ORAL LITERATURE STUDY GUIDE

UNIT ONE

DEFINITION OF ORAL LITERATURE

Several definitions of our oral literature have been advances but many of them are way above the secondary school students.

A simple yet all inclusive definition of oral literature shows take into account the following aspects:-

1. Mode of transmission.
2. Inter-generation transmission

• Content of what it transmits.

To start with, we note that the mode of transmission of oral literature is oral. The word oral means by word of mouth secondly the transmission is from one generation to another. Thirdly, what is transmitted is the content of oral literature, that is: oral narratives, songs, proverbs, riddles and tongue twisters.

Thus a simple definition of oral literature would be;

The oral narratives,

Songs,

Proverbs,

Riddles

And tongue twisters

[These were composed and transmitted orally from one generation to another

However, this definition has changed slightly because of the mode transmission which, has broadened to include other modes like the written. However, the above definitions would suffice for oral literature.

FUNCTIONS OF ORAL LITERATURE

The introduction of oral literature into the secondary school syllabus was done in the view of the role or usefulness it serves to those who study it. So function refers to the reasons as to why oral literature is studied.

Different forms or oral literature may perform different functions but generally, the following are functions of oral literature:

 

 

1. Oral literature is a source of entertainment. People derive amusement or fun from such aspects of oral literature as cultural songs E.g. as they are performed in wedding, Harambee meeting and other communal gathering. Oral narratives help people to pass time and derive enjoyment.
2. Oral literature teaches or educates people on moral values or good behaviour; songs for instance communicate a direct message and attack immorality. Proverbs also speak a direct moral message which narrative lead to moral lesson.
3. Oral literature sensitizes people on social and communal values. Virtues upheld by the community are taught through oral literature. On the importance of unity for instance a community would have proverbs like “Unity is Strength” Kidole Kimoja Hakivunji chawa’ (one finger alone cannot kill a louse)
4. Oral Literature teaches about culture is a peoples way of life and it is well reflected in oral literature for example, the way people were governed, their form of religion, division of labour, rites of passage, mode of dressing e.t.c
5. Having learned about culture, this gives people confidence in their culture as they get to understand why a community lives the way it does.
6. Closely related to this is that we get to learn about our history or heritage. The study of oral literature provides a useful links with our roots. For example, myth of origin tells the community’s origin and progress up to present.
7. This means the world of our ancestors is laid bare for present generations to see.
8. Such a link with the past enables us to understand ourselves. The present is a product of the past to understand where we are and where we are heading to, we first know the past. Today many young people know their names that seem to tie them to a certain past name of their clan and tribes.
9. Having understood our culture forms of good background for us to know other people’s culture. This fosters good neighborliness and the spirit of nationalism as we understand and appreciate other people.
10. The study of oral literature provides as with heroes from the past for us to emulate. We get to know of courageous women like Wangu wa Makeri and Mekatilili, Brave men like Wang’ombe wa ihura and Lwanda Magere.

Such heroes provide an aspiration for present generations as we see the way they struggled and made a name for themselves.

11. Oral literature helps to develop language skills, sense of creativity, wit and even to sharpen speech.

Skill of speaking and listening can be enhanced for example; one would know how to be eloquent by appropriate use of proverbs.

This means that Oral literature is an important tool for shaping the individual into an all round character who can fit into the family, community and nation at large.

 

CLASSIFICATION OF ORAL LITERATURE

In every community’s oral literature exists in various forms or groups or categories that are referred to in academic jargon as genres of oral literature. It is not the academicians who classify oral literature rather it is the individual communities that do this classification.

The following are the main genres of oral literature.

1. oral narratives
2. songs or oral poetry
3. proverbs and wise sayings
4. riddles
5. Tongue twisters or verbal play.

The last three are sometimes put into a broad category called the short fixed forms or oral short forms. This includes the oral literary forms that are brief and compact in comparison to the songs and narratives. This broad category of oral literature would include genres like puns, jokes, and idioms e.t.c.

However, it is important to confine ourselves to the fire classes or divisions of oral literature to avoid confusion. Each of these five genres will be looked at in detail.

 

 

UNIT TWO

ORAL NARRATIVES

Where did our Oral narrative come?

An obvious answer to this question would be from our ancestors. But, where did the ancestors get them? I believe from their ancestors and the endless tale of timeless past.

      The following are some of the theories put forward to explain the origin of oral narratives:

1. The existence of oral artists in society
   these are the men or women with creative prowess who are able to spin stories and recreate existing ones afresh. These are the people who created the stories we pass from one generation to another.
2. Group work. Groups of people relaxing together spin a story to logical conclusion. Even today, a class can create a story by simply asking one student to start any way and others creative can on in turns until they are a logical story.
3. It is also possible that some stories may be have been deliberated created in those in authority to valid existing order of things. Elders for example would spin a story to force compliance.
4. Some ordinary happens become distorted and exaggerations such that in them they rich epic and fictional. Proportions. Many of the legends are likely to have been created this way.
5. The fear of mystery and the unknown could have lead to generation of related stories. That is the reason why the communities living near forest had stories about ogres/giants e.t.c. Those living near large rivers and masses of water had stories of mermaids while those living near deserts would imagine of formidable reptiles. To a creative eye and mind, nature has phenomena that naturally raises curiosity and can easily render itself to a story. The very nature of a tortoise is that way. It is for this reason that different accounts on the same phenomenon are available. Whatever theory is put forward on the origin of the stories is acceptable for at the end day it is these stories that passed on from one generation to another.

 

MODE OF STORY – TELLING

In most of the communities, stories were told in the evening around the fire- place as a recreational activity. It was a taboo to tell stories during the day. This was done in the realization that stories can go captivating that they would disrupt work. So, story-telling sessions were held in the evening to help pass time as people were waiting for the evening meal.

These sessions would involve either

1. Adults telling stories to children
2. Adults telling stories to both children and adults
3. Children telling stories to both children.
4. Children telling story to a mixed group of children and adults.
   In telling stories there was convectional style of announcing the intention to tell a story. The narrator or storyteller would call attention as follows.

Narrator:   I would like to tell you a story

(Kiswahili Hadithi Hadithi)

 Audience:            Tell us
(Kiswahili Hadithi Njoo).

Different communities would put it into different ways but the concept is the same.

 

THE ROLE OF THE AUDIENCE

The audience refers to those who listen to the story. They are as important as the storyteller or the narrator. They act as a stimulus or the catalyst to the creating and imagination of the narrator. The mood of the audience directly affects the narrator. They urge the narrator. There are two types of audiences.

 

1. Active Audience.

These are the listeners who are lively during the performance. They remain active throughout the performance. Through such action as laughing, nodding, clapping, asking questions, joining in the repetition or singing showing the appropriate emotion e.t.c.

 

1. Passive audience.

These listeners are attentive but they remain dormant. They keenly engage their ears and eyes but do not play any role in enhancing the liveliness of the performance.

 

QUALITIES OF A GOOD STORY TELLER:

A storyteller should possess certain qualities/abilities/characteristics in order to stand before the audience and tell a story and captivate the audience throughout the narrative.

The following are qualities of a good storyteller.

1. A good storyteller should be bold in order to stand before the audience, face them and tell the story freely. A fearful person would shy away from the audience thus; his story would not be interesting. Eye contact in any communication is vital for effectiveness rapport building and for the purpose of registering the response of the audience.
2. A good storyteller would have a good memory in order to recall details of the story many of the stories told are adaptations of the old ones and it is important to remember the plots of the story.
3. A good storyteller would be creative and imaginative in order to make the story interesting. When an old story is re-told imaginatively, it sounds new, fresh and interesting. A creative storyteller reads the mood of the audience and adapts the story appropriately for example one would introduce a song in order to involve the audience. This requires a lot of creativity.
4.   A good storyteller should be interested in various cultures. Stories, like all literature, reflect the culture of a people. For a story teller to be effective he should be well versed in a variety of culture so that his stories are within cultural contents  of the community in question
5. A good storyteller should know about the past of his people and also a keen observer of what is happening today so that his stories are dynamic and can appeal to present generations. The artist in society is a bridge between the world of yesterday, today and tomorrow.
6. A good storyteller should be sensitive in order to ensure that he does offend or embarrass the audience. To be sensitive is to be careful about other people’s feeling in a mixed audience in terms of age, sex, and ethnic background, the artist must be very careful not to sound rude or obscene. In certain instances, she will employ euphemism instead of use of the taboo words.
7. A good storyteller should be a teacher of morality so as to inculcate the necessary values and practices in the evidence. Besides entertainment, oral narratives are expected to teach good morality in society.
8. A good storyteller should be a good actor in order to keep the audience attentive throughout the performance.  Accordingly, he will employ narrative techniques such as dramatization, gestures, facial expressions e.t.c.

 TECHNIQUES OF STORY-TELLING

To make the story interesting and to keep the audience attentive throughout the performance, the storyteller should employ certain techniques.

They includes:-

1. Dramatization: –
   certain aspects of the story or even parts can be re-enacted by reproducers by the narrator for the audience to have a visual insight into how they happened. E.g. the narrator would sit up the way they had done in a meeting.
2. Use of gestures: –
   this refers t the use of hands to demonstrate actions within an oral narrative. The hands can be used to demonstrate cutting down a tree, throwing objects, lifting e.t.c.
3. Facial expressions: –
   the face can be used to capture very many feelings and moods like shock, anger, joy, pain, disgust, suspicion e.t.c. The narrator should use his face to show the audience the feeling of various characters in the story.
4. Tonal variation: –
   the intensity of sound and projection can reflect different tones and moods; the voice can portray urgency, fear, and excitement e.t.c.

 

 

1. Mimicry: –
   this is the ability to imitate people or animals for the purpose of making fun. The story teller mimics the character in the story in order to make the story interesting.
2. Involvement of the audience:-
   The story teller should ensure that the audience is active throughout the story through being involved in such areas as the opening formulas, repetition, singing, asking questions and any other area that they can come into the story
3. Use of costumes and decorations
   this involves the use of objects to drive home the message. Where for instance, the hare has glued horns to his head in order to attend a meeting of animals with horns, the narrator can use small sticks to show these horns.
4. The use of dramatic pause: –
   At a strategic point in the story, the narrator can pause for effect. Dramatic pause can work best where there is heightened feeling like shock, surprise and unbelief.
   These techniques re married together and used where appropriate to make the story real and lively for the audience to enjoy, follow and understand.

CLASSIFICATIONS OF ORAL NARRATIVES

Oral narratives can be sub-divided into various sub-genres as follows: –

1. Tricksters stories
2. Ogre/Monster stories
3. Explanatory/etiological/why stories
4. Dilemma
5. Myths
6. Legen

 

 

TRICKSTER STORIES:

The stories involve trickery where one character, the tricksters, uses his wit to undo another dupe. The trickster is presented as a wise and cunning character while the dupe is usually foolish and gullible.

Each community tends to have its tricksters and dupes. Common tricksters include the hare, the squirrel, Chameleon, tortoise, spider, and monkey e.t.c. The most common dupe is the hyena. There is a trend where smaller and weaker animals seem to outdo the stronger and the bigger ones. Is this done despise the bigger characters?

            No, this is done with the following reasons: –

1. To pass a moral message that might not always be right.
2. To encourage children that they can also excel in spite of their size.

• To encourage the weak in society to fight for their rights in spite of their disadvantages

1. To show the importance of being wise in society. Sometimes the dupe is depicted as evil and his defeat is a celebration of good over evil.
   However, the trickster occasionally finds himself outwitted. This serves as a warning to those who are sly in the society for they could get a taste of their own medicine. Besides, no community would like to encourage slyness and deceit as ways of survival.

 

EXPLANATORY/AETIOLOGICAL STORIES:

They are called why stories because they attempt to explain the origin of phenomena. These stories usually ends with “and they is why…………………”

It is important to clarify that they do not explain the origin of the universe and communities (myths) rather they pick on the specific trend or aspect of life and explain its origin. They may explain physical attributes of animals and nature and trace the origin of present relationships.

Examples – why the hyena limps, why the hare has a short tail, why the zebra has stripes, how the dog became a domestic animal, why women do not own animals, how the hawk and the hen became perpetual enemies.

 

 

OGRE/MONSTER NARRATIVES:

Ogres are characters that are half human and half animal. They are super to change from human characters that have the ability to change from human beings to animals. They feed on human beings and have the ability to devour everything that comes to sight. In many of the stories, they appear in human gatherings as perfect human being for example, very handsome young men but late they old turn to ugly man-eating creatures.

Ogres are an embodiment of evil that successfully camouflages as good among human beings only to reveal itself later. Ogre stories serve to caution human beings to be careful and on the look out for evil that could be camouflaged around us. Children were especially warned against strangers.

 

DILEMMA STORIES:

A dilemma is a situation where a character is torn between two things and cannot decide what to do and the listener or reader is left to look for the solution. The two or more choices that fact the character or community are usually of a moral nature requiring critical judgement.

The dilemma is meant to test our wit in critical issues of life, initiate debate among listeners or readers and to prepare us for such moments in life.

 

LEGENDS/HERO STORIES:

Legends are stories of human characters that lived in the past and exhibited extra –ordinary qualities. These characters are of super human nature and their exploits are of epic proportions. The belief among the respective communities is that these heroes are historical figures. What happens is that unique individuals are celebrated by society and with time, their prowess is exaggerated down the line to reach epic proportions.

There is a legend among the Kikuyu known as Wamugumo who was famous to eat volumes and volumes of food. A research I carried out on the same revealed that this man did exist like you and I; he was a very hardworking man and his food consumption was definitely commensurate with his volume of work. To ordinary mortals, this was too much food and his culinary tendencies spread from hill to hill with each making an addition to the abilities. Eventually what emerges today is a figure that could eat a whole will and ask for a second helping while performing work for a hundred ordinary men.

Legends provide us with heroes to copy or emulate for they excelled in various fields e.g. Wangu wa Makeri of the Agikuyu excelled in leadership which was previously a domain of men. Lwanda Magere of the Luo was ideal examples of bravery during the times of inter – clan and tribal wars.

 

MYTHS

Myths are creation stories that trace the origin of communities and the universe in general as having come through supernatural powers.

The difference between myths and legends is that myths involve the activities of the supernatural or gods while legends are main about human beings but who have super – human qualities.

The function of myths is to explain the origin of mankind and the Bio-physical universe. Thus, myths validate social systems and authority and educate or socialize community members. Each community has its myth though quite a number seem to be similar

OTHER STORIES:

Students should also familiarize themselves with the following other categories of oral narrative.

1. 
   This is a story that involves the use of animals as the main character with the main with the aim of delivering a moral message.
   There is a story about the hyena that went out looking for food during famine after many days of starvation he came across a carcass and ate and ate until he died. This story is neither of the six categories above it is fable.

2. HUMAN TALES.
   These are the stories where human beings are the main character. Sometimes they may interact with animals but it is they (men) who are his focus of the story.

We have other stories about girls seeking beauty and becoming jealous of the most beautiful one among them whom the unsuccessfully try to eliminate leading to their punishments. Such is a human tale.

 

1. STORIES ABOUT SPIRIT
   we also have stories that highlight the work of spirits among men; the way they live among men influence and control the lives men and generally their existence in the human world.

 

 

 

STYLE IN ORAL NARRATIVES

Oral narratives employ certain feature forms or qualities to deliver their message. Style has to do with the way language is fashioned or used artistically to communicate.

These features of styles includes: –

1. OPENING FORMULAE
   this is when the story begins with word; along time ago, Long long time ago or once a upon a time. When a story begins this way it achieves certain effects or functions including.
2. It marks the beginning of the story.
3. The person who utters those words is immediately identified as the narrator.

• These words call for attention from the audience as the story has started.

1. The words clearly indicates that we are moving away from the natural world and entering the fictional world of the narrator since we are dealing with long time – ago the infinite past.

NB: However not all stories start with the opening formulae myths and legend for instance do not start with it for they are believed to be true by their respective communities.

 

2. 2. CLOSING FORMULAE

This is when the story ends with the words; there ends my story and that is my story of similar words.

This kind of ending has its effects or functions.

1. It marks the end of the story.
2. Since the story has ended the audience is removed from the narrative fiction world and released from concentration.

• The audience is also free to participate by reflecting on the story or asking questions.

1. The present narrator makes way for another narrator or presentation

 

3. TIMELESSNESS

The time when the events of the narrative took place is not specified. The story is said to take place. Long time ago, one day, at that time, those days e.t.c.

Timelessness enhances the fictional quality of the narrative as there is no reference time. The story becomes believable since it did not take place yesterday but infinite past when those things were possible. So the narrative becomes time in the content of the time.
4. FANTASY.
This refers to elements, situations, events or happenings in the story that are impossible in ordinary day life. Fantasy is the opposite of reality. Example of such includes characters dying and coming back to life. Animals changing into human beings and vice versa: plants and the inanimate objects acquiring human nature e.t.c.

However, the use of the animal characters not fantasy for it is nature of oral narratives. Animals are characters just like human beings.

Fantasy is a source of humour in the story. It also helps to enhance plots by providing for the impossible.

5. PERSONIFICATION/USE OF ANIMAL CHARACTERS

Personification goes beyond the use of animal characters as other forms of life may be given human attributes as well. The use of animal characters is almost synonymous with oral narratives animals are in deed the characters in the narrative.

Why are animals characters used in the oral narratives?

• To create humour: – the imagination of why the animals are able to do is a great source of humour.
• To achieve in direct castigation or to avoid directly attacking human beings. This is the principle purpose so as to make human beings see their folly in behaving as those animals do.
• This leads to passing a moral message. Animals are used to teach us.
• The universal nature of animals helps to universalize the issue at hand. The use of certain objects may tend to localize the message but animals have a universe appeal and their use send the message across various divides.

6. REPITITION:

Words or phases may be repeated in a story. A common repetition is they went and went, they worked and worked, They ate and ate.

Such repetition serves the following functions:

1. It creates some rhythm or regularity.
2. It is a source of humour.

• It emphasizes or stresses what is being talked about.

1. It may serve to show a sense of continuation or cumulative e.g. They walked and walked indicates they walked for a long time and covered a long distance.
2. Repetition may also indicate a tone or set of moods of the narrative. When a sad phrase is repeated severally, it creates the mood of sadness.

 

7. RHETORICAL QUESTIONS

This is a question asked but whose answer is not provided or needed rather it is left up to the audience to think in search of the answer.

The function of such a song includes: –

1. It entertains the audience and breaks the monopoly of narration. The song provides a good opportunity for the audience to participate in the narration.
2. It enhances plot development by prolonging the story and joining up different episode in the story.

• It captures the mood of the moment as it can express joy or sadness. This cases or relief tension in the story.

1. A song creates suspense in the story and can be used to anticipate the climax of the story.
2. A song may become a source of communication between characters in the song. E.g. a bird may deliver a message in a song. A song may help character development when it exposes aspect of character.

3. DIALOGUE:

This refers to a conversation between two or more characters in the story. Dialogue enhances plot development it may help in character exposition and bring realism into the story.

9. HUMOUR/COMIC RELIEF

Some elements of a story elicit light moments and laughter from the audience. Humour helps create interest in the audience and keep them glued to the story. Humour also breaks away tension among the audience.

10. 
    FIGURATIVE LANGUAGE/FIGURES OF SPEECH.

These like imagery, refer in a narrow sense to the use of simile and metaphors. Similes are images that directly compare two or more things using words like as, than: as black as charcoal, black like coal, black than darkness itself. A metaphor is a comparison in which one thing is called another. She is peacock.

These comparisons help to create a mental image of what is being described by making what is abstract become concrete. Some comparisons can be source of humour. Note that figurative language or imagery can broadly include similes, metaphors, personification, symbolism and exaggerations.

11. 
    EXAGGERATION/HYPERBOLE:

Some elements of reality are deliberated blown out of proportion such that they look large than life.

This creates humour and occasions help us to visualize issues through magnifying them.

12. 
    SYMBOLISM.

This refers to the use of a person, animal or object to represent an ideal or something else. In life, we have come to see a cross as a symbol of Christianity. Some animals also seem to carry a certain idea e.g. a dove usually represents peace.

However, students should be cautioned against symbol hunting, the tendency to read symbols behind everything they read.

13. 
    SUSPENSE

Like humour, it is both a style and effect of other style. Suspense is a state of poised anticipation or expectation. It arises from delayed activities that we look forward to a successful story should carry suspense throughout the story so as to whet the appetite of the audience as they eagerly look forward to what happens next.
14. USE OF PROVERBS AND WISE SAYING.

Proverbs can be used in oral narrative to convey a message. They carry both literal and metaphorical interpretations.

15. 
    IRONY

 This refers to a deliberate misrepresentation of the truth. A mode of communication where meaning is expressed through deliberately expressing the opposite of what is intended in the hope that the audience (or reader) will decipher the true meaning it can thus be called honest deception.

Irony also accrues from situations where what happens is the opposite of what seemed obvious. In a story a jealous step – mother puts poison in food expecting to kill a step-son but it is an ironic twist, the food is eaten by her own son who dies.

16. 
    IDEOPHONES:
    These are sound produced by man, Animals and nature that have been coded into words. The barking of the Dog gugugu!, the hissing of the snake sssh!, mooing of the cow Moooh!, Laugh, Kwa! Kwa! Kwa! Or hehehe! Or Waaah!.

To help create realism in the story, break monotony of story and may be a source of humour.
17. ONOMATOPOEA
Certain words or expressions are derived from their natural sound or ideophones. Consider the following

ONOMATOPOEIA	IDEOPHONE
Moo Mew/miaow Howl Bang Croak Zoom Gong Hiss Boom hum	Moooh! Moooh! Moooh! Miaoh! Miaoh! Miaoh! Hooo! Hooo! Hooo! Ba! Ba! Ba! Croo! Croo! Croo! Zoo! Zoo! Zoo! Ngo! Ngo! Ngo! Ssssssh! Ssssssh! Ssssssh! Booo! Booo! Booo! Mmmm! Mmmm! Mmmm!

  

LESSONS LEARNT FROM NARRATIVES

Each moral oral narrative is meant to pass a moral message to the audience.

In fact, at the end of the narrative the narrator is supposed to lead the group into deducing the moral lessons of the narrative

A moral lesson has a given structure.

1. It is supposed to be positive when we want to teach something we put it positively as opposed to commandments that is put negatively.
   We should not ……….. (commandments not a moral lesson)
2. A moral lesson should imply consequences. These consequences are either a reward or punishment. This means that when we advice we tell what to do and the benefits or the repercussions of doing so. E.g. we should be careful in choosing our friends for some can be deceitful and mislead.
   The most ideal moral lesson is the fourth commandments. Unlike other commandments that are negative and do not imply consequence. It is well formulated positively and with consequences for instance obey your father and mother so that your days on earth may increase.
3. After stating a moral lesson it should be explained in the context of the narrative. This means that the relevance of moral lesson to the narrative must be traced. In a very simple language. The moral should be illustrated from the story. This is because the moral is derived from the story.
   Sometimes a proverb can capture a moral lesson such a proverb must be both positive and implying a consequence. Examples of such proverbs includes:-
   a) Pride comes before a fall.
   b) Mtaka yote hukosa yote. (He who desires all loses all)
   c) Unity is strength.
   d) Mtegemea cha nduguye hufa maskini (whoever relies on his siblings dies poor).

However, it is important to know that each story has its own moral lessons and there are no moral lessons that can apply to all stories

 

ECONOMIC ACTIVITIES

These are activities through which a community meets its basic needs and wants as you listen to or read a story you notice activities that are geared towards meeting the needs and wants of the community.

They may include cultivation of crops, keeping of livestock, hunting, gathering, fishing, blacksmithing, trade or commerce wearing e.t.c.

SOCIAL-CULTURAL ACTIVITIES

This is the peoples way of life and as we listen to or read a story we get to see trends of a community set up in terms of religion rites of passage, division of labour, mode governance. Food, housing, education, solid set-ups, celebrations and festivals e.t.c

 

 

 

 

 

 

 

UNIT THREE

SONGS/ORAL POETRY

What is poetry? – Poetry refers to the message that is arranged in verse as opposed to prose. When these words are rendered in a musical form they become a song or oral poetry, in deed any poem can become a song if appropriate music or melodies are added.

PERFORMANCE OF SONGS

Man is a singing being. All is life is marked and permitted with song and dance. The African is particularly more musical and virtually all his life is accompanied by song and dance, working leisure, rites of passage, religion e.t.c.

Most of the singing is done in given rhythm and accompanied by dancing.

This dancing range from simple nodding of the head, tapping of the feet and clapping of the hand to vigorous body movements and group formations

The performance is usually led by a single person, the soloist or a group leads the rest. Sometimes instrumentation’s accompanies singing and dancing. In some communities songs are performed according to age and sex though there are instances where all comes together in song and dance.

On the whole the versatile nature of songs allowed for a variety of performance and there seems to be no boundaries or limit of creativity.

 

CLASSIFICATION OF SONGS

In some communities, songs are classified along gender and age such that we have songs for boys, girl’s e.t.c. But this classification is a bit isolated and the more common one is done accordingly to the functions.

The main functions of songs, of course entertainment but each category has it specific functions. These classes are as follows.

1. LULLABIES
   These are songs that are sung by mother and by sisters to soothe babies to sleep or quiet crying babies
   Lullabies are simple songs that involve monosyllabic words that are constantly repeated. They have a soft tone and smooth rocking rhythm for effect.
2. CHILDREN PLAY SONGS
   Children everywhere in the world tend to have a variety of songs to enhance their play activity. These songs can further be sub-divided as follows.
3. Singing games.
   These are songs as part of the play activity. The singing is an integral part of the game. A common one is the song sung by small girls s the jump around a rope.
4. Nonsense songs:
   These songs pick on a particular petty thing or issue and sing about it and saying nothing in particular. They are used by children to bring out their childishness. In such songs children would sing about such things as frogs and cats.
5. Naughty songs
   each age has its secret naughty things that they want to do or say only in the context of their age-mates. For children they would taunt one another and occasional they may border on the absence. Sometimes nursery school children have naughty songs taunting their teacher though in a light note.
6. Tongue –twisting rhymes/catch rhymes
   These are songs based on attempts to articulate difficult sounds especially those sounds with similar pronunciation
7. Trick – verse.
   This involves two groups engaged in a battle of wits using words in a song. Each group would represent an idea, object or specific group trying to prove to the other their supremacy. One group could represent cats while the other represents dogs and each would try to show the other how he is adored by men
8. Round songs.

Several groups would be singing the same song but in a rotational form such that while the first is singing in the second line, the second starts the first line and so on. Its intention is to ensure that the members of each concentrate so that they are not outdone or overshadowed by the other.

g]     Nursery chants

This is a modern category of songs sung in elementary schools to enhance the    learning process.

 

3. INITIATION SONGS:

These are sometimes narrowly perceived circumcision songs. They are sung when youngsters are being initiated into adults.
Their function is to educate the initiate or such things are tribal history, immorality expectations in adulthood. Sometimes they can be used to encourage the initiates praise the fearless ones and ridicule cowardice.

4. LOVE/NUPTIALS/WEDDING SONGS
   They express strong feeling of love and intention to marry. Besides expressions of feeling they also teach in morality and the expectations of the society in matter pertaining to marriage.
5. FUNERAL DIRGES
   These are songs sung during burial ceremonies to express sorrow and hopelessness at man’s liability to overcome death. These songs may be used to praise the dead and the legacy they have left behind
6. WORK SONGS.
   They are sung to accompany work. They help those working to relax as they do work, enhance the work, create harmony among workers, praise the virtue of hard-work and ridicule laziness and reflect generally on work.

There are quite a number of songs serving very specific purposes. Others include.

7. War songs
8. Political songs/patriotic songs
9. Praise/epic songs
10. Beer songs
11. Satirical songs
12. Child-naming songs.

 

 

FEATURES OF STYLE IN SONG

Consider the following work song or satirical song

These men of Kaaria.

He has hardly thrown into Jembes
when he says
aai! I want to go to the bush
I might have eaten a bad thing
in that village of Ndumbi
the people of Ndumbi
the people of Ndumbi cannot be trusted
they are frequent  visitors of Gaturi

 

And he goes dragging his feet
these men of Kaaria
they all have steel backs
but very sweet words to cover
their inability to bend in the shamba

I ask

Where do they get food?

 

And when the women approach
with pots and Calabashes
he hurriedly rushes in from the bush
he has not even done his clothes well
to be the first to dip his hands there
aai. You men of Kaaria
don’t you even have shame?
(Anonymous)

 

 

 

The following are some of the features of style in songs

1. 
   It functions in the same way as in oral narratives only that in songs there is usually a lot of repetition for musicality.
2. DIRECT TRANSLATIONS.
   Songs are rendered in their original language and they have to be translated into English. Very thorough translation would lose the real meaning and humour of the song so a lose translation is given. Sometimes the translation is so direct that only those familiar with the original language can grasp the real meaning.

Direct translation ensures that the translation text remains as close as possible to the original text. It also traces the origin of the song and can be source of humour. The first line of the above song is a direct translation from the Kikuyu version “Gukia icembe” where digging is referred as throwing a Jembe.

3. DIRECT ADDRESS
   Most of the songs have a specific target audience. The singer will directly mention the address. This creates a dramatic effect since somebody is being referred to it also given the message context as the audience is known. In the sixth line of the third stanza there is direct address – “You men of Kaaria”.
4. TRADITIONAL SETTING.
   The setting of the song in terms of social cultural traits may trace directly to traditional practices. You can clearly tell that you are dealing with practices of the pre-modern society.
   In the third line of the first stanza, the young man says he want to go to the bush for he must have eaten some bad food. This refers to going to the toilet which is traditional times was the bush.
5. CLASS MORAL JUDGEMENT.
   Under normal circumstances we judge individual moral conduct but occasionally a singer backing in the glory of poetic license.
   In the song, the young men of Kaaria are said to have no shame in the last line of the poem.

6. ELEMENTS THAT CAN BE DRAMATIZED
   It is said that there is no song without dance. As you look through the song, you notice that it has areas that can be rendered through action.
   In the last stanza of the song the young man is said to rush into be the first to clip his hand in pots. This can be brought out through action.
7. EXTREME CHARACTERISATION

Again due poetic licence a singer can cast characters in the extreme for humour and to pass a moral message through ridicule.

The young man of Kaaria are said to have no shame in the rhetorical questions appearing in the last line of the poem. They are also said to have steel backs in the second stanza implying that they cannot bend to do work. This is a bit extreme.

In other works of literature like prose and drama, messages are expressed in an implicit manner such that it is upto the reader or audience to deduce the message, but in songs this is done in didactic manner and so we have direct address, class moral judgement and extreme characterization.

8. ANONYMITY

This feature of style refer to instances where in place of composer’s name we have the word “anonymous” meaning that the composer is not known.

An anonymous composition might indicate that the song is a communal property having been composed and transmitted orally by the community. So even as the singer sings, the message is communally owned giving it great validity.

9. EUPHEMISM

This is a manner of expression that employs more socially acceptable and less direct language for something that would otherwise have been unpleasant, vulgar or taboo. In nursery schools, children are taught very basic euphemism. Instead of going to the toilet, it is, “may I go out”.

10. MORAL LESSON

As argued above, songs communicate in a didactic manner. The singer opts to preach his message directly. Where this happens it is a moral lesson.

A singer, for instance would sing “work hard young men for hard work pays”.

This is a common feature of oral narratives where the message is put very explicitly.

11. PARALLELISM

The use images to compare or contrast ideas. Such pair of images can be characters, expressions, experiences or ideas that stand out in the song as mutually exclusive.

12. ALLUSION

This refers to the use of names of people, place, things or Events that the listener or reader is automatically assigned to know about or is familiar with. In choosing the word, the writer or singer makes the basic assumption that its implications are well known.

In the song above, the singer says the man of Kaaria could have visited Gaturi. This is a rude reference to use of poison. Gaturi among the Kikuyu was believed to be a place where people used witchcraft.

Other features include

13. Imagery/ figurative language
14. Idiophones
15. Personification
16. Rhetorical questions
17. Irony
18. Use of proverbs and wise sayings

 

 

 

 

 

 

UNIT FOUR

PROVERBS

DEFINITIONS

A proverb is a short statement of wisdom accepted by a community as an expression of truth and wisdom.

Overtime a community develops short statement that reflects its experience, belief, philosophy of life, world view and tested opinion.

This statement is passed down the generations in form of wise sayings or proverbs.

CLASSIFICATION OF PROVERBS

There are several ways of classifying proverbs. Some of these includes: –

1. Alphabetic classification

In quite a number of books where proverbs are recorded this is done in alphabetical order. This is done in the realization that classification of proverbs is not as easy as obvious as that of songs and narratives.

2. Classification according to the subject, matter, contents or themes

This way, themes would be grouped on what they are talking about. We would therefore have proverbs on poverty, family, patriotism, unity, religion, wisdom, readership, handwork, honesty, greed friendship, obedience, death, wealth and poverty etc.

3. Classification according to style

This is a more complex academic exercise where proverbs are classified according to style they employ for example a certain experience event or story would be summarized to form a single statement that becomes a proverb. Such is an anecdote proverb.

According to style, we would have proverbs like aphorisms, allusions, satirical, epigrams etc.

4. Classification according to functions

For secondary school students this appears to be the most appropriate since it is simple. We note that a single proverb can serve several functions.

 

 

 

The following are some of the functions of the proverbs and their classifications

1. Advisory and advising proverbs

E.g. Mtaka cha mvunguni sharti ainame

(If you want something, you must work hard)

1. Cautionary or cautioning or warning proverb

E.g. Bad Company ruins morals

• Educative e.g. Mtoto umleavyo ndivyo akuavyo

(The child grows up the way you bring him up)

1. Satirical proverbs e.g. Nyani haoni kundule

(The monkey does not see its ugly buttocks)

1. Encouraging proverbs e.g. Success does not come on a silver plate.
2. They are incorporated into ordinary conversation as sign of eloquence

• They are used in deciding a case e.g. among the Luos there is a proverb that says “blame both the world cat and the chicken” while the Kikuyu says “both the thief and the witness are equally guilty”.
• They express a worldview of a given people of issues of life like sickness, poverty, wisdom etc.

1. Summarizing a situation e.g. Charity begins at home.
2. Proverbs also express or capture the contradictions of life e.g. if you want peace prepare for war.

It is important to note that classification according to function is not rigid since one proverb can be used for various functions.

 

CHARACTERISRICS OF PROVERBS (STYLES)

1. Proverbs are usually short in form. In company with other genres like songs and narrative proverbs are short.
2. They are metaphorical or referential. The language of proverbs employs images and pictures to compare experiences. Therefore, a proverb has literal and metaphoric meanings.
3. They are compressed/compact/concise/pithy. The message of the proverb is delivered using very few words but which are loaded with meaning.
4. Proverbs are fixed/static
   the statement does not change with time and remains the same as it is handled down the generations. However the relevance of the proverbs transcends the boundaries of time and space.
5. Proverbs are situational and contextual.
   The nature of proverbs is such that they have to be conceived in a particular context. One proverb can be used to contradict another.
   NB: at a more advanced level, the style of proverbs can be analyzed and found to employ such features of style as parallelism/juxtaposition, contrast. Imagery, idiophones, allusion, humours and sounds patterns.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UNIT FIVE

RIDDLES

Definitions

This is a simple form of phrase or statement referring to an analogy of some well- known objects or reality that a challenger pauses to the respondent.

In very simple language, a riddle is puzzle put forward by a challenger for the respondent to try and un-raffle.

PERFOMANCE OF RIDDLES

Traditionally riddles were performed in the evening, alongside other genres as a way of passing time although they were mainly passed down from older people. The performance of riddles was a domain of children.

Today riddles are performed in school as part of learning process. This means that they have become quite dynamic.

The process of performance of riddle normally takes the following form:

• The challenger declares a wish to place a riddle
  English : I throw a riddle
  Kiswahili        :           Kitendawili

 

• The respondents accept the challenge
  English : We take it

Kiswahili        :           tega

• The challenger poses the riddle.
• Respondents make the attempt until they get the correct answer.
• If the correct answer is not forthcoming the challenger proudly asks for a reward in order to reveal it. The reward is mere token applicable only within the context of the riddling process. The token/rewards depend on the creativity of the participants. So they offer rewards until the challenger accepts one.
• Then the correct answer is given and the respondents marvel at the genius of the challenger.

CLASSIFICATION OF RIDDLES:

There are several ways of classifying riddles. They include:-

1. According to the imagery employed:
   This classification looks at the object mentioned in the riddles and classifies them thus,
   example riddles on wild animals, plants, domestic, animals, people, natural phenomenon, traditional objects, modern technology, cooking, utensils e.t.c.
2. According to style and
   Like other forms of literature, riddles also employ style to communicate the message.
   Accordingly we have:-
3. Homologues / idiophonic riddles.
   These rely on sound. The relationship between the puzzle and the answer lies in the ability to relate to the sound to particular objects.
   For example among the Kikuyu “Shi na Shi” refers to a needle. The sound “Shi” imitates the process of needling in and out
4. Declarative riddles
   the styles employed are description. A description of the object is provided. They match so perfectly that the respondent can guess.
   Challenger :           A European standing on one
   Respondent    :           a mushroom.

• Interrogative riddles.
  This is presence in a question form
  Challenger :           Wanicheka nimekufanya nini (what have I done that you may laugh at me)
  Respondent    :           kioo
  (mirror)

1. Epigrams
   the style is puzzling. This is done by presenting a series of logically connected puzzles that allude to a process or an object.
   g.
   Challenger :           Ting ting kaleta tang tang na

tang tang kaleta ting ting
(Ting ting brings tang tang and

 tang tang brings ting ting).

Respondent        :       Kuku kataga mayai na mayai huleta kuku.

 

1. Analogue (coinage]
   This is a sub-group of the epigram. The style here is comparison. The riddle is a comparison between the object and the expected answer.
   E.g.
   Challenger : Two carrying two driving four to the paa.
   Answer           :           A woman carrying the baby taking a

                         Cow to the river

1. Narrative riddle.
   The style is narration. The challenger begins by telling as short story that has elements of ambiguity or that which presents a difficult problem to be solved or that which underlies some hidden facts and that asks a question which requires an analysis of the story.

 

E.g. a man was going on a journey carrying the goat, a leopard and some sweet potato vines. He came he came to a river that he could only cross by a boat but only which could only carry two items at a time. How did he carry the three items across the river.

FUNCTIONS OF A RIDDLE

1. Entertainment/leisure/amusement/passing time.
2. Test and develops Children’s wit/intelligence.
3. They help children to be observant of the environment.
4. They enhance socialization. Sometimes children would exchange riddles with adults.

SIMILARITIES BETWEEN RIDDLES AND PROVERBS

1. They are both short in form.
2. They both employ metaphorical/figurative referential language.
3. They are used for the purpose of oral communication.
4. They embody the culture (values, beliefs, practices, artifacts) of a particular community.
5. They are distinct to a particular community or environment

DIFFERENCES BETWEEN RIDDLES AND PROVERBS

1. While a proverb is a short statement of wisdom, a riddle is a language game.
2. The proverb is a single statement while a riddle has a formula requiring a coders and decoder/challenger and a respondent. So they have a different form.
3. A proverb is a static statement that does not change in time and space but riddles are dynamic as they are influenced by time and space to change.
4. Proverbs are usually used by adults while riddles are a domain of children.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UNIT SIX

TONGUE TWISTERS

DEFINITION

This is a phrase containing a number of words that are very similar in pronounciation and which are difficult to articulate in a single breath. A group of similar yet difficult words are systematically put in succession to provide a sound puzzle.

CHARACTERISTICS

1. Tongue twisters rely on sound patterns like alteration, assonance, consonance, rhyme and repetition.
2. Meaning not a necessary component. The meaning of those statements is not considered since many of them are meaningless.
3. The main aim at auditory discrimination the ability to tell the difference between similar sounds.

FUNCTIONS OF TONGUE TWISTERS

1. They help to articulate words. They are said to ‘lighten’ the tongue.
2. They sharpen wits in an attempt to coin them or articulate them.
3. They enhance the harmony between what is heard and what is said.
5. They can be said to have an educational value as they aid in language development

EXAMPLES

1. Wale watu saba walipewa siku saba kutafuta shamba lakini siku saba hazikutosha kupata shaba kwani shaba haiwezi kupatikana kwa siku saba
2. Faith faithfully facilitated fairly fort night for the fair at the former factory facing famous fairly fait.
3. Kwa sababu alikiwa shababu, shaaban alisahau kuwa maisha ya shababu ni hatari sana kwa sababu shababu isipochunga huweza kupotoshwa ma mashababu mengine bila sababu maalum.

 

 

 

UNIT SEVEN

FIELDWORK

In spite of heavy classrooms, work load students are expected to have time for field work.

What is field work?

This is a systematic fact finding mission whereby students go out to collect oral material. This is done with a view of recording and analyzing this information.

TERMS USED FIELDWORK

FIELD –           This does not refer to any physically designated area

It is any place that a researcher (students) goes to collect oral literature material

RESEARCH – The process of gathering, recording and

                          Analyzing oral literature material

DATA             – Information gathered in a research.

INFORMANT – Any person who provides information to the researcher in the process of field work also known as the respondent.

INTERVIEWER –The researcher as he asks questions

INTERVIEWEE – The person responding to those questions (informant).

RAPPORT – a cordial relationship between the researcher and the informant

TRANSCRIPTION – Writing down oral material in the original language of performance exactly as it is rendered without any alteration or directly from a tape recorder.

TRANSLATIONS – Giving meaning in another language to what is said or recorder

 

IMPORTANCE OF FIELDWORK

Fieldwork is done with a very clear purpose or objectives. They include.

1. Provide students with an opportunity experience oral literature. What is written in book becomes meaningful once students get first hand bit through seeing, hearing and participating in the performances in the field.
2. Students are able to relate what they learn with real life situations. What is learnt in class is no longer rote learning but reality.
3. Field work provides an opportunity to detect ant new trends even as students confirm what is there. Oral literature dynamic and students should be kept a breast of any change.
4. It helps students sharpen skills of observation, recording and analysis. Furthermore field work is a continuous process throughout academia.
5. Oral literature is a performed art that can only be fully appreciated in the context of a performance.
6. There is still a lot of oral literature material in the areas of songs, narratives, proverbs, riddles and tongue twisters that is yet to be collected recorded and analyzed. This is the work researchers like students.

Field work provides students with a moment of relaxation and enjoyment outside the classroom situation. Students also enhance their ability to socialize and interact with people and also to make independent and important decisions.
STAGES IN FIELD WORK

The process of carrying out field work involves five stages:-

1. Preparations
2. Collecting data
3. Recording the data
4. Processing the data
5. Analyzing and interpreting the data.
6. PREPARATIONS

This involves the following:

1. Logically the first thing to do is to decide on what is to be researched.
2. Researcher then identifies the catchment’s area location of the study.

• It is important to seek official permission from the authorities.

1. A pre-visit is important visiting before hand gives the researcher an insight into the physical and social environment of the field.
2. It is important to do library research on the topic of research so as to establish a research gap.
3. Prepare material for recording and any necessary equipment.

• It is vital to work out an estimation of time and money required for a successful completion of the study.

2. COLLECTING DATA.

This is the process of gathering and acquiring the information being sought for. Here the main issue establishing contact with the informant, establish rapport and using certain techniques to get the information. These techniques are the methods of collecting information include listening, observation, participation, and interview. These methods are not used in isolation. A good researcher will harmonize the use of several of these.

A keen listener will gather lot information from what is a said.

b) Observation

The researcher stands aside and uses his eyes and ears to follow what is effective as one can get wrong perceptions of what is going on. Furthermore you cannot get insights into what is going on while you stand aloof.

1. c) Participation.

It is also called participant observation. The researcher becomes part and parcel of what is going on. He observes from within. This way first hand information is gathered without the prejudice of the respondents.

However there can be problem of getting answers to set questions.

Interview can be used to get information even from illiterate people. The researcher guides the discussions towards getting answers to set questions.

Interviews can be used to get information even from illiterate people. The researcher has a chance to gauge the feelings of the respondents and probe further if needed be also important is that instant answers are provided.

But interviewees can put up a show thus mislead the interview suffer memory lapse or deliberately till lies when using a translate there could be distortions

 

 

 

 

1. d) Questionnaires

This is the set of prepared questions that a respondent id given to write down the answers.

The following questionnaire has been prepared by a researcher gathering information on the same.

SAMPLE QUESTIONNAIRE

BACKGROUND OF THE INFORMANT

Name …………………………………………………………

Sex …………………………………………………………….

Age …………………………………………………………….

Place of birth ………………………………………………….

District …………………………………………………………

Province ……………………………………………………….

Tribe …………………………………………………………

Marital status ……………………………………………….

Occupation …………………………………………………

INFORMATION OF THE SONG

1. How did you learn the song that you are singing………………………………………………………………………………………………………………………
2. When were these songs usually sung and by who?
   ………………………………………………………………………………………………………………………………
3. What functions did they serve?
   …………………………………………………………………………………………………………………………….
4. Were there roles governing the way songs were sung?
   ………………………………………………………………………………………………………………………………
5. Have these songs undergone any change today?
   ………………………………………………………………………………………………………………………………
6. Comments on songs in general
   ………………………………………………………………………………………………………………………………
   The questionnaires can cover a wide range of information using one or a few researchers. The researcher just gets the kind of information he seeks and the respondents feel free. But they are limited to the literate people. No opportunity to probe further and the respondents can deliberately give misleading information.

NOTE:

To overcome these problems of inaccurate information, the researcher should use various methods to reinforce each other and also increase on the number of respondents so as to compare notes

3. RECORDING DATA.

In practice both data collection and recording goes on simultaneously. The two may be done by the same person but some methods require a different person for recording.

The methods of recording includes:- memory recording, writing, type recording, photography or filming or video recording

1. Memory recording
   this is sometimes called foreteller method as it was the sole method through which our fore father stored oral literature for later transmission to the next generation.
   However, a lot of oral literature faded out this way as it never got to the next person sometimes it was forgotten and distorted.

This method is largely responsible for literally transmission. Written records are accessible to a wide audience across time and space. However it is only accessible for those who are literate furthermore this method is slow in recording a performance and may lead to inaccurate recording. It also leaves out the visual details of performance.

1. Tape recording
   this accurately records verbatim. The proceedings of the performance. It can even be concealed to avoid interfering with the performance.

This can later be Tran scripted and translated
however, it is expensive as it requires at least a radio it also leaves out the visual details of the performance.

1. Photographing
   photographs are also a means of keeping visual accounts of the performance. Such physical detail as costume and décor. The performance and the setting can be captured.
   But this is narrow for it only records a few details. Besides it is very expensive and requires some expertise.
2. Filming or video recording
   it is an all round recording for it takes accounts all details; it is audio visual. But the cost can be prohibited while it might require somebody with technical know-how.
   NOTE:
   As in the methods of collecting data the recording methods can be combined where possible to improve efficiency.
3. PROCESSING THE DATA
   in view of the variety of recording techniques it is important to make a written copy of the findings. Both transcription and translation will be carried out to produce a fair copy of the findings.
4. ANALYSIS AND INTERPRETATION OF THE DATA
   after a fair copy is obtained the researcher can no classify the material into genres and make comments and conclusions based on the findings. Here the success of the mission is measured in view of the objectives laid down at the beginning of the research.
   Sometimes a researcher finds it important to point out areas left out that other researcher could venture into.

 

 

 

 

 

PROBLEMS ENCOUNTERED IN FIELDWORK.

1. Language barrier
   some respondents are only familiar with their vernacular which the researcher may to be familiar with. This calls for the use of interpreter.
2. Unreliable informants
   some informants may suffer memory lapse or provide untrue information. Sometimes this may be as a result of ignorance.
   The research has to use a lot of informants and also probe and ask supplementary questions to the informants.
3. Failure to establish rapport.
   Sometimes it is difficult to get the informants to corporate and provide information. Some will even be hostile. The researcher should make a pre-visit to do the ground work sometimes a researcher has to carry token gifts but it is good. Public relations on the part of the researcher that carries the day
4. Transport and accommodation problems.
   Some parts of the country are not easily accessible and accommodation becomes a problem. A pre-visit gives the researcher an insight into what to expect and prepare accordingly.
5. Bad weather and environmental problems.
   Researcher should be prepared for difficult conditions and adverse weather conditions.
6. Breakdown of research equipment
   in the course of transportation and movement the researcher may lose or damage some equipment. This calls for care and adjustment on the part of the research. If a radio breaks down, he may have to record everything in writing.
8. This happens if the researcher had not prepared well. You arrive in the filed to find that the performance is through or does not happen that season. A good example is the circumcision ceremony which only takes place at a certain time in the year. Failure to prepare well would have the researcher missing the performance
9. Cultural shock
   cultures are different and have different stands. In some areas a man cannot alone interview a woman such situations calls for creativity in complying with the standards and ensures that the research goes on. Researcher must be sensitive towards such practices as greetings, dressing, relationships across sexes and other sensitive cultural practice. A researcher goes out to understand and respect other cultures but not trying and challenge them or change them.

ORAL LITERATURE TODAY

Oral literature continues to be perpetuated today through the following ways

1. School curriculum
   the incorporation of oral literature in the secondary school syllabus is a very important factor in consolidating the bright future of oral literature. This is even more so as English subject under which oral literature is taught is a compulsory subject and tested in Kenya Certificate of Secondary Education (K.C.S.E)
2. Availability of resources
   there are quite a number of resources in terms of written materials, video tapes, regalia e.t.c that have recorded oral literature ensuring posterity.
3. Institutions
   some institutions like the Bomas of Kenya museum e.t.c provide for presentation of oral literature materials.
4. Inter-school festivals
   the music and drama festivals provide an opportunity for exposure to oral literature
5. Cultural festivals
   some communities and institutions prepare very popular cultural festivals that help to perpetuate oral literature.
6. Oral literature for public entertainment.
   Songs, dances and narratives continue to be part and parcel of public entertainment in gathering and mass media

@ENGLISH DEPARTMENT

GRADE 3                        ENGLISH GRADE THREE SCHEME OF WORK TERM ONE

 

W E E K	LE SS O N	STRANDS	S- STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQURY QUESTION S	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESS MENT	REF
1	1- 5
2	1- 3	LISTENI NG AND SPEAKI NG	1.1 Attentiv e Listenin g	By the end of the sub strand, the learner should be able to: a) listen attentively during a conversation, b) respond to simple specific three- directional instructions in oral communication, c) appreciate the importance of listening attentively for effective communication	1) What can we tell from people’s faces and hand movements as they talk? 2) Why do you look at someone’s face as they speak	Learners are helped to practise correct sitting posture in groups and pairs practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. words and phrases for effective oral communication through actions, orally and in writing. and pairs to allow others to speak without interrupting. facial expressions and gestures as seen from posters, pictures, demonstration, and role play. and pair work. using both verbal and non-verbal communication	Realia charts	1.Obser vation 2.Oral questio ns 3.writte n questio ns
3	1- 3			By the end of the sub strand, the			Realia	.Observ

 

 

 

learner should be able to:

1. a) recognise new words used in the theme (s) to acquire a range of vocabulary

 

1. b) pronounce the vocabulary related to the theme correctly for effective communication,
2. c) demonstrate the understanding of new words by applying them in

relevant contexts,

 

use the vocabulary learnt to communicate confidently in various contexts

1. d) appreciate the importance of using vocabulary to communicate

confidently in various contexts

1) Which sounds form the following words?(giv e examples of words learnt in Grade 2)

2) How are these

words

 

3) Which of these words have a similar beginning/e nd sound?

4) What other

words have

the same meaning as these words?

5) How are these

words

pronounced

?

6) How do you use these

words in sentences?

Learners practise pronunciation of the vocabulary and talk about activities related to the theme using the new words.

 

individually, in pairs or groups using the vocabulary related to the theme.

 

Learners are guided to use the vocabulary correctly through dramatisation and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms

to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.

play language games, use tongue twisters, and songs to practise vocabulary.

material to listen to the correct pronunciation of the vocabulary.

vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups

charts                     ation

2.Oral

questio

ns

3.writte n questio ns

 

 

					7) How are these words spelt?
4	1- 3		2.4 Languag e Structur es and Function s	By the end of the sub strand, the learner should be able to: a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use   of subject-verb agreement to form appropriate sentences, d) appreciate the importance of subject verb agreement in achieving effective communication	1) What is Sarah holding? 2) What are the girls holding? 3) What has Sarah done? 4) What have they done?	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. actions that have been demonstrated by classmates in pairs/small groups   sentences using singular and plural subjects for things at home and around their environment like animals and utensils ners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time	Realia Charts	.Observ ation 2.Oral questio ns 3.writte n questio ns
5	1- 3		2.4 Languag e Structur es and Function s	By the end of the sub strand, the learner should be able to: a) construct sentences about daily activities using subject-verb agreement correctly, b) construct sentences on daily activities in relation to when they take place, c) recognise the correct use   of subject-verb agreement to form	1) What is Sarah holding? 2) What are the girls holding? 3) What has Sarah done? 4) What have they	Learners observe pictures showing singular and plural subjects and construct correct oral sentences. actions that have been demonstrated by classmates in pairs/small groups   sentences using singular and plural subjects for things at home and around their environment like animals	Realia charts

 

 

				appropriate sentences, d) appreciate the importance of subject verb agreement in achieving effective communication	done?	and utensils Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time
6	1- 3		Languag e structur es and function s	By the end of the sub strand, the learner should be able to: a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication	Who hasp picked my pen?	Learners engage in question and answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns oral sentences using indefinite pronouns in pairs and in groups.   conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns	Realia Charts	.Observ ation 2.Oral questio ns 3.writte n questio ns
7	1- 3		Languag e structur es and function s	By the end of the sub strand, the learner should be able to: a) use indefinite pronouns to talk about daily activities at home and at school, b) identify indefinite pronouns in communication about home and school, c) enjoy using indefinite pronouns in their day to day communication	Who hasp picked my pen?	Learners engage in question and answer dialogues using indefinite pronouns games involving the use of the indefinite pronouns sentences using indefinite pronouns in pairs and in groups.	Realia Charts	.Observ ation 2.Oral questio ns 3.writte n questio ns

 

 

						conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns
8	1- 3		Environ ment ( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of irregular nouns e.g. foot –feet tooth – teeth mouse – mice ox – oxen	By the end of the sub strand, the learner should be able to: a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school   d) enjoy games involving the singular and plural forms of irregular nouns	1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns?	In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. the singular and plural forms of irregular nouns. construct sentences based on pictures the singular and plural forms of irregular nouns.   poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun	Realia Charts	.Observ ation 2.Oral questio ns 3.writte n questio ns
9	1- 3		Environ ment ( 3 lessons ) Child rights ( 3 lessons ) Singular and plurals of	By the end of the sub strand, the learner should be able to: a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication, b) identify singular and plural forms of irregular nouns for effective oral communication, c) distinguish between singular and plural irregular nouns for appropriate	1) What are the plural forms of these nouns? 2) How do you say these pairs of nouns?	In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns. oems containing the singular and plural forms of irregular nouns. sentences based on pictures the singular and plural forms of irregular	Realia charts	.Observ ation 2.Oral questio ns 3.writte n questio ns

 

 

			irregular nouns e.g. foot –feet tooth – teeth mouse – mice ox – oxen	oral communication at home and in school   d) enjoy games involving the singular and plural forms of irregular nouns		nouns.   poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun
1 0	1- 3	Language structure and functions	Occupati on (people and their work	By the end of the sub strand, the learner should be able to: a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions	1) What will you do at break time? 2) What will you do at lunch time? 3) What will you do when you grow up?	Learners talk about what they plan to do after school that day or the following day to express the future tense   using the future time will’ and ‘shall’, to express future time arners listen to story read by the teacher or from computing devices, and respond to questions based on future time	Realia Charts	.Observ ation 2.Oral questio ns 3.writte n questio ns
1 1	1- 3	Language structure and functions	Technolo gy (Using a computer ) ( 3 lessons) Future time (will/shal l)	By the end of the sub strand, the learner should be able to: a) use ‘will’/’shall’ to talk about what they would want to become in future, b) identify words that express future time/actions for effective oral communication, c) enjoy using ‘will’ and ‘shall’ to communicate future time/intentions	1) What will you do at break time? 2) What will you do at lunch time? 3) What will you do when you	Learners talk about what they plan to do after school that day or the following day to express the future tense   using the future time   will’ and ‘shall’, to express future time	Realia charts	.Observ ation 2.Oral questio ns 3.writte n questio ns

 

 

					grow up?	teacher or from computing devices, and respond to questions based on future time
1 2	1- 3	Language structure and functions	Safety Opposite s	By the end of the sub strand, the learner should be able to: a) use opposites of higher level difficulty to construct simple sentences about safety at home, school and the environment, b) identify the opposite of a group of words for effective oral communication, c) enjoy conversations using opposites in communicating ideas	1) What are the opposites of these words? 2) Where does the sun rise/ set?	Learners use the opposites of a broad range of words (e.g present /absent, left /right, top/ bottom , back / front, outside /inside) construct oral and written sentences using the opposites of familiar and unfamiliar words teacher or from computing devices and respond to questions based on the theme and opposites	Realia Charts	.Observ ation 2.Oral questio ns 3.writte n questio ns
1 3 $ 1 4	1- 3						CAT
1 3	1- 3

 

NAME:………………………………………ADM NO:………………..

DATE:………………….                                  SIGN:……………………

PHYSICS (Theory)

232/1

FORM THREE PAPER ONE

OCT/NOV , TERM 3

TIME: 2HRS

 

JOINT EVALUATION

Kenya Certificate of Secondary Education

 

Instruction to candidates

• This paper consist of two sections A and B
• Answer all questions in section A and B in the spaces provided
• All workings must be clearly shown, and use the CONSTANTS given.
• Ensure that the paper has all the questions
• Take g=10N/kg, Atmospheric pressure=760mmHg, density of mercury=13600Kg/m³

 

 

FOR EXAMINERS USE ONLY

SECTION	QUESTION	MAXIMUM SCORE	CANDIDATE SCORE
A	1-7	25
B	8-12	55
TOTAL		80

 

 

 

 

 

 

SECTION A(25MKS)

1. The fig below shows a measuring cylinder, which contains water initially at level A.

A solid of mass 11g is immersed in the water, the level rises to B.

 

 

 

 

 

 

 

 

 

 

Determine the density of the solid [Give your answer to 1 decimal point.] [3mks]

 

 

 

 

 

 

 

 

2. Fig (a) and (b) below shows capillary tubes inserted in water and mercury respectively.

 

 

 

 

 

 

 

It is observed that in water the meniscus in the capillary tube is higher than the meniscus in the beaker.

While in mercury the meniscus in the capillary tube is lower than the meniscus in the beaker.

 

 

 

Explain these observations.                                                               [  2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

3. A hole of area 2.0 cm² at the bottom of a tank 2.0 m deep is closed with a cork. Determine the force on the cork when the tank is filled with water. [ Density of water is 1000kg/m³ and acceleration due to gravity is 10m/s²] [4mks]

 

 

 

 

 

 

4. In the set up shown in the fig below, water near the top of the boiling tube boils while at the bottom remains cold.

 

 

 

 

 

 

Give a reason for the observation.                                                     [2mks]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

5. State three ways of increasing the sensitivity of a liquid – in – glass thermometer. [3mks]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

6. .i) Define friction. [1mks]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

1. ii) A wooden box of mass 30kg rests on a rough floor. The co –efficient of friction between the floor and the box is 0.6.

Calculate the force just required to just move the box.                                [3mks]

 

 

 

 

 

 

 

iii) State three methods of minimising friction.                                           [3mks]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

7. .i) State two factor that affect conduction of heat in solids. [2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

1. ii) Two identical aluminium rods are shown in the figure below. One rests on metal block and the other on a wooden block. The protruding ends are heated on a Bunsen burner as shown.

 

 

 

 

 

 

 

 

 

State with reason on which bar the wax is likely to melt sooner.                 [2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

SECTION B. (55MKS)

 

8. A man uses an inclined plane to lift a 50kg load through a vertical height of 4m. The inclined plane makes an angle of 30˚ with the horizontal. If the efficiency of the inclined plane is 72%. Calculate
9. The effort needed to move the load up the inclined plane at a constant velocity. [3mks]

 

 

 

 

 

4. The work done against friction in raising the load through a height of 4.0 m.

[Take g = 10N /kg]                                                                                   [3mks]

 

 

 

 

 

 

 

 

 

 

 

 

2. A certain machine raises 2.0 tonnes of water through 22m. If the efficiency of the machine is 80%, how much work is done by the machine? [3mks]

 

 

 

 

 

9. (a) i) The fig below shows air flowing through a pipe of different cross-section areas. Two pipes A &B. are dipped into water.

 

 

 

 

 

 

 

Explain the cause of difference in the levels of water in the pipes A and B.                                                                                                                                                                       [2mks]

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

ii)The fig below shows Bunsen burner.

 

 

 

 

 

 

 

Explain how air is drawn into the burner when the gas tap is opened.                     [3mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

1. i) What is meant by the centre of gravity of a body?             [1mk]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

1. ii) The figure below is at equilibrium.

 

 

 

 

 

 

 

 

 

 

 

Given that the meter rule is uniform, determine its weight.                                     [5mks]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10. (a)Explain why a drop of methylated spirit on the back of the hand feels colder than a drop of water at the same temperature. [2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

 

 

1. b) State the meaning of the term ‘specific latent heat of fusion’ [1mks]

 

………………………………………………………………………………………

 

1. The fig below shows a setup of apparatus set in an experiment to determine the specific latent heat of fusion.

 

 

 

 

 

 

 

 

The following reading was noted after the heater was switched on for 5 minutes.

• Mass of beaker = 130g
• Mass of beaker + melted ice = 190g

1. Determine the,
2. Energy supplied by the 60W heat in 5 minutes. [3mks]

 

 

 

 

 

 

 

1. Specific latent heat of fusion of ice.                                     [4mks]

 

 

 

 

 

 

 

 

1. It was observed that some of the crushed ice melted even before the heater was switched on. State the reason for this observation.                         [1mk]

…………………………………………………………………………………………

…………………………………………………………………………………………

1. Brownian motion of smoke particles can be studied by using the apparatus shown in the figure below. To observe the motion some smoke is enclosed in the smoke cell and then observed through the microscope..

 

 

 

 

 

 

 

 

 

1. Explain the role of the
2. Smoke particles [2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

1. Lens [2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

• Microscope [2mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

 

1. State and explain the nature of the observed motion of the smoke particles.    [3mks]

 

 

…………………………………………………………………………………………

…………………………………………………………………………………………

1. State what will be observed about the motion of the smoke particles if the temperature surrounding the smoke cell is raised slightly.             [1mks]

 

…………………………………………………………………………………………

…………………………………………………………………………………………

12. (a) The fig below shows a velocity – time graph for the motion of a certain body.

 

 

 

 

 

 

 

 

 

 

 

 

Describe the motion of the body in the region.                                             [3mks]

1. OA

 

…………………………………………………………………………………………

…………………………………………………………………………………………

1. AB

 

…………………………………………………………………………………………

…………………………………………………………………………………………

• B C

 

…………………………………………………………………………………………

…………………………………………………………………………………………

 

2. b) A car initially at 10m/s decelerates at2.5m/s².

Determine,

1. Its velocity after 1.5 s [2mks]

 

 

 

 

 

• The distance travelled in 1.5 s. [2mks]

 

 

 

 

 

 

 

 

 

III. The time taken for the car to stop.                                                           [2mks]

 

 

 

 

 

 

 

 

(c)

1. State Newton’s first law of motion. [1mks]

 

 

…………………………………………………………………………………………

…………………………………………………………………………………………

 

1. A stone of mass 0.01kg is released from a catapult of mass 0.25kg. If the release velocity of the stone is 175m/s, determine the recoil velocity of the catapult. [4mks]

___________________________________________________________________

PHYSICS PAPER 1 FORM 3 MARKING SCHEME

Volume = 7.4cm³ – 4.6cm³ = 2.8 cm³

Density = mass =               11g =                    3.9/cm³

Volume            2.8cm³

 

2. In (a) the adhesive force between water and capillary tube is stronger than the cohesive force between water molecules while in (b) the cohesive force between mercury molecules is stronger than adhesive force between mercury and the tube.
3. Force = Pressure x Area

P=hpg

=2x1000x10= 20 000

A = 2

10000

=0.0002m²

P = FxA

= 20000x 0.0002 =  4N

4. Water and glass are poor conductors of heat.
5. (i)Making the bore very fine

ii)Reducing the size of the bulb

iii)Making the wall of the bulb very thin

6. (i)Friction is a force that resists one surface from sliding over the other.
7. ii) F = R

= mg

=0.6 x 30×10

= 180N

iii)- Use of rollers

• Use of ball bearings
• Lubrication

7. (i)- Length of a conductor

• Cross-section area of a conductor
• Temperature difference between the ends of a conductor
• The nature of the material. [any two]

ii)On the wooden block. The wooden block is a poor conductor of heat and so all the heat goes in melting the wax.

 

SECTION B

8. (a)

 

 

 

 

 

 

 

V.R =      1

SIN 30

= 2

M.A= efficiency x V.R

= 72 X 2

100

= 1.44

Effort = load

M.A

= 50×10

1.44

= 347.2N

b)Work done against friction = work input – work output

work out put = mgh

= 50x10x4 = 2000J

Work input = effort x distance moved by effort

= 347.2 x AC

= 347.2 X   4

SIN 30

= 2777.65

Therefore work done against friction

= 2777.6 – 2000

= 777.6J

1. c) Efficiency = work output x 100

Work input

Work input = 2000×10 x 22 = 550 000J

0.8

 

9. (a)i)The pressure above tube B is low than that above tube A. this is caused by high velocity of air above B compared to velocity above tube A.
10. ii) When the gas tap is opened, gas flows at high speed creating a low pressure region above the nozzle. The higher atmospheric pressure on the outside pushes air in and the gas burns
11. b) i) Centre of gravity is the point of application of resultant force due to earth’s attraction on the body.
12. ii) Sum of clockwise moment = sum of anticlockwise moments

0.1xw + (1×0.60) = 2×0.4

0.1w + 0.6 = 0.8

0.1w = 0.8 -0.6

0.1w = 0.2

W = 2N

10. (a)Methylated spirit evaporates faster [is highly volatile] than water taking away the latant heat faster from the hand.

b)Specific latent heat of fusion of a substance is the quantity of heat required to melt completely one kilogram of a substance at constant temperature.

c)i)I. E = pt

= 60x5x60 = 18000J

1. E = L_f

18000 =  60 x L_f

1000

L_f = 300000J/kg

ii)The temperature of the room melted some ice since it was higher than the melting point of ice.

11. (a)i)Smoke particles are used to show the behavior of air molecules since they are more visible than air molecules and light enough to move when bombardment by air molecules.
12. ii) The lens focuses the light from the lamp on the smoke particles causing them to be observable.

iii)The microscope enlarges [magnifies] the smoke particles so that they are visible.

b)The smoke particles are seen to be in constant random motion. The motion is caused by uneven bombarded by invisible particles of air.

1. c) The smoke particles would move faster.

 

12. (a)i) OA : Body moves with constant acceleration or the body moves with uniformly increasing velocity.

ii)AB: Body moves with non-uniform decceleration.

iii)BC : Body moves with constant velocity or moves with zero acceleration.

b)i)I.              V = U + at

=    10-(2.5×1.5)

= 6.25m/s

1. S= Ut + ½ at²

=(10×1.5)- ( ½ x2.5 x 1.5²)

= 12.1875m

III. V= u +at

O = 10 – 2.5t

 

T = 4 seconds

c)i) A body remains at rest or in a uniform motion  in a straight line, unless acted upon by an external force.

ii)Total momentum before releasing the catapult.

= m₁u₁ + m₂u₂

=(0.25 x 0 )+ (0.01 x 0)

[Both catapult and stone at rest]

= 0kgm/s

 

Momentum of the catapult after release

=0.25 x v

=0.25vkgm/s

 

Momentum of the stone after release

= 0.01 x 175

=1.75kgm/s

Total final momentum is given by

= 1.75 + 0.25v

 

Initial momentum = final momentum

O = 1.75 + 0.25v

-1.75=0.25v

 

-1.75 = V

0.25

– 7 = V

 

HISTORY SCHEMES OF WORK

FORM TWO

TERM I

REFERENCES:

1. KLB
2. The Evolving World
3. Milestone in History
4. Gateway
5. KIE

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
	1-3	REVISION OF EXAMS
	1	Trade	Definition of trade Methods of trade Barter trade Currency trade	By the end of the lesson, the learner should be able to define the tem trade Identify the methods of trade	Defining terms Identifying Explaining Asking and answering questions	Student’s book Resource person Pictures	Milestone in History and Government form II page  1-3 Milestone Teachers guide 65-68 Evolving world Bk 2 page 126-129 K.L.B History and Government Bk 1 page 93-97
	2 to 3	trade	Types of trade Origin and development	By the end of the lesson, the learner should be able to State types of trade Explain the origin, development, organization and the impact of local trade Explain the origin, development and trade goods during the trans-saharan trade	Discussions Identifying Describing Asking and answering questions illustrations	hand-outs Realia documents Resource persons Students book Teachers guide Charts Pictures Gateway Revision	Milestone in History and Government form II page  3-6 Milestone Teachers guide 32-34 Evolving world Bk 2 page 4-7 History and Government pages 32-33 Golden tips page 65
	1	Trade	Trans-Saharan Trade Organization of the Trade Trade Routes Problems faced by trades	By the end of the lesson, the learner should be able to Define the term Trans-Saharan Trade Explain the organization trade routes of the trade Explain the problems faced by the traders during the Trans-Saharan trade	Discussions Identifying trade routes Asking and answering questions Defining terms	Student book Teachers book or guide Resource person Charts Documents Realia News paper cuttings Gateway Revision	Milestone in History and Government form II page  6-8 Milestone Teachers guide 32-38 Evolving world Bk 2 page 6-9 Gateway Secondary Revision History and Government pages 32-33 Golden tips page 65-66
	2	Trade	Decline of the trans-Saharan	By the end of the lesson, the learner should be able to Explain the decline of the Trans-Saharan trade	Discussing the decline of trans-saharan trade Explanations Asking and answering questions	Gateway Revision Teachers Guide Charts Maps Students book Hand-outs	Milestone in History and Government form II page  8-9 Milestone Teachers guide 32-38 Evolving world Bk 2 page 10 Gateway Secondary Revision               pg 34
	3	Trade	Impact of the trans-Saharan trade	By the end of the lesson, the learner should be able to Explain the impact of the trans-Saharan trade	Discussing Making and taking notes Asking and answering questions	Gateway Revision Teachers guide Charts Maps Students book Hand outs	Milestone in History and Government form II page  9-10 Milestone Teachers guide 32-34 Evolving world Bk 2 page 9-10 Gateway Secondary Revision               pg 34
	1	Trade	International Trade Trans-Atlantic trade Origin and development	By the end of the lesson, the learner should be able to State the origin of the Trans-Atlantic trade Discuss the development of the trans-Atlantic trade Define the term international trade	Defining international    trade Discussing the origin and development of Trans-  Atlantic trade Asking and answering questions Note taking	Students  book Maps Charts Gateway revision Hand-outs Realia Pictures Documents Resource person	Milestone in History and Government form II page  10-12 Milestone Teachers guide 32-34 Evolving world Bk 2 page 11-14 Gateway Secondary Revision 34-35 History and Government pages 11-14 Golden tips page 67-68
	2	Trade	Organization of the trans-Atlantic Trade Methods used to obtain slaves	By the end of the lesson, the learner should be able to Explain the organization of trans-Atlantic trade Describe the methods used to obtain slaves	Explaining Discussions Asking and answering questions Note taking	Pictures Realia Handouts Resource person Documents Gateway Revision	Milestone in History and Government form II page  12-13 Milestone Teachers guide 32-34 Evolving world Bk 2 page 11-14 Gateway Secondary Revision 35 History and Government pages 14-16 Golden tips page 68
	3	Trade	Decline of Trans-Atlantic of trade Impact of Trans- Atlantic trade	By the end of the lesson, the learner should be able to Explain the decline of Trans-Atlantic trade Discuss the impact of the trans-Atlantic trade	Explanations Discussions Asking and answering questions Note taking	Students book Pictures Teachers Charts Maps Resource person Gateway Revision	Milestone in History and Government form II page  13-16 Milestone Teachers guide 32-34 Evolving world Bk 2 page 16-19 Gateway Secondary Revision 36-37
	1	Transport	Definition of transport Traditional forms of transport	By the end of the lesson, the learner should be able to Define the term “transport” Identify traditional forms of transport Explain land transport and human and animal transport	Explaining meaning of the terms transport Discussions Asking questions Note taking	Students book Pictures Teachers Charts Maps Resource person Gateway revision	Milestone in History and Government form II page  18-21 Milestone Teachers guide 36-37 Evolving world Bk 2 page 16-19 Gateway Secondary Revision 38 History and Government pages 20-23 Golden tips page 70
	2 to 3	Transport	Wheel vehicles Use of the wheels in Mesopotamia China Africa Europe	By the end of the lesson, the learner should be able to Describe the development of the wheel in Mesopotamia, china, Africa and Europe Describe wheeless vehicle or a form of land transport	Discussing Explanations Describing Note taking Asking and answering questions	Students book Teachers guide Charts Maps Hand-outs Realia Gateway Revision	Milestone in History and Government form II page  21-24 Milestone Teachers guide 36-37 Evolving world Bk 2 page 21-22 Gateway Secondary Revision 38 History and Government pages 14-16 Golden tips page 73
	1	Transport	Water Transport Boats Dug-out boats Rafts Camoes Sailing ships	By the end of the lesson, the learner should be able to Explain water as a means of transport	Explaining Drawing pictures Note taking Asking and answering questions	Students book Teachers guide Charts Maps Hand-outs Realia	Milestone in History and Government form II page  35 Milestone Teachers guide 36-37 Evolving world Bk 2 page 21-22 Gateway Secondary Revision 41
	2	Development of Transport and communication	Development in modern means of Transport Road transport Roman roads Modern roads Bicycle Motor vehicle	By the end of the lesson, the learner should be able to Explain road transport as a means of transport i.e explain how Mac. Adam roads were made Trace the development of the bicycle and motor vehicle © Education Plus Agencies	Discussing how the Mac. Adam roads were made Explaining the difference between the Adam and modern tarmac roads Discussing the development in bicycle and explaining the development of the motor vehicle	Students book Photos Teachers guide Photographs	Milestone in History and Government form II page  26-31 Milestone Teachers guide 36-37 Evolving world Bk 2 page 26-29 Gateway Secondary Revision 39
	3	Development of transport and communication	Rail transport Electric engine Trans-Sahara railway Great American Railway The Canadian-pacific railway The Ugandan railway	By the end of the lesson, the learner should be able to Explain the development of the railway from the invention of steam engine locomotive Discuss the advantages of the great American Railway Discuss the advantages of the Canadian pacific and Ugandan railway	Discussing the great railway Illustrating their advantages and disadvantages Asking and answering questions	Students book Photos Teachers guide	Milestone in History and Government form II page  31-35 Milestone Teachers guide 36-38 Evolving world Bk 2 page 21-22 Gateway Secondary Revision 40 Golden tips page 77 High Flyer page 31
	1	Development of air transport and communication	Transport Development of air transport, space exploration Origin of space exploration	By the end of the lesson, the learner should be able to Discuss each attempted of inventing, the aero plane and explaining the impact of air transport today Discuss space frame today	Discussing the impact of air travel Discussing early attempts to invent aeroplane Discussing impacts of air transport and space exploration	Photos Students books Gateway Revision Photos Students book Teachers guide	Milestone in History and Government form II page  38-40 Milestone Teachers guide 38 Evolving world Bk 2 page 21-22 Gateway Secondary Revision 40 Golden tips page 80-87 High Flyer page 32
	2	Development of  transport and communication	Air transport Development of air transport Space exploration Origin of space exploration	By the end of the lesson, the learner should be able to Explain how the steam power shout is passed to drive steam ships Name three pioneers in the world of steamships and explain their contribution in this area	Explain how steam power works Identifying three power in steamship explaining their contributions in the area Naming Note taking Asking and answering questions	Photos Students book Gateway Revision Charts Pictures Hand-outs Realia Resource persons	Milestone in History and Government form II page  36-38 Milestone Teachers guide 36-38 Gateway Secondary Revision 42 Golden tips page 82 High Flyer page 32
	3	Development of transport and communication	Impact of modern means of transport Impact of road transport Impact of rail transport Impact of space exploration/travel	By the end of the lesson, the learner should be able to Discuss the achievements of space exploration Discuss the impact of road, railway and water transport Discuss the impact of air transport and space exploration travel	Revising and achievements of space exploration Explaining the impact of railway and water transport Discussing the impact of air transport and space explorations Asking and answering questions Note taking	Gateway Revision photos Students books Documents Teachers Guide Realia Hand-outs Resource person	Milestone in History and Government form II page  41-44 Milestone Teachers guide 38 Gateway Secondary Revision 43-44 Golden tips page 82-83
	1	Development of transport and communication	Traditional forms of communication Smoke signals Drum beats Messengers Horn blowing Written messages Stone tables Scrolls	By the end of the lesson, the learner should be able to Discuss the traditional forms of communication	Discussing the traditional forms of communication Asking and answering questions Note taking Explanations	Photos Students books Teachers guide Documents Charts Gateway Revision Realia Resource person	Milestone in History and Government form II page  45-47 Milestone Teachers guide 38 Gateway Secondary Revision 45 Golden tips page 83 High Flyer page 33
	2	Development of transport and communication	Development in modern forms of communication Telegraph E-mail Fax (Facsimile)	By the end of the lesson, the learner should be able to Identify the modern means of communication Explain the use of telephone, cell phones, television and radio	Discussing the modern forms of communication Telecommunication Telephones & cell phones Television Radio	Photos Students book Teachers guide Gateway revision	Milestone in History and Government form II page  43-50 Milestone Teachers guide 39 Evolving world Bk 2 page 57-61 Gateway Secondary Revision 45-49 Golden tips page 86-89 High Flyer page 32
	3	Development of transport and communication	Development in modern terms of communications Telegraph E-mail Fax (Facsimile)	By the end of the lesson, the learner should be able to Explain the use of telegraph, E-mail and Fax (Facsimile )	Discussing the use of telegraph, E-mail and fax Explanations Drawing Asking and answering questions Note taking	Photos Students book Teachers guide Gateway Revision Charts Realia Handouts Documents Resource persons Personal experience	Milestone in History and Government form II page  43-50 Milestone Teachers guide 39 Evolving world Bk 2 page 60 Gateway Secondary Revision 47 Golden tips page 87-88 High Flyer page 34-35
9	1	Development of transport and communication	Telex Pager Internet Satellites rockets Impacts of telecommunication services	By the end of the lesson, the learner should be able to Explain the use of the telex, pager, the internet and satellite of rockets Discuss the impact of telecommunication services	Discussing the use of telex, pager, internet and the satellites of rockets Discussing the impact of telecommunication resources Explanations Asking and answering questions Note taking	Photos Students book Teachers guide Gateway revision Chart Pictures Hand-outs Realia Personal experience	Milestone in History and Government form II page  52-55 Milestone Teachers guide 39 Evolving world Bk 2 page 60 Gateway Secondary Revision 47-48 Golden tips page 88-89 High Flyer page 35 Evolving world page 61-64
	2	Development of transport and communication	Development in modern means of communication Print media Newspapers magazines	By the end of the lesson, the learner should be able to explain the role of the media in national development and discuss positive and negative impacts of the print medias	discussing the role of the print media in national development explanations illustrating asking and answering questions note taking	photos Newspapers Magazines Students books Teachers guide	Milestone in History and Government form II page  55-59 Milestone Teachers guide 39 Gateway Secondary Revision 49-50 Golden tips page 89-90 High Flyer page 34
	3	Development of communication	Journals Periodicals Positive impact of point media Negative impact of print media Newspapers Magazines	By the end of the lesson, the learner should be able to Explain the role of the print media national development and discuss the positive and negative impacts of print media	Discussing the use of print media Explaining the effects of print media (both positive and negative effects) Asking and answering questions Note taking	Students books Photos Video films and documentations Resource person Teachers guide Charts Newspaper cuttings Gateway revision	Milestone in History and Government form II page  59-60 Milestone Teachers guide 39 Evolving world Bk 2 page 60 Gateway Secondary Revision 50 Golden tips page 90 High Flyer page 34 Evolving world page 65-68
	1	Development in industry	Definition of Industry Early sources of energy Wood Water Wind	By the end of the lesson, the learner should be able to Define the term industry and identify the early sources of energy i.e wind, water and wood	Defining the term industry Discussing the early sources of energy Asking and answering questions Note taking	Students book Teachers guide Charts Gateway revision Realia Handouts Resource persons	Milestone in History and Government form II page  62-63 Milestone Teachers guide 41-42 Evolving world Bk 2 page 69-70 Gateway Secondary Revision 51 Golden tips page 92 High Flyer page 36 Evolving world page 61-64
	2	Development industry	Uses of metals in Africa Bronze Gold Copper	By the end of the lesson, the learner should be able to Explain the uses of bronze, gold and copper	Explaining the uses of bronze, gold and copper Notes taking Asking and answering questions Discussing	Pictures Student book Teachers guide Gateway revision Charts Maps Resource person	Milestone in History and Government form II page  63 Milestone Teachers guide 42 Evolving world Bk 2 page 71-72 Gateway Secondary Revision 51 Golden tips page 93 High Flyer page 37 Evolving world page 71-72
	3	Development of  industry	Iron Consequences of iron working	By the end of the lesson, the learner should be able to Explain the uses of iron and the consequences of iron working	Discussing the uses of iron Explaining the consequences of iron working Asking and answering questions	Photos Students book Teachers book Revision Hand-outs Scrolls Documents Charts Maps	Milestone in History and Government form II page  64-65 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 51-52 Golden tips page 94 High Flyer page 37 Evolving world page 61-64
	1	Development of industry	Industrial Revolution in Europe Uses of various sources of energy Coal Petroleum	By the end of the lesson, the learner should be able to Explain the uses of various source of energy i.e cool and petroleum	Discussing the uses of iron Explaining the consequences of iron working Asking and answering questions	Photos Students book Teachers book Revision Hand-outs Scrolls Documents Charts maps	Milestone in History and Government form II page  65-66 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 52-53 Golden tips page 94-96 High Flyer page 38-39 Evolving world page 74-80
	2-3	Development of Industry	Industrial Revolution in Europe Steam and its uses Electricity Uses of iron & steel	By the end of the lesson, the learner should be able to Explain the uses of various sources of energy i.e steam & electricity Explain the uses of iron and steel	Revising on the uses of various sources of energy i.e coal and petroleum Explain uses of steam and electricity Discussing the uses of iron and steel	Students book Teachers guide Gateway Revision Realia Handouts Charts Maps	Milestone in History and Government form II page  67-69 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 53 Golden tips page 95-96 High Flyer page 38-39 Evolving world page 77-80
	1	Development of industry	Industrialization in Britain Characteristics of industrial revolution The textile industry in Britain	By the end of the lesson, the learner should be able to Explain the characteristics of the industrial revolution Describe the textile industry in Britain	Explaining the characteristics of industrial Revolution Describe the textile industry in Britain	Students book Teachers guide Gateway Revision Realia Handouts Charts Maps	Milestone in History and Government form II page  69-71 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 54 Golden tips page 96-97 High Flyer page 39-40 Evolving world page 80-81
	2	Development of Industry	Industrialization in Continental Europe Reasons why continental Europecountries lagged behind in industrial take off	By the end of the lesson, the learner should be able to Explain why continental European countries lagged in industrial take off	Explaining why continental Europe lagged behind in industrial take off	Students book Teachers guide Charts Maps Realia Resource person	Milestone in History and Government form II page  72-73 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 55-56 Golden tips page 97 High Flyer page 40 Evolving world page 80-81
	3	Development of Industry	Factors contributing to Britain’s Industrialization	By the end of the lesson, the learner should be able to Explain factors contributing to Britain Industrialization	Explaining the factors that contributed to industrial revolution in Britain	Students book Teachers guide Gateway revision Resource persons Charts Map Hand outs	Milestone in History and Government form II page  71-72 Milestone Teachers guide 42 Evolving world Bk 2 page 80 Gateway Secondary Revision 54 Golden tips page 96 High Flyer page 39 Evolving world page 80-81
	1	Development of industry	Effects of industrial Revolution in Europe Political effects Economic effects	By the end of the lesson, the learner should be able to Explain the effect of industrial revolution	Discussing the effects of industrial Revolution i.e Political and economic effects	Photos Students book Teachers guide Gateway Revision Realia Handouts Videos Resource person	Milestone in History and Government form II page  73-74 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 55-56 Golden tips page 97 High Flyer page 40 Evolving world page 82
	2	Development of industry	Social effects of industrial revolution in Europe	By the end of the lesson, the learner should be able to Explain the social effects of industrial revolution in Europe	Explaining the social effects of industrial revolution in Europe Making and taking notes	Photos Students book Teachers guide Hand-out Charts Maps Realia	Milestone in History and Government form II page  74-76 Milestone Teachers guide 42 Evolving world Bk 2 page 73 Gateway Secondary Revision 56 Golden tips page 97 High Flyer page 40 Evolving world page 83
	3	Development of industry	Scientific Revolution Scientific inventions Medicine	By the end of the lesson, the learner should be able to Explain the scientific inventions made in medicine	Explaining the scientific inventions made in medicine Asking and answering questions Note taking	Photos Students book Teachers guide Charts Resource person Realia Handouts Videos	Milestone in History and Government form II page  76-79 Milestone Teachers guide 43 Evolving world Bk 2 page 73 Gateway Secondary Revision 56 Golden tips page 97 High Flyer page 41
	1-3	END OF TERM EXAMINATIONS

 

 

HISTORY SCHEMES OF WORK

FORM TWO

TERM II

 

 

 

REFERENCES:

1. KLB
2. The Evolving World
3. Milestone in History
4. Gateway
5. KIE

 

 

WK

LSN

TOPIC

SUB-TOPIC

OBJECTIVES

L/ACTIVITIES

L/T AIDS

REFERENCE

REMARKS

1

1-3

REPORTING AND REVISION OF LAST TERM’S EXAMS

2

1

Development of Industry

Scientific inventions Physics

By the end of the lesson, the learner should be able to Discuss the inventions made in Physics State and explain two inventors and their inventions in the field of physics

Discussing the inventions made in physics Asking and answering questions Stating various inventors and their invention explanations

pictures students book teachers guide charts maps Realia Resource Person

Milestone in History and Government form II page  79-80 Milestone Teachers guide 43 Evolving world Bk 2 page 84-85 Gateway Secondary Revision 57-58 Golden tips page 98 High Flyer page 41

2

Development of Industry

Chemistry Biology

By the end of the lesson, the learner should be able to State the inventors and their inventions in chemistry and Biology Discuss the inventions made in chemistry and Biology

Discussions Explanations Note taking Illustrations Drawings Asking and answering questions

Charts Maps Pictures Realia Resource person Photos Hand-outs Documents Students book Teachers Guide

Milestone in History and Government form II page  80-81 Milestone Teachers guide 43 Gateway Secondary Revision 58-59 Golden tips page 97 Evolving world History and Government page 85

3

Development of Industry

Impact of scientific inventions Agriculture Industry

By the end of the lesson, the learner should be able to Discuss the impact of scientific inventions in Agriculture and industry

Discussions Explanations Note taking Asking questions for clarifications Answering questions Demonstrations

Teachers Guide Students book Documents Pictures Hand-outs Resource person Charts Realia

Milestone in History and Government form II page  81-84 Milestone Teachers guide 43 Gateway Secondary Revision 59-60 Golden tips page 97 High Flyer page 40 Evolving world page 90-91

3

1

Development  of Industry

Impact on scientific inventions on medicine Factors undermining scientific revolution countries

By the end of the lesson, the learner should be able to Discuss the impact of scientific inventions in medicine Explain factors undermining the scientific revolution in developing countries

Discussions Explanations Making and taking notes Demonstrating Asking and answering questions

Students book Teachers guide Charts Resource persons Realia Pictures Discussions Teachers notes

Milestone in History and Government form II page  85-86 Milestone Teachers guide 43 Gateway Secondary Revision 60 Golden tips page 100 High Flyer page 42 Evolving world page 92

2

Developing of industry

Emerging of the worlds industrial world powers United states of America (USA)

By the end of the lesson, the learner should be able to Discuss the factors that let or contributed to industrialization in the U.S.A

Discussions Explanations Making and taking notes Drawing maps Asking and answering  questions

Photos Students book Teachers guide Gateway revision Hand-outs Realia Resource person

Milestone in History and Government form II page  87-89 Milestone Teachers guide 43 Gateway Secondary Revision 61 Golden tips page 100-101 High Flyer page 42 Evolving world page 93-94

3

Development of Industry

Germany Factors that facilitated industrialization in Germany

By the end of the lesson, the learner should be able to Discus the factors that led to industrialization in Germany Discuss factors that enabled Germany to recover after the two wars

Discussing Explanations Asking and answering questions Drawing maps

Pictures Student book Teachers guide Gateway Revision Charts Maps

Milestone in History and Government form II page  89-91 Milestone Teachers guide 43 Gateway Secondary Revision 61 Golden tips page 101 Evolving world History and Government page 92

4

1

Development of Industry

Japan Factors that contributed to industrialization in Japan

By the end of the lesson, the learner should be able to Explain the factors that contributed to industrialization in Japan

Explaining the factors that contributed to industrialization in Japan

Charts Photos Students book Teachers guide Gateway Revision

Milestone in History and Government form II page  91-93 Milestone Teachers guide 43 Gateway Secondary Revision 62 Golden tips page 101-102 High Flyer page 43 Evolving world History and Government page 99-100

2

Development in industry

Industrialization in the third world countries South Africa Factors that facilitated the growth of industry in South Africa

By the end of the lesson, the learner should be able to Define the term third world and explain the factors that facilitated the growth of industry in south Africa

Defining term third world countries Explaining the factors that led to growth of industry in South Africa

Charts Photos Students book Teachers guide Gateway Revision

Milestone in History and Government form II page  93-95 Milestone Teachers guide 43 Gateway Secondary Revision 62 Golden tips page 101-102 High Flyer page 43 Evolving world History and Government page 99-100

3

Development in industry

Brazil Factors that have promoted industrial growth in Brazil

By the end of the lesson, the learner should be able to Discuss the factors that led to industrial growth in Brazil

Explaining the factors that led to industrial growth in Brazil

Students book Teachers guide Gateway Revision Resource persons Realia Hand-outs Charts Maps

Milestone in History and Government form II page  97-98 Milestone Teachers guide 43 Gateway Secondary Revision 63 Golden tips page 102 High Flyer page 44 Evolving world History and Government page 100-102

5

1

Development of industry

India Factors that contributed growth in India

By the end of the lesson, the learner should be able to Explain the factors that have contributed to industrial growth in India

Discussing the factors leading to industrial growth in India Note taking Questions and answers

Charts Students book Teachers guide Realia Documents Newspaper cuttings Hand-outs Scrolls

Milestone in History and Government form II page  98-99 Milestone Teachers guide 43 Gateway Secondary Revision 63 Golden tips page 103 High Flyer page 44 Evolving world History and Government page 104-106

2

Urbanization

Meaning of urbanization Early urbanization in Africa Factors that facilitated early urbanization in Africa and Europe

By the end of the lesson, the learner should be able to Define the term urbanization Describe the factors that facilitated urbanization in Africa and Europe

Defining urbanization Discussing the factors that facilitated early urbanization in Africa and Europe

Maps Newspapers cuttings Photos Graphs Students book Teachers guide

Milestone in History and Government form II page  101 Milestone Teachers guide 45-47 Gateway Secondary Revision 64 Golden tips page 105 High Flyer page 46 Evolving world History and Government page 108-109

3

Urbanization

Early urbanization in Cairo Factors that facilitated urbanization in Cairo

By the end of the lesson, the learner should be able to Explain the factors that facilitated urbanization

Discussing factors that facilitated urbanization in Cairo

Maps Students book Teachers guide Charts Maps Text books

Milestone in History and Government form II page  101 Milestone Teachers guide 45-47 Gateway Secondary Revision 64 Golden tips page 105 High Flyer page 46 Evolving world History and Government page 108-109

6

1

urbanization

Early urbanization consequences of urbanization

By the end of the lesson, the learner should be able to Explain the consequences of urbanization in Cairo

Discussing the consequences of urbanization in Cairo Drawing maps

Student books Teachers guide Maps Charts Realia Newspapers cuttings Hand-outs Resource person

Milestone in History and Government form II page  101-103 Milestone Teachers guide 47 Gateway Secondary Revision 65 Golden tips page 105 High Flyer page 46 Evolving world History and Government page 109-110

2

Urbanization

Early urbanization Merowe/Meroe Kilwa

By the end of the lesson, the learner should be able to Explain the early urbanization in Merowe or Meroe and Kilwa

Discussing the early urbanization in Meroe and Kilwa Drawing maps

Photos Students books Teachers guide Charts Handouts Newspapers cuttings Realia

Milestone in History and Government form II page  104 Milestone Teachers guide 47 Gateway Secondary Revision 65 Golden tips page 105 High Flyer page 47 Evolving world History and Government page 107-108

3

Urbanization

Early urbanization in Europe Factors that contributed to early urbanization in Europe and London

By the end  of the lesson, the learner should be able to Explain the factors that contributed to early urbanization in London

Explaining the factors that contributed to early urbanization in London

Maps Student book Teachers guide Gateway Revision Hand-outs Realia Charts Newspaper cuttings

Milestone in History and Government form II page  105-106 Milestone Teachers guide 47 Gateway Secondary Revision 65 Golden tips page 108 High Flyer page 48 Evolving world History and Government page 113-116

7

1

Urbanization

Early urbanization in Athens Consequences of early urbanization

By the end of the lesson, the learner should be able to Explain the early urbanization in Anthens and consequences of early urbanization

Discussing early urbanization in Athens Explaining the consequences of early urbanization

Students book Teachers guide Photos Charts Maps Resource person Videos

Milestone in History and Government form II page  106-109 Milestone Teachers guide 47 Gateway Secondary Revision 65-66 Golden tips page 109-110 Evolving world History and Government page 113-114

2-3

urbanization

Emergences of modern urban, countries in Africa Nairobi

By the end of the lesson, the learner should be able to Explain the factors that contributed to development and growth of Nairobi

Discussing the factors that facilitated urbanization in Nairobi Listening to a resource person

Photos Students book Atlas Teachers guide Resource person Charts Maps Handouts Realia

Milestone in History and Government form II page  109-111 Milestone Teachers guide 47 Gateway Secondary Revision 66 Golden tips page 110 High Flyer page 49-50 Evolving world History and Government page 116-117

8

9

1

Urbanization

Consequences of urbanization in Nairobi

By the end of the lesson, the learner should be able to Explain consequences of urbanization in Nairobi

Discussing the effects of urbanization in Nairobi

Students book Teachers guide Photos Maps Realia Maps Charts Hand-outs

Milestone in History and Government form II page  111-112 Milestone Teachers guide 47 Gateway Secondary Revision 66-67 Golden tips page 111 High Flyer page 50 Evolving world History and Government page 117-118

2

Urbanization

Johannesburg Consequences of modern urbanization in Africa Johannesburg

By the end of the lesson, the learner should be able to Explain the consequences of urbanization in Africa Explain factors influencing growth of Johannesburg State the functions of Johannesburg State the problems facing Johannesburg or an urban centre and state solution to the problems

Discussions Explanations Note taking Asking and answering questions

Pictures Realia Hand-outs Maps Pictures Teachers guide Students book

Milestone in History and Government form II page  112-114 Milestone Teachers guide 47 Gateway Secondary Revision 67 Golden tips page 111 High Flyer page 50 Evolving world History and Government page 118-120

3

urbanization

Impact of Agrarian and industrial development and urbanization

By the end of the lesson, the learner should be able to Explain the consequences of Agrarian and industrial development and urbanization

Discussions Explanation Note taking Asking and answering questions

Hand-outs Maps Realia Students book Teachers guide Resource person Charts pictures

Milestone in History and Government form II page  114-115 Milestone Teachers guide 47 Gateway Secondary Revision 67-68 Golden tips page 112 Evolving world History and Government page 120-121

10

1

Social, Economic and political organization of African Societies in the 19th Century

Buganda kingdom Origin of BugandaKingdom

By the end of the lesson, the learner should be able to Explain the origin of BugandaKingdom

Discussions Explanations Note taking Asking and answering questions

Pictures Maps Realia Resource persons Charts Hand-outs

Milestone in History and Government form II page  116-117 Milestone Teachers guide 49 Gateway Secondary Revision 69 Golden tips page 111 Evolving world History and Government page 122

2

Social, Economic and political organization of African Societies to the 19th Century

Factors that contributed to the rise and expansion of Buganda

By the end of the lesson, the learner should be able to Explain the factors that contributed to the risk and expansion of BugandaKingdom

Discussing Explanation Drawing maps Note taking Asking and answering

Students book Teachers guide Maps Gateway revision Realia Hand-outs Documents

Milestone in History and Government form II page  117 Milestone Teachers guide 49-51 Gateway Secondary Revision 69 Golden tips page 113 High Flyer page 52 Evolving world History and Government page 123-124

3

Social, Economic and political organization of African Societies to the 19th Century

The social organization of BugandaKingdom

By the end of the lesson, the learner should be able to Explain the social organization of the BugandaKingdom

Explanations Discussions Note taking Answering questions Asking questions

Students book Teachers guide Maps Gateway Revision Pictures Hand-outs Documents

Milestone in History and Government form II page  117-118 Milestone Teachers guide 49-51 Gateway Secondary Revision 69 Golden tips page 113 High Flyer page 52 Evolving world History and Government page 126

11

1 to 2

Social Economic and political organization of African Societies to the 19th Century

Economic organization of the BugandaKingdom Political organization of the Buganda kingdom

By the end of the lesson, the learner should be able to Explain the economic organization of the BugandaKingdom Explain the political-organization of the BugandaKingdom

Explanations Discussions Drawing maps Note taking Asking and answering questions

Students book Teachers Guide Hand-outs Maps Charts Gateway Revision News paper cuttings

Milestone in History and Government form II page  118-119 Milestone Teachers guide 49-51 Gateway Secondary Revision 70 Golden tips page 113 High Flyer page 53 Evolving world History and Government page 125-127

3

Social Economic and political organization of African societies in the 19th Century

The shona The origin and development of the Shona

By the end of the lesson, the learner should be able to Explain the factors leading to the origin and development of the Shona

Explaining the origin of the Shona Explaining the development of the Shona

Students book Teachers guide Maps Charts Scrolls Realia Documents Hand-outs Video

Milestone in History and Government form II page  119-120 Milestone Teachers guide 49-51 Gateway Secondary Revision 70 Golden tips page 114 High Flyer page 53 Evolving world History and Government page 127

12

1

Social, Economic and political organization of African Societies in the 19th Century

Factors leading to the rise and expansion of the Shona tribe

By the end of the lesson, the learner should be able to Explain the factors that led to the rise and expansion of the Shona tribe

Discussing the rise and expansion of the Shona tribe/States

Students book Teachers guide Charts Realia Hand-outs Videos

Milestone in History and Government form II page  121 Milestone Teachers guide 49-51 Gateway Secondary Revision 70 Golden tips page 114-115 High Flyer page 52-53 Evolving world History and Government page 128

2

Social economic, and political organization of African societies in the 19th century

Social organization of the Shona

By the end of the lesson, the learner should be able to Explain the social organization of the Shona

Discussing the social organization of the Shona

Students book Teachers guide Maps Charts Resource persons Realia Hand-outs Pictures

Milestone in History and Government form II page  121 Milestone Teachers guide 49-51 Gateway Secondary Revision 70-71 Golden tips page 114-115 High Flyer page 52-53

3

Social Economic and political organization of African societies in the 19th Century

Economic organization of Shona

By the end of the lesson, the learner should be able to Explain the economic organization of the Shona

Discussing the economic organization of the Shona Note taking Asking and answering questions

Students book Teachers guide Photos Charts Pictures Hand-outs Realia Videos

Milestone in History and Government form II page  121-122 Milestone Teachers guide 49-51 Gateway Secondary Revision 77 Golden tips page 115 High Flyer page 53 Evolving world History and Government page 129

13

1

Social Economic and political organization of African Societies in the 19th century

Political organization of the Shona

By the end of the lesson, the learner should be able to Discuss the political organization of the Shona

Discussing the political organization of the shona Note taking Asking and answering questions

Student book Teachers guide Maps Photos Charts Pictures Videos

Milestone in History and Government form II page  122-123 Milestone Teachers guide 49-51 Gateway Secondary Revision 71 Golden tips page 114 High Flyer page 52 Evolving world History and Government page 128

2

Social Economic and political organization of African Societies in the 19th century

The origin of Asante Factors that led to rise and expansion of Asante/Ashanti

By the end of the lesson, the learner should be able to Explain the origin of Asante Explain the rise and expansion of the Asante/Ashanti

Explaining the origin of the Asante Discussing the factors that led to rise and expansion of the Asante/Ashanti

Photos Maps Students book Charts Pictures Hand-outs Realia

Milestone in History and Government form II page  122-123 Milestone Teachers guide 49-51 Gateway Secondary Revision 71 Golden tips page 115 High Flyer page 53 Evolving world History and Government page 128

3

Social Economic and political organization of African Societies in the 19th century

Social organization of the Asante

By the end of the lesson, the learner should be able to Explain the social organization of the Asante

Discussing the social organization of the Asante Asking and answering questions Note taking and making of notes

Teachers guide Photos Students guide Maps Pictures Hand-outs Realia

Milestone in History and Government form II page  123 Milestone Teachers guide 49-51 Gateway Secondary Revision 71-72 Golden tips page 116 High Flyer page 53 Evolving world History and Government page 133

14

1

Social Economic and political organization of African Societies in the 19th century

Economic organization of Asante

By the end of the lesson, the learner should be able to Explain the economic organization of the Asante

Discussing the economic organization of the Asante Drawing maps

Students book Teachers guide Photos Hand-outs Pictures Realia

Milestone in History and Government form II page  124 Milestone Teachers guide 49-51 Gateway Secondary Revision 72 Golden tips page 116 High Flyer page 53 Evolving world History and Government page 133

2

Social Economic and political organization of African Societies in the 19th century

The political organization of the Asante Empire

By the end of the lesson, the learner should be able to Explain the political organization of the Asante

Discussing the political organization of the Asante Note taking Asking and answering questions

Students book Teachers guide Maps Pictures Charts Realia Pictures Hand-outs

Milestone in History and Government form II page  124 Milestone Teachers guide 49-51 Gateway Secondary Revision 72 Golden tips page 116 High Flyer page 53 Evolving world History and Government page 137

3

Social Economic and political organization of African Societies in the 19th century

Social economic and political organization of the Asante (Revision)

By the end of the lesson, the learner should be able to Explain the political, social and economic organization of the Asante

Revising on the political, social and economic organization of the Asante Drawing maps Note taking Asking and answering questions

Students book Teachers guide Gateway revision Maps Charts Pictures Maps Realia Hand-outs Revision papers

Milestone in History and Government form II page  122-125 Milestone Teachers guide 49-51 Gateway Secondary Revision 72 Golden tips page 115-116 High Flyer page 53 Revision books of papers Marking schemes

15

END OF TERM EXAMINATIONS

 

 

HISTORY SCHEMES OF WORK

FORM TWO

TERM III

 

 

 

REFERENCES:

1. KLB
2. The Evolving World
3. Milestone in History
4. Gateway
5. KIE

 

 

WK

LSN

TOPIC

SUB-TOPIC

OBJECTIVES

L/ACTIVITIES

L/T AIDS

REFERENCE

REMARKS

1-3

REPORTING AND REVISION OF LAST TERM’S EXAMS

1

Constitution and constitution making

Definition of the term constitution Functions of the constitution

By the end of the lesson, the learner should be able to Define the term constitution and outline dysfunction

Defining the term constitution Discuss the function of the constitution

Student book Teachers guide Gateway Revision Documents Charts Resource person Constitution of Kenya

Milestone in History and Government form II page  126 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 117 High Flyer page 54 Evolving world History and Government page 135

2

Constitution & constitution making

Types of constitution

By the end of the lesson, the learner should be able to Explain the types of constitution

Discussing the types of constitution Listening to resource person

Student book Teachers guide Documents Resource person Charts Maps Picture Constitution

Milestone in History and Government form II page  126-127 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 117 High Flyer page 54 Evolving world History and Government page 136-137

3

Constitution and  constitution making

Written constitution Unwritten constitution

By the end of the lesson, the learner should be able to Explain the types of constitution Explain the advantages and disadvantages of written and unwritten constitution

Discussing the advantages and disadvantages of written and unwritten constitution

Students book Teachers guide Gateway Revision Documents Charts Pictures Maps Resource person

Milestone in History and Government form II page  127 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 117-118 High Flyer page 54 Evolving world History and Government page 136-137

1

Constitution making Process in Kenya Pre-colonial era Colonial era

By the end of the lesson, the learner should be able to Explain the  making of constitution in Pre-colonial and colonial era

Discussion, taking Short notes Question and answer session

Milestone in History and Government form II page  127-130 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 118 High Flyer page 55 Evolving world History and Government page 139

2

Independence Constitution first Lancaster house Conference 1960-1962

Learners should be able to discuss the ind.constitution and its features

Student book Teachers guide Charts Gateway Revision Documents

Milestone in History and Government form II page  131 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 118-119 High Flyer page 55 Evolving world History and Government page 149-150

3

Independence constitution in 1963-2010 phase 1963-1991

Learners should be able to explain Teachers of  ind. Constitution in 1st phase

Milestone in History and Government form II page  131 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 119 High Flyer page 56 Evolving world History and Government page 141

1

Independence constitution phase 2 1992-2010

Learners should be able to identify the reforms before general election

Milestone in History and Government form II page  132 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 120 High Flyer page 56 Evolving world History and Government page 140

2

Independence constitution phase 3 2003-2010

By the end of the lesson, the learner should be able to Discuss the main provisions of the national accord

Milestone in History and Government form II page  132 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 119-120 High Flyer page 54-56 Evolving world History and Government page 146

3

Independence Constitution key issues during the constitution drafting process

Learners should be able to explain the constitution making process up to promulgation of new constitution

Milestone in History and Government form II page  135 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 120 High Flyer page 54-56 Evolving world History and Government page 141

1

Constitutional changes  since independence up to August 2010

By the end of the lesson, the learner should be able to Explainthe process of constitutional Change up to 2010

Milestone in History and Government form II page  132-133 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 119 High Flyer page 55

2 To 3

Constitution and constitution making

National constitution conference The Referendum Enactment by National assembly

By the end of the lesson, the learner should be able to Explain the process of constitution making

Discussing the process of constitution making Explanation Note making Asking and answering questions

Students book Revision papers Newspaper cuttings Documents Realia Resource person Pictures

Milestone in History and Government form II page  135 Milestone Teachers guide 53-54 Gateway Secondary Revision Golden tips page 119 High Flyer page 55 Evolving world History and Government page 141-150

1 – 3

Features of the new constitution of Kenya

By the end of the lesson, the learner Will be able to discuss the features of new constitution of Kenya

Milestone in History and Government form II page  135-139 Milestone Teachers guide 53-54 Golden tips page 120-122 High Flyer page 55-56 Evolving world History and Government page 152

1

Democracy and Human Rights

Democracy Meaning of democracy Types of democracy

By the end of the lesson, the learner should be able to Define democracy Discuss types of democracy

Defining democracy Discussions Listening to resource person Asking and answering questions Note taking

Students book Teachers guide Resource person Constitution of Kenya Charts Pictures

Milestone in History and Government form II page  141-142 Milestone Teachers guide 53-54 Golden tips page 124 High Flyer page 57 Evolving world History and Government page 162-163

1

Democracy and Human Rights

Principles of democracy Citizen participation

By the end of the lesson, the learner should be able to Explain the principles of democracy

Discussing the principles of democracy (Citizen participation) Listening to a resource person

Students book Resource person Charts Pictures Realia handouts

Milestone in History and Government form II page 142-143 Milestone Teachers guide 56-57 Golden tips page 124 High Flyer page 57 Evolving world History and Government page 162-163

2

Democracy and Human Rights

Regular free and fair elections Political tolerance

By the end of the lesson, the learner should be able to Explain the principles of democracy

Discussing the principles of democracy Listening to resource persons

Students book Teachers guide Resource persons Photos Gateway revision Charts Pictures Handouts Realia

Milestone in History and Government form II page 144 Milestone Teachers guide 56-57 Golden tips page 124 High Flyer page 57 Evolving world History and Government page 162-163

3

Democracy and Human rights

Transparency and accountability Control of abuse of power

By the end of the lesson, the learner should be able to Explain the principles of democracy

Discussing the principles of democracy Taking and making notes

Gateway Revision Students book Photos Charts Constitution of Kenya Revision Handouts

Milestone in History and Government form II page 144-145 Milestone Teachers guide 58 Golden tips page 124 High Flyer page 57 Evolving world History and Government page 162-163

1

Democracy and Human Rights

Principles of democracy Multi-party Equality Economic freedom

By the end of the lesson, the learner should be able to Explain the principles of democracy

Explaining the principles of democracy Asking and answering questions

Students book Teachers guide Photos Gateway Revision Students book

Milestone in History and Government form II page 145-146 Milestone Teachers guide 58 Golden tips page 124 High Flyer page 57 Evolving world History and Government page 162-163

2

Democracy and Human Rights

Principles of democracy Bill of human rights Human rights Rule of law Fair procedures The ombuds person

By the end of the lesson, the learner should be able to Explain the principles of democracy

Explaining the principles of democracy Asking and answering questions

Teachers guide Documents Charts Maps Pictures Drawings Realia

Milestone in History and Government form II page 145-146 Milestone Teachers guide 56-58 Golden tips page 124-125 High Flyer page 57 Evolving world History and Government page 163-165

3

Democracy and Human Rights

Human rights The concept of human rights

By the end of the lesson, the learner should be able to Explain the meaning of human rights Explain the concept of human rights

Defining and explaining the concept of Human rights Asking and answering of questions

Student’s book Teachers guide Resource person Documents Charts Handouts Pictures

Milestone in History and Government form II page 147 Milestone Teachers guide 56-58 Golden tips page 125 High Flyer page 57 Evolving world History and Government page 163

1

Democracy and Human Rights

The bill f rights The concept of the bill of rights

By the end of the lesson, the learner should be able to Explain the concept of the Bill of Rights and their sources

Discussing the concept of the Bill of Rights Asking and answering questions

Students guide Documents Charts Handouts Pictures Videos

Milestone in History and Government form II page 147-148 Milestone Teachers guide 56-58 Golden tips page 125 High Flyer page 57 Evolving world History and Government page 165

2

Democracy and Human Rights

The UN character on human rights

By the end of the lesson, the learner should be able to Explain the origin and practice of UN charter in relation to the Human Rights

Explaining the origin and practice of the UN Charter on human rights Asking and answering of questions Listening to a resource person

Students book Teachers guide Resource person Charter Videos Resource person

Milestone in History and Government form II page 142 Milestone Teachers guide 56-58 Golden tips page 126 High Flyer page 57 Evolving world History and Government page 168

3

Democracy and Human rights

The rights of the child

By the end of the lesson, the learner should be able to Explain the rights of the child

Explaining the rights of the child Asking and answering questions Taking and making notes

Students book Teachers guide Photos Documents Charts Videos Pictures

Milestone in History and Government form II page 152-153 Milestone Teachers guide 57-58 Golden tips page 126 High Flyer page 58 Evolving world History and Government page 170

11

1

Democracy and Human rights

Classification of human rights Political rights Social rights

By the end of the lesson, the learner should be able to Explain the political and social rights e.g human beings

Discussing Political and social rights of human beings Asking and answering questions Note taking

Students book Teachers guide Photos Documents Charts Pictures Handouts Realia Videos

Milestone in History and Government form II page 152-153 Milestone Teachers guide 57-58 Golden tips page 126 High Flyer page 57 Evolving world History and Government page 163-164

2

Democracy and Human Rights

Economic rights Environmental rights

By the end of the lesson, the learner should be able to Explain the economic environmental and developmental rights

Discussing the economic, environmental and developmental rights of citizens Asking and answering questions Note taking

Students book Teachers guide Photos Gateway Revision Charts Maps Videos

Milestone in History and Government form II page 153-154 Milestone Teachers guide 56-58 Golden tips page 126 High Flyer page 57 Evolving world History and Government page 164

END OF YEAR EXAMINATIONS

 

AGRIC, F4, T1

 

 

 

 

 

 

 

 

REFERENCES: Longhorn Secondary Agriculture Book, Golden Tips KCSE Agriculture, Certificate Agriculture Book, KLB Top Mark Agriculture, KLB Secondary Agriculture, Teacher’s Guide

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1	Livestock production (V) poultry	Parts of an egg	By the end of the lesson, the learner should be able to Identify the various parts of an egg Explain the functions of each part of an egg	Identifying the parts of an egg Explaining the functions of each part of an egg Note making Illustrations Asking and answering questions	Text books Labeled diagram of internal structure of an egg Boiled egg	KLB secondary Agriculture form 4 pg 1-3 Longhorn secondary Agriculture form 4 pg 1-2 Teachers guide pg 114-116 Gateway Agriculture revision paper 2 page 39 Golden tips agriculture page 303-304
	2	Livestock production (V) poultry	Natural incubation	By the end of the lesson, the learner should be able to Describe natural incubation State the advantages and disadvantages of natural incubation	Describing natural incubation Stating the advantages and disadvantages of natural incubation Illustration Note making Asking and answering questions	Text books A diagram illustrating natural incubation An egg Realic of nesting box	KLB secondary Agriculture form 4 pg 1-3 Longhorn secondary Agriculture form 4 pg 1-2 Teachers guide pg 114-116 Gateway Agriculture revision paper 2 page 39 Golden tips agriculture page 303-304
	3-4	Livestock production (V) Poultry	Artificial incubation	By the end of the lesson, the learner should be able to Outline the conditions necessary for artificial incubation Describe the management of an incubator State the advantages and disadvantages of artificial incubation	Outline the conditions necessary for artificial incubation Description Stating the advantages and disadvantages of artificial incubation Illustration Note making Asking and answering questions	Text books Diagrams illustrating  the structure of an artificial incubator Realic of an artificial incubator An egg	KLB secondary Agriculture form 4 pg 7-9 Longhorn secondary Agriculture form 4 pg 5-6 Teachers guide pg 114-116 Gateway Agriculture revision paper 2 page 411 Golden tips agriculture page 305
2	1	Livestock Production (V) poultry	Natural Brooding	By the end of the lesson, the learner should be able to Define the term brooding Describe natural brooding	Defining and describing natural brooding Note making Asking and answering questions illustration	text books diagram of broody hen Realia of a broody hen samples of chicken variety	KLB secondary Agriculture form 4 pg 9 Longhorn secondary Agriculture form 4 pg 7 Teachers guide pg 114-116 Gateway Agriculture revision paper 2 page 41-42 Golden tips agriculture page 305-306
	2	Livestock Production (V) Poultry	Artificial Brooding	By the end of the lesson, the learner should be able to Explain artificial brooding Identify the requirements in an artificial brooder	Explanation of artificial brooding Identification of the artificial brooding requirements Note making Illustration Asking and answering questions	Text books Diagrams of a brooder Realia of a brooder in a chicken	KLB secondary Agriculture form 4 pg 10-13 Longhorn secondary Agriculture form 4 pg 8-10 Gateway Agriculture revision paper 2 page 42 Golden tips agriculture page 306
	3 and 4	Livestock Production (V) Poultry	Recring  systems Free range Fold system	By the end of the lesson, the learner should be able to Describe free range on fold system Outline the requirements of free range systems State the disadvantages and advantages of free range and fold system	Describing free range and fold system Outline the requirements of free range Stating the advantages and disadvantages of free range and fold Asking and answering questions	Text books Poultry Farm Sample of chicken feed Photographs	KLB secondary Agriculture form 4 pg 14-15 Longhorn secondary Agriculture form 4 pg 11-13 Gateway Agriculture revision paper 2 page 43 Golden tips agriculture page 306
3	1	Livestock Production (V) poultry	Rearing systems Free range fold system	By the end of the lesson, the learner should be able to Describe free range on fold system Outline the requirements of free range systems State the disadvantages and advantages of free range and fold system	Describing free range and fold system Outline the requirements of free range Stating the advantage and disadvantages of free range and fold system Illustration Asking and answering questions	Text books Poultry farm Sample of chicken feed photographs	KLB secondary Agriculture form 4 pg 16-18 Longhorn secondary Agriculture form 4 pg 12-13 Gateway Agriculture revision paper 2 page 43 Golden tips agriculture page 307
	2	Livestock Production (V) Poultry	Rearing systems Deep litter system Battery cage system	By the end of the lesson, the learner should be able to Outline the requirements in deep litter system State the advantages and disadvantages of the deep litter and battery cage system	Outlining the requirements of deep litter Stating the advantages and disadvantages of deep litter on battery cage system Note making Illustration Asking and answering questions	Test books School poultry farm Sample of chicken feed photographs	KLB secondary Agriculture form 4 pg 18-21 Longhorn secondary Agriculture form 4 pg 12-13 Gateway Agriculture revision paper 2 page 45
	3	Livestock production (V) poultry	Stress in chicken	By the end of the lesson, the learner should be able to Define the term stress Identify the causes of stress in chicken State the control measures of stress in chicken	Identifying the causes of stress in chicken Stating the control measures of stress in chicken Illustration Note making Asking and answering questions	Text books Poultry farm photographs	KLB secondary Agriculture form 4 pg 16-18 Longhorn secondary Agriculture form 4 pg 12-13 Gateway Agriculture revision paper 2 page 45 Golden tips K.C.S.E agriculture page 307
	4	Livestock Production (V) poultry	Vices in chicken	By the end of the lesson, the learner should be able to Identify the kinds of vices in chicken Identify the causes of such vices in chicken State the control measures of vices in chicken	Identifying the vices in chicken Identifying the causes of vices in chicken State the control measures of vices in chicken	Text books Poultry farm Photos illustrating example of such vices	KLB secondary Agriculture form 4 pg 23-24 Longhorn secondary Agriculture form 4 pg 20-21 Gateway Agriculture revision paper 2 page 45 Golden tips K.C.S.E agriculture page 307
4	1	Livestock Production V Poultry	Marketing of poultry products eggs	By the end of the lesson, the learner should be able to Describe the marketing of eggs	Describing the marketing of eggs Note making Illustration Asking and answering question	Text books Eggs Poultry farm store	KLB secondary Agriculture form 4 pg 24-25 Longhorn secondary Agriculture form 4 pg 22-23 Gateway Agriculture revision paper 2 page 46 Golden tips K.C.S.E agriculture page 307
	2	Livestock production Poultry	Marketing of poultry production Chicken meat	By the of the lesson, the learner should be able to Describe the marketing of chicken meat	Describing the marketing of chicken meat Note making Illustration Asking and answering questions	Text books Poultry farm photos	KLB secondary Agriculture form 4 pg 23-24 Longhorn secondary Agriculture form 4 pg 20-21 Gateway Agriculture revision paper 2 page 46 Golden tips K.C.S.E agriculture page 307
	3 and 4	Livestock production VI (Cattle)	Raising of the young stock	By the end of the lesson, the learner should be able to Describe the feeding of a new born calf Describe the preparation of artificial colostrums State the importance of colostrums	Describing the feeding of a new calf Describe the preparation of artificial colostrums State the importance of colostrums Illustrations Note making Asking and answering of questions	Text books Dairy farm Calf Sample of artificial colostrums	KLB secondary Agriculture form 4 pg 23-24 Longhorn secondary Agriculture form 4 pg 20-21 Gateway Agriculture revision paper 2 page 45 Golden tips K.C.S.E agriculture page 307
5	1	Livestock Production VI (Cattle)	Methods of calf rearing	By the end of the lesson, the learner should be able to Describe the natural and artificial methods of feeding a calf State the advantages and disadvantages of both natural and artificial rearing	Describing the methods of rearing Stating the advantages and disadvantages of the methods of rearing Illustrations Note making Asking and answering of questions	Text books Dairy farm Calf Sample of artificial colostrum	KLB secondary Agriculture form 4 pg 29-30 Longhorn secondary Agriculture form 4 pg 26-28 Gateway Agriculture revision paper 2 page 48 Golden tips K.C.S.E agriculture page 308
	2	Livestock Production (Cattle	Weaning of calves	By the end of the lesson, the learner should be able to discuss late weaning and early weaning programmes	Discussing both weaning and late weaning Illustrating Note making Asking and answering questions	Text books Dairy farm Calf Sample of colostrums	KLB secondary Agriculture form 4 pg 30-32 Longhorn secondary Agriculture form 4 pg 30-32 Gateway Agriculture revision paper 2 page 48 Golden tips K.C.S.E agriculture page 308
	3 and 4	Livestock production VI (Cattle)	Calf housing	By the end of the lesson, the learner should be able to Identify the types of calf pens Outline the requirements of calf pens	Identifying the types of calf pens Outlining the requirements of calf pens Illustration Note making Asking and answering questions	Text books Dairy farm Calf pen Diagrams and photos of calf pens	KLB secondary Agriculture form 4 pg 32-34 Longhorn secondary Agriculture form 4 pg 30-32 Gateway Agriculture revision paper 2 page 48 Golden tips K.C.S.E agriculture page 308-309 Top mark series Revision Agriculture pg 124
6	1	Livestock production VI (Cattle)	Routine management practices	By the end of the lesson, the learner should be able to Describe the various routine practices in managing a calf © Education Plus Agencies	Describing the routine management practices Illustration Note making Asking and answering questions	Text books Dairy farm Realize on some tools for calf managements	KLB secondary Agriculture form 4 pg 34-36 Longhorn secondary Agriculture form 4 pg 30-32 Gateway Agriculture revision paper 2 page 49 Golden tips K.C.S.E agriculture page 308-309
	2	Livestock Production VI (Poultry)	Milk and milking Factors affecting milk composition Milk secreting and let down	By the end of the lesson, the learner should be able to explain the factors that affect milk composition Illustrate milk secretion and milk let down	Explaining factors that affect milk composition Illustrate milk secretion and milk let down	Text books Milk sample Diagram illustrating the udder Milking equipment	KLB secondary Agriculture form 4 pg 36-40 Longhorn secondary Agriculture form 4 pg 32-38 Golden tips K.C.S.E agriculture page 309-310 Top mark series Revision Agriculture page 124-126
	3 and 4	Livestock production VI (Poultry	Milk and milking Clear milk production Dry cow therapy	By the end of the lesson, the learner should be able to Describe clean milk production Describe the milking procedure Explain dry low therapy	Describing clean milk production Describing the milking procedure Explaining dry low therapy Illustration Note making Asking and answering question	Text books Milking equipment Dairy farm cow	KLB secondary Agriculture form 4 pg 40-46 Longhorn secondary Agriculture form 4 pg 32-38 Top mark series Agriculture Revision Pg 120
7	1	Livestock production VI (Cattle)	Marketing of milk and beef cattle	By the end of the lesson, the learner should be able to Discuss the marketing of milk Discuss the marketing of Beef	Discussing the marketing of milk and beef Illustration Note making Asking and answering questions	Students text book Milk products Photographs	KLB secondary Agriculture form 4 pg 47-48 Longhorn secondary Agriculture form 4 pg 38-41 Golden tips K.C.S.E agriculture page 310

 

 

	2	Farm power and machinery	Sources of power in the farm Human power Animal power	By the end of the lesson, the learner should be able to Describe animal power Describe human power Stating the advantages and disadvantages of animal power	Describing human and animal power Illustration Note making Asking and answering questions Stating the advantages and disadvantages of animal power	Text books Photo of farm workers An agricultural farm	KLB secondary Agriculture form 4 pg 50-51 Longhorn secondary Agriculture form 4 pg 42-45 Gateway Agriculture revision paper 2 page 48 Top Mark Series Agriculture Revision pg 139
	3 and 4	Farm power and machinery	Sources of power in the farm Wing power Water power	By the end of the lesson, the learner should be able to Describe wind power Describe water power	Describing wind and water power Illustration Note making Asking and answering questions	Text books Diagrams of wind mill	KLB secondary Agriculture form 4 pg 50-51 Longhorn secondary Agriculture form 4 pg 42-45 Gateway Agriculture revision paper 2 page 77 Top Mark Series Agriculture Revision pg 139 Golden tips K.C.S.E agriculture page 308
8	1	Farm power and machinery	Sources of power in the farm biogas	By the end of the lesson, the learner should be able to describe biogas wood and charcoal fuel state the advantages of biogas charcoal and wood fuel	describing biogas wood and fuel stating the advantages of biogas, charcoal and wood fuel	text books wood and charcoal biogas plant photos diagram of biogas digester	KLB secondary Agriculture form 4 pg 52-54 Longhorn secondary Agriculture form 4 pg 46-48 Golden tips K.C.S.E agriculture page 234-235
	2	Farm power and machinery	Sources if power in the farm Fossil fuels Hydro-power Geothermal power	By the end of the lesson, the learner should be able to Describe fossils fuels Describe fossil fuels Describe hydro-power Describe geothermal power	Describing fossils fuels and hydro-electric power Illustrations Note making Asking and answering questions	Text books Photos of a geothermal station	Longhorn secondary Agriculture form 4 pg 46-48 Gateway Agriculture revision paper 2 page 71 Top Mark Series Agriculture Revision pg 139
	3 and 4	Farm power and machinery	Sources of power in the Nuclear power Storage battery Electrical power	By the end of the lesson, the learner should be able to Describe nuclear power Describe storage battery Describe solar power/radiation Describe electrical power	Describing nuclear storage battery and solar power Illustration Note making Asking and answering questions	Text books Storage battery Photos of solar panels	KLB secondary Agriculture form 4 pg 54-55 Longhorn secondary Agriculture form 4 pg 51-52 Top Mark Series Agriculture Revision pg 401
9	1	Farm power and machinery	Tractor engine	By the end of the lesson, the learner should be able to Describe a four stroke cycle engine Differentiate between a petrol engine and a diesel engine	Describing a four structure engine Differentiating between dsel and petrol engine Illustration Note making Asking and answering questions	Text books Models of engines A tractor photographs	KLB secondary Agriculture form 4 pg 56-61 Longhorn secondary Agriculture form 4 pg 53-56 Top Mark Series Agriculture Revision pg 140-141 Golden tips K.C.S.E agriculture page 308
	2	Farm power and machine	Tractor engine	By the end of the lesson, the learner should be able to Describe a two stroke cycle engine	Describing a two stroke engine Illustration Note making Asking and answering questions	Text books Models of engines A tractor photographs	KLB secondary Agriculture form 4 pg 61-63 Longhorn secondary Agriculture form 4 pg 57-58 Top Mark Series Agriculture Revision pg 141
	3 and 4	Farm power and machinery	Systems of a tractor Fuel system Electrical system	By the end of the lesson, the learner should be able to Describe the fuel system Describe the electrical system Describe the maintenance of the fuel and electrical systems	Describing the fuel and electrical systems Illustrations Note making Asking and answering questions Describing the maintenance of the fuel and electrical systems	Text books Models of engines A tractor photographs	KLB secondary Agriculture form 4 pg 63-69 Longhorn secondary Agriculture form 4 pg 60-62 Top Mark Series Agriculture Revision pg 141-142
10	1	Farm power and machinery	Systems of a tractor Cooling systems Lubricating system	By the end of the lesson, the learner should be able to Describe the coding and its maintenance Describe the lubricating system and its maintenance	Describing the coolong and lubricating systems and their maintenance Illustration Note making Asking and answering questions	Text books Models of engines photographs	KLB secondary Agriculture form 4 pg 69-72 Longhorn secondary Agriculture form 4 pg 63-64 Top Mark Series Agriculture Revision pg 143-144
	2	Farm power and machinery	Systems of a tractor Transmission system	By the end of the lesson, the learner should be able to Describe the power transmission system	Describing the power transmission system Note making Illustration Asking and answering questions	Text books Models of engine photographs	KLB secondary Agriculture form 4 pg 72-76 Longhorn secondary Agriculture form 4 pg 64-65 Top Mark Series Agriculture Revision pg 144
	3 and 4	Farm power and machinery	Tractor servicing Short term services Long term services	By the end of the lesson, the learner should be able to Discuss the various practices on tractor maintenance, both short term services and long term services	Discussion the tractor maintenance Practices Illustrations Asking and answering questions Note making	Text books Models of engines A tractor photographs	KLB secondary Agriculture form 4 pg 76-77 Longhorn secondary Agriculture form 4 pg 65-66 Top Mark Series Agriculture Revision pg 144-145
11	1	Farm power and Machinery	Farm implements Tractor drawn implements Disc plough trailer	By the end of the lesson, the learner should be able to Outline the various methods of attachment Describe a trailer and its maintenance	Outline the methods of attachment Describing the trailer and its maintenance Illustration Note making Asking and answering of questions	Text books Photos illustrating the various implements Agricultural farm	KLB secondary Agriculture form 4 pg 77-79 Longhorn secondary Agriculture form 4 pg 66-70 Gateway Agriculture revision paper 2 page 81 Top Mark Series Agriculture Revision pg 145
	2	Farm Power and Machinery	Tractor drawn implements Disc plough Mould board plough	By the end of the lesson, the learner should be able to Identify the various parts of a disc plough and mould board plough State the maintenance practices of a disc plough and mould board plough State the differences between a disc plough and a mould board plough	Identification of the parts of a disc and mould board plough Stating the maintenance practices of disc and mould board plough Stating the differences between a disc and mould board plough Illustration Note making Asking and answering questions	Text books Photos illustrating a disc and mould board plough An agricultural farm	KLB secondary Agriculture form 4 pg 79-82 Longhorn secondary Agriculture form 4 pg 73-77 Gateway Agriculture revision paper 2 page 81-82 Top Mark Series Agriculture Revision pg 145-148
	3&4	Farm power and machinery	Tractor drawn implements Harrows Disc harrows Spring time harrows Spike tooth harrow Sub soilers	By the end of the lesson, the learner should be able to Describe the various types of harrows and sub-soilers State the maintenance practices of the various types of harrows and sub-soilers	Description of the various types of harrows and sub-soilers Stating the maintenance of practices of the harrows and sub-soilers Illustration Asking and answering questions Note making	Text books Photos illustrating the harrows and sub-soiler An agricultural farm	KLB secondary Agriculture form 4 pg 82-84 Longhorn secondary Agriculture form 4 pg 73-77 Gateway Agriculture revision paper 2 page 82 Top Mark Series Agriculture Revision pg 147-148
12	1	Farm power and machinery	Tractor drawn Implements Ridges rotary tillers	By the end of the lesson, the learner should be able to Describe the ridges and rotary tillers State the maintenance practices of the ridges and rotary tillers	Description of the ridgers and rotary tillers Stating the maintenance practices of the ridges and rotary tiller Illustrations Not making Asking and answering questions	Text books Photos illustrating the ridges and rotary tillers An agricultural farm	KLB secondary Agriculture form 4 pg 85 Longhorn secondary Agriculture form 4 pg 77-79 Gateway Agriculture revision paper 2 page 82 Top Mark Series Agriculture Revision pg 148-149
	2	Farm power and machinery	Tractor drawn Implements Mowers Planters and seeders	By the end of the lesson, the learner should be able to Describe the various types of mowers and the planters and seeders State the maintenance practices of the various types of mowers and the planters and seeder	Description of the various types of mowers and planters and seeders Stating the maintenance of practices of mowers and planters and seeders Illustration Note making Asking and answering questions	Text books Photos Illustrating the mowers and planters and seeders An agricultural farm	KLB secondary Agriculture form 4 pg 85-88 Longhorn secondary Agriculture form 4 pg 79-81 Gateway Agriculture revision paper 2 page 83 Top Mark Series Agriculture Revision pg 149-151
	3 and 4	Farm power and machinery	Tractor drawn implements Cultivators and seeders Sprayers Harvesting machines	By the end of the lesson, the learner should be able to Describe the cultivators/seeders, sprayers and various types of harvesting machine State the maintenance practices of the cultivators/seeders, sprayers and harvesting machines	Describing the cultivators/seeders, sprayers and harvesting machines Stating the maintenance practices of the cultivators seeders, sprayers and harvesting machines Illustrations Note making Asking and answering questions	Text books Photos illustrating the Cultivators/seeder Sprayers Harvesting machines An agricultural farm	KLB secondary Agriculture form 4 pg 88-90 Longhorn secondary Agriculture form 4 pg 81-82 Gateway Agriculture revision paper 2 page 84 Top Mark Series Agriculture Revision pg 149-151
13	1	Farm power and machinery	Animal drawn implements Ox-drawn plough Ox-line harrow Ox-carts Ox-ridger	By the end of the lesson, the learner should be able to Describe the ox-drawn plough, ox-time harrow, ox-carts and ox-ridger State the maintenance practices of animal drawn implements Identify the parts of an ox-drawn plough	Describing the animal drawn implements Stating the maintenance of the animal drawn implements Identifying the parts of an ox-drawn plough Illustration Note making Asking and answering questions	Text books Photos illustrating the animal drawn implements An agricultural farm	KLB secondary Agriculture form 4 pg 91-95 Longhorn secondary Agriculture form 4 pg 82-85 Gateway Agriculture revision paper 2 page 84-85 Top Mark Series Agriculture Revision pg 152-154
	2	Agricultural economics (III) production economics	-nation income GDP GNP Per capital income	By the end of the lesson, the learner should be able to Explain how household firms and central authority contributes to the national income Explain the terms GDP, GNP and per capital income	Explaining how household firms and central authorities contribute to national income Explaining  – GDP, GNP, Per capital income Illustrations Note making Questioning and answering	Text books Chart containing formulae Newspapers Statistical abstractor	KLB secondary Agriculture form 4 pg 96-98 Longhorn secondary Agriculture form 4 pg 87-90 Gateway Agriculture revision paper 2 page 101-102 Top Mark Series Agriculture Revision pg 161
	3 and 4	Agricultural Economics (III) productions economics	Factors of production Land labour	By the end of the lesson, the learner should be able to discuss land and labour and factors of production to explain how land and labour affect production	Discussing land and labour as factors of production Explanation of how land and labour affect production Illustrations Note making Questioning and answering	Text books Newspapers Statistical abstracts	KLB secondary Agriculture form 4 pg 99-102 Longhorn secondary Agriculture form 4 pg 92-94 Gateway Agriculture revision paper 2 page 102 Top Mark Series Agriculture Revision pg 161-162
14		END OF TERM EXAMINATIONS
15		PREPARATION OF REPORTS AND CLOSING

 

AGRIC, F4, T2

 

 

 

 

 

 

 

 

REFERENCES: Longhorn Secondary Agriculture Book, Golden Tips KCSE Agriculture, Certificate Agriculture Book, KLB Top Mark Agriculture, KLB Secondary Agriculture, Teacher’s Guide

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1	Agricultural Economics (III) production economics	Factors of production Capital The management	By the end of the lesson, the learner should be able to Discuss capital and management as factors of production Explain how capital and management affect production	Discussion of capital and management factors of production Explanation of how capital and management affect production Illustrations Note making Questioning and answering	Text books News papers Statistical abstracts	KLB secondary Agriculture form 4 pg 102-104 Longhorn secondary Agriculture form 4 pg 94-96 Gateway Agriculture revision paper 2 page 103 Top Mark Series Agriculture Revision pg 162
	2	Agricultural economics (III) production economics	The production function	By the end of the lesson, the learner should be able to Define production function Identify the types of production function Describe the types of production function	Defining production function Identifying the types of production functions Describing the types of production functions Illustrating Asking and answering of questions	Text books Graphs of various production functions Tables of various production functions	KLB secondary Agriculture form 4 pg 104-111 Longhorn secondary Agriculture form 4 pg 96-99 Gateway Agriculture revision paper 2 page 103 Top Mark Series Agriculture Revision pg 162-163
	3 and 4	Agricultural Economics (II) production economics	Economic laws and principles Law of diminishing rations	By the end of the lesson, the learner should be able to State the law of diminishing returns Explain how it affects agricultural production	Stating the law of diminishing return Explanation of how the law affects agricultural production Illustration Questioning and answering	Text books Graphs on the three zone of a production of a function Tables on production under this law	KLB secondary Agriculture form 4 pg 111-115 Longhorn secondary Agriculture form 4 pg 100-102 Gateway Agriculture revision paper 2 page 103 Top Mark Series Agriculture Revision pg 163

 

 

2	1	Agricultural economics (II) production economics	Economic law and principles Law of substitution	By the end of the lesson, the learner should be able to State the law of substitution Explain how law of substitution affects Agricultural productions	Stating the law of substitution Explanation of how the law affects agricultural production Illustration Asking and answering questions	Text books Charts Statistical abstracts	KLB secondary Agriculture form 4 pg 115-117 Longhorn secondary Agriculture form 4 pg 102-103 Gateway Agriculture revision paper 2 page 103 Top Mark Series Agriculture Revision pg 163
	2	Agricultural economics (III) production economics	Economic law and principles Law of equimarginal returns	By the end of the lesson, the learner should be able to State the law of equimarignal returns Explain how the law of equimarginal returns affects production	Stating the law of equimarginal returns Explaining how the law affects production Illustration Questioning and answering	Text books Charts Statistical abstracts	KLB secondary Agriculture form 4 pg 117 Longhorn secondary Agriculture form 4 pg 104-105 Gateway Agriculture revision paper 2 page 104 Top Mark Series Agriculture Revision pg 164
	3 and 4	Agricultural Economics (III) production economics	Principle of profit maximization	By the end of the lesson, the learner should be able to State the principle of profit maximization Describe various types of costs Explain the concept of revenue	Stating the principle of profit maximization Describe the various types of costs Explanation of the concept of revenue Illustration Questioning and answering	Text books Tables on revenues Charts on revenue Statistical abstracts	KLB secondary Agriculture form 4 pg 117-121 Longhorn secondary Agriculture form 4 pg 105 Gateway Agriculture revision paper 2 page 104 Top Mark Series Agriculture Revision pg 164-165
3	1	Agricultural economics (II) Production economics	Farm planning	By the end of the lesson, the learner should be able to Explain the factors to consider in drawing a farm planning Outline steps in making a farm plan	Explaining the factor to consider when drawing a farm plan Outlining the steps in making a farm plan Illustration Questioning and answering	Text books Charts Statistical abstracts	KLB secondary Agriculture form 4 pg 121-123 Longhorn secondary Agriculture form 4 pg 108-109 Gateway Agriculture revision paper 2 page 104 Top Mark Series Agriculture Revision pg 165
	2	Agricultural Economics (III) production economics	Farm budgeting	By the end of the lesson, the learner should be able to Define farm budgeting State the importance of farm budgeting	Definition of farm budgeting Stating the importance of farm budgeting Illustration Note making Questioning and answering	Text books Farm records Ag agricultural farm	KLB secondary Agriculture form 4 pg 123-127 Longhorn secondary Agriculture form 4 pg 110-112 Gateway Agriculture revision paper 2 page 104 Top Mark Series Agriculture Revision pg 165
	3 and 4	Agricultural economics (III) production economics	Farm budgeting	By the end of the lesson, the learner should be able to Describe the types of budgeting in agriculture	Description of the types of budgeting Illustration Note making Question and answering	Text books Farm records An agricultural farm	KLB secondary Agriculture form 4 pg 123-127 Longhorn secondary Agriculture form 4 pg 110-112 Gateway Agriculture revision paper 2 page 104
4	1	Agricultural Economics (III) Production economics	Agricultural support services available to the farmer Extension and training Banking Credit services Agricultural Research marketing	By the end of the lesson, the learner should be able to explain the agricultural support services available to the farmers extension and training banking credit AI services Agricultural research marketing	Explanation of the Agricultural support services available to the farmer Illustrations Note making Questioning and answering	Text books Farm record An agricultural farm	KLB secondary Agriculture form 4 pg 112-132 Longhorn secondary Agriculture form 4 pg 112-114 Gateway Agriculture revision paper 2 page 105-106 Top Mark Series Agriculture Revision pg 165-166
	2	Agricultural Economics (III) production economics	Agricultural support services available to the farmers Veterinary services Farm input supplies Tractor hive services	By the end of the lesson, the learner should be able to Explain the Agricultural support services available to a farmer Veterinary services Farm input supplies Tractor hive services	Explanation of the Agricultural support services available to a farmer Illustration Note making Asking and answering questions	Text books Farm records An agricultural farm	KLB secondary Agriculture form 4 pg 133-134 Longhorn secondary Agriculture form 4 pg 110-112 Gateway Agriculture revision paper 2 page 104 Top Mark Series Agriculture Revision pg 166-167
	3 and 4	Agricultural economics (IV) farm accounts	Risks and uncertainties in farming	By the end of the lesson, the learner should be able to Identify the types of risks on uncertainties of a farmer may face Outline the ways in which a farmer may adjust to uncertainty	Identification of the types of risk and uncertainties Outlining the ways in which a farmer may adjust to the uncertainties Illustration Note making Questioning and answering	charts Text books Financial documents An agricultural farm	KLB secondary Agriculture form 4 pg 134-136 Longhorn secondary Agriculture form 4 pg 116-119 Gateway Agriculture revision paper 2 page 106 Top Mark Series Agriculture Revision pg 166-167
5	1	Agricultural economics (IV) farm accounts	Importance of keeping farm accounts Type of farm accounts	By the end of the lesson, the learner should be able to State the importance of keeping farm accounts Identify the types of farm accounts	Stating the importance of keeping farm records Identification of the types of farm accounts Illustration A sample of financial documents charts	charts Text books Financial documents An agricultural farm	KLB secondary Agriculture form 4 pg 139 Longhorn secondary Agriculture form 4 pg 121 Gateway Agriculture revision paper 2 page 108 Top Mark Series Agriculture Revision pg 168
	2	Agricultural economics (IV) farm accounts	Financial statements Invoice Statement of accounts	By the end of the lesson, the learner should be able to Describe an invoice and a statement of account Distinguish between invoice and a statement of account	Distinguishing an invoice and a statement of account Describing an invoice and a statement of accounts Note making Questioning and answering	Text books An invoice An agricultural firm A chart	KLB secondary Agriculture form 4 pg 140-141 Longhorn secondary Agriculture form 4 pg 122-124 Gateway Agriculture revision paper 2 page 108 Top Mark Series Agriculture Revision pg 168
	3 and 4	Agricultural economics (IV) farm accounts	Receipts Delivery note Purchase order	By the end of the lesson, the learner should be able to Describe a receipt, delivery note and purchase order Distinguish between, receipts, delivery note and a purchase order	Description of a receipt delivery note and a purchase order Distinguish the three documents Illustrations Note making Questioning and answering	Text books A receipt A railway note A purchase order An agricultural farm	KLB secondary Agriculture form 4 pg 141-145 Longhorn secondary Agriculture form 4 pg 124-125 Gateway Agriculture revision paper 2 page 108 Top Mark Series Agriculture Revision pg 168-169
6	1	Agricultural Economics (iV) Farm accounts	Books of accounts Cash book inventory	By the end of the lesson, the learner should be able to identify the cash book and the inventory state the uses of cash book and the inventory	identification of the cash book and the inventory stating the uses of the cash book and the inventory note making illustration questioning and answering	Text books A cash account An inventory Charts	KLB secondary Agriculture form 4 pg 146-150 Longhorn secondary Agriculture form 4 pg 125-127 Gateway Agriculture revision paper 2 page 109 Top Mark Series Agriculture Revision pg 169
	2	Agricultural Economics (IV) farm accounts	Books of Accounts Journal ledger	By the end of the lesson, the learner should be able to describe the journal and ledger state the uses of a journal and ledger	description of the ledger and journal stating the uses of the ledger and journal illustration questioning and answering	Text books A ledger account page A journal Charts	KLB secondary Agriculture form 4 pg 150-153 Longhorn secondary Agriculture form 4 pg 127-129 Gateway Agriculture revision paper 2 page 109 Top Mark Series Agriculture Revision pg 169
	3	Agricultural Economics (IV) farm accounts	Financial statements Balance sheet	By the end of the lesson, the learner should be able to Analyses and prepare a balance sheet	Analyzing and preparing a balance sheet Illustration Questioning and answering Note taking Explanation	Text books Charts Format of balance sheet A  balance sheet	KLB secondary Agriculture form 4 pg 154-157 Longhorn secondary Agriculture form 4 pg 124-125 Gateway Agriculture revision paper 2 page 109-111 Top Mark Series Agriculture Revision pg 169
7	1	Agricultural economics (IV) farm accounts	Financial statements Profit and loss account	By the end of the lesson, the learner should be able to Analyse and prepare a profit and loss account	Analyzing and preparing profit and loss account Note making Explanation Illustration Questioning and answering	Text books Charts A format of profit and loss account A profit and loss account	KLB secondary Agriculture form 4 pg 157-159 Longhorn secondary Agriculture form 4 pg 132-133 Gateway Agriculture revision paper 2 page 109-111 Top Mark Series Agriculture Revision pg 169
	2	Agricultural economics (IV) farm accounts	Financial statements Cash analysis	By the end of the lesson, the learner should be able to Analyses and prepare a cash analysis	Analyzing and preparing cash analysis Explanation Illustration Note making Questioning and answering	Text books Charts A cash analysis	KLB secondary Agriculture form 4 pg 159-162 Longhorn secondary Agriculture form 4 pg 133-135 Gateway Agriculture revision paper 2 page 111 Top Mark Series Agriculture Revision pg 169
8	1	Agricultural Economics (V) Agricultural marketing and organization	Market and marketing	By the end of the lesson, the learner should be able to Define marketing and market Identify the types of markets Describe the various types of markets available	Definition of market and marketing Identification of the types of markets Description of the various types Note taking Asking and answering questions Illustrations	Text books Charts Local markets	KLB secondary Agriculture form 4 pg 137-138 Longhorn secondary Agriculture form 4 pg 164-166 Gateway Agriculture revision paper 2 page 109-111 Top Mark Series Agriculture Revision pg 173
	2	Agricultural Economics (V) Agricultural marketing and organization	Demand, supply and price theory demand	By the end of the lesson, the learner should be able to Define demand State the law of demand Explain the factors influencing demand for a commodity	Define demand Stating the law of demand Explaining the factors influencing demand Note taking Asking and answering questions illustration	Text books Charts A local market Tables Graphs	KLB secondary Agriculture form 4 pg 166-169 Longhorn secondary Agriculture form 4 pg 139-141 Gateway Agriculture revision paper 2 page 114 Top Mark Series Agriculture Revision pg 174
	3 and 4	Agricultural Economics (V) Agricultural marketing and organization	Elasticity of Demand (ED)	By the end of the lesson, the learner should be able to Describe elasticity of demand Explain the factors influencing elasticity of demand	Description of elasticity Explanation of the factors that influencing elasticity of demand Illustration Note making Questioning and answering	Text book Local market Tables Graphs	KLB secondary Agriculture form 4 pg 170-174 Longhorn secondary Agriculture form 4 pg 140-144 Gateway Agriculture revision paper 2 page 114 Top Mark Series Agriculture Revision pg 174
9	1	Agricultural Economics (V) Agricultural marketing and organization	Supply	By the end of the lesson, the learner should be able to Define supply State the law of supply Explain the factors influencing supply of a commodity	Definition of supply Explanation Stating the law of supply Illustration Note making Questioning and answering	Text book A local market Charts Tables Graphs	KLB secondary Agriculture form 4 pg 174-177 Longhorn secondary Agriculture form 4 pg 144-145 Gateway Agriculture revision paper 2 page 115 Top Mark Series Agriculture Revision pg 174-175
	2	Agricultural Economics (V) Agricultural marketing and organization	Elasticity of Supply (ES)	By the end of the lesson, the learner should be able to Describe elasticity of supply	Description of elasticity of supply Explanation Illustration Note making Asking and answering questions	Text books A  local market Tables Graph charts	KLB secondary Agriculture form 4 pg 177-178 Longhorn secondary Agriculture form 4 pg 145-149 Gateway Agriculture revision paper 2 page 115 Top Mark Series Agriculture Revision pg 17
	3 and 4	Agricultural economics (V) Agricultural marketing and organization	Price Theory	By the end of the lesson, the learner should be able to Define the term price Discuss the determination of market prices	Definition of the term price Discussion of the market price determination Illustrations Note taking Questioning and answering	Text books A local market Tables graphs	KLB secondary Agriculture form 4 pg 178-179 Longhorn secondary Agriculture form 4 pg 149-150 Gateway Agriculture revision paper 2 page 115 Top Mark Series Agriculture Revision pg 175
10	1	Agricultural Economics (V) Agricultural marketing and organization	Price control	By the end of the lesson, the learner should be able to Describe price control Illustrate the price control graphically	Description of price control Illustration of price control graphically Note taking Asking and answering questions	Text books A local market Tales Graphs charts	KLB secondary Agriculture form 4 pg 178-179 Longhorn secondary Agriculture form 4 pg 149-150 Gateway Agriculture revision paper 2 page 115 Top Mark Series Agriculture Revision pg 175
	2	Agricultural Economics (V) Agricultural marketing and organization	Marketing Marketing functions	By the end of the lesson, the learner should be able to Define the term marketing Identify the meaning of the term marketing functions Discuss the various marketing functions	Discussion Defining marketing Explanations Illustration Note making Questioning and answering	Text books Charts A local market	KLB secondary Agriculture form 4 pg 186-189 Longhorn secondary Agriculture form 4 pg 153-156 Gateway Agriculture revision paper 2 page 116 Top Mark Series Agriculture Revision pg 176
11	1	Agricultural Economics (V) Agricultural marketing and organization	Agricultural organizations	By the end of the lesson, the learner should be able to Describe agricultural organizations List the various agricultural organizations List the functions of the various organizations	Description Listing the agricultural organization Listing functions of the organization Illustration Note taking Asking and answering questions	Text books Charts A local market	KLB secondary Agriculture form 4 pg 189-192 Longhorn secondary Agriculture form 4 pg 157-159 Gateway Agriculture revision paper 2 page 92-94 Top Mark Series Agriculture Revision pg 176

 

 

	2	Agricultural Economics (V) Agricultural marketing and organization	Co-operative societies	By the end of the lesson, the learner should be able to Define a co-operative Describe the formation of a co-operative Outline the principles of co-operatives Give the types of co-operative societies State the functions of farmers co-operative societies	Defining a co-operative Description Outlining principles of a co-operative Giving types of co-operatives Stating the functions of a co-operative	Text books Local market Wall charts	KLB secondary Agriculture form 4 pg 192-195 Longhorn secondary Agriculture form 4 pg 159-162 Gateway Agriculture revision paper 2 page 117 Top Mark Series Agriculture Revision pg 176-177
	3 and 4	Agricultural Economics (V) Agricultural marketing and organization	Association and unions	By the end of the lesson, the learner should be able to List the various agricultural union State the roles of agricultural unions	Listing the various unions Stating their roles Illustrations Asking and answering questions	Text books Farmers Magazines Wall charts	KLB secondary Agriculture form 4 pg 192-195 Longhorn secondary Agriculture form 4 pg 159-162 Gateway Agriculture revision paper 2 page 117 Top Mark Series Agriculture Revision pg 177
12	1	Agroforestry	Forms of Agro foresty Importance of agroforestry	By the end of the lesson,, the learner should be able to Define agroforestry Describe the various forms of agroforestry State the importance of agroforestry	Definition of agroforestry Description Stating the importance of agroforestry Illustration Note taking Questioning and answering	Text books Specimen of fees and shrubs Charts Photos Agroforestry farm	KLB secondary Agriculture form 4 pg 200-203 Longhorn secondary Agriculture form 4 pg 166-168 Gateway Agriculture revision paper 2 page 139 Top Mark Series Agriculture Revision pg 22
	2	Agroforestry	Tree nursery	By the end of the lesson, the learner should be able to List various types of tree nurseries Describe the various types of tree nurseries	Listing the types of nurseries Description Note making Illustration Asking and answering questions	Text books Nursery books Nursery beds Agroforestry farm Charts photos	KLB secondary Agriculture form 4 pg 203 Longhorn secondary Agriculture form 4 pg 168-170 Gateway Agriculture revision paper 2 page 100-101 Top Mark Series Agriculture Revision pg 23
	3 and 4	Agroforestry	Nursery establishment and management	By the end of the lesson, the learner should be able to Discuss the establishment of tree nurseries Describe the management of tree nurseries	Discussion Description Illustration Note taking Asking and answering questions explanation	text books garden tools tree seedlings charts watering cans nursery beds	KLB secondary Agriculture form 4 pg 203 Longhorn secondary Agriculture form 4 pg 168-170 Gateway Agriculture revision paper 2 page 100-101 Top Mark Series Agriculture Revision pg 23
13		MID YEAR EXAMS
14		PREPARATION OF REPORTS AND CLOSING

 

 

AGRIC, F4, T3

 

 

 

 

 

 

 

 

REFERENCES: Longhorn Secondary Agriculture Book, Golden Tips KCSE Agriculture, Certificate Agriculture Book, KLB Top Mark Agriculture, KLB Secondary Agriculture, Teacher’s Guide

 

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1	Agroforestry	Care and management of trees Agroforestry practices	By the end of the lesson, the learner should be able to Discuss the various care and management of trees Discuss the various agroforestry practices	Discussion Explanation Illustration Asking and answering questions Note making	Text books Nursery beds Watering cans Garden tools Tree seedlings charts	KLB secondary Agriculture form 4 pg 208-212 Longhorn secondary Agriculture form 4 pg 174-175 Gateway Agriculture revision paper 2 page 143 Top Mark Series Agriculture Revision pg 25-26
	2	Agroforestry	Sites for agroforestry trees Tree harvesting methods	By the end of the lesson, the learner should be able to Describe the sites for agroforestry trees Discuss the various tree harvesting methods	Description Discussion Note making Illustration Question and answers methods	Text books Nursery  beds Watery cans Garden tools Tree seedlings Charts	KLB secondary Agriculture form 4 pg 212-217 Longhorn secondary Agriculture form 4 pg 176-179 Gateway Agriculture revision paper 2 page 144 Top Mark Series Agriculture Revision pg 26-27
2 & 3		TOPICAL EXAMS
4&5		POST MOCK EXAMS
6&7		REVISION AND PREPARATION FOR KCSE EXAMS
8		KCSE EXAMS