HISTORY
SYLLABUS FORM I – IV
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.
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.
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.
TOPIC FORM III
1. Modes of
Production by 1850
2. Levels of
Economic Development by 1850
3. Social and Political
Organisations
-
Kinshhip or clan
-
Age-set systems
-
State organization
4.Penetration of foreign
influence into the interior
-
Rise of European and
American trading interests in East Africa. Growth of the Zanzibar centred caravan and slave
trade
-
Penetration of missionaries and explorers into
the interior.
-
British campaign to abolish slave trade in East Africa
B.
ESTABLISHMENT OF COLONIAL RULE
1. The rise of imperialism
-
Development of capitalism from mercantile to industrial and monopoly
capitalism
-
Demand for raw materials, market, and areas for capital investment
-
The role of European nationalism
2. The scramble for, and partition of East Africa
a. European interest in the Indian Ocean, the Nile valley and the Congo Basin
-
Activities of the Imperial German East Africa co. and the Imperial
British East Africa Co.
-
Anglo-French missionary rivalry in Uganda
-
The decline of Zanzibar Sultanate
-
The Berlin Conference
3. Establishment of Colonial Political
Control and African reaction
-
Tactics of establishing colonial government
-
African resistances to colonial infrusion
-
Types of resistance
5.
Establishment of political
administrative systems
-
Establishment of the colonial bureaucracy
-
The colonial military
-
Legal Institutions
1.Processes
of establishing colonial economies
2. Sectors of
colonial economy
3. Creation
of colonial labour
4.Development
of Transport and Communication infra-structure
6.Changes in the Development
of Colonial Economy
-
Effects of the First World War
7.Effects of the Great
Depression
8.Effects of the Second World
War
9.The East African High
Commission and the East African Common Services Organisation
10.
Social Services and Culture
-
Education
-
Health Services
-
Provision of water and Housing
-
Culture
1.Early
anti-colonial movements and associations
-
Social and Welfare association]
-
Protests and Religious
movements
-
Economistic movement
2. The rise of Nationalism
-
Trade Unions
-
Peasant Cooperative organizations
-
Political parties
-
Decolonization through armed struggle
1. Conditions
under which independence was
granted
2. Changes in
political ideological and administrative systems
-
Development of one party system
-
Africanisation
-
Manpower development and administration
-
African socialism
3. Economic Development Policies and strategies
-
The Arusha declaration
-
White Paper No.10 in Kenya
-
The Common Man’s charter in
Uganda
4. Social
Services
-
Policies and Strategies
-
Development of education and culture
-
Development of health, housing and water supply
5.Creation
and development of military forces
-
Transformation of the armies, police and prisons
6.Neo-colonialism
and problem of development
-
The meaning and objectives of neo-colonialism
-
The impact of neo-colonialism on development
7. Economic cooperation in East Africa
-
East African Community
