HISTORY
SYLLABUS FORM v
OBJECTIVES OF TEACHING HISTORY AT
SECONDARY SCHOOL LEVEL
At
this level History seeks to promote understand of the events, conditions and
factors which shaped the past
and continue to shape the present conditions in the world and in Africa
particular. It looks at how African societies were formed, how they grew,
changed and were influenced. It looks at the problems encountered and how they
were solved. It provides the link between the past, the present the future.
Specifically
the objectives of teaching History are:
- To develop a comprehensive
understanding and deeper appreciation of how, before colonial invasion,
societies in Africa were able to control and master their environment and make
cultural, economic, technological and political advancement so that students can
achieve a sense of confidence and understand their responsibility and in human
development.
- To enable students to know how and why,
at various stages in History, societies in East Africa have been subjected to
foreign intrusion and colonial domination and cultural humiliation so that they
may clearly understand the historical roots of the problems of development in
East Africa and Africa as a whole.
- To enable the students understand the
efforts and strategies used by the Africans in the struggle for liberation from
colonialism and neo-colonialism so that they can appreciate the need for African
cooperation and unity and participate actively in the national endeavour to
bring about to bring about social, economic and political development.
- To develop students’ basic mental
skills, promote inquiry, perception, imagination, reasoning and judgement so
that they become useful and productive members of the Tanzanian society.
- To equip students with basic tools of
analysis and interpretation of Tanzania’s and Africa’s policies and contribution in world development so
that they become better Tanzanian citizens committed to building the nation and
promoting co-operation among African nations as well as among all
other nations
of the world.
Objectives
of teaching History in Forms five and Six
The objectives of
teaching History in Forms Five and Six are the following:
- To develop deeper and broader
understanding of Africa’s developmental problems and efforts made to overcome
them.
- To increase students’ interest in
historical research and desire for historical evidence.
- To increase students’ ability in the
analysis, evaluation and solution of social problems.
- To prepare students for higher
education.
- To enable students to study a
relatively short historical period in depth through a thematic approach.
- To stimulate and encourage students’
pride in the African heritage so that they may face their challenges with
confidence.
The National
Examination Council of Tanzania makes the final assessment. Students who have
been taught well and completed the syllabus should be able to do well in their
final exams.
For the advanced
level there are eight History periods per week. The teacher is required to use
each period properly. If any period is lost for whatever reason the teacher must
consult the school administration to recover the lost period.
Requirements
for the Student:
Although this syllabus consists of three sections, students are required to take
two papers in the following arrangement:
- Section One is compulsory for both
school and private candidates
- Sections Two and Three are optional.
Therefore, if a candidate studies section two, he
or she should not study section three, and vice versa.
- At the end of Form Six the candidate
will be examine in the two sections studied as specific above in 1 & 2. The average of scores in the two sections
will determine the candidate’s award.
Instructional Materials and
Methods of Teaching and learning
There is no
textbook for teaching history at this level.
However the
topics and objectives specified for each topic or sub-topic will guide the
teacher to select and use appropriate books. The subject teacher should ensure
that students procure only books with relevant topics for use. The teacher
should also point out specific topics, which students should read in order to
make notes for themselves. He/She should also guide and advise students on how
best to use books and other materials provided by the school or available in the
market or libraries.
In teaching
history at the Advanced Level, the teacher should use both the transmission and
inquiry method. In the first method the teacher will have to lecture especially
when dealing with a topic, which is entirely new to students. In the second
method the teachers will guide students to discover knowledge for themselves by
collecting, analyzing and synthesizing historical information from various
sources, especially books. The students should engage in activities such as
discussion, library research, debates and reading various papers and reports.
Students
Assessment and Teaching Time.
Teachers have to assess their students’ progress and performance. This should
be done at the end of each topic or theme to determine how much the students
have learned or whether what was taught has been understood. Assessment will
also enable the teacher to determine the extent to which the specific objectives
have been attained. At this level the teacher should concentrate on students’
ability to analyze and discuss issue in a logical manner. Deep analysis, logical
thinking and writing have to be given first priority.
SECTIONS IN
THE HISTORY SYLLABUS FOR FORMS FIVE
AND SIX
The syllabus consists of three sections.
The objectives of this section of the
syllabus are to enable the student to:
- Analyse
Africa’s social, political and economic development in the pre-colonial era.
- Explain
the process and strategies used in establishing colonial rule in Africa.
- Assess
the impact of major capitalist crises on colonial social services.
- Analyses
the objectives and implementation of colonial social services.
- Explain
the structure and functions of the colonial bureaucracy.
- Analyse
the effects of the Second World War on metropolitan economies and measures taken
to revamp them.
- Explain
the development of nationalist and struggle for independence.
SECTION
TWO: AFRICA IN WORLD HISTORY UP TO 1945.
The objectives of this section of the
syllabus are to enable the student to:
- Compare
and contrast social
and economic systems in Africa and Europe by 15th Century
A.D.
- Analyse
factors which led to the rise of
capitalism in Europe.
- Assess
the social, political and economic impact of the industrial revolution in
Europe.
- Assess
the impact of the industrial revolution on Africa.
- Assess
African’s contribution to the development of Europe and North America.
- Explain
the relationship between monopoly capitalism and colonialism.
- Explain
the origins of major capitalist crises and assess their impact on Africa.
- Account
for the rise and development of the socialist theory and assess its impact on
Africa.
- Explain
the presence of Black people in the Americas and Caribbean and assess their
influence on African social and political development.
SECTION
THREE: MAJOR ISSUES IN WORLD HISTORY SINCE 1945.
The objectives of this section of the
syllabus are to enable the student to:
- Explain
the rise of the USA as the leading capitalist power
- Analyse
the various manifestations of new imperialism
- Explain
the factors, which led to the emergence of the USSR as a world power from the
1940’s.
- Evaluate
the impact of the USSR on international political and economic issues
- Explain
the factors which led to the rise of the People’s Republic of China
- Assess
the impact of the People’ Republic of China on international and economics
issues.
- Explain
the emergence and practice of socialism in other Third World countries.
- Account
for the emergence of the Third World.
- Explain
the problem of neo-colonialism and analyse its various manifestations.
PAPER I
1.
PRE-COLONIAL SOCIAL FORMATIONS
a.
Political Organizations
b.
Education and culture
c.
Impact of external contacts on precolonial social formations
2.
ESTABLISHMENT OF COLONIALISM
a.
Development of capitalism
b.
Scramble and Partition
c.
The techniques of establishing colonial rule.
d.
The establishment of a colonial economy
e.
African reaction to the establishment of colonial rule
3.
THE COLONIAL ECONOMY UP TO 1945
a.
Impact of capitalist crises on colonial economic policies
b.
Agriculture
c.
Industry
d.
Trade
e.
Financial institutions
f.
Colonial Labour
4.
COLONIAL SOCIAL SERVICES UP TO 1945
a.
Colonial education and culture
b.
Water health and housing
5.
COLONIAL BUREAUCRACY UP TO 1945
a.
Administration
b.
Colonial military
6.
IMPACT OF THE SECOND WORLD WAR
a.
Changes in colonial agriculture
b.
Changes in industrial policies
c.
Changes in Colonial trade
d.
Changes in colonial labour
e.
Changes in Transport and Communication
f.
Changes in social services
7.
NATIONALISM AND THE STRUGGLE FOR INDEPENDENCE
a.
Background to the rise of African Nationalism
b.
The impact of the Second World War and subsequent changes
c.
The role of Pan-Africanism
d.
Impact of the Bandung Conference
e.
Impact of the independence of India and Burma
f.
Political movements
g.
Hindrance to the struggle for independence
8.
POLITICAL AND ECONOMIC DEVELOPMENT SINCE INDEPENDENCE
a.
Political development independent African states
b.
Economic development in independent African states.
PAPER II
1.
AFRICA AND EUROPE IN THE FIFTEENTH CENTURY
a.
Modes of production
b.
Systems of exhange
c.
Political systems
d.
Science and technology
2.
THE RISE OF CAPITALISM IN EUROPE
a.
Factors leading to the transition from
Feudalism to capitalism
b.
The Industrial Revolution ( 1750 – 1850 )
c.
Africa and the development of North America and Europe
3.
IMPERIALISM AND THE COLONIZATION OF AFRICA
a.
Transition from competitive to
monopoly capitalism
b.
The question of European nationalism and military alliances
c.
The scramble for and colonization in Africa
4.
AFRICA AND THE CRISES IN CAPITALISM
a.
The first World War
b.
The great Depression
c.
Fascism
d.
The second World War
e.
Decline of British capitalism and the ascendancy
of U.S. capitalism
5.
AFRICA AND RISE OF SOCIALISM
a.
Development of socialist theory
b.
The Russian Revolution and
the role of peasants and workers
6.
BLACK PEOPLE IN THE NEW WORLD
a.
Legacy of slavery and slave trade
b.
Black solidarity and the back to Africa Movement
c.
The Civil Rights Movement
PAPER III
1.
NEW IMPERIALISM AND THE DOMINANCE OF
THE U.S.A.
a.
U.S.A. and Europe
b.
The role of USA in the World War
c.
The postdam Agreement of 1945
d.
Changes in the US economy since 1945
e.
US aid programme to Europe (Marshall Plan)
f.
The US and Japan
g.
The role of multinational corporations
h.
Changes in European economies since 1945
i.
The USA as the guardian of New Imperialism
2.
CONSOLIDATION OF SOCIALISM
a.
The emergency of USSR as a Socialist World Power
b.
The USSR and the Eastern Bloc
c.
The USSR internal affairs from 1945 to the late 1980’s
d.
Relations between the USSR, Western Europe and USA from
1945 to the late 1980’s
e.
The China Societ relations (or Sino Soviet relations )
f.
USSR’s relations with the
Third World from 1945 to late 1980’s
3.
THE CRISIS OF SOCIALISM AS A WORLD WIDE SYSTEM FROM LATE 1980’S
a.
Political and economic factors
b.
Emergence of ‘Perestroika’
and ‘glasnost’
c.
Disintegration and collapse
of the communism states in the Soviet Union and Eastern Europe
d.
Impact of the crisis of socialism on East-West relations
e.
Impact of the crisis of socialism on the third World
4.
THE RISE OF THE PEOPLE’S REPUBLIC OF
CHINA
a.
Background to the Chinese Revolution of 1949
b.
Political and economic development in China since 1949
5.
SOCIALISM IN OTHER THIRD WORLD COUNTRIES
a.
Development of socialism in North Korea and
North Vietnam
b.
Development of socialism in Cuba and Nicaragua
c.
Development of Socialism
Mozambique, Angola and Ethiopia, in the 1970’s and 1980
d.
Development of Socialism in other African nations
( up to 1990)
6.
THE THIRD WORLD.
a.
Emergency of the Third World
b.
The problems of political and economic integration.
c.
Organization for cooperation
d.
The problems of Unity
7.
NEO-COLONIALISM AND THE
PROBLEM OF UNDER DEVELOPMENT
a.
Characteristics of underdevelopment
8.
INTERNATIONAL COOPERATION
a.
The United nations Organization (UNO)
b.
The Commonwealth of nations and the French Community
c.
The Non-Aligned Movement (NAM)
9.
WORLD PEACE
a.
The arms race and disarmament
b.
The Cold War
c.
Apartheid and Zionism
