussion and Observation, clarification. remedial work, take The students to Students To guide students in pairs/groups i) Written texts on home develop ability should be able to: the British assignment to explain the to: i) Find out from written sources: occupation of the reasons, tactics i) Explain the Cape. Literature on  Why the British were and the social motives for the reasons for and interested Cape of South and economic the British negative effects of in the Africa. effects of the interest at the the Boer trek.  Present their findings in British Cape. ii) Pictures and class for discussion and occupation at ii) Asses the sketch maps - on clarification. the Cape. tactics used the Boer trek and  Find out from written by the British the African societies sources the tactics used to occupy the iii) Written texts on by the British to occupy Cape. the effects of the the Cape. Boer trek.  Discuss and compile iv) Sketch maps and notes on the tactics used pictures on the Boer by British to occupy the trek and on the Cape. African societies  Present the findings of which encountered each group in class for the Boers discussions and clarification. To guide students in pairs/groups to:  Conduct library research and find out the reasons why the Boers moved northwards after the British occupation of the Cape.  Present their responses in class for discussion and clarification.  Trace the routes followed by the Boers and locate the African societies which encountered the Trek Boers using sketch maps and pictures Students To guide the students in should be to pairs/groups, to: explain the i) Read, discuss and make brief reasons for notes on the negative effects of the Boer Trek. the Boer trek on African communities using pictures and written sources ii) Present their responses in class for further discussion and clarification. PREPARATION FOR FORM TWO NATIONAL ASSESSMENT (24/10/2022 – 28/10/2022 AND THE END OF THE YEAR BREAK (17/12/2022)

2ND

abolition of slave trade iii) Asses the social and economic effects of the abolition of slave trade