Category Archives: Teachers’ Resources

Grade 5 Free CBC Rationalized Term 2 Schemes of Work

October 5, 2025 Maverick John Leave a comment

Looking for free Grade 5 Free CBC Rationalized Term 2 Schemes of Work? Look no further. Download all these schemes of work here:
GRADE_5_TERM_2_ENGLISH_SCHEMES_skills
GRADE_5_TERM_2_MATH_SCHEMES_klb
GRADE_5_TERM_2_CREATIVE_ARTS_SCHEMES
GRADE_5_TERM_2_CRE2_SCHEMES
GRADE_5_TERM_2_SCIENCE_TECH_SCHEMES
GRADE_5_TERM_2_SOCIAL_SCHEMES
GRADE_5_TERM_2_CRE_SCHEMES_planet
GRADE_5_TERM_2_AGRINUTRITION_SCHEMES

Teachers' Resources

CRE SCHEMES OF WORK FORM 1-4 (EDITABLE)

October 5, 2025 Maverick John Leave a comment

WEEK	LESSON	TOPIC	SUB-TOPIC	LEARNING OBJECTIVES	TEACHING/LEARNING ACTIVITIES	TEACHING/LEARNING RESOURCES	REFERENCES	REMARKS
SCHEMES OF WORK CRE FORM ONE TERM I
FIVE	1	Introduction to Christian Religious Education. Reasons for studying CRE	-Definition of CRE -Reasons for studying CRE	By the end of the lesson, the learner should be able to: · Explain the meaning of Christian Religious Education · Give reasons for studying Christian Religious Education	· Questions and Answers · Group discussion · Reporting and note taking · Explanations	· Bible (R.S.V) · Class Textbook · Magazines · Audio tapes(radio)	Living the Promise C.R.E · Student’s book 1 pages 1-7 · Teachers Book 1 pages 15-16 · Gateway Sec Rev page 14
	2	The Bible	Introduction The Bible as: 1. The word of God 2. A library 3. Human authors and the major divisions of the Bible	By the end of the lesson, the learner should be able to: · State at least five uses of the bible · Name at least five authors of the Bible	· Group exercises e.g naming Bible Versions, Books in the Old Testament, and new Testament · Note taking · Visiting Library · Assignment	· Bible · Bible Commentaries · Resource persons (From B.S.K) · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 pages 8-17 · Teacher’s Book 1 · Pages 17-18 · Gateway Sec Rev pages 15-19
	3	The Bible	Bible Translation	By the end of the lesson, the leaner should be able to: · Describe the stages through which the bible was translated · Discuss the importance of continued Bible translations today	· Class discussion · Questions & Answers · An activity to find out the latest Bible translation in Kenya · Note taking · Use of examples	· Audio Visual programmes on the writing & translation of the Bible · Resource Person · Different Bible translations	Living the Promise C.R.E · Student’s Book 1 pages 18-19 · Teacher’s Book 1 · Page 19 · Gateway Sec Rev · Pages 15-19
SIX	1	The Bible	Results of the Bible Translations into African languages	By the end of the lesson, the learner should be able to: · Discuss the results of the Bible translations into African languages	· Class/Group discussion · Questions& Answers · Note taking · Use of examples	· Various types of Bible translations · Resource Persons e.g from B.S.K · Teacher’s note	Living the Promise C.R.E · Student’s Book 1 page 20 · Teacher’s Book 1 page 20 · Gateway Sec Rev pages 15-19
	2	The Bible	Versions of the Bible	By the end of the lesson, the learner should be able to: · Name five versions of the Bible that are used by Christians today	· Questions & Answers · Text/Bible reading · Discussion · Note making	· Different types/versions of the Bible · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 page 19 · Teacher’s Book 1 page 19 · Gateway Sec Rev pages 20-27
	3	Creation and the Fall of Man	The Biblical Creation accounts and their meanings · The 1^st Creation account	By the end of the lesson, the learner should be able to: · Describe the Creation Account as recorded in Genesis Chapter One and Two and explain its meaning	· Bible reading · Explanation · Viewing pictures from Class textbook 1 · Note taking	· Bible: Genesis 1:1:1-27;4 · Teacher’s notes · Bible commentary · charts	Living the Promise C.R.E · Student’s Book 1 page22 · Teacher’s book 1 page 21 · Gateway Sec Rev pages 20-27
SEVEN	1	Creation and the Fall of Man	The 2^nd Creation in the Bible	By the end of the lesson, the learner should be able to: · Give differences between the first and second creation accounts in the bible	· Bible reading · Explanation · Viewing pictures from Class textbook 1 · Note taking	· Bible: Genesis 2:4-25 · Teacher’s notes · Bible :Genesis 1 & 2 · Charts	Living the Promise C.R.E · Student’s Book 1 pages 25 · Teacher’s Book 1 pages 22 · Gateway Sec Rev pages 20-27
	2	Creation and the Fall of Man	Attributes of God from the Biblical Creation Accounts	By the end of the lesson, the learner should be able to: · Identify and explain the attributes of God as found in the creation story	· Questions & Answers · Bible reading · Explanations · Note taking	· Resource Person (Pastor) · Bible Commentary · Charts	Living the Promise C.R.E · Student’s Book 1 pages 27-29 · Teacher’s Book 1 pages 24 · Gateway Sec Rev pages 20-27
	3	Creation and the Fall of Man	Teachings from the Biblical Accounts of Creation	By the end of the lesson, the learner should be able to: · Discuss the teachings from the biblical accounts of Creation	· Group discussions · Questions & Answers · Songs/Music · Note taking	· Resource Person (priest) · Bible: Genesis 1&2 · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 pages 31 · Teacher’s Book 1 pages 25 · Gateway Sec Rev pages 20-27
EIGHT	1	Creation and the Fall of Humankind	Traditional African view of Creation	By the of the lesson, the learner should be able to · Explain the traditional African understanding of Creation	· Class discussions · Story telling · Sons/Music (Interdisciplinary approach) · Note taking	· Resource Person · Class textbook 1 · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 pages 29-31 · Teacher’s Book 1 pages 24 · Gateway Sec Rev pages 20-27
	2	Creation and the Fall of Man	The Biblical Teachings on the origin of Sin	By the end of the lesson, the learner should be able to: · Describe the origin of sin according to the biblical accounts of creation	· Bible reading · Explanations · Questions and Answers · Note taking	· Audio-visual programmes on creation &fall of mankind · Bible: Genesis 3;4:6-9;11	Living the Promise C.R.E · Student’s Book 1 pages 34-35 · Teacher’s Book 1 pages 25 · Gateway Sec Rev pages 20-27
	3	Creation and the Fall of Humankind	The Consequences of sin	By the end of the lesson the learner should be able to; · Explain the consequences of sin	· Questions & Answers · Use of examples · Narrating stories · Bible reading · Explanations · Note taking	Bible: Genesis 3: 4:6-9;11 Teacher’s note	Living the Promise C.R.E · Student’s Book 1 pages 35-36 · Teacher’s Book 1 pages 27 · Gateway Sec Rev pages 20-27
NINE	1	Creation and the Fall of Humankind	Traditional African concept of Evil and Consequences of Evil	By the end of the lesson, the learner should be able to: · Discuss the traditional African concept of Evil	· Group discussions · Visit a traditional elder · Reading class text · Note taking	· Resource person · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 pages 37-38 · Teacher’s Book 1 pages 25-27 · Gateway Sec Rev pages 20-27
	2	Creation and the Fall of Humankind	Comparison between traditional African concept of evil and the biblical concept of sin	By the end of the lesson, the learner should be able to: · Compare and contrast the Tradition African concept of evil and the biblical concept of sin	· Group discussions · Questions & Answers · Note making	· Resource Persons · Charts · Bible · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 pages 38-39 · Teacher’s Book 1 pages 28 · Gateway Sec Rev pages 20-27
	3	Creation and the Fall of Humankind	God’s Plan of Salvation	By the end of the lesson, the learner should be able to: · Support the idea that God had a plan to save humankind even after they had sinned against Him	· Bible reading · Explanation · Discussion · Questions& Answers · Note taking	· Bible: Gen 3:8-9; Genesis 3:18,21,23 · Resource Person · Teacher’s notes	Living the Promise C.R.E · Student’s Book 1 pages 37 · Teacher’s Book 1 pages 26 · Gateway Sec Rev pages 20-27
TEN	1	Faith and God’s Promises: Abraham	Introduction & Background to God’s Promises and the Call of Abraham	By the end of the lesson he learner should be able to: · Describe the background of Abraham before he was called by God · Give reasons why God called Abraham	· Bible reading · Explanation · Questions and Answers · Note taking · Drawing the map on page 42 from the class textbook	· Bible: Gen. 11:24-32; 12:1-9 · Map indication of the fertile crescent in Ancient Mesopotamia	Living the Promise C.R.E · Student’s Book 1 pages 41-42 · Teacher’s Book 1 pages 30-31 · Gateway Sec Rev pages 20-27
	2	Faith and God’s Promises: Abraham	Faith in God · Definition of faith · Abraham’s faith is tested · Abraham’s act of faith	By the end of the lesson, the learner should be able to: · Explain how Abraham demonstrated his faith in God	· Group discussion Dramatization · Bible reading · Note taking · Explanations	· Bible: Genesis 12:1-9; 15:1-6;17:23-24;21:1-7;22:1-19 · Picture on Page 45	Living the Promise C.R.E · Student’s Book 1 pages 43-45 · Teacher’s Book 1 pages 31-32 Gateway Sec Rev pages 28-34
	3	Faith and God’s Promises: Abraham	Importance of faith in Christian life today	By the end of the lesson, the learner should be able to · Give reasons why Abraham is referred to as the ‘father of faith” · Define the term ‘faith’	· Class discussion · Questions& Answers · Note taking	Teachers notes Resource Person (Pastor)	Living the Promise C.R.E · Student’s Book 1 pages 46 · Teacher’s Book 1 pages 32 Gateway Sec Rev pages 28-34
ELEVEN	1	Faith and God’s Promises: Abraham	God’s Promises to Abraham and their relevance’s to Christians	By the end of the lesson, the learner should be able to: · State the promises made by God to Abraham and explain their importance to Christians today	· Bible reading · Group discussions · Note taking · Questions & Answers · Explanation	· Bible: Genesis 12: 2-3; 15: 1-21; 17:23-24; 21:1-7;22:1-19	Living the Promise C.R.E · Student’s Book 1 pages 47 · Teacher’s Book 1 pages 33-34 Gateway Sec Rev pages 28-34
	2	Faith and God’s Promises: Abraham	Covenant · Definition of term ‘Covenant’ · Characteristics of a covenant · God’s covenant with Abraham	By the end of the lesson, the learner should be able to: · Define the term ‘covenant’ · Explain and appreciate the importance of God’s covenant with Abraham	· Bible reading · Note taking · Dramatization · Explanation · Questions & Answers	· Bible: Gen. 15:1-19 · Drawing on pg 50 from text book	Living the Promise C.R.E · Student’s Book 1 pages 48-50 · Teacher’s Book 1 pages 34-35 Gateway Sec Rev pages 28-34
	3	Faith and God’s Promises: Abraham	· Importance of God’s covenant with Abraham · Covenants in modern life	By the end of the lesson, the learner should be able to: · Explain the importance of God’s covenant with Abraham · Mention covenants in modern life and explain their importance	· Dramatization (Marriage/Baptism) · Bible reading · Note taking · Class discussion · Questions and Answers	· Bible: Gen.17:1-16 · Teacher’s notes · Photograph on pg 52 (Class textbook)	Living the Promise C.R.E · Student’s Book 1 pages 54 · Teacher’s Book 1 pages 35-36 Gateway Sec Rev pages 28-34
TWELVE	1	Faith and God’s Promises: Abraham	· Jewish Circumcision · The importance of circumcision to Abraham and his descendants	By the end of the lesson, the learner should be able to: · State the importance of circumcision to Abraham and his descendants	· Note making · Explanation · Bible reading · Questions and Answers	Bible: Gen.17:1-16 Teacher’s note	Living the Promise C.R.E · Student’s Book 1 pages 54 · Teacher’s Book 1 pages 36-37 Gateway Sec Rev pages 28-34
	2	Faith and God’s Promises: Abraham	Jewish and Africa circumcision	By the end of the lesson, the learner should be able to: · Compare the Jewish and African circumcision	· Group discussion · Debating · Note making · Questions & Answers	· Resource Person · Bible · Textbook pictures · Charts	Living the Promise C.R.E · Student’s Book 1 pages 55-56 · Teacher’s Book 1 pages 36-37 Gateway Sec Rev pages 28-34
	3	The Sinai Covenant Moses	Introduction and the call of Moses	By the end of the lesson, the learner should be able to: · Describe the call of Moses	· Bible reading · Explanation · Note making Lecture (brief) · Dramatization	· Bible: Exodus 3:1-22	Living the Promise C.R.E · Student’s Book 1 pages 58 · Teacher’s Book 1 pages 38-39 Gateway Sec Rev pages 28-34
THIRTEEN		REVISION			· Guiding learners on how to revise for the end term exams · Revising work covered in the term
		REVISION			· Guiding learners on how to revise for the end term exams · Revising work covered in the term
FOURTEEN		END OF TERM EXAMS		By The end of the term, the learner should be able to: · Answer questions correctly from all areas/topics covered in the course of the term	· Distributing questions papers · Writing the answers · Supervision and collection of papers	· Wall Clock · Chalk board · Examination Papers
REVISION AND END OF TERM ONE EXAMINATIONS

FORM ONE CRE

SCHEMES OF WORK

TERM II

ONE

Revision

By the end of each lesson, the learner should be able to:

· Understand and answer all the questions from the previous term exams

· Questions and Answers

· Group discussion

· Looking for the answers from the text &Exercise Book

· Other past papers but with similar questions

· Marking Schemes

· Teacher’s Guide Book

TWO

The Sinai Covenant: Moses

The Ten Plagues

Qualities of God learnt from the ten plagues

By the end of the lesson, the learner should be able to:

· List down each plague and show the importance of each in relation to the exodus

· Outline the attributes of God learnt from the ten plagues

· Bible reading

· Note taking

· Dramatization

· Group/Class discussion

· Explanation (short lectures)

· Bible: Exodus 7:14-11:1-10

· Audio-visual aids

· Class textbook

· Resource Person

· Teacher’s notes

The Sinai Covenant: Moses

The Passover

By the end of the lesson, the learner should be able to:

· Explain how Yahweh rescued his people from the rule of Pharaoh

· Dramatization

· Explanation

· Questions and Answers

· Note taking

· Bible reading

· Bible: Exodus 12: 1-31; Exodus 13:17-18

· Resource Person

· Teacher’s notes

· Charts

The Sinai Covenant: Moses

Importance of the Passover feast

Comparison between Jewish and Christian Passover

By the end of the lesson, the learner should be able to:

Compare and contrast the Jewish and Christian Passover

· Class Discussion

· Note taking

· Questions & Answers

· Resource Person

· Bible

· Charts

THREE

The Sinai Covenant: Moses

The Exodus

1. Crossing the Red Sea

2. Provision of water

3. Provision of

i. Manna

ii. Quails

4. Defeating the enemies (Amalekites)

By the end of the lesson, the learner should be able to:

· Show how God showed himself to his people during the exodus

· Explain how God cared for his people during the exodus

· Note taking

· Explanation

· Group discussion

· Text/Bible reading

· Viewing textbook drawings

· Questions & Answers

· Bible: Exodus 19; Exodus 24:1-8; Exodus 15:22-29; Exodus 14: 5-31; Exodus 17:1-6

· Film (The life of Moses)

· Bible commentary

· Teacher’s notes

The Sinai Covenant: Moses

· The making of Sinai Covenant

· Importance of the Covenant

By the end of the lesson, the learner should be able to:

· Describe how the Sinai Covenant was made

· Bible reading

· Textbook reading

· Explanation (Short lectures)

· Questions and Answers

· Note taking

· Bible: Exodus 32:1-35

· Film (The life of Moses)

· Teacher’s notes

The Sinai Covenant: Moses

The breaking of the Sinai Covenant

By the end of the lesson, the learner should be able to:

· Describe how the Sinai Covenant was made

· Bible reading

· Note making

· Questions & Answers

· Dramatization

· Bible: Exodus 32: 1-35

· Resource Person

· Teacher’s notes

FOUR

The Sinai Covenant: Moses

The Renewal of Sinai Covenant

By the end of the lesson, the learner should be able to:

· Describe how the Sinai Covenant was renewed

· Bible reading

· Note taking

· Short lectures

(explanations)

· Bible: Exodus 34: 1-35

· Teacher’s notes

The Sinai Covenant: Moses

The Ten Commandments

By the end of the lesson, the learner should be able to:

· Explain the ten commandments and show how they should be applied in a Christian’s daily life

· Explanation

· Group discussion

· Bible reading

· Note taking

· Bible: Exodus 34: 1-35

· Teacher’s notes

The Sinai Covenant: Moses

· The worship of God by the Israelites in the wilderness

· The Israelites new understanding of the nature of God

By the en of the lesson, the learner should be able to:

· Describe how the Israelites worshipped God in their life in the wilderness

· Explain the new understanding which Moses gave to his people about the nature of God

· Questions and Answers

· Group discussion

· Presentation by class members

· Teacher’s Comments

· Note taking

Resource Person

Teacher’s notes

FIVE

Leadership in Israel (David and Solomon)

· Introduction

· Reasons for Kingship in Israel

· Reasons against Kingship in Israel

By the end of the lesson, the learner should be able to:

· Give reasons why the Israelites demanded for a king

· Give reasons against Kingship in Israel

· Bible Reading

· Note taking

· Text reading

· Group discussion

· Explanation

· Bible:

Judges 3:12-14

1 Samuel 4:22

1 Samuel 13:19

1 Samuel 3:13-14

1 Samuel 8:10-20

· Resource Person

Leadership in Israel (David and Solomon)

1. Failure of King Saul

2. Lessons learnt from King Saul’s failure

By the end of the lesson , the learner should be able to:

· Show how King Saul failed as a leader of Israelites

· Outline the lessons Christians learn from the failure of Saul

· Bible reading

· Textbook reading

· Note taking

· Questions and Answers

· Debating

· Bible:

Judges 13:8-14

1 Samuel 15:7-25

1 Samuel 13:19

1 Samuel 13:8-14

1 Samuel 15:7-25

· Wall Charts

Leadership in Israel (David and Solomon)

King David’s achievements as King of Israel

By the end of the lesson, the learner should be able to:

· List down the achievements of King David

· Note taking

· Bible reading

· Explanation

· Discussions in groups

· Questions & Answers

Bible I Samuel 16:1-23

II Samuel 6:1-15

SIX

Leadership in Israel (David and Solomon)

1. David as the ancestor of Jesus Christ

2. Qualities of a good leader drawn from King David’s leadership

By the end of the lesson, the learner should be able to:

· Discuss the importance of King David as the ancestor of Jesus Christ

· List down the qualities of a good leader drawn from King David’s leadership

· Studying wall maps

· Notes taking

· Bible reading

· Explanation

· Group discussions

· Questions & Answers

A Map of Middle East

Bible: II Samuel 7:1-29 Luke 1:26-33

Resource Person

Video tapes

Leadership in Israel (David and Solomon)

Achievements of King Solomon

By the end of the lesson, the learner should be able to:

· Outline the achievements of King Solomon

· Bible reading

· Explanation

· Note taking

· Assignment (read more from class textbook)

· Group discussion

· Bible: I Kings 3:16-18

I Kings 4:29-34

I Kings 4:1-6

I Kings 5:10

I Kings 9:22

Leadership in Israel (David and Solomon)

Failure of King Solomon

Importance of the Temple of Israel

By the end of the lesson, the learner should be able to:

· Outline the failure of King Solomon

· List down lessons which Christian leader can learn from the reign of King Solomon

· Explain the importance of the temple to the Jews and give reasons why God didn’t want King David to build Him a temple

· Debating (Solomon was better than David

· Bible reading

· Group discussion

· Note taking

Bible: I Kings 9:15-23

I Kings :4:27

I Kings 9:11

I Kings 7:1

I Kings:5-6

Learner’s text

Resource Person

Bible commentary

SEVEN

Loyalty to God: Elijah

· Introduction

· The spread of Idolatry

· The local Canaanite Religion

By the end of the lesson, the learner should be able to:

· Explain how idolatry took root in Israel

· Short lecture

· Bible reading

· Explanation

· Class discussion

· Note taking

Bible

Resource Persons

Teacher’s Notes

Student’s text

Loyalty to God: Elijah

Schism between Judah and Israel

By the end of the lesson, the learner should be able to:

· Explain the Schism between Judah and Israel

· Note taking

· Explanation

· Bible reading

· Bible: I Kings 12:25-33

· Map of Palestine

· Teacher’s notes

Loyalty to God: Elijah

The effects of idolatry in Israel

By the end of the lesson, the learner should be able to:

Discuss the effects of idolatry in Israel

· Note taking

· Bible reading

· Explanation

· Discussions in groups

Student’s textbook

Teacher’s notes

Chart Bible

EIGHT

Loyalty to God: Elijah

The evils that Elijah fought against

(a) False Religion

By the end of the lesson, the learner should be able to:

· Show how Elijah proved that the God of Israel is different from the Canaanite Baal god

· Dramatization

· Note taking

· Bible reading

· Explanation (short Lectures)

· Bible: I Kings 21

· Resource Person

Loyalty to God: Elijah

(b) Corruption

By the end of the lesson, the learner should be able to

· Discuss and list examples of corruption

· Discussions in groups

· Sharing the findings of each group

· Note taking

· Bible: I Kings 21

· Resource Person

Loyalty to God: Elijah

Life Skills that help to fight corruption:

· Critical thinking

· Creative thinking

· Decision Making

By the end of the lesson the learner should be able to:

· Understand the life skills which enable the Christians to fight Corruption

· Short Lectures

· Questions & Answers

· Note taking

Teachers notes

Newspaper cuttings

Resource Person

Textbook

NINE

Loyalty to God: Elijah

Why Elijah faced danger and hostility

By the end of the lesson, the learner should be able to:

· Explain why Elijah faced danger and hostility as a prophet of God

· Bible reading

· Note taking

· Explanation

· Class presentations

Bible: I Kings 18:19-21

Loyalty to God: Elijah

Relevance of Elijah’s Prophetic mission to Christian today

By the end of the term, the learner should be able to:

· Explain and appreciate the relevance of Elijah’s prophetic mission to Christians today

· Group discussions

· Note taking

· Questions and Answers

Students Textbook

Resource Person

Newspaper cuttings

C.A.T

Covered Areas

By the end of the lesson, the learner should be able to:

Answer key questions from the topics covered

Can be in the form of:

· Oral Questions

· Study exercises

· Short test

· Written assignment

· Questions from class textbook (Study Exercises at the end of every topic)

· Questions from the Teacher’s Guide

TEN

Selected aspects in African Religious Heritage

Introduction African Concept of (i) God

By the end of the lesson, the learner should be able to:

· Explain and appreciate the African concept of God

· Short lectures

· Questions and Answers

· Short stories

· Note taking

· Songs

· Assignment

Resource Person

Real objects

Teacher’s notes

Selected aspects in African Religious Heritage

(ii) Spirits and Ancestors

By the end of the lesson, the learner should be able to:

· Explain and appreciate the African concept of spirits and ancestors

· Questions and Answers

· Group discussions

· Dramatization

· Note taking

Charts

Teacher’s note

Resource Persons

Selected aspects in African Religious Heritage

African Understanding of the Hierarchy of Beings

By the end of the lesson, the learner should be able to:

· Explain the African understanding of hierarchy of beings

· Text reading

· Drawing diagrams

· Note taking

· Class discussions

· Short lectures

· Resource Person

· Diagram in the Student’s textbook

· Teacher’s notes

ELEVEN

Selected aspects in African Religious Heritage

The Role of God, Spirits and Ancestors in Traditional African Communities

By the end of the lesson, the learner should be able to:

· Describe the role of God, Spirits and ancestors in Traditional African Communities

· Group Discussions

· Note taking

· Short lectures

· Questions & Answers

· Resource Person

· Traditional Shrines

· Teacher’s notes

· Photos

Selected aspects in African Religious Heritage

The responsibility of the Living towards God

By the end of the lesson, the learner should be able to:

· Show how the living demonstrated their responsibilities towards God

· Demonstrations

· Note taking

· Presentations

· Group discussions

· Bible (R.S Version)

· Magazines

· Class text

· Audio (Radio)

Selected aspects in African Religious Heritage

The responsibility of the living towards the Ancestors

By the end of the lesson, the learner should be able to:

· Comment on the responsibilities of the living towards the spirits

· Questions and Answers

· Note making

· Role Play

· Visit

· Resource Person

· Films/Video

· Tapes

· Teacher’s notes

· Photos

· Regalia

TWELVE

Selected aspects in African Religious Heritage

The Responsibility of the living towards the Ancestors

By the end of the lesson, the learner should be able to:

· Explain the responsibilities of the living towards the ancestors

· Singing

· Assignment

· Class discussion

· Text reading

· Note taking

· Regalia

· Tapes

· Photos

· Resource Person

· Film/video

· Teacher’s note

Selected aspects in African Religious Heritage

Traditional African Ways of Worshipping God

By the end of the lesson the learner should be able to:

· Describe the traditional ways of worshipping God

Project work

Role Play

· Photos of places, things

· Artefacts

· Teacher’s notes

· Resource Person

Selected aspects in African Religious Heritage

Traditional African ways of venerating and Communicating with Spirits and Ancestors

By the end of the lesson, the learner should be able to:

· Discuss various traditional ways of venerating and communicating with spirits and ancestors

· Listening

· Questions & Answers

· Dramatization

· Brief lectures

Resource Person

Charts

Teachers note

Ragalia

Photos (things related)

THIRTEEN

REVISION

By the end of the term, the learner should be able to:

· Guide learners to revise work covered in Form 1

REVISION

By the end of the term, the learner should be able to:

· Guide learners to revise work covered in form 1

FOURTEEN

MID-TERM EXAMS

By the end of the term, the learner should be able to:

· Answer questions correctly from all areas/topics covered in the course of the terms

MID-TERM EXAMS

By the end of the term, the learner should be able to:

· Answer questions correctly from all the areas/topics covered in the course of the terms

FORM ONE CRE

SCHEMES OF WORK

TERM III

ONE

Revision

By the end of each lesson, the learner should be able to:

· Understand and answer all the questions from the previous term exam correctly

· Questions and Answers

· Look for the answers from the text & Exercise books

· Group discussions

· Other past papers but with similar questions

· Marking schemes

· Teacher’s Guide Book

African Moral in African religious heritage

· Meaning of life & its wholeness in Traditional African Society

· Introduction

· Spiritual Life

By the end of the lesson, the learner should be able to:

· Explain the meaning of life in the traditional African society

· Short lectures

· Explanations

· Assignment

· Questions and Answers

· Resource Person

· Class text book

· Teacher’s notes

African Moral in African religious heritage

· Communal life

· Physical life

· Phases in human life

By the end of the lesson, the learner should be able to:

· Identify some of the threats to human life today

Group discussion

Brief lectures

Listening

Note taking

· Class text book

· Resource Person (traditional Priest)

TWO

African Moral in African religious heritage

· Ancestral Hand

· Wholeness of Life

By the end of the lesson, the learner should be able to:

· Explain and appreciate the meaning of life and its wholeness in the traditional African society

· Group discussion

· Assignment

· Questions & Answers

· Note taking

· Class textbook

· Teacher’s notes

African Moral in African religious heritage

The African concept of community

By the end of the lesson, the learner should be able to:

· Explain the African concept of community

· Brief lectures

· Explanation

· Note taking

Resource Person

Teacher’s notes

Class textbook

African Morals and Cultural values

The African concept of system and importance of Kingship system:

(i) By blood

By the end of the lesson, the learner should be able to:

· Explain the importance of kinship ties

· Discussions

· Assignments

· Note taking

· Questions and answers

· Resource Person

· Teacher’s notes

THREE

African Morals and Cultural values

(i) By marriage

(ii) Absence relatives or Kins

By the end of the lesson, the learner should be able to:

· Explain the importance of Kinship ties

· Textbook

· Note taking

· Brief Lectures

· Class textbook

· Resource Person

· Teacher’s notes

African Morals and Cultural values

Factors contributing to harmony and mutual responsibility in the African communities

By the end of the lesson, the learner should be able to:

· Define the term harmony

· Outline factors which contribute to harmony in traditional African community

· Discussion

· Note taking

· Question and answers

· Presentations

· Class textbook

· Resource Person

· Teacher’s notes

African Morals and Cultural values

· Communal ownership of land

· Belief in common ancestry or origin

· Religious beliefs and practices

By the end of the lesson, the learner should be able to:

· Discuss how religious beliefs and practices promoted harmony in the community

· Discussions

· Presentations

· Questions & Answers

· Note taking

· Class textbook

· Resource Person

· Teacher’s notes

FOUR

African Morals and Cultural values

· Kinship ties

· Observation of social norms

· Participation communal work

By the end of the lesson, the learner should be able to:

· Mention some of the traditional social norms which contributed to harmonious living

· Short lectures

· Assignment

· Note taking

· Class textbook

· Resource Person

· Teachers notes

African Morals and Cultural values

· Division of labour

· Sharing of material possessions and food

· Rites of passage

By the end of the lesson the learner should be able to:

· Explain how division of labour, sharing of food and rites of passage contributed to community harmony

· Group discussion

· Questions and Answers

African Morals and Cultural values

· Traditional education system

· Leisure activities

· Political organization

By the end of the lesson, the learner should be able to:

· Describe various leisure activities in traditional African Community

· Class presentations

· Teacher’s comments

· Note taking

· Assignment

Resource Person (Traditional elderly man or leader)

Class textbook

FIVE

African Morals and Cultural values

Rites Of Passage

By the end of the lesson, the learner should be able to:

· List down the traditional African rites of passage and give the importance of each

· Questions and Answers

· Group discussion

· Note taking

· Resource Person (Traditional elderly man or leader)

· Class textbook

African Morals and Cultural values

Birth and Naming

· Pregnancy

· Birth of a child

· Naming of a child

By the end of the lesson, the learner should be able to:

· Show how concern is shown for life during pregnancy

· List down various naming methods used in traditional African community

· Group discussion

· Brief lectures

· Assignment

· Role Play

· Note taking

Resource Person (Traditional elderly or aged woman)

· Class textbook

· Teacher’s notes

African Morals and Cultural values

The role of Birth and Naming rites in emaculating moral values

By the end of the lesson, the learner should be able to:

· Identify different traditional African names and five the meaning of each name

Class activity (collect traditional African names of people and their meanings)

Note taking

· Class textbook

· Teachers notes

· Charts of traditional names with their meanings

SIX

African Morals and Cultural values

Initiation rites

By the end of the lesson, the learner should be able to:

· Explain the disadvantages of Female Genital Mutilation (FGM)

· Discussion

· Questions and Answers

· Note taking

· Class text

· Newspaper cuttings

· Resource Person (Church Priest)

African Morals and Cultural values

· Marriage rites in Traditional African Community

· Types of Traditional African Marriages

By the end of the lesson, the learner should be able to

· Explain the advantages and disadvantages of polygamy

· Name different types of tradition marriages

· Questions and Answers

· Debate (Monogamous marriage is better than polygamous marriage)

· Note taking

Class text

Newspaper cuttings

Resource person (Church Priest)

African Morals and Cultural values

· Preparation in marriage in the Traditional African Community

· Choosing a marriage partner

By the end of the lesson, the learner should be able to:

· Compare the traditional African way of choosing marriage partner with the modern way of choosing marriage partner

· Assignment

· Teacher’s comments

· Debate

· Discussions

· Note taking

· Class textbook

· Teacher’s notes

SEVEN

African Morals and Cultural values

Bride wealth

By the end of the lesson, the learner should be able to:

· Discuss the disadvantages and advantages of bride wealth

· Group discussions

· Note taking

· Reading

· Teachers Comment

Resource Person

Teacher’s notes

Class textbook

African Morals and Cultural values

· Traditional African Marriage ceremony

· Role of African marriage rites in relation to morals

By the end of the lesson, the learner should be able to:

· Write down moral values learnt from marriage as a traditional rite of passage

· Class presentations

· Dramatization

· Teacher’s comments

· Note taking

· Assignment

· Watching video tapes

· Resource Person

· Tapes on marriage

African Morals and Cultural values

Death rites

· Mourning

· Burial

By the end of the lesson, the learner should be able to:

· Discuss death as a rite of passage and how it assisted in inculcating moral values in traditional African society

· Dramatization

· Songs/singing

· Teacher’s comments

· Note taking

· Resource person ( Traditional elder or Priest)

· Teacher’s notes

· Class textbook

EIGHT

African Morals and Cultural values

· Role of Religious Specialists in the Traditional African Communities and their relevance today

· Medicine Men

· Medicine Women

By the end of the lesson, the learner should be able to :

· Explain and appreciate the role of religious specialists in the African communities and evaluate their relevance in modern society

· Brief lectures

· Questions and Answers

· Note taking

· Resource Person

· Video/Tapes

· Films

· Class textbook

African Morals and Cultural values

· Mediums and Diviners

· Rainmakers

By the end of the lesson, the learner should be able to:

· Explain how the mediums diviners and rainmakers officiated their roles

· Presentations

· Role play

· Teacher’s comments

· Note taking

· Resource Person

· Real objects

African Morals and Cultural values

· Kings/Queens

· Rulers/Elders

By the end of the lesson, the learner should be able to:

· Explain the importance of traditional rules or elders

· Visiting Local elderly/aged ruler

· Interviewing

· Note making

Resource Person

Teacher’s notes

Class textbook

NINE

African Morals and Cultural values

Priest, seers and Prophets

By the end of the lesson, the learner should be able to:

· Outline the functions of the priests and the prophets in traditional African Community

· Note taking

· Class presentations

· Discussions in groups

· Assignment

· Resource Person

· Class textbook

· Teacher’s notes

African Morals and Cultural values

· Traditional African Moral values:

· Hospitality

By the end of the lesson, the learner should be able to:

· Explain and appreciate the African moral values

· Brief lectures

· Note taking

· Questions and Answers

· Resource person

· Teacher’s notes

· Class textbook

African Morals and Cultural values

· Tolerance

· Perseverance

· Respect

· Courtesy

By the end of the lesson, the learner should be able to:

· Explain and appreciate the African moral values

· Discussions in groups

· Presentations

· Note taking

· Teacher’s comments

· Teacher’s notes

· Class textbook

TEN

African Morals and Cultural values

· Loyalty and Responsibility

By the end of the lesson, the learner should be able to:

· Explain how loyalty and responsibility contributed to harmony in the traditional community

· Assignment (reading and making notes)

· Class textbook

· Other text

African Morals and Cultural values

· Co-operation and unity

· Love

By the end of the lesson, the learner should be able to:

· Comment on how the following virtues assisted to harmonize community members:

(i) Love

(ii) Unity

· Brief lectures

· Listening

· Questions and Answers

· Teacher’s notes

· Class textbook

African Morals and Cultural values

Continuity and change in African understanding:

· Community

By the of the term, the learner should be able to:

· Comment on the changes and continuity in the African understanding of community

· Group discussions

· Assignment

· Note taking

· Teachers notes

· Class textbook

ELEVEN

African Morals and Cultural values

· Land

· Old age and the aged

By the end of the lesson, the learner should be able to:

· State the importance of land in traditional African community

· Short lectures (on importance of traditional African land)

· Teachers comment

· Note taking

· Resource person (Elderly man with knowledge on land)

African Morals and Cultural values

· Widows and Orphans

By the end of the lesson, the learner should be able to:

· Discuss the continuity in the African understanding of:

(i) Widows

(ii) Orphans

· Discussions in groups

· Teacher’s comments

· Note taking

· Assignment

· Class textbook

· Resource Person

African Morals and Cultural values

· Worship

· Property/Wealth

By the end of the lesson, the, the learner should be able to:

· Discuss the continuity and change in the African understanding of worship and property

· Visit to places

· Questions and Answers

· Note taking

· Traditional Shrines

· Photos

· Resource Person

TWELVE

African Morals and Cultural values

· Dressing

· Dowry/Bride Wealth

By the end of the lesson, the learner should be able to:

· Show the changes in the African understanding of

(i) Dressing

(ii) Dowry/bride wealth

· Project work (collect different traditional dresses and show who wore them and when)

· Note taking

· Resource person

· Traditional regalia

· Films/Video tapes

· Class textbook

African Morals and Cultural values

· Medicine

By the end of the lesson, the learner should be able to:

· Discuss the changes that have taken place in modern medicine and which have threatened the traditional African medicine

· Comments

· Debate (Herbs are better than the modern medicine

· Discussion

· Note taking

Videos

Photos

Photos of plants (herbs)

Resource person

African Morals and Cultural values

· Leisure

By the end of the lesson, the learner should be able to:

· Compare leisure activities in traditional African community with modern ones

· Role play

· Discussions

· Teacher’s Comments

· Note taking

· Class textbook

· Charts

· Pictures

FORM TWO CRE

SCHEMES OF WORK

TERM I

ONE

Old Testament Prophecies about the Messiah and the concept of the Messiah in the New Testament

· Introduction

· Role of Prophet

· Old Testament Prophecies

· The Messiah

By the end of the lesson, the learner should be able to:

· List down roles of prophets in the Bible

· Define the terms

(i) Prophet

(ii) Prophecy

(iii) Messiah

· Explain the Old testament prophecies concerning the Messiah

· Brief lectures

· Bible reading

· Assignment

· Note making

· Teacher’s Comment

· Questions and Answers

· Class text

· Resource person

· Bible: 2 Sam7: 3-17; Isaiah 7:10-16; 9:1-7; 53;61:1-2; Jer 23:5-6

Old Testament Prophecies about the Messiah and the Concept of the Messiah in the New Testament

The O.T Concept of the Messiah in the New Testament

By the end of the lesson the learner should be able to:

· Discuss how Jesus fulfilled the Old Testament prophecies concerning the Messiah

· Class discussion

· Questions and Brief explanations

· Answers

· Note taking

Bible: Luke 1: 26-38; 2:1-23;23:1-35; 24:50-57

O. Testament Prophecies about Messiah and the Concept of the Messiah in the New Testament

The Concept of Messiah in the Old Testament

By the end of the lesson, the learner should be able to:

· Tell who is the new Israel

· Give reasons why Jews rejected Jesus yet he fulfilled the O.T prophecies about the messiah

· Bible reading

· Note taking

· Group work (Discuss in groups how Jesus Fulfilled O.T concept of Messiah

· Note taking

· Resource Person

· Bible: 2Sam 7:3-17; Jer 23:1-5

TWO

Old Testament Prophecies about the Messiah and the Concept of the Messiah in the New Testament

The role of John The Baptist

By the end of the lesson, the learner should be able to

· Show how John the Baptist prepared the way for the coming of Jesus

· Tell how John the Baptist linksthe O.T and N.T

· Introduction

· Explanation

· Discussion

· Question and Answers

· Bible reading

· Bible: Luke 1:5-25

Luke 3:4-5

· View Picture on page 9

· Malachi 3:1;4:5-6

· Isaiah 40:3-5

Features of John’s form of Baptism

· Explain how Christians today play the role of John the Baptist

· Suggest ways of improving life in your school

· Assignment

· Group discussion

· Presentations

· Teacher’s comment

· Note taking

· Bible: Luke 1:5-25

· Class textbook 2

· Teacher’s notes

The Infancy and Early Life of Jesus

The Birth of John the Baptist is foretold

By the end of the lesson, the learner should be able to:

· Describe the annunciation of the birth of John

· Bible reading

· Explanation

· Note taking

· Brief reading

· Questions and Answers

Bible: Luke 1:5-25

Class textbook 2

Teacher’s notes

The Infancy and Early Life of Jesus

The Annunciation of the Birth of Jesus

By the end of the lesson, the learner should be able to

· Describe the annunciation of the birth of Jesus

· Short lectures

· Assignment

· Dramatization

· Teacher’s comment

· Bible reading

· Note taking

· Map of Palestine

· Teacher’s note

· Bible: Luke 1:26-38

THREE

The Infancy and Early Life of Jesus

The Birth of John the Baptist

By the end of the lesson, the learner should be able to:

· Describe the Birth of John the Baptist

· Bible reading

· Explanation

· Signing

· Narrating

· Note making

· Bible: Lk 1: 57-80

· Pictures

· Films

· Class text

The Infancy and Early Life of Jesus

The Birth of Jesus

Celebrating the birth of Jesus

By the end of the lesson, the learner should be able to:

· Describe the Birth of Jesus and the events which took place

· Tell the importance of Jesus’ birth to Christians

· Dramatization

· Bible reading

· Explanation

· Brief reading

· Singing

· Narrating

Bible: Lk2: 1-20

Golden bells Hymn no. 114

Resource Person

The Infancy and Early Life of Jesus

Dedication of Jesus

By the end of the lesson, the learner should be able to:

· Describe the dedication of Jesus

· Explanation

· Narrating

· Explanation

· Note taking

· Assignment

· Bible: Luke 2:21-40

· Resource person

· Charts

· Learner’s textbook

FOUR

The Infancy and Early Life of Jesus

Jesus at the Temple

By the end of the lesson, the learner should be able to:

· Describe the visit of Jesus to Jerusalem when he was twelve years old

· Bible reading

· Explanation

· Class activity (dramatization)

· Bible: Lk2:41-52

· Class textbook 2

· Chalkboard

The Galilean Ministry

The preaching of John The Baptist

The Relevance of John’s teaching to us

By the end of the lesson, the learner should be able to:

· Explain the teaching of John the Baptist

· State reasons why baptism is importance to Christians

· Explanation

· Assignment

· Dramatization

· Note taking

· Bible reading

· Class text

· Bible Lk 3:1-20

· Resource Person (Teacher)

The Galilean Ministry

The Baptism of Jesus

By the end of the lesson, the learner should be able to:

· Explain reasons why Jesus was baptized yet he was sinless

· Questions and Answers

· Class activity

· Bible reading

· Explanation

· Note taking

· Class text

· Chalkboard

· Bible Lk3:21-22

· Resource Person (Teacher)

FIVE

The Galilean Ministry

The Temptation of Jesus

By the end of the lesson, the learner should be able to:

· Mention various ways in which Jesus was put to test by Satan and how he responded to each temptation

· Assignment

· Note taking

· Explanation

· Bible reading

· Questions and Answers

· Audio-Visual aids

· Class textbook

· Bible commentaries

· Chalkboard

· Bible: Luke 4:1-13

The Galilean Ministry

Relevance of temptations to Christians today

· Discuss ways in which Christians fall into temptation and show why they accept temptations

· Teacher’s comment

· Reading class text

· Evaluation

· Group discussion

· Reporting

· Note making

· Resource Person

· Class text

The Galilean Ministry

Jesus begins work in Galilee and is rejected at Nazareth

By the end of the lesson, the learner should be able to:

· Discuss why many Christians reject the God News

· Note taking

· Explanation

· Group discussion

· Bible reading

· Teacher’s comments on student’s reports

Bible (RSV)

Chalkboard

Audio visual aids

Class textbook 2

The Galilean Ministry

Jesus heals in Capernaum

By the end of the lesson, the learner should be able to:

Describe Jesus’ work of healing Capernaum

· Teacher’s comments on student’s reports

· Bible reading

· Group discussion

· Explanation

· Chalkboard

· Audio-visual aids

· Teacher’s notes

· Bible: Lk 4:31-44

· Relevant Bible commentary

SIX

The Galilean Ministry

Jesus calls his first disciples

By the end of the lesson, the learner should be able to:

· Explain various ways in which people are called today to serve as disciplines of Jesus Christ

· Signing

· Questions and Answers

· Explanation

· Bible reading

· Note making

· Bible: Luke 5:1-11

· Class textbook 2

· Chalkboard

· Teacher’s notes

The Galilean Ministry

Jesus faces opposition

· Healing of a leper

· Healing of paralyzed man

By the end of the lesson, the learner should be able to:

· Explain the healing of the paralytic man

· Appreciate Jesus’ authority to forgive sins

· Making some drawing/chart

· Brief explanation

· Bible reading

· Questions and Answers

· Note making

· Chalkboard

· Bible: Luke 5:17-26

· Bible commentary

· Teacher’s notes

· Class textbook 2

The Galilean Ministry

· The Call of Levi

· The question about fasting

By the end of the lesson, the learner should be able to:

· Describe the call of Levi

· Appreciate all people irrespective of their spiritual status

· Evaluation

· Explanation

· Bible reading

· Questions and Answers

· Note taking

· Newspaper cutting

· Photos of people feasting together

· Bible: Lk 5:27-31

SEVEN

The Galilean Ministry

· The Parables of the Garment and the Wineskins

· The question about the Sabbath

By the end of the lesson, the learner should be able to:

· Explain why the disciples of Jesus were not fasting

· Appreciate the characteristics of the new kingdom of God

· Bible reading

· Evaluation (oral questions)

· Questions and Answers

· Explanation

· Pieces of cloth

· Chalkboard

· Bible: Lk 5:33-36

· Bible commentary

The Galilean Ministry

A man with withered hand

By the end of the lesson, the learner should be able to:

· Explain why Jesus and disciples plucked ears of corn and ate on a Sabbath

· Appreciate Jesus as the Lord over Sabbath

· Bible reading

· Discussion

· Teacher’s comment

· Assignment

· Explanation

· Note taking

· Bible: Lk:6-11

· Bible commentary

· Audio visual material

· Chalkboard

The Galilean Ministry

Choosing of the twelve disciples and Jesus’ teaching on true discipleship

By the end of the lesson, the learner should be able to:

· Explain the choosing of the twelve disciples

· Apply qualities of the true discipleship to their life

· Bible reading

· Discussing

· Note taking

· Explanation

· Questions and Answers

· Bible: Lk6: 1-11

· Bible commentary

· Audio visual material

· Chalk visual

EIGHT

The Galilean Ministry

· The sermon on the plain

· The Beatitudes

· Blessings and sorrows

By the end of the lesson, the learner should be able to:

· Explain the ways the teachings of Jesus on the sermon on the plain challenge modern living

· Questions and Answers

· Assignment

· Explanation

· Bible reading

· Note taking

· Audio visual material

· Bible commentary

· Bible: Lk6: 17-49

· Teachers notes

The Galilean Ministry

· Loving one’s enemies

By the end of the lesson, the learner should be able to:

· State the teachings of Jesus on love

· Evaluation

· Discussions

· Note taking

· Bible reading

· Explanation

· Bible Lk 6:27-36

· Cutting from newspaper

· Bible commentary

The Galilean Ministry

· Judging others

By the end of the lesson, the learner should be able to:

· State the teachings of Jesus on judgment

· Bible reading

· Explanation

· Assignment

· Questions and Answers

· Note making

Bible: Lk 6:37-42

Christian Magazines

C.A.T

By The end of the lesson, the learner should be able to:

· Understand and answer key questions from the topics covered

The Galilean Ministry

Jesus’ works of compassion

· The healing of Centurion’s servant

By the end of the lesson, the learner should be able to:

· Describe the miracle of the healing of the Centurion’s servant and the lessons Christian can learn from it

· Note taking

· Bible reading

· Explanation

· Questions and Answers

· Note taking

Chalkboard

Class text

Bible: Luke 7:11-17

Teacher’s notes

Poster

Chalkboard

The Galilean Ministry

The raising of the widow of Nain

By the end of the lesson, the learner should be able to:

· Describe the raising of the son of the widow of Nain

· Give reason why Christians should have compassion towards the needy

· Explanation

· Discussions

· Questions and Answers

· Note taking

· Teacher’s note

· Bible commentary

· Poster

· Class text

· Bible: Luke 7:11-17

· Chalkboard

TEN

The Galilean Ministry

Assurance to John the Baptist

By the end of the lesson, the learner should be able to:

· Explain why John the Baptist needed an assurance from Jesus

· Describe Jesus’ reaction to John’s question

· Explanation

· Note taking

· Oral Evaluation

· Questions and Answers

· Brief Lectures

· Bible reading

· Class text

· Bible commentary

· Newspaper cutting

· Bible: Luke 7:18-35

· Teacher’s notes

The Galilean Ministry

Jesus’ compassion to women:

(a) The sinful woman

(b) The woman who accompanied Jesus

By the end of the lesson, the learner should be able to:

· Describe how a sinful woman anointed Jesus

· Explain why Simon and the other Pharisees criticized Jesus

· Bible reading

· Note taking

· Assignment

· Brief lectures

· Questions and Answers

· Class text

· Teacher’s notes

· Pictures

· Bible: Luke 7:36-38

· Audio visual material

The Teachings of Jesus

The teachings of Jesus (the parables and their significance

By the end of the lesson, the learner should be able to:

· Define what a parable is

· Relate the significance of the parables to daily life

· Give reasons why Jesus used parables

· Note taking

· Questions and Answers

· Assignment

· Discussion

· Class text

· Teacher’s Guide

ELEVEN

The Teachings of Jesus

The Parable of the Sower

By the end of the lesson, the learner should be able to:

· Explain the parable of the sower

· Explanation

· Questions and Answers

· Note taking

· Evaluation

· Bible reading

· Teacher’s notes

· Bible: Lk8:4-21

· Chalkboard

The Teachings of Jesus

The parable of a lamp under a bowl

By the end of the lesson, the learner should be able to:

· Explain the parable of the lamp under a bowl

· Bible reading

· Note taking

· Questions and Answers

· Explanations

Bible:Lk:16-18

Teacher’s notes

Class textbook 2

The Teachings of Jesus

Significance of Jesus’ Parable

By the end of the lesson, the learner should be able to:

· Explain the significance of Jesus’ parable

· Questions and Answers

· Discussions

· Reading class textbook 2

· Teacher’s notes

· Revision book

· Class textbook 2

TWELVE

The Teachings of Jesus

The Mighty works of Jesus:

· The Calming of the Storm

By the end of the lesson, the learner should be able to:

· Describe how Jesus calmed the storm

· Explain why the disciples were afraid of the storm

· Bible reading

· Reading text

· Explanations

· Questions and Answers

· Note taking

· Class textbook 2

· Audio-visual material

· Bible commentary

· Bible: Lk 8:22-25

The Teachings of Jesus

The Mighty works:

· The healing of a demon-possessed man

By the end of the lesson, the learner should be able to:

· Define a legion

· Describe the healing of a demon-possessed man

· Bible reading

· Note taking

· Reading text

· Questions and Answers

· Discussion

· Dramatization

· Bible: Lk 8:26-39

· Bible commentary

· Audio-visual material

· Class textbook 2

· Teacher’s note

The Teachings of Jesus

The Mighty works of Jesus:

· Raising of Jairus’ daughter

· Healing of the woman with blood flow

By the end of the lesson, the learner should be able to:

· Explain the healing of Jairus daughter

· Describe the healing of the woman who touched Jesus’ cloak

· Main points on chalkboard

· Note taking

· Bible reading

· Explanation

· Bible commentaries

· Chart/Audio visual material

· Bible: Lk 8:40-42

49-56

· Teacher’s note

THIRTEEN

END OF TERM EXAMS

By The end of the term, the learner should be able to:

· Answer questions correctly from the areas/topics covered

FORM TWO CRE

SCHEMES OF WORK

TERM II

ONE

Revision of the previous End of Term Exam

By the end of the lesson, the learner should be able to

· Understand and answer questions asked from the areas covered previously

TWO

The Galilean Ministry

· Commissioning of the twelve disciples

· Jesus and the twelve disciples

By the end of the lesson, the learner should be able to:

· Describe the commissioning of the 12 disciples

· Explanation

· Note making and taking

· Questions and Answers

· Bible reading

· Chalkboard

· Audio-visual materials

· Bible: Lk 9:10-17

· Chart

· Class textbook 2

The Galilean Ministry

Feeding of the 5000 People

By the end of the lesson, the learner should be able to:

· Describe the feeding of the five thousand

· Explanation

· Questions and Answers

· Note making and taking

· Bible reading

Bible Lk 9: 10-17

Chalkboard

Audio-visual materials

Chart

Class textbook 2

The Galilean Ministry

The Person of Jesus and his destiny

By the end of th lesson, the learner should be able to:

· Describe the person of Jesus

· Explain the destiny of Jesus

· Bible reading

· Explanation

· Questions and Answers

· Note taking

· Resource person

· Chalkboard

· Class textbook 2

· Teacher’s notes

· Bible: Lk 9:18-27

THREE

The Galilean Ministry

The Transfiguration

By the end of the lesson, the learner should be able to:

· Explain why transfiguration took place

· Appreciate God’s presence during the transfiguration

· Reading the bible

· Explanation

· Questions and Answers

· Note taking

· Assignment

· Bible: Lk 9:28-36

· Chalkboard

· Audio-visual materials

· Teacher’s notes

The Galilean Ministry

Jesus’ teaching on faith and humility

By the end of the lesson, the learner should be able to:

· Explain Jesus’ teachings on faith and humility

· Note taking

· Questions and Answets

· Bible reading

· Explanation

· Group discussion

· Bible :Luke 9:51-62

· Chalkboard

· Charts

· Teacher’s notes

The Journey to Jerusalem

Duties and privileges of the disciples

By end of the lesson, the learner should be able to:

· Comment on the Jesus’ teaching on duties and privileges of disciples

· Bible reading

· Explanation

· Group discussion

· Questions and Answers

· Note taking

· Bible Luke9:51-62

· Charts

· Chalkboard

· Teacher’s notes

FOUR

The Journey to Jerusalem

The mission of the seventy two

By the end of the lesson, the learner should be able to:

· List down the instructions Jesus gave to his seventy two disciples

· Reading the textbook

· Bible reading

· Explanation

· Note taking

· Bible: Luke 10:1-24

· Audio-visual aids

· Chalkboard

· Teacher’s notes

· Class textbook 2

The Journey to Jerusalem

A committed follower of Jesus (parable of Good Samaritan)

By the end of the lesson, the learner should be able to:

· Describe the parable of the Good Samaritan

· Explain who is a neighbor

· Narrating

· Questions and Answers

· Teacher’s comments

· Note taking

· Bible reading

· Bible: Lk 10:38-42

· Chalk board

· Class textbook

The Journey to Jerusalem

Mary and Martha (Importance of love, compassion and mercy)

By the end of the lesson, the learner should be able to:

· State what Jesus meant by saying that Mary had taken the better part?

· Bible reading

· Dramatizing

· Note taking

· explanation

· Bible: Luke 11: 1-13

· Resource person

· Chart (lord’s Prayer

· Class textbook

FIVE

The Journey to Jerusalem

Jesus’ teaching on prayer

By the end of the lesson, the learner should be able to:

· State the teachings of Jesus on prayer

· Give reason’s why Christians pray

· Role play (Friend at mid-night)

· Explanation

· Reciting

· Note making

· Bible reading

· Bible: Luke 11:1-13

· Resource Person

· Class textbook

· Chart (Lord’s Prayer)

The Journey to Jerusalem

Use of God’s power to overcome evil (the Beel-zebul dispute)

By the end of the lesson, the learner should be able to:

· Explain the teachings of Jesus on God’s power in overcoming evil from the story of Beel-zebul

· Explanation

· Questions and Answers

· Discussion

· Bible reading

· Note taking

· Bible: Lk 11:14-36

· Resource Person

· Film

· Chalkboard

The Journey to Jerusalem

Fearless confession without hypocrisy

By the end of the lesson, the learner should be able to:

· Define the terms confessions, honesty and hypocrisy

· Signing

· Explanation

· Bible reading

· Telling of story

· Questions and Answers

· Bible Luke 11:37; Luke 12:1-2

· Dictionary

· Chalkboard

· Teacher’s note

SIX

The Journey to Jerusalem

Material Possession (Parable of the rich farmer)

By the end of the lesson, the learner should be able to:

· State the teachings of Jesus on material possession from the parable of the rich fool

· Questions and Answers

· Singing

· Explanation

· Bible reading

· Note taking

· Tape (song)

· Bible: Luke 12:13-34

· Pictures/photos

· Teaching notes

· Chalkboard

The Journey to Jerusalem

Watchfulness and readiness

By the end of the lesson, the learner should be able to:

· Relate Jesus’ teachings on watchfulness and readiness to Christian life today

· Bible reading

· Explanation

· Note making

· Illustrating using photos, pictures, newspaper cuttings

· Bible: Luke 12: 35-59

· Pictures/photos

· Newspaper cutting

The Journey to Jerusalem

The Growth of the Kingdom(The parable of the fig tree)

By the end of the lesson, the learner should be able to:

· State the teaching of Jesus on the need for repentance and on God’s judgment

· Reading the story and writing

· Notes on the fig tree

· Bible

· Chalkboard

· Pictures

· Class text book

· Pictures

SEVEN

The Journey to Jerusalem

The Growth of the Kingdom (healing on the Sabbath)

By the end of the lesson, the learner should be able to:

· Narrate the story of the healing of the crippled woman

· Bible reading

· Note taking

· Role play

· Explanation

· Questions and answers

· CRE Text bk 2

· Chalk board

· Bible

· Teacher’s notes

The Journey to Jerusalem

The Growth of the Kingdom(Mustard seed and yeast Narrow door)

By the end of the lesson the learner should be able to

· Explain the spiritual teaching in the parable of the mustard seed and yeast

· Assignment(making notes)

· Bible reading

· Explanation

Bible: Luke 13: 18-21: 13:22-35

Real objects (seeds)

Pictures/photos

The Journey to Jerusalem

A Great feast for all who are prepared (invite Guest)

By the end of the lesson, the learner should be able to:

· Explain the spiritual message of the parable of the great feasts

· Explanation

· Questions and Answers

· Assignment (making notes)

· Bible reading

· Bible: Luke 14:1-35

· Chalkboard

· Newspaper cutting

· Photographs

EIGHT

The Journey to Jerusalem

The Parable of the Great Feast

By the end of the lesson, the learner should be able to:

· State and evaluate the characteristics of a true disciple of Jesus from the Parable of the Great feast

· Bible reading

· Assignment

· Explanation

· Dramatization

· Bible: Luke 14:15-24

· Photographs on wedding

· Newspaper cuttings

· Videos of ceremony

The Journey to Jerusalem

The cost of Discipleship

By the end of the lesson, the learner should be able to:

· List down the conditions which Jesus set for his disciples

· Assignment(let learners get them from textbook)

· Questions and answers

· Discussion

· Class textbook 2

· Bible: Luke 14: 25-30

The Journey to Jerusalem

Retrieving the Lost

· Parable of the Lost sheep

· Parable of the Lost coin

By the end of the lesson the leaner should be able to:

· Narrate the parable of the lost son

· Narrating the parable

· Questions and Answers

· Assignment (read textbook and make notes)

· Real objects (coins)

· Pictures and photos of sheep/pigs

· Class textbook

NINE

The Journey to Jerusalem

The parable of the Lost son

By the end of the lesson, the learner should be able to:

· Explain the teachings of the parable of the lost son

· Role play

· Brief visits of the pig farm

· Assignment(read from class textbook and make notes)

· Bible: Luke 15:11-32

· Pictures and photos of ship/pigs

· Class textbook

· Chalk board

The Journey to Jerusalem

Wealth and Poverty

· Parable of the Shrewd Manager

By the end of the lesson, the learner should be able to:

· Describe the parable of the dishonest steward

· Questions and Answers

· Bible reading

· Note taking

· Explanation

· Bible: Luke 16:1-32

· Class textbook 2

· Chalkboard

· Teacher’s notes

The Journey to Jerusalem

The Rich man and Lazarus

By the end of the lesson, the learner should be able to:

· Narrate the parable of the rich man and Lazarus

· Singing

· Drawing messages from sons and sing

· Assignment

· Photos

· Chalkboard

· Newspaper cuttings

· Bible Lk: 16:19-31

· Class textbook 2

TEN

The Journey to Jerusalem

The power of Faith

(a) The ten leapers

By the end of the lesson, the learner should be able to:

· Define the term faith

· Identify the teachings of Jesus on the power of faith

· Bible reading

· Explanation

· Assignment (note making)

· Group discussions

· Bible Lk 17:1-37

Lk 17:11-19

· Cutting from newspaper

· Chalkboard

The Journey to Jerusalem

(b) The coming of the Kingdom

By the end of the lesson, the learner should be able to:

· Explain the importance of faith in Christian life

· Explanation

· Bible reading

· Group discussions

· Assignment (Note making)

· Bible: Lk 17:20-37

· Class textbook 2

· Resource person

The Journey to Jerusalem

Persistence in prayer-Parable of the widow and the unjust judge

By the end of the lesson, the learner should be able to:

· Understand and answer key questions from the topics covered

· Bible reading

· Explanation

· Recite a prayer

· Questions and Answers

· Assignment

· Bible:Lk 18:1-8

· Picture of people/ a person praying

· Chalkboard

ELEVEN

The Journey to Jerusalem

Parable of the Pharisees & the tax collector

By the end of the lesson, the learner should be able to:

· Explain the teachings of Jesus from the parable of the Pharisees and the tax collector

· Assignment (reading the Bible and class text and making notes

· Role play

· Bible: Luke 18:9-14

· Picture of a person praying

· Chalkboard

The Journey to Jerusalem

· The way to salvation

· Jesus blesses little children

· Rich young ruler

By the end of the lesson, the learner should be able to:

· Explain Jesus’ teachings on the way to salvation

· Bible reading

· Explanation

· Note making (assignment

· Questions and Answers

· Bible

· Class textbook 2

· Chalk board

· Pictures of little children

The Journey to Jerusalem

Jesus prophesied about his death for the third time

By the end of the lesson, the learner should be able to:

· Discuss the suffering of Jesus in his effort to bring salvation

· Bible reading

· Note taking

· Explanation

· Class discussion

· Class textbook 2

· Bible

· Teacher’s notes

· Chalk board

TWELVE

The Journey to Jerusalem

Healing of the blind beggar

By the end of the lesson the learner should be able to:

· Explain the teachings of Jesus on the way to salvation found in the healing of the blind beggar

· Explanation

· Assignment (Reading the text and making notes

· Bible reading

· Song

· Chalkboard

· Teacher’s notes

· Bible

· Class textbook 2

The Journey to Jerusalem

Jesus and Zacchaeus

By the end of the lesson, the learner should be able to:

· Explain the teachings of Jesus on the way to salvation as found in the story of Zacchaeus

· Explanation

· Role play

· Questions and Answers

· Assignment (making notes

· Bible reading

· Bible: Lk 19:1-2

· Drawings or illustration

· Teacher’s notes

· Chalkboard

The Journey to Jerusalem

The Parable of Gold coins (Ten Pounds)

By the end of the lesson, the learner should be able to:

· Describe the parable of the gold coins (ten Pounds)

· Questions and Answers

· Role play

· Explanation

· Assignment (making notes

· Bible reading

Bible: Lk 19:11-27

Real objects

THIRTEEN

MID-YEAR EXAMS

By The end of the lesson, the learner should be able to:

· Answer questions from the topics or all areas covered in the course of the term

FORM TWO CRE

SCHEMES OF WORK

TERM III

ONE

1-3

Revision of the previous end of term exam

By the end of the lesson, the learner should be able to:

· Understand and answer questions asked from the areas covered previously

TWO

The Ministry in Jerusalem

Jesus’ triumphant entry to Jerusalem

By the end of the lesson, the learner should be able to:

· Describe the triumphant entry of Jerusalem

· Note taking

· Singing

· Bible reading

· Explanations

· Questions & Answers

· Teacher’s notes

· Song (Tape)

· Bible: Lk 19:28-40

· Chalk board

The Ministry in Jerusalem

Cleansing of the temple

By the end of the lesson, the learner should be able to:

· Explain the importance of cleansing of the temple

· Dramatization

· Note taking

· Class discussion

· Bible reading

· Questions and Answers

· Pictures

· Class textbook

· Bible: Lk 19:45-48

· Chalk board

The Ministry in Jerusalem

Conflict between Jesus and Jewish leaders

· Jesus’ authority Is questioned by priests/teachers

By the end of the lesson the learner should be able to:

· Give reasons why Jesus had conflicts with high priest and the teachers of the law

· Questions and Answers

· Explaining Bible readings (verses)

· Note taking

Bible: Lk: 20:21-25

Class textbook

Resource person

Teacher’s notes

THREE

The Ministry in Jerusalem

Jesus with Sadducees

· Question about marriage and resurrection

By the end of the lesson, the learner should be able to:

· Give reasons why Jesus had conflicts with Jewish leaders on issues of resurrection and marriage

Teacher’s comments

Note taking

Assignment

Group discussion

· Bible (RSV)

· Class textbook CRE

Jesus’ Ministry in Jerusalem

Paying of taxes

By the end of the lesson, the learner should be able to:

· Give reasons why Christians should pay taxes to the government

· Points on chalkboard

· Discussion

· Teacher’s comments

· Note making and taking

· Learner’s textbook 2

· Newspaper cuttings

· Teacher’

Jesus’ Ministry in Jerusalem

Question about the Messiah and the teachers of the law

· Hypocrisy

By the end of the lesson, the learner should be able to:

· Explain the conflict between Jesus and the Jewish leaders on the question about the Messiah

· Bible reading

· Assignment

· Questions and Answers

· Note taking

· Explanation

· Bible

· Teacher’s notes

· Resource person

FOUR

Jesus’ Ministry in Jerusalem

Eschatology

· Signs

· Start of troubles

· Coming of the son of man

By the end of the lesson, the learner should be able to:

· Explain Jesus’ teaching on eschatology

· Explanation

· Questions and Answers

· Bible reading

· Assignment

· Note taking

· Bible

· Resource Person

· Teacher’s notes

Jesus’ Ministry in Jerusalem

Importance of eschatology to the Christian today

By the end of the lesson, the learner should be able to:

· Discuss the lessons Christians learn from the eschatology

· Class discussion

· Songs

· Note making

· Questions and Answers

· Tape

· Teacher’s notes

· Chalk board

· Class textbook 2

Jesus’ Passion Death and Resurrection

Introduction: Plans of Judas to betray Jesus

By the end of the lesson, the learner should be able to:

· State the meaning of the last supper

· Explain the reasons which made Judas to betray Jesus

· Teachers’ questioning

· Teacher’s explanation

· Students answering

· Note taking

· Assignment

· Discussion

· Bible reading

Bible Lk: 22:1-38

Films

Class text

Teacher’s notes

FIVE

Jesus’ Passion Death and Resurrection

Preparation for the Lord’s supper

By the end of the lesson, the learner should be able to:

· Outline the preparations that Jesus and his disciples made for the last supper

· Questions and Answers

· Note making

· Explanation

· Bible reading

· Assignment

· Resource person

· Drawing

· Chalkboard

· Bible Lk:22: 7-13

Jesus’ Passion Death and Resurrection

Preparations for the Lord’s Supper

By the end of the lesson, the learner should be able to:

· Outline the preparations that Jesus and his disciples made for the last supper

· Bible reading

· Explanation

· Assignment

· Note taking

· Assignment

· Questions and Answers

· Resource person

· Drawing

· Chalkboard

· Bible Lk:22: 7-13

Jesus’ Passion Death and Resurrection

The Lord’s Supper

By the end of the lesson, the learner should be able to:

· Give the meaning to the actions of Jesus during the Last Supper

· Oral; evaluation

· Read from class text

· Note making

· Class discussion

· Teachers’ comment

· The bible

· Teacher’s notes

· Chalk board

· Film

SIX

Jesus’ Passion Death and Resurrection

Importance of the Lord’s Supper to Jesus’ disciples

By the end of the lesson, the learner should be able to:

· Show the importance of the Lord’s Supper to his own disciples

· Note taking

· Discussion

· Questions and Answers

· Resource person

Jesus’ Passion Death and Resurrection

Importance of the Lord’s Supper to Christians today

By the end of the lesson, the learner should be able to:

· Discuss the meaning of the last supper of Jesus to Christians today

· Class discussions

· Note making and taking

· Questions and Answers

· Resource person

· Chalkboard

· Class textbook 2

Jesus’ Passion Death and Resurrection

Prayer on the Mount Olives

By the end of the lesson, the learner should be able to

· Narrate what took place at the Mount of Olives

· Dramatization

· Note taking

· Bible reading

· Questions and Answers

· Bible: Lk 22:39-46

· Resource person

· Chalkboard

· Class textbook

SEVEN

Jesus’ Passion Death and Resurrection

Importance of prayers to the Christians today

By the end of the lesson, the learner should be able to:

· Give reasons why Christians should pray

· Note taking

· Questions and Answers

· Class discussion

· Chalkboard

· Class textbook 2

· Resource person

· Teacher’s notes

Jesus’ Passion Death and Resurrection

Jesus’ betrayal and arrest

By the end of the lesson, the learner should be able to:

· Describe how Jesus was betrayed and finally arrested

· Assignment

· Note taking

· Bible reading

· Explanation

· Bible:Lk 22:47-53

· Resource person

· Chalkboard

· Film

Jesus’ Passion Death and Resurrection

The denial by peter

By the end of the lesson, the learner should be able to:

· Give reason why Peter denied Jesus

· Bible reading

· Explanation

· Note taking

· Assignment

· Bible: LK 22:54; 23:23

· Video tapes

· Chalkboard

· Teacher’s notes

EIGHT

Jesus’ Passion Death and Resurrection

· Jesus before the High priest

By the end of the lesson, the learner should be able to

· Comment on Jesus’ response during his trial before the High Priest

· Bible reading

· Dramatization

· Questions and Answers

· Note taking

· Bible: Lk 22: 54;23:23

· Video tapes

· Chalkboard

· Teacher’s notes

Jesus’ Passion Death and Resurrection

Jesus before the Council (Sanhedrin)

By the end of the lesson, the learner should be able to:

· Define what is Sanhedrin and show how it handled Jesus trial

· Students take notes

· Teacher’s brief lecture

· Role play

· Questions and Answers

· Class textbook

· Chalkboard

· Resource person

· Teacher’s notes

Jesus’ Passion Death and Resurrection

Trial before Pilate, 1^st time

By the end of the lesson, the learner should be able to:

· Comment on the behavior of Pilate during the first trial of Jesus

· Bible reading

· Explanation

· Dramatization

Bible (RVS)

Resource person

Class textbook 2

Teacher’s notes

Chalkboard

NINE

Jesus’ Passion Death and Resurrection

Trial before Pilate, 2^nd time

By the end of the lesson, the learner should be able to:

· Comment on Pilate’s response during the second trial of Jesus

· Bible reading

· Dramatization

· Explanation

· Bible (RVS)

· Resource person

· Teacher’s notes

· Chalkboard

· Class textbook 2

Jesus’ Passion Death and Resurrection

The Crucifixion and Death of Jesus

By the end of the lesson, the learner should be able to:

Explain the relevance of the suffering and death of Jesus to Christians

· Assignment

· Group discussion

· Points on Chalkboard

· Teacher’s comment

· Reading text and notes

· Bible: Lk 23: 26-43

· Class textbook

· Chalkboard

Jesus’ Passion Death and Resurrection

The death and burial of Jesus

By the end of the lesson, the learner should be able to:

· Show how Jesus prepared himself for his death

· Bible reading

· Explanation

· Questions and Answers

· assignment

· Bible: Lk23:44-56

· Class text book 2

· Film

TEN

Jesus’ Passion Death and Resurrection

The resurrection

· Testimony of the holy women

By the end of the lesson, the learner should

· describe the behavior of the holy woman during Jesus’ arrest, trial and crucifixion

· Discussion

· Questions and Answers

· Explanation

· Bible reading

· Singing

· Bible: Lk 24:1-12

· Tapes

· Chalkboard

· Class textbook

Jesus’ Passion Death and Resurrection

Disciples on the road to Emmaus

By the end of the lesson, the learner should be able to:

· Show how Jesus revealed himself to the disciples on the road to Emmaus

· Bible reading

· Explanation

· Dramatization

· Questions and Answers

· Bible: Lk24:13-32

· Teacher’s notes

· Chalkboard

· Class textbook

Jesus’ Passion Death and Resurrection

Appearance of the disciples

By the end of the lesson, the learner should be able to:

· Describe how Jesus appeared to his disciples

· Bible reading

· Explanation

· Note making

· Questions and answers

· Dramatization

· Bible: Lk 24:33-49

· Teacher’s notes

· Chalk board

ELEVEN

Jesus’ Passion Death and Resurrection

The Ascension of Jesus

By the end of the lesson the learner should be able to:

· Narrate how Jesus ascended to heaven

· Bible reading

· Explanation

· Questions and Answers

· Note making

· Bible: Lk:50-53

· Teacher’s notes

· Chalkboard

2-3

Jesus’ Passion Death and Resurrection

Importance of the passion, death and resurrection of Jesus

By the end of the term, the learner should be able to:

· Describe the resurrection of Jesus Christ

· State the importance of the resurrection of Jesus to Christians

· Bible reading

· Explanations

· Class discussions

· Note taking

· Resource Person

· Chalkboard

· Class textbook

TWELVE

END OF THE YEAR EXAM

By the end of the year, the learner should be able to:

· Answer questions from the areas covered in the Form 2 syllabus correctly

FORM THREE CRE

SCHEMES OF WORK

TERM I

ONE

1& 2

The Gift of the Holy Spirit

Introduction

· Peter’s message on the day of the Pentecost

By the end of each lesson, the learner should be able to:

· Discuss the importance of the outpouring of the Holy Spirit on the

(a) Day of Pentecost

(b) Church today

· Bible reading

· Explanation

· Dramatization

· Questions and Answers

· Brief lecture

· Bible Acts 2: 1-40

· Class textbook

· Chalkboard

· Teacher’s notes

The Gift of the Holy Spirit

· Peter’s message

· The teaching of Jesus on the role of the Holy Spirit

By the end of the lesson, the learner should be able to:

· Relate Peter’s message on the day of Pentecost

· Explain the teachings of Jesus on the role of the holy spirit

· Role Play

· Summary on the Chalkboard

· Note taking

· Bible reading

· Discussions

· Bible: john 14:15-26; 16:5-15

Acts 1:7-8

· Class textbook

· Chalkboard

4-1

The Gift of the Holy Spirit

The gifts of the Holy Spirit

By the end of the lesson, the learner should be able to:

· Identify the gifts of the Holy spirit

· Appreciate love as the greatest of all spiritual gifts

· Role Play

· Explanations

· Discussion

· Assignment

· Note taking

· Reviewing previous lesson

· Questions and Answers

· Bible:1Cor. 12,13,14

· Class textbook

· Bible commentaries

· Dictionary

· Chart/chalkboard

· Audio-visual aids

TWO

The Gift of the Holy Spirit

The criteria for discerning the gifts of the Holy Spirit

By the end of the lesson, the learner should be able to:

· Explain the Criteria for discerning the gifts of the Holy Spirit

· Brief exercise in class

· Questions & Answers

· Brief discussion

· Assignment

· Reading text and making notes

· Bible: I Cor. 12:1-3; Matthew 7:15-20

· Chalkboard

· Audio-visual aids

The Gift of the Holy Spirit

Manifestations of the gifts of the Holy Spirit in the church today

By the end of the lesson, the learner should be able to:

· Discuss the manifestations of the Holy Spirit in the church today

· Appreciate the gifts of the Holy spirit

· Learners to discuss the gifts of the Holy Spirit

· Summary & assignment

· Bible reading

· Writing down

· Bible: Gal.5:16-26

· Newspaper cuttings

· Chalkboard

The Gift of the Holy Spirit

The Fruits of the Holy Spirit

By the end of the lesson, the learner should be able to:

· Identify the fruits of the holy spirit

· Seek the fruit of the Holy Spirit

· Group discussion

· Question and Answers

· Explanations

· Bible reading

· Assignment (Compose a song on the same)

· Bible: Gal.5: 6-26

· Chalkboard

· Tape

· Charts

THREE

The Unity of Believers

Introduction

By the end of the lesson, the learner should be able to:

· Define what is unity

· Explain the factors that promote unity in Kenya

· Group discussion

· Brief lecture

· Points on Chalkboard

· Note taking

· Bible: 1Peter2:9-10 (RSV)

· Class textbook

· Symbols of the national unity

· Newspaper cutting

· Chalkboard

· Teacher’s notes

· Bible commentary

The Unity of Believers

The People of God

By the end of the lesson, the learner should be able to:

· Explain the unity of believers as the people of God

· Discussion (Hot spot-pg19)

· Explanations

· Bible reading

· Summarize main points on the chalkboard

· Note making

· Bible: 1pet2: 9-10 (RSV)

· Class textbook

· Symbols of national unity

· Newspaper cutting

· Chalkboard

· Teacher’s notes

· Bible commentary

The Unity of Believers

The Body of Christ

By the end of the lesson, the learner should be able to:

· Explain the New Testament teaching on the Body of Christ

· Strive for unity

· Display on the chart

· Explanations

· Questions and Answers

· Note making

· Bible reading

· Bible (RSV) 1Cor. 12:12-27

Eph.4:1-12

· Bible commentary

· Diagram on a chart Pg. 10; story pg 20

The Unity of Believers

The vine and the Branches

By the end of the lesson, the learner should be able to:

· Explain the teaching on the vine and the branches

· Strive to be fruitful Christians

· Bible reading

· Display on the chart

· Explanation

· Question and Answers

· Note making

· Bible reading (RSV)

John 15:1-1-

Bible commentary

· Picture of a vine with grape fruit

· Chalkboard

FOUR

The Unity of Believers

The Church

By the end of the lesson, the learner should be able to:

· Explain the unity of believers as a church

· Appreciate the unity of believers as the church

· Explanation and examples

· Discussion

· Relevant assignment

· Bible (RSV)

Ephesians 5:1-10

· Teacher’s notes

· Chalkboard

The Unity of Believers

The Bride

By the end of the lesson, the learner should be able to:

· Explain the unity of believers as the bride of Christ

· Bible reading

· Explanation

· Questions and Answers

· Display of pictures

· Bible (RSV)

Rev. 21:1-12; 2cor.11:2

· Picture of bride and bridegroom

· Teacher’s notes

The Unity of Believers

The causes of disunity in the early church & solutions offered

By the end of the lesson, the learner should be able to:

· Identify causes of disunity in the early church

· Explain the solutions offered by Paul to the problems in the early church

· Give suggestions

· Read the Bible

· Ask questions

· Note making

· Answer Questions

· Bible (RVS)

Rev.21:1-12; 2 Cor.11:2

· Teachers note

Selected O.T Prophets and their Teachings

Introduction

· Definition of terms

· Categories of Prophets

By the end of the lesson, the learner should be able to:

· Define the term ‘prophets

· Review of studied prophets (Moses, Elijah, Samuel, etc)

· Questions and Answers

· Bible reading

· Short lectures

Bible(RSV)

Bible commentary

Bible dictionary

Chalkboard

Teacher’s notes

FIVE

Selected O.T Prophets and their Teachings

Importance of Prophets in Israel

By the end of the lesson, the learner should be able to

· Explain the importance of prophets in Israel

· Appreciate the role of Prophets today

· Discussions

· Giving examples

· Learners to dramatise the role of prophets

· Note making

· Bible (RVS)

· Bible commentary

· Bible dictionary

· Chalkboard

· Teacher’s notes

2-4

Selected O.T Prophets and their Teachings

· The characteristics of prophets

And

· The writing of prophetic messages

By the end of the lesson, the learner should be able to:

· Describe the characteristics of prophets in Israel

· Explain how prophetic messages were written

· Desire to preserve God’s written word

· Questions and Answers

· Explanation

· Referring to class textbook

· Assignment (making notes)

· Bible reading

· Bible (RSV)

· Bible commentary

· Learner’s textbook

· Teacher’s notes

· Chalkboard

SIX

Selected O.T Prophets and their Teachings

Relationship between the O.T prophecies and the New Testament

By the end of the lesson, the learner should be able to:

· Explain the relationship between the O.T prophecies and the New Testament

· Assignment (students to carry out a research)

· Questions and Answers

· Note making

· Bible (RSV)

· Bible commentary

· Learner’s textbook

· Teacher’s notes

· Chalkboard

Selected O.T Prophets and their Teachings

Similarities between the African Traditional prophets and the Old Testament prophets

By the end of the lesson, the learner should be able to:

· Draw parallels between the African traditional prophets and the Old Testament prophets

· Review of Prophetic role in Israel

· Questions & Answers

· Explanations

· Summary

· Bible Commentary

· Ref: Book: African Religions and philosophy by J.S.Mbiti

· Chalkboard

· Bible (RSV)

Selected O.T Prophets and their Teachings

Differences between the African Traditional prophets and the Old Testament

By the end of the lesson, the learner should be able to:

· Draw parallels between the African traditional prophets and the Old Testament prophets

· Assignment (Reading the class textbook and making note)

· Bible (RSV)

· Chalkboard

· Bible commentary

· Ref: Book: African Religions and philosophy by J.S. Mbiti

Selected O.T Prophets and their Teachings

Relevance of prophets to Christians today

By the end of the lesson, the learner should be able to:

· Explain the relevance of prophets to Christians today

· Bible reading

· Explanation

· Discussion in small groups

· Note taking

· Assignment

· Bible commentary

· Chalkboard

· Bible (RVS)

· Audio-visual material on prophets

SEVEN

Prophet Amos

Introduction Background to Amos

(a) Political

By the end of the lesson, the leaner should be able to:

· Describe the historical background to Amos under the following titles:

(i) Political background

· Brief lecture

· Explanations

· Questions and Answers

· Assignment (Learners to read more and make notes

· Bible reading

· Bible(RVS)

Amos1: 1;7:14-15

· Teacher’s notes

· Learner’s notes

· Chalkboard

Prophet Amos

(b) Social

(ii) Social and religious background

· Bible reading

· Explanations

· Questions and Answers

· Assignment (learners to read more and make notes)

· Brief lecture

Teacher’s note

Learner’s textbook

Chalkboard

Bible commentary

Bible (RVS)

Prophet Amos

The Call of Amos

By the end of the lesson, the learner should be able to:

· Describe the call of Amos

· Emulate the obedience of Amos at the time of his call

· Bible reading

· Teacher to give summary of the call of Amos

· Explanations

· Bible RVS)

· Chalkboard

· Audio-visual

· Bible commentary

Prophet Amos

The Visions of Amos

· A great swarm of locusts

By the end of the lesson, the learner should be able to:

· Describe the visions of Amos

· Discussion

· Note making

· Explanations

· Bible reading

· Bible (RVS)

· Bible commentary

· Chalkboard

EIGHT

Prophet Amos

· Vision of great fire

· Vision of crooked wall

· Vision of a basket of ripe fruit

· Dramatizing the visions

· Drawing diagrams of the visions

· Identification

· Reading more from text and making notes

· Teacher’s notes

· Diagram of the vision

· Drawings

· Class text

· Bible (RSV)

Prophet Amos

· Vision of the destruction of the altar

By the end of the lesson, the learner should be able to:

· Explain the importance of the five visions of Amos

· Reading more from text and making notes

· Identification

· Drawing diagrams of visions

· Dramatising the Visions

· Bible (RSV)

· Teacher’s nptes

· Diagram of the vision

· Drawings

· Class text

Prophet Amos Teachings

The Teachings of Prophet Amos-Social Justice and responsibility

(i) Oppression of the poor

By the end of the lesson, the learner should be able to:

· Explain the teachings of Amos on social justice and responsibility

· Group discussions

· Explanation

· Points on Chalkboard

· Bible reading

· Newspaper cuttings on social justices and responsibility

· Bible (RSV)

Prophet Amos

Teachings

(2) Corruption and bribery

(3) Dishonesty

By the end of the lesson, the learner should be able to

· State some of the social injustices in a modern society

· Questions and Answers

· Suggestions

· Assignment (read more and make notes from class text)

· Teacher reviews the lesson

· Articles on crimes

· Chalkboard

NINE

Prophet Amos Teachings

(4) Sexual immorality

(5) Drunkenness

By the end of the lesson, the learner should be able to:

· Discuss the effects of social injustice and irresponsibility

· Assignment (read more and make notes from class text)

· Teacher reviews the lesson

· Questions and answers

· Articles on crimes

· Chalkboard

Prophet Amos Teachings

(6) Profaning the Name of God

(7) Pride in material possession

By the end of the lesson, the learner should be able to:

Suggest solution to profaning the name of God

· Suggestions by learners

· Summary (Teacher)

· Note taking (Students

· Class discussion

· Resource person

· Class textbook

Amos:

Hypocritical religion in Israel

· Insincere Worship

· Empty sacrifices

By the end of the lesson, the learner should be able to:

· Define the following

(i) Hypocrisy

(ii) Syncretism

(iii) Idolatry

· Bible reading

· Explanation

· Note making

· Group discussions

· Bible (RSV)

· Teacher’s notes

· Dictionary

· Newspaper cutting

· Chalkboard

· Resource person

Amos:

Hypocritical religion in Israel

· Syncretism

· Idolatry

By the end of the lesson, the learner should be able

· Summarize the teachings of Amos on

(i) Syncretism

(ii) Idolatry

· Discussions

· Questions and Answers

· Assignment (things worshipped as idols)

· Bible Commentary

· Newspaper cutting

· Resource person

· Chalkboard

· Dictionary

· Bible(RSV)

· Teacher’s notes

TEN

Amos Judgment against Israel and other nations

Punishment and repentance

· Damascus

· Gaza

· Tyre

· Edom Moab

By the end of the lesson, he learner should be able to:

· Explain the teachings of Amos on Punishment and judgment

· Listing nations to be punished

· Questions and answers

· Defining the terms

· Bible reading

Bible (RVS)

Dictionary

Bible commentary

Newspaper cuttings

Amos Judgment against Israel and other nations

· Israel

By the end of the lesson, the learner should be able to:

· Explain the teachings of Amos on punishment and judgment

· Listing nations to be punished

· Questions and answers

· Defining terms

· Bible reading

· Bible (RVS)

· Dictionary

· Bible commentary

· Newspaper cuttings

Amos

Israel’s election

By the end of the lesson, the learner should be able to:

· Describe the teachings of Amos on Israel’s election

· Explanation (Teacher)

· Discussion

· Bible reading (Students)

· Making notes (Students)

· Bible (RVS)

· Class textbook

· Audio-visual materials

· Teacher’s notes

· Chalkboard

Amos

The day of the Lord

By the end of the lesson, the learner should be able to:

· Explain Amos’ teachings on the day of the Lord

· Questions and Answers

· Reading class textbook and making notes

· Bible (RVS)

· Class textbook

· Audio-visual materials

· Teacher’s notes

· Chalkboard

ELEVEN

Amos

The Remnant and Restoration

· By the end of the lesson, the learner should be able to:

· Appreciate God’s mercy and love for those who are faithful

· Learners to ask questions

· Resource person to answer

· Making notes (students)

· Bible Amos 9:8-15)

· Resource person (pastor)

· Teacher’s notes

Amos’ teachings and their relevance to Christians today

· Universality of God

· Hypocrisy

· Justice

By the end of the lesson, the learner should be able to:

· Explain Amos’ teachings and their relevance to Christians today

· Class discussion

· Questions and Answers

· Note making

· Bible (RVS)

· Bible commentary

· Class textbook

Amos’ teachings and their relevance to Christians today

· Self indulgence

· Bribery

· Punishment

By the end of the lesson, the learner should be able to:

· Strive to live a life acceptable to God

· Class discussion

· Note making

· Questions and Answers

· Audio-visual materials

Amos

· Wealth

· Obedience

· Judgment day

By the end of the lesson, the learner should be able to:

· Relate Amos’ teaching on wealth, obedience and judgment to Christian understanding of the same

· Group discussions

· Points on chalkboard

· Comments by teacher

· Note making

· Bible (RSV)

· Class textbook 3

· Bible commentary

TWELVE

Amos

· Drunkenness

· Salvation

By the end of the lesson, the learner should be able to:

· Strive to live a life acceptance to God

· Assignment(learners to read from class textbook and notes)

· Audio-visual material

· Resource person

Amos

· Sacrifice

· Repentance

· Remnant

By the end of the lesson, the learner should be able to:

· Strive to live a life acceptable to God

· Assignment (learners to read from class textbook and make notes

· Audio visual-material

· Resource person

REVISION

AND

END TERM EXAM

By the end of the lesson, the learner should be able to:

· Discuss various topics covered

· Answer adequately questions from the topics covered

FORM THREE CRE

SCHEMES OF WORK

TERM II

ONE

1-4

REVISION WORK

By the end of the lesson, the learner should be able to:

· Answer all the revision questions correctly

TWO

Prophet Jeremiah

· Introduction

· Political Background

· Kinds:

· (Josiah) 640-609BC)

· Jehoahaz (609 BC)

By the end of the lesson, the learner should be able to:

· Describe the political background of Prophet Jeremiah

· Brief lectures

· View of map

· Bible reading

· Explanations

Learners textbook

Map

Chalkboard

Teacher’s notes

The Bible (RVS)

Prophet Jeremiah

(iii) Jehoiakim (609-597 BC)

(iv) Jehoiachin (597BC)

(v) Zedekiah (597-587)

By the end of the lesson, the learner should be able to:

· Appreciate God’s self-revelation in historical events

· Questions and Answers

· Assignment (read and make notes)

· Summary on chalkboard

· Map

· Chalkboard

· Teacher’s note

· Learner’s CRE Bk 3

Prophet Jeremiah

· Social Background

By the end of the lesson, the learner should be able to:

· Describe the social background of Prophet Jeremiah

· Review previous lesson

· Identification by social classes (students)

· Group discussion (how different people of different classes relate

· Chalkboard

· Teacher’s notes

· Bible commentary

· Learner’s CRE Bk 3

· Bible (RSV)

Prophet Jeremiah

· Religious Background

By the end of the lesson, the learner should be able to:

· Describe the religious background of Prophet Jeremiah

· Discussions

· Note making (assignment)

· Questions and Answers

· Bible commentary

· Teacher’s notes

· Chalkboard

· Bible (RVS)

THREE

Prophet Jeremiah

Persona life of Jeremiah

By the end of the lesson, the learner should be able to:

· Describe the personal life of Jeremiah and state lessons learnt from Jeremiah’s example

· Explanations

· Note making

· Narrating(students)

· Questions and Answers

· Bible reading

Chalkboard

Audio-visual aids

Teacher’s notes

Bible (RVS)

Prophet Jeremiah

· The call of Jeremiah

· Lesson from his call

By the end of the lesson, the learner should be able to:

· Describe the call of Jeremiah

· Bible reading

· Questions and Answers

· Dramatization

· Assignment(read and make notes)

Bible (RVS)

Bible commentary

Teacher’s notes

Chalkboard

Learner’s BK 3 CRE

Prophet Jeremiah

· Christian responsibilities

By the end of the lesson, the learner should be able to:

· Take up responsibilities at home, church and school

· Guided discussion on issues of responsibility (from Jeremiah)

· Bible (RVS)

· Bible commentary

· Teacher’s notes

· Chalkboard

· Learner’s Bk 3 CRE

Evils addressed by Prophet Jeremiah

(a) Necromancy

By the end of the lesson, the learner should be able to:

· Define the term necromancy

· Explain why Jeremiah condemned necromancy

· Checking meaning of word (students)

· Reading text

· Class discussion

· Summary (teacher)

· Note making

Dictionary

Learner’s Bk 3 CRE

Teacher’s notes

Bible(RSV)

Real objects (stones, beads)

FOUR

Evils addressed by Prophet Jeremiah

(b) Dishonesty or Deception

By the end of the lesson, the learner should be able to:

· Define the terms ‘dishonesty’ and ‘deception’

· Explain why Jeremiah condemned dishonesty

· Checking meaning of words

· Folktale

· Role play (cheating in an exam

· Examples from bible

· Note making

· Bible (RSV)

· Dictionary

· Newspaper cutting

· Class textbook

· Chalkboard

Evils addressed by Prophet Jeremiah

· Jeremiah’s encounter with Hannanaiah

By the end of the lesson, the learner should be able to:

· Explain Jeremiah’s teachings on false prophesy

· Bible reading

· Explanations

· Questions and Answers

· Dramatize/role play (encounter of the two)

· Note making

Newspaper cutting on false prophets

Teachers notes

Chalkboard

Bible commentary

Evils addressed by Prophet Jeremiah

(d) Human Sacrifice

By the end of the lesson, the learner should be able to:

· Explain Jeremiah’s teachings on human sacrifices

· Drawing examples from the Bible and the society

· Discussion by learners

· Oral questions

· Note taking

· Bible (TSV)

· Newspaper cuttings on ritual killings

· Pictures (on human sacrifice)

· Resource person

Evils addressed by Prophet Jeremiah

(e) Idolatry

By the end of the lesson the learner should be able to:

· Define the term idolatry

· Explain the relevance of Jeremiah’s teachings on idolatry to Christian life today

· Questions and Answers

· Bible reading

· Explanation class discussion

· Assignment on relevance of Jeremiah’s teachings to Christians

· Bible (RVS)

· Bible commentary

· Pictures

· Chalkboard

· Teacher’s notes

· Audio visual material

FIVE

Jeremiah’s Temple Sermon

· False belief about the temple

· Hypocrisy

By the end of the lesson, the learner should be able to:

· Explain Jeremiah’s Temple sermon and identify the evils he condemned

· Questions and Answers

· Bible reading

· Class discussion

· Assignment on relevance of Jeremiah teachings to Christians

· The bible

· A chart

· Jeremiah’s picture

· Bible commentary

· Chalkboard

· Teacher’s notes

Jeremiah’s Temple Sermon

· Defilement of the temple

· Idolatry

· Human sacrifice

By the end lesson, the learner should be able to:

· Show how people misuse the churches today

· Questions and Answers

· Note making

· Discussions

· The bible

· A chart

· Jeremiah’s picture

· Chalkboard

· Teachers notes

Jeremiah’s Temple Sermon

· Dishonesty

· Stubbornness and rebellion

· Social injustice

By the end of the lesson, the learner should be able to:

· List evils addressed by Jeremiah and show their effects to the society

· Listing of evils addressed

· Class discussion (on effects)

· Note taking

· Learner’s text book

· Resource person

Jeremiah’s Temple Sermon

Relevance of the teachings of Jeremiah on evils and false Prophecy to Christians

By the end of the lesson, the learner should be able to:

· Explain the relevance of Jeremiah’s teachings on evil and false prophets to Christians today

· Class discussion

· Questions and Answers

· Reviewing previous lesson

Bible(RSV)

Learner’s textbook

Guiding questions from the teacher

Chalkboard

SIX

Jeremiah’s Temple Sermon

Relevance of the teachings of Jeremiah on evils and false Prophecy to Christians

By the end of the lesson, the learner should be able to:

· Appreciate the need to live a righteous life

· Assignment (use class textbook and Bible to make notes

· Learner’s textbook

· Guiding questions from the teacher

· Bible (RVS)

· Chalkboard

Jeremiah’s Teaching on Judgment and Punishment

· God is a just judge

· God judges people by looking at their hearts

By the end of the lesson, the learner should be able to:

· Analyse Jeremiah’s teachings on judgment and punishment

· Questions &Answers

· Explanations

· Bible reading

· Bible commentary

· Bible (RVS)

· Chalkboard

Jeremiah’s Teaching on Judgment and Punishment

· Judgment would befall Judah’s people as a group

By the end of the lesson, the learner should b able to:

· Strive to live a righteous life

· Assignment (Reading the class textbook and making notes)

· Bible commentary

· Chalkboard

· Bible (RSV)

SEVEN

1-2

Jeremiah’s Teaching on Judgment and Punishment

· Judgment by means of political historical event

· Divine punishment in form of natural disaster

· Unavoidable God’s punishment

By the end of the lesson, the learner should be able to:

· Discuss the teachings of prophet Jeremiah on God’s judgment and punishment

· Bible reading

· Explanation

· Group discussion

· Listing disasters in society today

· Learner’s textbook

· Bible (RVS)

· Chalkboard

· Manila paper

3-4

Jeremiah’s Teaching on Judgment and Punishment

· God’s Judgment meant for correction

· Chance for repentance before punishment

· God’s judgment is universal

By the end of the lesson, the learner should be able to:

· State the purpose of God’s judgment on the Israel

· Researching and reporting

· Questions and Answers

· Reviewing lesson and summarizing the main points

· Teachers notes

· Chalkboard

EIGHT

Jeremiah’s Teaching on Judgment and Punishment

· Suffering as a punishment from God

· God’s judgment is real

By the end of the lesson, the learner should be able to:

· Write down Christian teaching about God’s judgment

· Bible reading

· Explanations

· Note taking

· Chalkboard

· Bible (RVS)

· Learner’s Bk 3

Jeremiah’s Symbolic Acts related to Judgement and Punishment

· Linen waistcloth

By the end of the lesson, the learner should be albe to:

· Relate the symbolic act of the wearing of a linen waistcloth

· Bible reading

· Dramatization

· Listing all Jeremiah’s symbolic action

· Bible (RVS)

· Audio-visual materials

· Teacher’s notes

Jeremiah’s Symbolic Acts related to Judgment and Punishment

· Jeremiah’s personal life as a symbol

· His visit to the Potter’s house

By the end of the lesson, the learner should be able to:

· State the importance of Jeremiah’s life of celibacy and solitude

· Explanation

· Role play

· Note making

· Bible reading

· Regalia

· Teacher’s note

· Chalkboard

· Class text

Jeremiah’s Symbolic Acts related to Judgment and Punishment

· Broken Clay flask

· Two baskets of figs

By the end of the lesson, the learner should be able to:

Narrate Jeremiah’s visit to a Potter

· Bible reading

· Note taking

· Dramatization

· Questions and Answers

· Explanation

· Regalia

· Chalkboard

· Teacher’s note

· Class text

NINE

Jeremiah’s Symbolic Acts related to Judgment and Punishment

· Wearing of the yoke

By the end of the lesson, the learner should be able to:

· Narrate Jeremiah’s wearing of the yoke

· Suggestions

· Reading both bible and class text to make notes

· Questions and Answers

· Chalkboard

· Bible (RVS)

· Teacher’s notes

· Regalia

Jeremiah’s Suffering and Lamentation

Rejection by his own family and relatives

By the end of the term, the learner should be able to:

· Explain the rejection of Jeremiah by his family and relatives

· Bible reading

· Teachers comments

· Note making and taking

· Discussions

· Bible reading

· Bible (RVS)

· Audio visual material

· Bible commentary

· Teacher’s notes

Jeremiah’s Suffering and Lamentation

· Jeremiah is accused falsely

· Jeremiah received death threats

By the end of the lesson, the learner should be able to Identify the false accusations made against Jeremiah

· Bible reading

· Explanation

· Reading more and making notes

· Bible (RVS)

· Class textbook

· Bible commentary

· Chalkboard

Jeremiah’s Suffering and Lamentation

Jeremiah suffered loneliness and solitude

By the end of the lesson, the learner should be able to:

· Explain the trials of faith that Jeremiah experienced

· Chalkboard

· Bible reading

· Class discussion

· Teacher’s notes

· Chalkboard

· Class textbook

· Bible (RSV)

TEN

1 &2

Jeremiah’s Suffering and Lamentation

· Jeremiah inner personal struggle

· His spiritual

By the end of the lesson, the learner should be able to:

· Strive to overcome temptations

· Bible reading

· Explanation

· Questions and Answers

· Note taking

· Class textbook

· Chalkboard

· Teacher’s notes

· Bible (RVS)

3 & 4

Jeremiah’s Suffering and Lamentation

· Jeremiah suffered physical assault and imprisonment

· Relevance of Jeremiah’s suffering and lamentations to Christians today

By the end of the lesson, the learner should be able to:

· Describe the physical assault of Jeremiah and the death threats he received

· Role Play

· Bible reading

· Explanations

· Note making

Audio visual material

Chalkboard

Bible commentary

Teacher’s notes

Bible (RVS)

ELEVEN

1&2

Jeremiah

The New Covenant

By the end of the lesson, the learner should be able to:

· Explain Jeremiah’s teaching on the New Covenant

· Bible reading

· Checking the meaning

· Group discussion

· Note making

· Bible/Dictionary

· Class textbook

· Dictionary

· Teacher’s notes

3 & 4

Jeremiah

Symbolic acts to hope and restoration

By the end of the lesson, the learner should be able to:

· Explain the symbolic act of the buying of land and its importance

· Review previous lesson

· Class discussion

· Questions and Answers

· Note making after reading text

· Bible

· Bible commentary

· A title deed

TWELVE

REVISION WORK

By THE end of the term, the learner should be able to:

· Answer all the questions from all the areas (topics) covered

· Group discussions

· Assignments

· Class textbook exercise duties

· Group work

· Note book

· Past papers

· Schemes of marking

THIRTEEN

END OF TERM TWO EXAM

FORM THREE CRE

SCHEMES OF WORK

TERM III

ONE

1-4

Revision for the previous term’s exam

By the end of each lesson, the learner should be able to:

· Understand what was required as correct answers in the previous exam

· Group presentations

· Questions and Answers

· Discussions

· Explanations

· Question paper

· Teacher’s marking scheme

· Student’s notes

· Class textbook

· Teacher’s guide

TWO

(Continuation)

Prophet Jeremiah

The fall of Jerusalem and the exile of the Israelites

By the end of the lesson, the learner should be able to:

· Describe the fall of Jerusalem

· Bible reading

· Displaying map

· Questions and Answers

· Explanations

· Note making

Bible (RVS): Jer 39

Picture of Zedekiah

Map showing location of Jerusalem

Chalkboard

Teacher’s notes

Prophet Jeremiah

Relationship between Jeremiah’s teachings to the N.T and Christian life today.

· His personal life as a teaching

By the end of the lesson, the learner should be able to:

· Relate the personal life, suffering and lamentations of Jeremiah to the N.T and Christian life today

· Bible reading

· Reviewing(Teacher)

· Explanation (Teacher)

· Questions and Answers

· Assignment(read text and make notes)

· Bible (RVS): 39

· Picture of Zedekiah

· Map showing location of Jerusalem

· Chalkboard

· Teacher’s notes

FOUR

Nehemiah

· Social and religious background

By the end of the end of the lesson, the learner should be able to:

· Describe the social and religious background to Nehemiah

· Learners to describe in their notebooks..

· Bible (RVS)

· Bible commentary

· Teachers notes

· Chalkboard

· Map showing Babylon

2-4

Nehemiah

Occasions when Nehemiah prayed

By the end of the lesson, the learner should be able to:

· Identify and explain occasions when Nehemiah prayed

· Brief lectures

· Reading Bible

· Explanation

· Questions and Answers

· Reading text and making notes (assignment)

· Resource person

· Class textbook

· Chalkboard

FIVE

Nehemiah

Importance oF prayer in Christian Life

By the end of the lesson, the learner should be able to

· Explain the importance of prayer in Christian life

· Reviewing occasions when Nehemiah prayed

· Preparation of sample prayers

· Explanations

· Note making

· Bible (RSV)

· Samples of prayers

Nehemiah

Good leadership qualities in Nehemiah

· Trust in God

· Being prayerful

By the end of the lesson, the learner should be able to:

· Describe how Nehemiah demonstrated good leadership qualities

· Class text reading

· Bible reading

· Group work to identify from Bible and class text boo

· Presenting in class

· Bible (RSV)

· Newspaper cuttings

· Class textbook

Nehemiah

· Courage

· Hard work & Commitment

· Team Spirit

By the end of the lesson, the learner should be able to:

· Develop good leadership qualities

· Points on Chalkboard in outlined form

· Assignment (learners to refer to points chalkboard and make notes)

· Chalkboard

· Resource person

Nehemiah

· Planning & Organizational skills

· Compassion

· Patriotism

By the end of the lesson, the learner should be able to

· Strive to acquire good leadership qualities

· Class text reading

· Bible reading

· Group work to identify from Bible and Class textbook

· Newspaper cuttings

· Class textbook

· Resource person

· Chalkboard

· Bible (RVS)

SIX

Nehemiah

· Wisdom & Decisiveness

· Role model

· honesty

By the end of the lesson the learner should be able to

· Strive to acquire good leadership qualities

· Presenting in class

· Points on chalkboard in outlined form

· Bible (RVS)

· Newspaper cuttings

· Class textbook

· Chalkboard

· Resource person

Nehemiah

Relevance of Nehemiah’s Leadership to Christians today

By the end of the lesson, the learner should be able to:

· Explain what Christians today can learn from Nehemiah’s leadership

· Class discussion

· Learners to identify

· Points on chalkboard

· Writing in groups

· Class notes

· Class texts

· Chalkboard

· Bible (RVS)

Nehemiah’s

Problems faced by Nehemiah

· Lack of co-operation

By the end of the lesson the learner should be able to:

· Describe the problems faced by Nehemiah during his mission

· Text reading

· Bible reading

· Questions and Answers

· Role play on Nehemiah’s problems

· Chalkboard

· Learners textbook

· Picture from class textbook pg 158

· Teacher’s notes

· Resource person

· Bible:Neh.5:1-18

Nehemiah

· Opposition from enemies

· Oppression from the poor

By the end of the lesson, the learner should be able to:

· List down the enemies who opposed Nehemiah

· Debate (How leaders today face opposition)

· Bible (RVS)

· Nehemiah 5:1-18

· Learner’s textbook

· Chalkboard

· Picture from class textbook page 158

· Teacher’s notes

· Resource person

SEVEN

Nehemiah

· Misuse of the temple and the offerings

· Violation of the Sabbath

By the end of the lesson, the learner should be able to:

· show ways in which the Jews were breaking the Sabbath law

· Class discussions

· Explanation

· Note taking

· Dramatise how Jews were influenced by foreigners

· Bible (RVS)

Neh 13:4-13, 15-22

· Learners textbook

· Chalkboard

· Picture from class textbook pg 158

· Resource person

Nehemiah

· Foreign influence

By the end of the lesson, the learner should be able to:

· Explain how the Jews were influenced by foreigners negatively

Dramatise how Jews were influenced by foreigners

Bible (RVS)

Learner’s textbook

Chalkboard

Picture from class textbook page 158

Teacher’s notes

Resource person

Nehemiah

Relevance if Nehemiah’s experiences to Christians today

By the end of the lesson, the learner should be able to:

· Explain what Christians today can learn from Nehemiah’s experiences

· Review previous lesson

· Identify problems

· Listing

· Suggestions

· Assignment (learner to make notes

Bible (RVS)

Learner’s textbook

Chalkboard

Audio-visual aids

Newspaper cuttings

EIGHT

4&1

Nehemiah

Renewal of the covenant

By the end of the lesson, the learner should be able to:

· Discuss how the covenant was renewed

· Questions and Answers

· Dramatisation

· Dictating and explaining notes

· Bible (RVS)

· Learner’s textbook

· Chalkboard

· Newspaper cuttings

· Audio-visual aids

2&3

Nehemiah

Dedication of the wall of Jerusalem

By the end of the lesson, the learner should be able to:

· Bible reading

· Explanation

· Questions and Answers

· Summarize

· Assignment(Learner to make note

· Bible (RVS)

· Models of musical instruments

NINE

4-2

Nehemiah

Nehemiah’s final reforms

By the end of the lesson, the learner should be able to

· Explain Nehemiah’s final reforms

· Mime reforms

· Explanations

· Note making

· Dramatisation of reforms

· Bible reading

· Bible (RVS)

· Learner’s textbook

· Chalkboard

· Bible commentary

Nehemiah

Relating Nehemiah’s good life to Luke’s gospel

By the end of the lesson, the learner should be able to:

· Relate the teachings from Nehemiah’s exemplary life to St. Luke’s gospel

· Review and revise notes

· Questions and Answers

· Getting examples from Luke’s gospel

· Note making

· Bible (RVS)

· Learners Bk 3

· Chalkboard

Nehemiah

Relating Nehemiah’s good to Christians life today

By the end of the lesson, the learner should be able to:

· Relate the teachings from Nehemiah’s exemplary life to Christian life today

· Reviewing and revising

· Discussing

· Carry out a survey

· Comparing

· Note making

· Bible (RVS)

· Learner’s textbook 3

· Chalkboard

TEN

ELEVEN

1-4

Revising Sample Test Papers

Class textbook 3

Gateway Secondary Revision C.R.E

TWELVE

END OF TERM EXAM

FORM FOUR CRE

SCHEMES OF WORK

TERM I

ONE

Introduction to Christian ethics

Definition of Christian ethics

By the end of the lesson, the learner should be able to:

· State the meaning of Christian ethics

· Brief lecture

· Case study on moral judgement

· Note taking

· Bible (RVS)

· Class textbook 4

· Chalk board

· Teacher’s notes

Introduction to Christian ethics

Basis of Christian ethics

By the end of the lesson, the learner should be able to:

· Explain the basis of Christian ethics

· Questions and Answers

· Reading text

· Note making

· Group discussions

· Bible (RVS)

· Cl;ass textbook 4

· Chalkboard

· Teacher’s notes

Christian approaches to human sexuality, marriage and family

Definition of terms

(i) Human sexuality

(ii) Marriage

(iii) Family

By the end of the lesson, the learner should be able to:

· Give the meaning of the following terms:

(i) Human sexuality

(ii) Marriage

(iii) Family

· Questions and Answers

· Reporting group findings

· Note making

· Assignment

· Class textbook 4

· English dictionary

· Chalkboard

· Audio-visual aids

· Diagram of male/female

Christian approaches to human sexuality, marriage and family

Traditional African understanding of human sexuality

By the end of the lesson, the learner should be able to:

· Explain the traditional African understanding of human sexuality

· Class project (Read from class text and African Religions and Philosophy and make notes

· Summary by teacher

· Class discussions

· Class textbook 4

· African Rel. & Philosophy by Mbiti

· Resource person

· Chalkboard

TWO

Christian approaches to human sexuality, marriage and family

Christian teaching on human sexuality

By the end of the lesson, the learner should be able to :

· Explain Christianity teachings on human sexuality

· Reviewing definitions

· Reading the bible

· Explanations

· Other information’s sources

· Bible (RVS)

· Chalkboard

· Resource person (Pastor)

· Other related materials

Christian approaches to human sexuality, marriage and family

Traditional African practices related to male-female relationship during

(i) Childhood

(ii) Adolescent

By the end of the lesson, the learner should be able to:

· Describe Traditional African practice related to male-female relationships at:

(i) Childhood

(ii) Adolescent

· Group discussion

· Questions and Answers

· Note taking

· Chalkboard

· Resource person

· Teacher’s notes

· Learner’s notes

· African Religions & Philosophy

Christian approaches to human sexuality, marriage and family

(iii) Marriage

(iv) Old age

By the end of the lesson, the learner should be able to:

Describe Traditional African practice related to male-female relationships at

(iii) Marriage

(iv) Old age

· Group discussion

· Questions and Answers

· Note taking

· Reading test

· Chalkboard

· Learner’s textbook 4

· Resource person

· Bible (RVS)

· African Religions & Philosophy

Christian approaches to human sexuality, marriage and family

Christian teaching on male-female relationship at various levels

By the end of the lesson, the learner should be able to:

· Explain \Christian teachings on male-female relationship at various levels

· Bible reading

· Explanations

· Discussion

· Listening/watching audio visual aids

· Bible (RVS)

· Class textbook 4

· Audio visual aids

· Chalkboard

THREE

Christian approaches to human sexuality, marriage and family

Christian teaching on responsible sexual behaviour

By the end of the l lesson, the learner should be able to:

· Explain Christian teachings on responsible sexual behaviour

· Explanation

· Role play

· Assignment

· Note making

· Summarise points on chalkboard

· Bible (RVS)

· Class textbook 4

· Audio visual aids

· Chalkboard

Christian approaches to human sexuality, marriage and family

Christian teaching on irresponsible sexual behaviour

· Incest

By the end of the lesson, the learner should be able to

· Identify different forms of irresponsible sexual behaviour

· Identifying cases from Bible

· Group discussion

· Bible reading

· Explanation

· Written case study (ies)

· Newspaper cuttings

· Dictionary

· Chalkboard

· Bible (RVS)

Christian approaches to human sexuality, marriage and family

Rape

By the end of the lesson, the learner should be able to:

· Explain what the causes of rape are in the society

· Bible reading

· Group discussion

· Points of chalkboard

· Note making

· Written case studies

· Dictionary

· Chalkboard

· Resource Person

· Class textbook

· Bible (RVS)

Christian approaches to human sexuality, marriage and family

Fornication

By the end of the lesson, the learner should be able to:

· Discuss factors which lead people to fornication

· Bible reading

· Explanation

· Outlining the teachings

· Suggesting solutions

· Note making

· Dictionary

· Resource person

· Bible(RVS)

· Chalkboard

· Newspaper cuttings

· Written case studies

FOUR

Christian approaches to human sexuality, marriage and family

Adultery

By the end of the lesson, the learner should be able to:

· Outline the bible teaching on adultery and show causes of this evil in our society

· Group discussion

· Outlining the causes and effects

· Questions and Answers

· Bible reading

· Explanation

· Assignment (make notes)

· Bible (RVS)

· Resource person (pastor)

Christian approaches to human sexuality, marriage and family

Homosexuality

By the end of the lesson, the learner should be able to:

· Define homosexuality

· List down the bible teachings on homosexuality and suggest solution to this evil

· Explanation

· Bible reading

· Questions and Answers

· Assignment (make notes)

· Outlining the causes and effects

Bible (RVS) Gen 1:28: Rom 1:26-29

Newspaper cuttings

Dictionary

Teacher’s notes

Christian approaches to human sexuality, marriage and family

Prostitution

By the end of the lesson, the learner should be able to:

Show why some people engage in prostitution today

· Class discussion

· Bible reading

· Teacher’s comments

· Questions and Answers

· Note making

· Bible (RVS)

Gal5:19-21

Luke 7:36-59

· Newspaper cuttings

Christian approaches to human sexuality, marriage and family

Christian teachings on effects of irresponsible sexual behaviour

· HIV & AIDS

By The end of the lesson the learner should be able to:

· Define HIV and STDs

· Explain the effects of irresponsible sexual behaviour with reference to HIV and AIDS and STIs

· Reading relevant bible verses

· Listing down STIs

· Brief talk from guest speaker

· Bible (RVS)

· HIV and AIDS manual for facilitators

· Doom or Bloom, your choice

· Audio visual aids

· Chart/guest

· Newspaper cuttings

FIVE

Christian approaches to human sexuality, marriage and family

· Sexually transmitted Infections (STIs)

By the end of the lesson, the learner should be able to:

· Discuss the causes of STIs to the victims and the family at large

· Group discussion

· Case study

· Assignment (research more and record in book)

· Resource person (medical doctor)

· Audio-visual material

Christian approaches to human sexuality, marriage and family

· Abortion

· School drop out

By the end of the lesson, the learner should be able to:

· Define abortion

· Show how irresponsible sexual behavior leads to school drop out

· Bible reading

· Explanation

· Group discussion

· Reports of group discussion

· Recite poem

· Note making

· Bible (RVS)

· Newspaper

· Magazine

· Chalkboard

· Posters, pictures

· Diagram

Christian approaches to human sexuality, marriage and family

· Separation and Divorce

· Death

By the end of the lesson, the learner should be able to:

· Explain how irresponsible sexual behavior can lead to death, separation and divorce

· Bible reading

· Questions and Answers

· Explanations

· More research

· Note making

· Dictionary

· Magazine

· Newspaper cuttings

· Bible (RVS) 1 Cor 7:11, 15-16

Christian approaches to human sexuality, marriage and family

· Unplanned pregnancies

· Street children

By the end of the lesson, the learner should be able to:

· Define unplanned pregnancy

· Explain why children live in the streets

· Group discussion (brainstorming on causes)

· Points on chalkboard

· Learners to review the points and express their views and make notes

· Bible

· Resource person

· Written case study

· Chalkboard

· Audio visual aids

SIX

Christian approaches to human sexuality, marriage and family

Psychological problems:

· Stress

Depression

By the end of the lesson, the learner should be able to:

· Discuss the causes of stress and depression

· Stories from bible

· Check meaning

· Bible stories (Lot, Joseph and Potiphar’s wife)

· Research more and make notes

· African Religions & Philosophy

· Charts/posters

· Teacher’s notes

· Newspaper

· Chalkboard

· Dictionary

· Bible (RVS)

Christian approaches to human sexuality, marriage and family

· Self-pity

· Withdrawal

By the end of the lesson, the learner should be able to:

· Outline the solutions for self-pity and withdrawal

· Discussion

· Questions and answers

· Note making

· Bible stories

· Mime self pity and withdrawal

· Dictionary

· Charts/posters

· Chalkboard

· Teacher’s notes

· Bible (RVS)

· Video tapes

Christian approaches to human sexuality, marriage and family

· Aggressiveness

· Violence

By the end of the lesson, the learner should be able to:

· Distinguish between aggressiveness and violence

· Brain storming

· Dramatise violence

· Questions and Answers

· Assignment (learners to research more from class text and make notes

· Picture showing violence

· Magazines/newspaper

· Class textbook

Christian approaches to human sexuality, marriage and family

Traditional African understanding of marriage

By the end of the lesson, the learner should be able to:

· Explain the traditional African understanding of marriage

· Talk from resource person

· Questions and Answers

· Research and note making

· African Religions and philosophy

· Chalkboard

· Class textbook

· Resource Person

SEVEN

Christian approaches to human sexuality, marriage and family

Christian Teaching on marriage

By the end of the lesson, the learner should be able to:

· Explain Christian teaching on Marriage

· Review of previous lesson

· Bible reading

· Explanation

· Questions and Answers

· Note taking

· Bible (RVS)

· Chalk board

· Audio visual aids

· Class textbook

Christian approaches to human sexuality, marriage and family

Preparation for marriage in Traditional African Society

By the end of the lesson, the learner should be able to:

· Describe the traditional approaches to marriage preparation

· Brief talk from Resource person

· Questions and Answers

· Assignment (read more from text and make notes)

· African Religion and Philosophy

· Resource person

· Chalkboard

· Class textbook

Christian approaches to human sexuality, marriage and family

Christian teachings on preparation for marriage

By the end of the lesson, the learner should be able to:

· Describe Christian approaches to marriage preparation

· Talk from marriage counselor

· Bible reading

· Explanation

· Questions and Answers

· Making and taking notes

· Guest speaker

· Bible (RVS)

· Chart

· Chalkboard

· Church and marriage by Okullu

Christian approaches to human sexuality, marriage and family

Celibacy as an alternative to marriage

By the end of the lesson, the learner should be able to:

· Define celibacy

· Explain the Christian teaching on celibacy

· Talk from Catholic priest or nun

· Watching a video

· Bible reading

· Explanation

· Note taking

· Dictionary

· Resource person (Catholic priest/nun)

· Teacher’s notes

· Video tape

EIGHT

Christian approaches to human sexuality, marriage and family

Traditional African understanding of the family

By the end of the lesson, the learner should be able to:

· Describe the traditional African understanding of the family

· Questions and Answers

· Group discussion

· Assignment (read more and make notes from class text)

· African Religion & Philosophy

· Chart

· Chalkboard

· Teacher’s notes

Christian approaches to human sexuality, marriage and family

Christian understanding of the family

By the end of the lesson, the learner should be able to:

· Appreciate the Christian understanding of the family

· Teacher reviews previous lesson

· Bible reading

· Debate

· Summary in point form

· Note making

· Bible (RVS)

· Chalkboard

· Class textbook

Christian approaches to human sexuality, marriage and family

Value of responsible parenthood

By the end of the lesson ,the learner should be able to:

· Explain the values of responsible parenthood

· Teacher to give a case study

· Questions and Answers

· Group discussions

· Assignment (read class textbook and make notes

· Bible(RVS)

· Chalkboard

· Magazines

· Newspaper

· Written case studies

Christian approaches to human sexuality, marriage and family

Problems related to family life today

By the end of the lesson, the learner should be able to:

· Identify problems related to family life today

· Discuss problems related to single family life

· Brainstorming

· Questions and Answers

· Discussing the case study

· Views from students

· Assignment (Further research & report preparation)

· Class text CRE Bk 3

· Newspaper cuttings

· Magazines

· Written case studies

NINE

Christian approaches to human sexuality, marriage and family

Traditional African approaches to problems related to family life today

By the end of the lesson, the learner should be able to:

· Evaluate traditional African approaches to family life problems

· Brief talk from resource person

· Dramatisation (wife beating)

· Note making and taking

· African Religion & philosophy

· Chalkboard

· Learner’s textbook 4

· Resource person

· Magazine

· Audio visual aids

Christian approaches to human sexuality, marriage and family

Christian approaches to problems related to family life today

By the end of the lesson, the learner should be able to:

· Outline the various Christian approaches to family life related problems today

· Bible reading

· Case study presentation

· Questions and Answers

· Watching videos

· Assignment (note making

· Bible (RVS)

· Written case study

· Newspaper cuttings

· Magazine

· Audio-visual aids

Christian approaches to human sexuality, marriage and family

· Introduction

· Definition of terms ‘work’ & vocation’

By the end of the lesson, the learner should be able to:

· Define the terms ‘work’ and ‘vocation’

· Explain the traditional African attitude to work

· Making notes

· Class discussion

· Points on chalkboard

· Checking meaning

· Photos

· Chalkboard

· Dictionary

· Teacher’s notes

· Bible (RVS)

· CRE learner’s BK 4

· Newspaper cuttings

Christian approaches to human sexuality, marriage and family

Christian teachings on work

By the end of the lesson, the learner should be able to:

· State the Christian teaching on work

Bible reading

Questions and Answers

Explanation

Note making

· Bible(RVS)

· Chalkboard

· Teacher’s notes

TEN

Christian Approaches to work

Roles of professional ethos, ethics and codes in society

By the end of the lesson, the learner should be able to:

· Explain the role of professional ethos, ethics and codes in society

· Checking meanings from dictionary

· Listing common professions

· Discussions

· Note making

· Dictionary

· Class textbook BK4

· Bible (RVS)

· T.S.C code of regulation

· Teacher’s notes

· Resource person

Christian Approaches to work

Virtues related to various types of work:

· Diligence

· Honesty/integrity

By the end of the lesson, the learner should be able to

· Desire to acquire virtues related to work

· Check the meaning from the dictionary

· Discussing importance of each virtue

· Dictionary

· Class text Bk

· Resource person

· Bible (RVS)

· T.S.C code of regulation

· Teacher’s notes

Christian Approaches to work

· Faithfulness

· Responsibility

By the end of the lesson the learner should be ale to:

· Outline the benefits of an employee being faithful and responsible to his/her employer

· Discussion in Groups & presenting points on chalkboard

· Note making

· Resource Person

· Bible (RSV)

· T.S.C code of regulation

· Class text Bk 4

· Dictionary

Christian Approaches to work

Loyalty & Tolerance

By the end of the lesson, the learner should be able to:

· Define loyalty and tolerance in relation to work ethics

· Discussion in groups & presenting points on chalkboard

· Note making

· Dictionary

· Resource person

· Bible(RSV)

· T.S.C code of regulation

· Teacher’s notes

· Class textbook 4

ELEVEN

Christian Approaches to work

Moral duties and responsibilities of employers and employees

By the end of the lesson, the learner should be able to:

· Explain the moral duties and responsibilities of employers

· Review previous lesson

· Questions an d Answers

· Points on chalkboard

· Presentations

· Assignment (writing an essay on same topic

· Bible (RSV)

· Group presentations

· Chalkboard

· Teacher’s notes

· TSC code of regulations

Christian Approaches to work

Christian approaches to issues related to employment

· Wages/industrial action

By the end of the lesson, the learner should be able to:

· State the biblical teachings on wages

· Identify the conditions that should be fulfilled to make a strike morally justified

· Review previous lesson

· Bible reading

· Explanation

· Case study

· Assignment (Research on industrial action)

· Bible (RVS)

· Pictures

· Chalkboard

· Teacher’s notes

· Newspaper cuttings (on strikes)

Christian Approaches to work

Child labour

By the end of the lesson, the learner should be able to:

· State the causes of child labour in Kenya

· Explain why child labour is against Christian teachings

· Group discussion guided by teacher

· Presentations of findings

· Points on chalkboard

· Assignment (write down rights of children)

· Bible (RVS)

· Pictures

· Chalkboard

· Teacher’s notes

· Newspaper cuttings

· Placards

· Resource person

Christian Approaches to work

Unemployment and self-employment

By the end of the lesson, the learner should be able to:

· Identify the causes of unemployment in Kenya

· Appreciate work

· Brainstorming

· Questions and Answers

· Group discussion

· More research and note making

· Bible (RVS)

· Chalkboard

· Learner’s Bk 4

· Newspaper cuttings or photos

· Dictionary

TWELVE

REVISION FOR EXAMS

By the end of the lesson, the learner should be able to:

Answer questions from all covered areas adequately

· Bible (RVS)

· Class textbook

· Learners notes

THIRTEEN

END OF TERM ONE EXAM

FORM FOUR CRE

SCHEMES OF WORK

TERM II

ONE

1-4

Revision of the previous Term’s exam

By the end of the lesson, the learner should be able to:

· Understand what was required as correct in the previous exam

· Discussing in groups

· Presenting answers

· Explaining answers

TWO

Christian approaches to leisure

· Introduction

· Definition of leisure

· Types of leisure

By the end of the lesson, the learner should be able to:

· State the meaning of leisure

· Appreciate the importance of leisure

· Identify the different types of leisure

· Questions and Answers

· Looking for meaning

· Listing

· Comparing

· Bible (RVS)

· Class textbook

· Chalkboard

· Dictionary

· Pictures

Christian approaches to leisure

Traditional African understanding of leisure

By the end of the lesson, the learner should be able to:

· Explain the Traditional African understanding of leisure

· Reviewing

· Class discussion

· Singing

· Reciting poems on work

· Listing T.A leisure

· Note making

· Class textbook 4

· Resource person

· Chalkboard

· Drawings/pictures

Christian approaches to leisure

Christian teaching on leisure

By the end of the lesson, the learner should be able to:

· State the Christian teaching on leisure

· Bible reading

· Explanation

· Brief visit to church

· Observe church activities

· Assignment from text book

· Collected stories

· Articles

· Newspaper cuttings

· Bible (RVS)

Christian approaches to leisure

Importance of Leisure

By the end of the lesson, the learner should be able to:

· Explain the importance of leisure

· Appreciate the importance of leisure

· Text reading

· Class discussion

· Bible(RVS)

· Pictures

· Resource person

· Class textbook 4

THREE

Christian approaches to leisure

Various forms and uses of leisure

By the end of the lesson, the learner should be able to:

· outline various forms of leisure

· Explain the uses of leisure

· Listings/outlining

· Definitions

· Questions and Answers

· Note making

· Bible (RVS)

· Chalkboard

· Audiovisual aids

· Pictures

· Resource person

Christian approaches to leisure

Misuse of leisure today

By the end of the lesson, the learner should be able to:

· Explain how leisure activities are misused in society today

· Group discussion

· Essay writing

· Presentations

· Assignment(note making

· Pictures

· Class textbook

· Newspaper cuttings

· Bible (RVS)

Christian approaches to leisure

Misuse/abuse of drugs

By the end of the lesson, the learner should be able to:

· Discuss the causes and effects of drug abuse

· Role play

· Assignment (bible reading and note making)

· Questions and Answers

· Brief lecture

· Resource person

· Pictures

· Newspaper cuttings

· Bible (RVS)

Christian approaches to leisure

Abuse of alcohol

By the end of the lesson, the learner should be able to:

· Explain the causes of alcohol abuse

· Strive to discourage alcohol abuse in the community

· Bible reading

· Teacher’s comment

· Talk from resource person

· Role play

· Assignment (note making)

· Chalkboard

· Resource person

· Newspaper cuttings

· Bible (RVS)

FOUR

Christian approaches to leisure

Effects of drug abuse

By the end of the lesson, the learner should be able to:

· Discuss the effects of drug abuse

· Strive to live a productive life

· Group discussion

· Points on chalkboard

· Questions and Answers

· Role play

· Note making

· Bible (RVS)

· Newspaper cuttings

· Resource person

· Chalkboard

Christian approaches to leisure

Remedies of drug abuse

By the end of the lesson, the learner should be able to

· Discuss what Christians can do in order to curb the abuse of drugs

· Strive to live a productive life

· Draw examples from society and Bible

· Sharing with a resource person

· Assignment

· Making notes

Bible (RVS)

Class text CRE Bk 4

Resource person

Christian approaches to leisure

Christian criteria for evaluating the use of leisure

By the end of the lesson, the learner should be able to:

· Explain the Christian criteria for evaluating the use of leisure

· Bible reading

· Explanation

· Group discussion

· Points on chalkboard

· Highlighting main points (teacher)

· Note making

· Bible (RVS)

· Class text CRE BK 4

· Resource person

· Chalkboard

Christian approaches to money, wealth and poverty

· Introduction

· Definitions

ü Wealth\

ü Money

ü Poverty

By the end of the lesson, the learner should be able to:

· Define the concept wealth money and poverty

· Appreciate wealth as a blessing from God

· Short lecture

· Questions /Answers

· Checking meaning

· Note making

· CRE Bk 4

· English dictionary

· Realia (money)

· Audio Visuals

· Chalkboard

FIVE

Christian approaches to money, wealth and poverty

Traditional African understanding of wealth and poverty

By the end of the lesson, the learner should be able to:

· Explain the tradition of African understanding of wealth and poverty

· Talk from resource person

· Explanation

· Question and Answers

· Views from student

· Summary & note making

· Modern Christian living pg 138

· Introduction to African Religions by Mbithi

· Audio-visual material

· Resource person

Christian approaches to money, wealth and poverty

Impact of money economy in Traditional African Society

By the end of the lesson, the learner should be albe to:

· Describe the impact of the introduction of money economy on traditional African society

· Group discussion

· Points on Chalkboard

· Summarise explanations (teacher)

· Assignment (essay writing on same topic)

· Regalia

· Teacher’s notes

· Chalkboard

· Audio-visual material

Christian approaches to money, wealth and poverty

Christian teachings on money, wealth and poverty

(i) money

By the end of the lesson, the learner should be able to:

· Explain Christian teachings on money and wealth

· Bible reading

· Explanations

· Group discussions

· Questions and Answers

· Note taking

· Modern Christian living

· Chalkboard

· Audio-visual materials

· Bible (RVS)

Christian approaches to money, wealth and poverty

(ii) Wealth

By the end of the lesson, the learner should be able to:

· Appreciate the Christian teachings on money and wealth

· Reading more from class textbook

· Making notes

· Bible (RVS)

· Audio-visual material

· Chalkboard

· Modern Christian living

SIX

Christian approaches to money, wealth and poverty

(iii) Poverty

By the end of the lesson, the learner should be able to:

· Define poverty

· Explain Christian teachings on poverty

· Checking meaning

· Bible reading

· Explanation

· Group discussion

· Song presentation

· Note making

· Dictionary

· Audio-visual material

· Chalkboard, posters, songs

2 & 3

Christian approaches to money, wealth and poverty

Christian approaches to issues related to wealth

· Fair distribution

· Bribery/corruption

By the end of the lesson, the learner should be able to:

· Discuss Christian approaches to fair distribution of wealth

· Desire to lead a life free of bribery and corruption

· Check meaning

· Class discussion

· Explanations/Answers

· Assignment project

· Photographs

· Dictionary

· Posters

· Teacher’s notes

· Bible (RVS)

· Chalkboard

Christian approaches to money, wealth and poverty

Life skills

· Decision making

· Critical thing

· Creative thinking

· Self-esteem

· Assertiveness

By the end of the lesson, the learner should be able to:

· Discuss the importance of the following life skills:

· Decision making

· Creative thinking

· Assertiveness

· Brief lecture

· Questions & Answers

· Explanation to the steps

· Assignment: read more and make notes

· Chalkboard

· English dictionary

· Audio-visual materials

· Teacher’s notes

SEVEN

Christian approaches to money, wealth and poverty

Christian Values

By the end of the lesson, the learner should be able to:

· Uphold Christian values of love and honesty in acquisition and use of wealth

· Finding meaning of terms

· Bile reading

· Explanation

· Questions/answers

· Note making

· Bible (RVS)

· Teacher’s notes

· Audio-visual material

· Chalkboard

Christian approaches to money, wealth and poverty

· Introduction

· Definitions of terms:

-Law

Order

-Justice

By the end of the lesson, the learner should be able to:

· Define the term ‘law’, ‘order’ and ‘justice’

· Show the relationship between law, order and justice

· Check meaning

· Explanation

· Questions and Answers

· Reading textbook

· Making notes

· Bible (RVS)

· Dictionary

· A set of school rules/regulations

· Chalkboard

Christian approaches to money, wealth and poverty

Traditional African practices that promote law, order and justice

By the end of the lesson, the learner should be able to:

· Describe the traditional African practices that promote law, order and justice

Review of past lesson

Question & Answers

Talk from resource person

Note taking

· Chalkboard

· Teacher’s notes

· Resource person

Christian approaches to money, wealth and poverty

Biblical teachings on law, order and justice

By the end of the lesson, the learner should be able to:

· Explain the biblical teachings on law order and justice

· Bible reading

· Explanation

· Question & Answers

· Note making

· Bible (RVS)

· Class textbook

· Teacher’s notes

· Modern Christian living

EIGHT

Christian approaches to money, wealth and poverty

The need for law, order and justice in the society

By the end of the lesson, the learner should be able to:

· Give reasons for law, order and justice in the society

· Bible reading

· Explanation

· Group discussion

· Question & Answers

· Note making

· Class textbook

· Bible (RVS)

· Pictures, chalkboard

· Teacher’s notes

Christian approaches to money, wealth and poverty

Rights and duties of citizens

By the end of the lesson, the learner should be able to:

· Explain the rights of citizens

· Strive to be obedient citizens

· Questions and answers

· Bible reading

· Explanation

· Note making

· A chart

· Bible (RVS)

· Dictionary

· Chalkboard

· Class textbook

Christian approaches to money, wealth and poverty

Causes of Social disorder

By the end of the lesson, the learner should be able to:

· Discuss the causes of social disorder

· Shun discrimination

· Group discussion

· Points on chalkboard

· Questions and Answers

· Note making

· Bible (RSV)

· Dictionary

· Chalkboard

· Newspaper/magazine

· Teacher’s notes

Christian approaches to money, wealth and poverty

Remedies to social disorders

By the end of the lesson, the learner should be able to:

· Strive to promote law, order and justice

· Bible reading

· Explanation

· Questions and Answers

· Resource person’s talk

· Note making

· Bible (RSV)

· Pictures

· Dictionary

· Teacher’s notes

NINE

Christian approaches to money, wealth and poverty

Christian participation in the

(i) Society

(ii) Economic life

By the end of the lesson, the learner should be able to:

· Evaluate the role of Christian society

· Class discussion

· Question and answers

· Points on chalkboard

· Read bible references

· Bible (RVS)

· Newspaper cuttings

· Chalkboard

· Teachers’ notes

Christian approaches to money, wealth and poverty

(iii) Political Life

By the end of the lesson, the learner should be able to:

· Identify the role of Christians in transforming the economic and political life of the society

· Explanation

· Reading text CRE bk 4

· Note making

· Bible (RVS)

· Newspaper cuttings

· Chalkboard

· Teacher’s notes

3 & 4

Christian approaches to money, wealth and poverty

The Church and the State relationship

By the end of the lesson, the leaner should be able to:

· Discuss church-state relationship

· Group discussion

· Bible reading

· Explanation

· Highlight main ideas

· Note making

· Bible (RVS)

· Church and politics in Kenya by Okullu

· Newspaper cutting

· Chalkboard

TEN

ELEVEN

TWELVE

THIRTEEN

REVISION & MOCK EXAMS

FORM FOUR CRE

SCHEMES OF WORK

TERM III

ONE

–

Revision of End of Term II Mock Exam

By the end of the lesson, the learner should be able to:

· Understand what was required as the correct answers in the Mock Exams

· Group discussions

· Questions and Answers

TWO

Christian approaches to issues related to modern science, technology & Environment

· Introduction

· Definition of

(i) Science

(ii) Technology

(iii) Environment Euthanasia

By the end of the lesson, the learner should be able to:

· Define the terms

(i) Science

(ii) Technology

(iii) Environment

· Explain the Christian views on euthanasia

· General overview

· Bible reading

· Questions and answers

· Explanations

· Group discussions

· Summarize

· Assignment (learners to make notes)

· Class textbook 4

· Bible (Gen 1:1-31)

· Chalkboard

· Dictionary

· Newspaper cutting

· Teachers notes

Christian approaches to issues related to modern science, technology & Environment

· Blood transfusion

By the end of the lesson the learner should be able to:

· Define blood transfusion

· Explain the Christian view on blood transfusion

· Appreciate the sanctity of life

· Define terms

· Questions and answers

· Resource person (nurse) to give talk on the issue

· Listing dangers of blood transfusion

· Note making

· Resource person

· Dictionary

· Saline solution, Ringer’s solution

· Class text book 4

· Bible (RVS)

Christian approaches to issues related to modern science, technology & Environment

· Organ transplant

By the end of the lesson, the learner should be able to:

· Define organ transplant

· Make morally upright decisions on the issue of organ transplant

· Check meaning

· Group discussion

· Mentioning organs

· Listing on chalkboard

· Bible reading

· Explanation

· Note making

· Documentary

· Bible (RVS)

· Chalkboard

· Dictionary

· Newspaper cuttings

· Teacher’s notes

Christian approaches to issues related to modern science, technology & Environment

· Genetic Engineering

By the end of the lesson, the learner should be able to:

· Define genetic engineering

· Make moral decisions on the issue of genetic engineering

· Check meaning

· Sharing in groups

· Presentations and discussion

· Note making

· Types of genetically engineered foods

· Pictures

· Resource person

· Class textbook 4

· Chalkboard

· Teacher’s notes

THREE

Christian approaches to issues related to modern science, technology & Environment

Plastic surgery

By the end of the lesson, the learners should be able to:

· Define plastic surgery

· Explain the Christian view on plastic surgery

· Bible reading

· Explanation

· Mentioning ways of improving a person’s appearance

· Debate

· Note making

· Resource person

· Audio-visual aids

· Pictures

· Bible (RVS)

· Chalkboard

Christian approaches to issues related to modern science, technology & Environment

· The Christian views on the effect of Science and Technology on the environment

By the end of the lesson, the learner should be able to

· Define pollution and desertification

· Appreciation our environment

· Check meaning

· Bible reading

· Explanation

· Question and answers

· Note making

· Bible (RVS)

· Newspaper cutting

· Class textbook

· Pictures

3-4

Christian approaches to issues related to modern science, technology & Environment

Pollution & the environment

By the end of the lesson, the learner should be able to:

· Identify the types of pollution

· State the effects of pollution on our environment

· Brief visit (Field trip)

· Discussing the role of a Christian in keeping the environment clean

· Assignment (more research and report writing

· Bible (RVS)

· Newspaper cuttings

· Resource person

· Pictures

FOUR

1-2

Christian approaches to issues related to modern science, technology & Environment

Desertification

By The end of the lesson, the learner should be able to:

· List causes of desertification

· State the effects of desertification on the environment

· Brief visit (field trip)

· Discussing the effects of desertification on the environment

· Assignment (more research and report writing

· Bible

· Newspaper cuttings

· Resource person

· Chalkboard

3-4

Sample Examination Papers

FIVE

1-4

REVISION FOR NATIONAL EXAMS

NATIONAL EXAMS

Teachers' Resources

AGRICULTURE SCHEMES OF WORK FORM 1-4 FREE

October 5, 2025 Maverick John Leave a comment

AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 1
WEEK	LESSON	TOPIC	SUB-TOPIC	LEARNING OBJECTIVES	TEACHING/LEARNING ACTIVITIES	TEACHING/LEARNING RESOURCES	REFERENCES	REMARKS
4	1	Introduction to Agriculture	Definition and branches of Agriculture	By the end of the lesson, the learner should be able to · Define Agriculture · State main branches of Agriculture	· Definition of Agriculture · Giving examples · Use of questions and answers · Note taking	· Charts · Tree diagrams · Students book · Chalk board · handouts	· KLB secondary Agriculture form 1 pg 1-3 · Certificate Agriculture F1 pg 1-3 · Longhorn secondary Agriculture form 1 pg 1-5 Teachers guide pg 37 · Golden tips KCSE Agriculture pg 4-5 · Top mark Agric Pg 2-2
	2-3	Introduction to Agriculture	· Crop farming · Livestock farming · Agricultural economics and engineering	By the end of the lesson, the learner should be able to · State various types of crop and animal farming · Describe various types of crop and animal farming · Explain agricultural economics and engineering	· Giving descriptions of crops and animals · Explanations · Note taking	· Photographs · Charts · Students book · Chalk board	· KLB secondary Agriculture form 1 pg 3-5 · Certificate F1 Agriculture pg 3 · Longhorn secondary Agriculture form 1 pg 2-6 Teachers guide pg 37 · Golden tips KCSE Agriculture pg 5-6 · Top mark Revision pg 2-4
5	1	Introduction to Agriculture	Systems of farming Extensive Intensive Small scale Large scale	By the end of the lesson, the learner should be able to · State and describe farming systems · State and explain the advantages and disadvantages of each system	· Asking questions · Answering questions · Describing farming systems · Stating advantages and disadvantages of each · Note taking	· Student’s book · Charts · Diagrams	· KLB secondary Agriculture form 1 pg 5 · Certificate F1 pg 5-7 · Longhorn secondary Agriculture form 1 pg 6-9 Teachers guide pg 38 · Golden tips KCSE Agriculture pg 6-7 · Top mark Revision pg 3
	2-3	Introduction to Agriculture	Methods of faming – Mixed – Nomadic – Shifting – Organic – agro forestry	By the end of the lesson ,the learner should be able to · identify various methods of farming · explain the various methods	· explanations of the methods · identification of methods · note taking	· photographs · livestock product · charts · chalkboard	· KLB secondary Agriculture form 1 pg 6-8 · Certificate F1 pg 7-10 · Longhorn secondary Agriculture form 1 pg 9-12 Teachers guide pg 39 · Golden tips KCSE Agriculture pg 7-8 · Top mark Revision pg 4-5
6	1	Introduction to Agriculture	Role of Agriculture in the economy	By the end of the lesson, the learner should be able to · State and explain the roles of agriculture in economy	· Explaining the roles of Agriculture in the economy · Appreciating the importance of Agriculture · Note taking	· Raw Materials · Flow charts · Specimen on produce · Industrial goods	· KLB secondary Agriculture form 1 pg 8-9 · Certificate F1 pg 3-4 Longhorn secondary Agriculture form 1 pg 9-12 Teachers guide pg 39 · Golden tips KCSE Agriculture pg 7-8 · Top mark Revision pg 5
	2-3	Factors influencing agriculture	Human factors	By the end of the lesson, the learner should be able to · State and explain human factors influencing agriculture	· Explaining the human factors influencing agriculture	· Charts with HIV data · Photographs on means of transport	· KLB secondary Agriculture form 1 pg 11-15 · Certificate F1 pg 11-12 · Longhorn secondary Agriculture form 1 pg 16-21 Teachers guide pg 43-44 · Golden tips KCSE Agriculture pg 7-8 · Top mark Revision pg 7
7	1	Climatic factors	Factors influencing Agriculture	By the end of the lesson, the learner should be able to · Identify and explain the biotic factors influencing agriculture	· Explaining the biotic factors · Identify the factors	· Weather · Station equipment · Maps in students books · Maps showing rainfall distribution	· KLB secondary Agriculture form 1 pg 16-17 · Certificate F1 pg 20 · Longhorn secondary Agriculture form 1 pg 21-24 Teachers guide pg 43-45 · Golden tips KCSE Agriculture pg 7-8 · Top mark Revision pg 7
	2-3	Factors influencing Agriculture	Climatic factors	By the end of the lesson, the learner should be able to · State climatic factors · Describe how climatic factors influence Agriculture	· Stating climatic factors · Describing how climatic factors influence agriculture	· Weather · Station equipment · Maps in students books · Maps showing rainfall distribution	· KLB secondary Agriculture form 1 pg 18-21 · Certificate F1 pg 13-129 · Longhorn secondary Agriculture form 1 pg 24-32 Teachers guide pg 46
8	1	Factors influencing Agriculture	Edaphic Factors	By the end of the lesson, the learner should be able to · Define soil · Describe soil formation processes	· Defining soil · Describing soil formation processes	· Soil samples · Diagrams in students book	· KLB secondary Agriculture form 1 pg 22-29 · Certificate F1 pg 21-26 · Longhorn secondary Agriculture form 1 pg 33-38 Teachers guide pg 47 · Golden tips KCSE Agriculture pg 7-8 · Top mark Revision pg 9-10
	2-3	Factors influencing Agriculture	Soil profile	By the end of the lesson, the learner should be able to describe the soil profile Explain its influence on crop production	· Describing soil profile · Explaining its influence on crop production	· Diagrams in students books · Excavated areas charts showing soil profile	· KLB secondary Agriculture form 1 pg 22-29 · Certificate F1 pg 21-26 · Longhorn secondary Agriculture form 1 pg 33-38 Teachers guide pg 47 · Top mark Revision pg 9-10
9	1	Factors influencing Agriculture	Soil constituents Mineral & organic matter	By the end of the lesson, the learner should be able to · Determine soil constituents · State the importance of each constituents	· Determining soil constituents · Stating the importance of soil constituents	· Sieves · Soil samples · Lens · Diagrams and apparatus in students book	· KLB secondary Agriculture form 1 pg 32-33 · Certificate F1 pg 29-34 · Longhorn secondary Agriculture form 1 pg 40-49 Teachers guide pg 49 · Gateway secondary Revision paper 1 pg 15-17 · Top mark Revision pg 12-13
	2-3	Factors influencing Agriculture	Soil constituents Organic matter Air Water Living organisms	By the end of the lesson, the leaner should be able to · Determine soil constituents · State the importance of each constituents	· Determining soil constituents · Stating the importance of soil constituents	· Sieves · Soil samples · Lens · Diagrams and apparatus in students book	· KLB secondary Agriculture form 1 pg 32-33 · Certificate F1 pg 29-34 · Longhorn secondary Agriculture form 1 pg 40-49 Teachers guide pg 49 · Gateway secondary Revision paper 1 pg 15-17 · Top mark Revision pg 12-13
10	1	Factors influencing Agriculture	Physical properties of soil	By the end of the lesson, the learner should be able to (i) Classify soil according to structure	· Classify soil according to structure	· Soil samples · Diagrams in the students book · School farm	· KLB secondary Agriculture form 1 pg 43-45 · Certificate F1 pg 40-42 · Longhorn secondary Agriculture form 1 pg 49-53 Teachers guide pg 47 · Gateway secondary Revision paper 1 pg 17-19 · Top mark Revision pg 12
	2-3	Factors influencing Agriculture	Physical properties of soil	By the end of the lesson, the learner should be able to · Classify soil according to texture and colour	· Classifying soil according to texture and colour	· Soil samples · Diagrams in the students book · School farm	· KLB secondary Agriculture form 1 pg 46-54 · Certificate F1 pg 35-39 · Longhorn secondary Agriculture form 1 pg 53-59 Teachers guide pg 47 · Gateway secondary Revision paper 1 pg 17-19 · Top mark Revision pg 13-14
11	1	Factors influencing Agriculture	Influencing of physical and chemical properties of soil on crop production	By the end of the lesson, the learner should be able to · Explain the chemical properties of soil	· Explain the chemical properties of soil	· PH Meter · PH Papers · Diagrams	· KLB secondary Agriculture form 1 pg 55-56 · Certificate F1 pg 43-45 · Longhorn secondary Agriculture form 1 pg 59-60 Teachers guide pg 47 · Gateway secondary Revision paper 1 pg 19-20 · Top mark Revision pg 13-14
	2-3	Factors influencing Agriculture	Influence of physical and chemical properties of soil on crop production	By the end of the lesson, the learner should be able to · Explain the effects of PH on mineral availability Relate crop and animal distribution to chemical and physical properties of soil	· Explain the effects of soil PH relating crop and animal distribution on soil properties	· Charts on PH · Distribution maps for crops and livestock in Kenya School	· KLB secondary Agriculture form 1 pg 56-57 · Certificate F1 pg 45-47 · Longhorn secondary Agriculture form 1 pg 53-60 Teachers guide pg 47 · Gateway secondary Revision paper 1 pg 17-20 · Top mark Revision pg 13-14
END OF TERM ONE EXAMINATIONS MARKING AND CLOSING
AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 2
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES	REMARKS
1	1-2	Farm tools and Equipment	Garden and equipment	By the end of the lesson, the learner should be able to · Identify various garden tools and equipments · Draw various garden tools and equipments · Name the garden tools and equipments various parts	· Identifying tools and demonstrating their use · Draw the garden tools and equipments · Name various parts	· Garden tools and equipments · Diagrams in students books · photographs	· KLB secondary Agriculture form 1 pg 59-62 · Certificate F1 pg 49-54 · Longhorn secondary Agriculture form 1 pg 63-67 Teachers guide pg 52-54 · Gateway secondary Revision paper 2 pg 90-99
	3	Farm tools and Equipment	Garden tools and equipment	By the end of the lesson, the learner should be able to · State the use of various tools · Carry out maintenance practices on tools and equipments	· State the use of tools · Practicing · Maintenance of tools and equipments	· Photographs of tools · Diagrams in students book · School farm	· KLB secondary Agriculture form 1 pg 59-62 · Certificate F1 pg 49-56 · Longhorn secondary Agriculture form 1 pg 63-67 Teachers guide pg 52-54 · Gateway secondary Revision paper 2 pg 90-99
2	1-3	Farm tools and Equipments	Workshop tools and equipment	By the end of the lesson, the learner should be able to · Identify workshop tools and equipment · Name various parts · State the use of various tools · Carry out maintain ace practices on workshop tools and equipment	· Identifying tool · Demonstrating their use · Drawing the tools · Labeling the parts · Practicing maintenance of tools and equipment	· Workshop tools · Diagrams in students text books · School store · School farm	· KLB secondary Agriculture form 1 pg 75-93 · Certificate F1 pg 59-71 · Longhorn secondary Agriculture form 1 pg 84-101 Teachers guide pg 52-54 · Gateway secondary Revision paper 2 pg 107-117
3	1-3	Farm tools and Equipment	Livestock production tools	By the end of the lesson the learner should be able to · Identify livestock production tools · Draw various livestock production tools · Name various parts of the tools · State the use of the various tools · Carry out maintenance practices on livestock production tools	· Drawing tools · Labeling · Demonstrating their use · Identifying the tools · Practicing maintenance practices	· Livestock · Diagrams on students book · Livestock store · School farm	· KLB secondary Agriculture form 1 pg 63-74 · Certificate F1 pg 54-59 · Longhorn secondary Agriculture form 1 pg 74-84 Teachers guide pg 52-54 · Gateway secondary Revision paper 2 pg 100-106
4	1-3	Farm tools and Equipment	Plumbing and masonry tools and equipment	By the end of the lesson, the learner should be able to · Identify plumbing and masonry tools and equipment · Name parts of various plumbing and masonry tools and equipment · Draw the various plumbing and masonry tools and equipment · State the use of various plumbing and masonry tools and equipment · Carry out maintenance practices on plumbing and masonry tools and equipment	· Naming parts of tools · Drawing various tools · Stating the use of the tools · Carrying out maintenance practices	· School workshop · Drawing in the students book · Plumbing and masonry tools	· KLB secondary Agriculture form 1 pg 99-102 · Certificate F1 pg 72-75 · Longhorn secondary Agriculture form 1 pg 97-101 Teachers guide pg 52-54 · Gateway secondary Revision paper 2 pg 116-117
5	1	Land Preparation (Crop production 1)	Definition and importance of land preparation Land clearing	By the end of the lesson, the learner should be able to · Define land preparation · Explain importance of land preparation · Describing land clearing	· Defining and preparation · Explaining the importance of land preparation · Describing land clearing	· School farms · Panga · Slashers · digging	· KLB secondary Agriculture form 1 pg 104-105 · Certificate F1 pg 77-78 · Longhorn secondary Agriculture form 1 pg 103-105 Teachers guide pg 56-57 · Top mark Agric pg 28
	2-3	Land Preparation	Primary cultivation Secondary Cultivation	By the end of the lesson, the learner should be able to · Define primary and secondary cultivation · Explain how each is carried out and importance · Discuss the choice of correct tool and equipment for each operation	· Defining terms · Explain how each is carried out · Discussion the correct choice of tools and equipment	· School farms · Jembes · Diagrams in students books · pangas	· KLB secondary Agriculture form 1 pg 106-110 · Certificate F1 pg 79-84 · Longhorn secondary Agriculture form 1 pg 105-109 Teachers guide pg 58-59 · Gateway secondary Revision paper 2 pg 116-117 · Top-mark secondary Agric Revision pg 28-29
6	1	Land Preparation	Tertiary Operation	By the end of the lesson, the learner should be able to · Identify tools used in tertiary operations · Explain how each of the operation is done · State the importance of the operation	· Discussion · Identifying the tools · Explaining how operation is done	· Drawing in the students book · Photographs of tools used	· KLB secondary Agriculture form 1 pg 110-113 · Certificate F1 pg 85-87 · Longhorn secondary Agriculture form 1 pg 109-111 Teachers guide pg 59 · Gateway secondary Revision paper 2 pg 116-117 · Top-mark secondary Agric Revision pg 29
	2-3	Land Preparation	Minimum tillage Meaning Importance practices	By the end of the lesson, the learner should be able to · Define minimum tillage · Explain how it is done · State the importance · List the practices involved in minimum tillage	· Defining minimum tillage · Explaining how it is done · Stating the importance · Listing practices involved	· School farm	· KLB secondary Agriculture form 1 pg 112-113 · Certificate F1 pg 85-86 · Longhorn secondary Agriculture form 1 pg 112 Teachers guide pg 57-59 · Top-mark secondary Agric Revision pg 29
7	1	Water supply irrigation and drainage	Water supply Source importance	By the end of the lesson, the learner should be able to · Describe the various sources of water in the farm · State the importance in the farm	· Describing sources of water · Stating the importance of water in the farm	· Drawing in student book · Photographs of dam, boreholes	· KLB secondary Agriculture form 1 pg 120-126 · Certificate F1 pg 94-100 · Longhorn secondary Agriculture form 1 pg 116-121 Teachers guide pg 62-63 · Gateway Agriculture revision paper 1 page 127-288
	2-3	Water Supply Irrigation and drainage	Water collection storage of water Pumping of water Conveyance of water	By the end of the lesson, the learner should be able to · Describe collection, pumping and conveyance of water	· Describing collecting, pumping and conveyance of water	· Pipes · Pumps · Tanks · Water treatment plant · Diagrams in students book	· KLB secondary Agriculture form 1 pg 120-126 · Certificate F1 pg 94-100 · Longhorn secondary Agriculture form 1 pg 116-121 Teachers guide pg 62-63 · Gateway Agriculture revision paper 1 page 127-288
8	1	Water Supply irrigation and drainage	Water treatment methods and importance	By the end of the lesson, the learner should be able to · State methods of water treatment · Describe the method · State the importance of water treatment	· Stating the methods of water treatment · Describing the methods · Stating importance of water	· Charts · Water treatment plants · Diagrams in the student book	· KLB secondary Agriculture form 1 pg 126-129 · Certificate F1 pg 98-100 · Longhorn secondary Agriculture form 1 pg 121-125 Teachers guide pg 62-63 · Gateway Agriculture revision paper 1 page 129-130
	2-3		Irrigation · Definition · Importance · methods	By the end of the lesson, the learner should be able to · define irrigation · state the importance of irrigation		· charts · school farm · students book · photographs	· KLB secondary Agriculture form 1 pg 129-130 · Certificate F1 pg 101-103 · Longhorn secondary Agriculture form 1 pg 125-129 Teachers guide pg 62-63 · Gateway Agriculture revision paper 1 page 130 · Top mark secondary Agriculture pg 16
9	1	Water supply, irrigation and drainage	Methods of irrigation surface/basin irrigation Overhead irrigation	By the end of the lesson, the learner should be able to · Describe surface and overhead irrigation	· Describing surface and overhead irrigation	· School farm · Drawings in students book · Photographs, sprinklers and spades	· KLB secondary Agriculture form 1 pg 130-131,134 · Certificate F1 pg 104-106 · Longhorn secondary Agriculture form 1 pg 128-130 Teachers guide pg 62-63
	2-3	Water supply, irrigation and drainage	Methods of irrigation Drip irrigation Sub-surface	By the end of the lesson, the learner should be able to · Describe drip and sub-surface irrigation	· Describe both drip and sub-surface irrigation	· School farm · Drawings in the students book · Photographs · Bottles · pipes	· KLB secondary Agriculture form 1 pg 132-134 · Certificate F1 pg 107-108 · Longhorn secondary Agriculture form 1 pg 131-133 Teachers guide pg 62-63 · Gateway Agriculture revision paper 1 page 132,134 · Top mark secondary Agriculture pg 16
10	1	Water supply and irrigation and drainage	Drainage · Definition · Importance · Causes of poor drainage	By the end of the lesson, the learner should be able to · Define drainage · Explain the importance of drainage · Describe causes of poor drainage	· Defining drainage · Explaining the importance of drainage · Describe the causes of poor drainage	· Charts · Photographs · Diagrams in the student book	· KLB secondary Agriculture form 1 pg 136-139 · Certificate F1 pg 108-109 · Longhorn secondary Agriculture form 1 pg 133-134 Teachers guide pg 63-65 · Gateway Agriculture revision paper 1 page 134-134
	2-3	Water supply irrigation and drainage	Methods of drainage Water pollution	By the end of the lesson, the learner should be able to · Describe methods of drainage · Define water pollution · Explain how farming practices causes pollution	· Describe methods of drainage · Defining water pollution · Explain how farming practices cause pollution	· School farm · Drawing in students book · Photographs · Polluted water · School farm	· KLB secondary Agriculture form 1 pg 137-141 · Certificate F1 pg 108-110 · Longhorn secondary Agriculture form 1 pg 135-138 Teachers guide pg 63-65 · Gateway Agriculture revision paper 1 page 136
11	1	Soil Fertility (organic) (Manures)	Soil fertility	By the end of the lesson, the learner should be able to · Define soil fertility · Explain the factor influencing soil fertility	· Define soil fertility · Explain factors influencing soil fertility	· Soil samples · Charts · School farm	· KLB secondary Agriculture form 1 pg 140-144 · Certificate F1 pg 112-113 · Longhorn secondary Agriculture form 1 pg 140 Teachers guide pg 63-65 · Gateway Agriculture revision paper 1 page 136
	2-3	Soil Fertility	Soil Fertility	By the end of the lesson, the learner should be able to · Explain how soil fertility loses its fertility · Describe how soil fertility can be maintained	· Explaining how soil loses its fertility · Describing how soil fertility is maintained	· Leached soils · Samples of fertile soil · Eroded soil	· KLB secondary Agriculture form 1 pg 143-146 · Certificate F1 pg 112-113 · Longhorn secondary Agriculture form 1 pg 141-142 Teachers guide pg 68-69 · Gateway Agriculture revision paper 1 page 61-62
12	1	Organic manure	Definition importance	By the end of the lesson, the learner should be able to · Define organic manures · Explain the importance of organic manure	· Definition · Explanation of importance of organic manure	· Chalkboard · School farm · charts	· KLB secondary Agriculture form 1 pg 146-147 · Certificate F1 pg 113 · Longhorn secondary Agriculture form 1 pg 143-144 Teachers guide pg 69-71 · Gateway Agriculture revision paper 1 page 62-63
	2-3	Organic Manure	Types of organic manure	By the end of the lesson, the learner should be able to · State the 3 types of organic manure · Describe preparation of green manure · Describe preparation of farmyard manure · Describe preparation of compost manure	· Stating types of organic manure · Describing the preparation of green, farmyard and compost manure	· Sample of green manure · Sample of compost manure · Sample of farm yard	· KLB secondary Agriculture form 1 pg 148-154 · Certificate F1 pg 114-117 · Longhorn secondary Agriculture form 1 pg 145-150 Teachers guide pg 69-71 · Gateway Agriculture revision paper 1 page 63-64 · Top mark revision Agriculture for m 1 page 31-33
END OF TERM TWO EXAMINATIONS

AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 3
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES	REMARKS
1	1	Livestock Breeds	Importance of livestock	By the end of the lesson, the learner should be able to · Explain the importance of livestock to man	· Explaining the importance of livestock to man · Asking and answering questions	· Photographs of livestock · Livestock products e,g skin, milk	· KLB secondary Agriculture form 1 pg 155 · Certificate Secondary Agriculture F1 pg 118 · Longhorn secondary Agriculture form 1 pg 152-153 Teachers guide pg 73-74 · Gateway Agriculture revision paper 1 page 62-63 · Top mark Agriculture page 173
	2-3	Livestock Breeds	Cattle breeds · Exotic · indigenous	By the end of the lesson, the learner should be able to · state examples of exotic and indigenous breeds · describe the characteristics of exotic and indigenous cattle	· stating examples · describing the characteristics of exotic and local cattle breeds	· charts · photographs · school farm · drawings from student books	· KLB secondary Agriculture form 1 pg 155 · Certificate Secondary Agriculture F1 pg 118 · Longhorn secondary Agriculture form 1 pg 152-153 Teachers guide pg 73-74 · Gateway Agriculture revision paper 1 page 62-63 · Top mark Agriculture page 173
2	1-3	Livestock breeds	Dairy Cattle breeds	By the end of the lesson, the learner should be able to · Identify various breeds · Describe their characteristics · Draw and label the external parts of cattle	· Describing the characteristics of cattle breeds · Drawing the external parts of the cattle · Labeling the external parts of the cattle · Identifying various breeds	· Charts · Photographs · Drawing from the students book · School farm	· KLB secondary Agriculture form 1 pg 159-162 · Certificate Secondary Agriculture F1 pg 119-122 · Longhorn secondary Agriculture form 1 pg 158-162 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 1-4 · Top mark Agriculture page 173
3	1-2	Livestock Breeds	Beef breeds	By the end of the lesson, the learner should be able to · Identify various breeds · Describe their characteristics · Draw the external parts of cattle · Label the external parts of the cattle	· Identifying various breeds · Describing the characteristics of cattle breeds · Drawing external parts of cattle · Labeling the external parts of cattle	· Charts · Photographs · School farm · Drawings from the student’s book.	· KLB secondary Agriculture form 1 pg 162-165 · Certificate Secondary Agriculture F1 pg 124-126 · Longhorn secondary Agriculture form 1 pg 155-158 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 3-4
	3	Livestock Breeds	Dual Purpose Breeds	By the end of the lesson, the learner should be able to · Identify various breeds · Describe their characteristics · Draw and label the external parts of the cattle	· Identifying various breeds · Describing their characteristics · Drawing and labeling their external parts	· Charts Photographs · Wall hangings showing dual breeds · School farm · Drawing from the students book	· KLB secondary Agriculture form 1 pg 164-165 · Certificate Secondary Agriculture F1 pg 127-129 · Longhorn secondary Agriculture form 1 pg 164-168 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 1-4 · Top mark Agriculture page 75
4	1-3	Livestock Breeds	Sheep breeds Wool sheep Mutton sheep Dual sheep	By the end of the lesson, the learner should be able to · Identify various breeds · Describe their characteristics · Draw the external parts of sheep · Labeling the external pars	· Identifying the various breeds · Describing their characteristics · Drawing the external parts of the sheep · Labeling the external parts	· Charts · Photograph · School farm · Drawings from the students book	· KLB secondary Agriculture form 1 pg 174-179 · Certificate Secondary Agriculture F1 pg 129-134 · Longhorn secondary Agriculture form 1 pg 164-168 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 8 · Top mark Agriculture page 75-76
5	1-3	Livestock breeds	Goats Breeds · Milk · Meat · Hair	By the end of the lesson, the learner should be able to · identify various breeds · describe their characteristics · draw the external parts of the goat · label the external parts of the goat	· identifying various breeds · describing the characteristics of goat breeds · drawing the external parts of the goat	· charts · photographs · drawing from the student books · school farm	· KLB secondary Agriculture form 1 pg 179-182 · Certificate Secondary Agriculture F1 pg 135-137 · Longhorn secondary Agriculture form 1 pg 169-173 Teachers guide pg 73-77 · Top mark Agriculture page 76
6	1-3	Livestock Breeds	Pigs Breeds Bacon pork	By the end of the lesson, the learner should be able to · Identify various breeds of pigs · Describe their characteristics · Draw the external parts of pigs · Labeling the external parts of the goat	· Identifying various breeds · Drawing the various external parts of a pig · Labeling the external parts · Describing the characteristics	· Drawings from the students book · Photographs · Charts · School farm	· KLB secondary Agriculture form 1 pg 165-171 · Certificate Secondary Agriculture F1 pg 139-140 · Longhorn secondary Agriculture form 1 pg 174-178 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 5-6 · Top mark Agriculture page 77
7	1-3	Livestock Breeds	Chicken · Light breeds · Heavy breeds · Dual purposes · hybrids	By the end of the lesson, the learner should be able to · identify various breeds · describe their characteristics · draw the various external parts · draw the various external parts · label the various external parts	· identify various breeds · describing the characteristic of various breeds · drawing the external parts of chicken · labeling the various parts of the chicken	· school farm · photographs · charts · drawings from the students books	· KLB secondary Agriculture form 1 pg 171-174 · Certificate Secondary Agriculture F1 pg 143-145 · Longhorn secondary Agriculture form 1 pg 178-182 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 6-7 · Top mark Agriculture page 77
8	1	Livestock breeds	Rabbit breed Characteristics drawings	By the end of the lesson, the learner should be able to · Identify various breeds · Describe their characteristics · Draw and label the external parts	· Identifying various breeds · Describing their characteristics · Drawing the external parts of rabbit · Labeling the various parts	· Photographs · Charts · Drawings in the students book · School farm	· KLB secondary Agriculture form 1 pg 182-184 · Certificate Secondary Agriculture F1 pg 141-142 · Longhorn secondary Agriculture form 1 pg 164-168 Teachers guide pg 73-77 · Top mark Agriculture page 78
	2-3	Livestock breeds	Camels, donkeys breeds Characteristics drawings	By the end of the lesson, the learner should be able to · Identify various breeds · Describe characteristics · Draw and label external parts of camels	· Identifying various breeds · Describing their characteristics · Drawing external parts · Labeling the various parts	· Drawings in the students book · School farm · Charts · photographs	· KLB secondary Agriculture form 1 pg 185-186 · Certificate Secondary Agriculture F1 pg 146-147 · Longhorn secondary Agriculture form 1 pg 186 Teachers guide pg 73-77 · Gateway Agriculture revision paper 1 page 10-11 · Top mark Agriculture page 78
9	1	Livestock breeds	Terms used to describe livestock · Age · Sex · Use	By the end of the lesson, the learner should be able to · Explain the terms used to describe livestock	Explaining the various terms used to describe livestock	· School farm · Charts · Photographs · Drawing from the student book	· KLB secondary Agriculture form 1 pg 164-165 · Longhorn secondary Agriculture form 1 pg 164-168 Teachers guide pg 73-77
	2-3	Agriculture Economics	Economics · Definition · Agricultural economics	By the end of the lesson, the leaner should be able to · Define economics · Define agricultural economics · Explain the factors of production	· Defining economics · Explaining the factors of production	· Flow chart · Students book	· KLB secondary Agriculture form 1 pg 189 · Certificate Secondary Agriculture F1 pg 149 · Longhorn secondary Agriculture form 1 pg 190-191 Teachers guide pg 78-80
10	1	Agricultural Economics	Basic concepts of economics principles Scarcity Opportunity cost Preference & choice	By the end of the lesson, the learner should be able to · State basics concepts of economics · Explain the basic concepts of economics	· State basic concepts · Explaining the basic concepts of economics	· Students books · Chalk board	· KLB secondary Agriculture form 1 pg 189-190 · Certificate Secondary Agriculture F1 pg 149-150 · Longhorn secondary Agriculture form 1 pg 191-192 Teachers guide pg 78-80
	2-3	Agricultural Economics	Farm records define Types of records importance	By the end of the lesson, the leaner should be able to · Define farm records · Explain the uses of farm records · Describe breeding and feeding records	· Defining farm records · Explaining uses of farm records · Describing breeding and feeding records	· Sample records · School farm · Sample records in students book	· KLB secondary Agriculture form 1 pg 190-191,194-196 · Certificate Secondary Agriculture F1 pg 150-156-158 · Longhorn secondary Agriculture form 1 pg 193-196 Teachers guide pg 80-81
11	1	Agricultural Economics	Farm records · Production records · Health records · Field records	By the end of the lesson, the learner should be able to · State the farm records · Describing production health, field records	· Stating farm records · Describing production, health and field records	· Diagrams on students book · Charts · chalkboard	· KLB secondary Agriculture form 1 pg 193,197 · Certificate Secondary Agriculture F1 pg 152-154 · Longhorn secondary Agriculture form 1 pg 198-200 Teachers guide pg 80-81 · Gateway Agriculture revision paper 1 page 1-4 · Top mark Agriculture page 75
END TERM THREE EXAMS

AGRICULTURE FORM 2 SCHEMES OF WORK – TERM 1
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES		REMARKS
1	1	Soil Fertility	Essential elements	By the end of the lesson, the leaner should be able to (a) List essential elements (b) Classify the essential elements	· Listing essential elements · Classifying the essential elements	· Students book · Charts on classification of essential minerals	· KLB secondary Agriculture form 2 pg 1,6 · Certificate Secondary Agriculture F2 pg 1-2 · Longhorn secondary Agriculture form 2 pg 1-2 Teachers guide pg 33-36 · Gateway Agriculture revision paper 1 page 37, 39 · Top mark Agriculture page 37
	2-3	Soil Fertility (II)	Essential elements	By the end of the lesson, the learner should be able to · State the role of each macro-element · Describe the deficiency symptoms of the macro-nutrients	· Stating the role of macro-elements · Describing the deficiency symptoms of the macro-nutrients	· Photographs · Tables in student books · Plant samples	· KLB secondary Agriculture form 2 pg 1-5 · Certificate Secondary Agriculture F2 pg 2-5 · Longhorn secondary Agriculture form 1 pg 2-12 Teachers guide pg 33-36 · Gateway Agriculture revision paper 1 page 1-4 · Top mark Agriculture page 37-38
2	1	Soil Fertility (I)	Essential elements	By the end of the lesson, the leaner should be able to · State the role of each micro-element · Describe the deficiency symptoms of the macro-nutrients	· Stating the role of micro nutrients · Describing their deficiency symptoms	· Photographs · Tables in the students book · Plant samples	· KLB secondary Agriculture form 1 pg 6-7 · Certificate Secondary Agriculture F1 pg 1-2 · Longhorn secondary Agriculture form 1 pg 10-11 Teachers guide pg 33-36 · Gateway Agriculture revision paper 1 page 66-68 · Top mark Agriculture page 75
	2-3	Soil Fertility (II)	Inorganic fertilizers	By the end of the lesson, the learner should be able to · Classify fertilizers · Identify fertilizers · Describe the properties of various fertilizers	· Classifying fertilizers · Identifying fertilizers · Describing the properties of various fertilizers	· Photographs of fertilizers · Students book · Fertilizers samples	· KLB secondary Agriculture form 1 pg 7-12 · Certificate Secondary Agriculture F1 pg 5-8 · Longhorn secondary Agriculture form 1 pg 11-18 Teachers guide pg 36-38 · Gateway Agriculture revision paper 1 page 66-70
3	1	Soil Fertility (II)	Inorganic fertilizers	By the end of the lesson, the learner should be able to · State methods of fertilizer application · Explaining various methods of fertilizer application	· Stating various methods · Explaining various methods of fertilizer application · Describing the various methods of fertilizer application	· School farm · Buckets · Fertilizer samples · Panga · Soil · Spade	· KLB secondary Agriculture form 2 pg 12-13 · Certificate Secondary Agriculture F2 pg 9 · Longhorn secondary Agriculture form 1 pg 18-21 Teachers guide pg 36-38 · Gateway Agriculture revision paper 1 page 70
	2-3	Soil Fertility (II)	Inorganic fertilizers	By the end of the lesson, the learner should be able to · Calculate the fertilizer grade · Calculate fertilizer ratio · Determine fertilizer amount per lecture	· Calculating fertilizer rates	· School farm · Students book	· KLB secondary Agriculture form 1 pg 6-7 · Certificate Secondary Agriculture F1 pg 1-2 · Longhorn secondary Agriculture form 1 pg 10-11 Teachers guide pg 33-36 · Gateway Agriculture revision paper 1 page 66-68 · Top mark Agriculture page 75
4	1	Soil Fertility	Soil Sampling	By the end of the lesson, the learner should be able to · Define soil sampling · Explain the sampling methods · Describe sampling procedures	· Defining soil sampling · Explain the sampling methods · Describing sampling procedures	· Charts · Soil samples · Students book · Polythene bags	· KLB secondary Agriculture form 2 pg 20-21 · Certificate Secondary Agriculture F1 pg 11 · Longhorn secondary Agriculture form 2 pg 23-24 Teachers guide pg 39-41 · Top mark Agriculture page 41-42
	2-3	Soil Fertility	Soil testing	By the end of the lesson, the learner should be able to · Define soil testing · Explain the importance of soil testing · Describe soil testing procedure · Explain how soil PH affects crop production	· Defining soil testing · Explaining the importance of soil testing · Describing soil testing procedure · Explaining how	· Test tubes · Diagrams in students book · Distilled water · Soil testing reagents · PH scale	· KLB secondary Agriculture form 1 pg 22-26 · Certificate Secondary Agriculture F1 pg 12-13 · Longhorn secondary Agriculture form 1 pg 24-28 Teachers guide pg 39-41 · Gateway Agriculture revision paper 1 page 71 · Top mark Agriculture page 42
5	1	Crop Production (II)	Planting materials	By the end of the lesson, the leaner should be able to · Describe types of planting materials · State advantages and disadvantages of planting materials	· Describing types of planting materials · Stating the advantages and disadvantages	· Seed samples · Vegetative parts · Students book · School farm	· KLB secondary Agriculture form 1 pg 27-28 · Certificate Secondary Agriculture F1 pg 15-17 · Longhorn secondary Agriculture form 1 pg 33-35 Teachers guide pg 45-46 · Gateway Agriculture revision paper 1 page 28
	2-3	Crop production (II)	Planting materials	By the end of the lesson, the leaner should be able to · State various parts used for vegetative propagation · Describe various parts used for vegetative propagation	· Stating various parts · Describing various parts used for vegetative propagation	· School farm · Various vegetative parts · Diagrams in the students book	· KLB secondary Agriculture form 2 pg 29-34 · Certificate Secondary Agriculture F1 pg 15-17 · Longhorn secondary Agriculture form 2 pg 35-40 Teachers guide pg 45-47 · Gateway Agriculture revision paper 1 page 29-30
6	1	Crop Production (II)	Selection of planting materials	By the end of the lesson, the learner should be able to · Select planting materials	· Selecting planting materials	· Tape measure · Student’s books · School farm · Planting line · Seed dressers · Planting materials	· KLB secondary Agriculture form 2 pg 34-35 · Certificate Secondary Agriculture F1 pg 18-19 · Longhorn secondary Agriculture form 2 pg 35-40 Teachers guide pg 47-48 · Gateway Agriculture revision paper 1 page 30
	2-3	Crop Production (II)	Preparation of Planting · Breaking seed dormancy · Dressing · Seed inoculation · chitin	By the end of the lesson, thelearner should be able to · Prepare planting materials · Determine optimum planting time · Describe methods of planting	· Preparing planting materials · Determining optimum planting time · Describing methods of planting	· Planting line · Tape measure · Planting materials	· KLB secondary Agriculture form 2 pg 35-39 · Certificate Secondary Agriculture F1 pg 20-22 · Longhorn secondary Agriculture form 2 pg 49-50 Teachers guide pg 35-39 · Gateway Agriculture revision paper 1 page 30-32
7	1	Crop production (II)	Plant population	By the end of the lesson, the learner should be able to · Calculate plant population of various crops	· Calculating plant population	· Charts · School farm · Seeds for planting	· KLB secondary Agriculture form 2 pg 29-34 · Certificate Secondary Agriculture F1 pg 26 · Longhorn secondary Agriculture form 2 pg 49-50 Teachers guide pg 50-51 · Gateway Agriculture revision paper 1 page 32
	2-3	Crop Production (II)	Spacing seed rate planting depth	By the end of the lesson, the learner should be able to · State factors determining spacing, seed rate and depth · Explain the factors which determine spacing depth and seed rate	· Stating factors · Explaining factors which determine spacing, depth and seed rate	· Tape measure · School farm · Panga · Jembe · Students book diagram	· KLB secondary Agriculture form 2 pg 42-45 · Certificate Secondary Agriculture F1 pg 24-26 · Longhorn secondary Agriculture form 2 pg 50-54 Teachers guide pg 51-52 · Gateway Agriculture revision paper 1 page 32-33
8	1	Crop Production (III) Nursery practices	Nursery practices Nursery bed Seed bed Seedling bed	By the end of the lesson, the learner should be able to · Define nursery practices · Describe nursery bed, seed bed and seedling bed · Distinguish between nursery, seedling and seed bed	· Garden tools · School farm · Nursery beds · Students book · Diagrams on the students book · charts	· garden tools · school farm · nursery beds · students book · diagrams on the students book · charts	· KLB secondary Agriculture form 2 pg 46 · Certificate Secondary Agriculture F1 pg 28 · Longhorn secondary Agriculture form 2 pg 56-57 Teachers guide pg 54-56 · Gateway Agriculture revision paper 1 page 34
	2-3	Crop Production (III) Nursery Practices	Nursery bed Importance Site selection Vegetable nurseries	By the end of the lesson, the learner should be able to · State the importance of nursery in crop propagation · Select a suitable site for the nursery · Prepare a nursery bed for vegetables	· Stating importance of nursery · Selecting suitable sites for nursery · Preparing nursery bed for vegetables	· Nursery beds · School farm · Diagrams from students books · Garden tools · Students books	· KLB secondary Agriculture form 2 pg 46-49 · Certificate Secondary Agriculture F1 pg 28-29 · Longhorn secondary Agriculture form 2 pg 57-58 Teachers guide pg 54-56 · Gateway Agriculture revision paper 1 page 34-35 · Top mark Agriculture page 34
9	1	Crop Production (III) Nursery Practices	Nursery establishment	By the end of the lesson, the leaner should be able to · Establish a vegetable nursery · Establish a tree nursery	· Establishing a vegetable and a tree nursery	· Charts · Diagrams from students book · School farm · School nurseries · Boxes · Grass	· KLB secondary Agriculture form 2 pg 48-49 · Certificate Secondary Agriculture F1 pg 29-32 · Longhorn secondary Agriculture form 2 pg 58-60 Teachers guide pg 54-56 · Top mark Agriculture page 34
	2-3	Crop production (III)	Nursery Establishment	By the end of the lesson, the learner should be able to · Establish tea nursery using cuttings · Manage a nursery bed	· Establishing tea nursery using cuttings · Managing nursery bed	· Tea cuttings photographs · School farm · Diagrams from students book	· KLB secondary Agriculture form 2 pg 49-51 · Certificate Secondary Agriculture F1 pg 30-32 · Longhorn secondary Agriculture form 2 pg 60-62 Teachers guide pg 54-58 · Gateway Agriculture revision paper 1 page 35
10	1	Crop production (III)	Grafting	By the end of the lesson, the learner should be able to · Define grafting · Describe the methods of grafting · Give reasons for grafting	· Defining grafting · Describing methods of grafting · Giving reasons for grafting	· Knives · Grafting materials · Students book · Raising boxes	· KLB secondary Agriculture form 2 pg 53-55 · Certificate Secondary Agriculture F1 pg 35-36 · Longhorn secondary Agriculture form 2 pg 64-65 Teachers guide pg 58-59 · Gateway Agriculture revision paper 1 page 36 · Top mark Agriculture page 35-36
	2-3		Budding	By the end of the lesson, the learner should be able to · Define budding · Describe methods of budding · State the importance of budding	· Defining budding · Describing methods of budding · Giving reasons for budding	· School farm · Water · Budding materials · Students book · knives	· KLB secondary Agriculture form 2 pg 55-58 · Certificate Secondary Agriculture F1 pg 34-35 · Longhorn secondary Agriculture form 2 pg 66-70 Teachers guide pg 57-59 · Gateway Agriculture revision paper 1 page 36 · Top mark Agriculture page 35
11	1	Crop Production (III)	layering	By the end of the lesson, the learner should be able to · Define layering · Describe methods of layering · State the importance of layering	· Defining layering · Describing methods of layering · Giving importance of layering	· Peg · Strings · School farm · Root medium · Student books	· KLB secondary Agriculture form 2 pg 58-60 · Certificate Secondary Agriculture F1 pg 41-44 · Longhorn secondary Agriculture form 2 pg 71-72 Teachers guide pg 59 · Gateway Agriculture revision paper 1 page 36-37 · Top mark Agriculture page 35
	2-3	Crop production (III)	Tissue culture Transplanting seedlings	By the end of the lesson, the learner should be able to · Define tissue culture · Explain importance of tissue culture in crop propagation · Describe the procedure of transplanting seedlings	· Defining tissue culture · Explaining importance of tissue culture · Describing procedure of transplanting seedlings	· School farm · Garden trowel · School nursery · Seedlings · Diagrams · Students books	· KLB secondary Agriculture form 2 pg 61-66 · Certificate Secondary Agriculture F1 pg 41-44 · Longhorn secondary Agriculture form 2 pg 72-77 Teachers guide pg 60-61 · Gateway Agriculture revision paper 1 page 36-37 · Top mark Agriculture page 35
END TERM ONE EXAMINATIONS

AGRICULTURE FORM 2 SCHEMES OF WORK – TERM 2
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES		REMARKS
1	1	Crop Production (IV) Field practices	Crop Rotation	By the end of the lesson, the learner should be able to · Define crop rotation · Explain the importance of crop rotation · State principles of crop rotation	· Defining crop rotation · Explaining the importance of crop rotation · Stating principles of crop rotation	· Charts · School farm · Diagrams in the students book	· KLB secondary Agriculture form 2 pg 67-68 · Certificate Secondary Agriculture F1 pg 50 · Teachers guide pg 59 · Gateway Agriculture revision paper 1 page 40 · Top mark Agriculture page 43
	2-3	Crop production (IV) field practices	Crop Rotation	By the end of the lesson, the learner should be able to · Identify factors influencing crop rotation · Draw a crop rotation programme · Distinguish terms used in crop farming	· Identifying factors influencing crop rotation · Drawing a crop rotation progamme · Distinguishing terms used in crop farming	· Photographs · Charts · School farm · Diagrams in the students book	· KLB secondary Agriculture form 2 pg 69-71 · Certificate Secondary Agriculture F1 pg 50-51 · Longhorn secondary Agriculture form 2 pg 79-80 Teachers guide pg 84-88 · Gateway Agriculture revision paper 1 page 40-42
2	1	Field Practices	Mulching	By the end of the lesson, the learner should be able to · Define mulching · State the importance of mulching	· Defining mulching · Stating the importance of mulching	· Samples of mulch · School farm · Photograph in students book	· KLB secondary Agriculture form 2 pg 71-72 · Certificate Secondary Agriculture F1 pg 51-52 · Longhorn secondary Agriculture form 2 pg 82-84 Teachers guide pg 59 · Gateway Agriculture revision paper 1 page 36-37 · Top mark Agriculture page 43
	2-3	Field Practices	Routine Field practices Thinning Gapping Training	By the end of the lesson, the learner should be able to · State the various routine practices · Describe importance of field practices · Carry out field practices	· Stating various routine practices · Describing importance of field practices · Carrying out field practices	· School farm · Pruning saw · Pruning knives · Jembes · Diagrams in students book · wire	· KLB secondary Agriculture form 2 pg 72-74 · Certificate Secondary Agriculture F1 pg 52-54 · Longhorn secondary Agriculture form 2 pg 88-90 Teachers guide pg 67-68 · Gateway Agriculture revision paper 1 page 36-37 · Top mark Agriculture page 44
3	1	Field Practices	Pruning	By the end of the lesson, the learner should be able to · Define pruning · Give reasons for pruning · Describe procedure of pruning	· Defining pruning · Giving reasons for pruning · Describing the procedure of pruning	· Running tools · School farm · Diagrams in the students book · secateurs	· KLB secondary Agriculture form 2 pg 73-75 · Certificate Secondary Agriculture F2 pg 41-44 · Longhorn secondary Agriculture form 2 pg 91-93 Teachers guide pg 67-68 · Gateway Agriculture revision paper 1 page 42-43 · Top mark Agriculture page 44
	2-3	Field practices	Tea Pruning	By the end of the lesson, the learner should be able to · Describe methods of pruning in tea · Describe plucking table formation	· Describe methods of pruning in tea · Describing the plucking table formation · Note taking · Demonstration of plucking table formation	· Pegs · Rings · School farm · Charts · Diagrams in the students book · Photographs · farms	· KLB secondary Agriculture form 2 pg 76-80 · Certificate Secondary Agriculture F2 pg 54-57 · Longhorn secondary Agriculture form 2 pg 93-96 Teachers guide pg 67-68 · Gateway Agriculture revision paper 1 page 43
4	1	Field practices	Coffee pruning	By the end of the lesson, the learner should be able to · Give reasons for pruning coffee · Describing the methods of pruning coffee	· Giving reasons for pruning coffee · Describing the methods of pruning coffee	· Farms · Photographs · Diagrams in the students book	· KLB secondary Agriculture form 2 pg 81-84 · Certificate Secondary Agriculture F2 pg 57-59 · Longhorn secondary Agriculture form 2 pg 96-98 Teachers guide pg 67-68 · Gateway Agriculture revision paper 1 page 43-44
	2-3	Field practices	Pruning in bananas Pruning pyrethrum Earthling up Weed control Pest and disease control	By the end of the lesson, the learner should be able to · Describe how to carry out the routine field practices · State the importance of each practices	· Stating the importance of various practices · Describing how to carry out the routine field practices		· KLB secondary Agriculture form 2 pg 85-87 · Certificate Secondary Agriculture F2 pg 60 · Longhorn secondary Agriculture form 2 pg 98-101 Teachers guide pg 67-68 · Top mark Agriculture page 44
5	1	Field Practices	Harvesting	By the end of the lesson, the end of the learner should be able to · State the stage of harvesting · Explain timing of harvesting · Describe the methods of harvesting	· Stating the stage of harvesting · Explaining timing of harvesting · Describing harvesting methods	· Crops · Photographs in students book · Diagrams in the students book · School farm	· KLB secondary Agriculture form 2 pg 73-75 · Certificate Secondary Agriculture F2 pg 60 · Longhorn secondary Agriculture form 2 pg 101-104 Teachers guide pg 68 · Top mark Agriculture page 44-45
	2-3	Field Practices	Post harvesting practices	By the end of the lesson, the leaner should be able to · explain post harvesting practices · state importance of storage · describe storage methods	· explaining post harvesting practices · stating importance of storage · describing harvesting methods	· crops · photographs in students book · diagrams in the students book · school farm	· KLB secondary Agriculture form 2 pg 90-94 · Certificate Secondary Agriculture F2 pg 60-66 · Longhorn secondary Agriculture form 2 pg 103-105 Teachers guide pg 67-68 · Top mark Agriculture page 45
6	1	Crop production (V) vegetables	Cabbages/kales	By the end of the lesson, the learner should be able to · State importance of vegetables · Describe the production of the vegetable crop from nursery to harvesting · Keep crop production records · Market the vegetable produce	· Stating importance of vegetables · Describing vegetable production · Keeping crop production record · marketing the vegetable produce	· pesticides · herbicides · fertilizers · photographs · students book · school farm · crops	· KLB secondary Agriculture form 2 pg 96-99 · Certificate Secondary Agriculture F2 pg 74-78 · Longhorn secondary Agriculture form 2 pg 107-111 Teachers guide pg 72-75 · Gateway Agriculture revision paper 1 page 47-48 · Top mark Agriculture page 45
	2-3	Crop production (V) vegetable	Cabbages/Kales	By the end of the lesson, the leaner should be able to · State importance of vegetables · Describe the production of the vegetable crops from nursery to harvesting · Keep crop production records · Market the vegetable produce	· Stating importance of vegetables · Describing vegetable production · Keeping crop production records · Marketing the vegetable produce	· Pesticides · Herbicides · Fertilizers · Photographs · Diagrams from the students book · Crops · School farm	· KLB secondary Agriculture form 2 pg 96-99 · Certificate Secondary Agriculture F2 pg 60-66 · Longhorn secondary Agriculture form 2 pg 107-111 Teachers guide pg 72-75 · Gateway Agriculture revision paper 1 page 47-48
7	1	Crop production (V) vegetables production	Tomatoes	By the end of the lesson, the learner should be able to · State the importance of tomatoes · Describe the production of tomatoes from nursery to harvesting · Keep crop production records · Market the produce	· Stating the importance of tomatoes · Describing tomatoes production · Keeping crop production records · Marketing the produce	· Photographs · Students book · School farm · Garden tolls · Pesticides · Herbicides · fertilizers	· KLB secondary Agriculture form 2 pg 100-106 · Certificate Secondary Agriculture F2 pg 67-71 · Longhorn secondary Agriculture form 2 pg 112-115 Teachers guide pg 67-68 · Gateway Agriculture revision paper 1 page 48-49
	2-3	Crop production (V) vegetable production	Carrots onions	By the end of the lesson, the leaner should be able to · State importance of carrots and onions · Describe the production of tomatoes from nursery to harvesting · Keep crop production records · Market the produce	· Stating the importance of carrots & onions · Describing their production · Keeping crop production records · Marketing the produce	· School farm · Garden tools · Pesticides · Herbicides · Fertilizers · photographs	· KLB secondary Agriculture form 2 pg 90-94 · Certificate Secondary Agriculture F2 pg 60-66 · Longhorn secondary Agriculture form 2 pg 103-105 Teachers guide pg 67-68 · Gateway Agriculture revision paper 1 page 42-43 · Top mark Agriculture page 48-49
8	1	Livestock Health (I) Disease	Health disease	By the end of the lesson, the leaner should be able to · Define health and disease · State the importance of livestock health · State the predisposing factors of diseases	· Defining health and disease · Stating the importance of livestock health · Stating the predisposing factors of diseases	· Livestock species · Farm · Students book	· KLB secondary Agriculture form 2 pg 115-119 · Certificate Secondary Agriculture F2 pg 82-85 · Longhorn secondary Agriculture form 2 pg 121-122 Teachers guide pg 77 · Gateway Agriculture revision paper 1 page 52 · Top mark Agriculture page 80
	2-3	Livestock health (i) disease	Signs of ill/good health in livestock	By the end of the lesson, the leaner should be able to · Describe signs of sickness in livestock · Describe signs of good health in livestock	· Describing signs of sickness in livestock · Describing signs of good health in livestock	· Livestock species · Farm animals · Diagrams in the students book · Farm	· KLB secondary Agriculture form 2 pg 116-119 · Certificate Secondary Agriculture F2 pg 82-85 · Longhorn secondary Agriculture form 2 pg 123-124 Teachers guide pg 77 · Top mark Agriculture page 80
9	1	Livestock Health (Disease)	Classification of livestock diseases Causes of livestock diseases	By the end of the lesson, the leaner should be able to · Explain the causes of livestock diseases · Classify livestock diseases	· Explaining causes of livestock diseases · Classifying livestock diseases	· Student book · Chart · Farm animals · Tables in the students book	· KLB secondary Agriculture form 2 pg 120-125 · Certificate Secondary Agriculture F2 pg 86-88 · Longhorn secondary Agriculture form 2 pg 123-124 Teachers guide pg 77 · Gateway Agriculture revision paper 1 page 52-53
	2-3	Livestock Health (disease)	General methods of disease control	By the end of the lesson, the learner should be able to · Describe the various methods of disease control · Carry out disease control measures	· Describing methods of disease control · Carrying out disease control	· Livestock tolls · Farm animals · Students book · Diagrams in the students book	· KLB secondary Agriculture form 2 pg 125-128 · Certificate Secondary Agriculture F2 pg 89-91 · Longhorn secondary Agriculture form 2 pg 126-127 Teachers guide pg 78-79 · Top mark Agriculture page 80
10	1-3	Livestock Health (Disease)	Appropriate methods of handling livestock	By the end of the lesson, the learner should be able to · State the reasons why animals are handled · Explain the reasons why animals are handled	· Stating the reasons · Explaining the reasons why animals are handles	· Farms animals · Charts · Diagrams in students book · Photographs	· KLB secondary Agriculture form 2 pg 129 · Certificate Secondary Agriculture F2 pg 92 · Longhorn secondary Agriculture form 2 pg 128-133 Teachers guide pg 79-80 · Gateway Agriculture revision paper 1 page 54 · Top mark Agriculture page 81
11	1-3	Livestock Health (Disease)	Appropriate methods of handling livestock	By the end of the lesson, the learner should be able to · State various methods of handling livestock · Demonstrate a caring attitude towards livestock	· Stating various methods of handling livestock · Demonstrating a caring attitude towards livestock0	· Diagrams in the students books · Farm animals photographs · Charts · Students books	· KLB secondary Agriculture form 2 pg 129-132 · Certificate Secondary Agriculture F2 pg 95-96 · Longhorn secondary Agriculture form 2 pg 128-133 Teachers guide pg 79-80 · Gateway Agriculture revision paper 1 page 54
END TERM TWO EXAMINATIONS

AGRICULTURE FORM 2 SCHEMES OF WORK – TERM 3
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES		REMARKS
1	1	Livestock Health II (Parasites)	Host parasite relationship	By the end of the lesson, the learner should be able to · Define parasites · Explain their effects on host	· Defining a parasite · Explaining the effects of parasites	· Farm animals · Parasite specimen students book · Photographs	· KLB secondary Agriculture form 2 pg 133-134 · Certificate Secondary Agriculture F2 pg 98 · Longhorn secondary Agriculture form 2 pg 134 Teachers guide pg 83 · Gateway Agriculture revision paper 1 page 56
	2-3	Livestock Health (II) parasites	Types of parasites –External parasites ticks	By the end of the lesson, the learner should be able to · Identify types of ticks · Describe the life cycle of the parasite · Identify the livestock attacked · State the control measures	· Identifying types of ticks · Describing the life cycle of the parasite · Identifying the livestock attacked stating the control measures	· Parasite specimen · Photographs · Students book · Farm animals	· KLB secondary Agriculture form 2 pg 138-143 · Certificate Secondary Agriculture F2 pg 98-102 · Longhorn secondary Agriculture form 2 pg 135-139 Teachers guide pg 83-85 · Gateway Agriculture revision paper 1 page 56-58 · Top mark Agriculture page 82
2	1	Livestock Health (Parasites)	External parasites Tsetse fly mites	By the end of the lesson, the learner should be able to · Describe the life cycle of parasite · Identify the livestock attacked · State the control measures	· Describing the life cycle of the parasite · Identifying the livestock attacked · Stating the control measures	· Farm animals · Parasites specimen · Students book · Photographs · Diagrams from the students book	· KLB secondary Agriculture form 2 pg 134-135 · Certificate Secondary Agriculture F2 pg 103,104,107 · Longhorn secondary Agriculture form 2 pg 139-141 Teachers guide pg 83-85 · Gateway Agriculture revision paper 1 page 52
	2-3	Livestock health (Parasites)	External parasites · Lice · keds	By the end of the lesson, the learner should be able to · describe the life cycle of the parasite · identify the livestock attacked · state the control measures	· describing the life cycle of parasite · identifying the livestock attacked · stating the control measures	· farm animals · parasites specimen · students book · photographs · diagrams from the students book	· KLB secondary Agriculture form 2 pg 136-138 · Certificate Secondary Agriculture F2 pg 105-107 · Longhorn secondary Agriculture form 2 pg 141-142 Teachers guide pg 83-85 · Gateway Agriculture revision paper 1 page 56-58
3	1	Livestock (Parasites)	Internal parasites Liver flukes (Trematodes)	By the end of the lesson, the learner should be able to · Describe the life cycle of the parasites · Identify the livestock attacked · State the control measures	· Describing the life cycle of the parasites · Identifying the livestock attacked · Stating the control measures	· Farm animals · Parasites specimens · Student books · Photographs · charts	· KLB secondary Agriculture form 2 pg 151-154 · Certificate Secondary Agriculture F2 pg 110-113 · Longhorn secondary Agriculture form 2 pg 142-144 Teachers guide pg 84-85 · Gateway Agriculture revision paper 1 page 56-58 · Top mark Agriculture page 83
	2-3	Livestock Health (Parasites)	Internal parasites Tape worms	By the end of the lesson, the learner should be able to · Describe the life cycle of the parasite · Identify the livestock attacked · State the control measures	· Describing the life cycle of the parasite · Identifying the livestock attacked · Stating the control measures	· Charts · Farm animals · Parasites specimens · Students book · Photographs · Tables on the students book	· KLB secondary Agriculture form 2 pg 144-148 · Certificate Secondary Agriculture F2 pg 108-110 · Longhorn secondary Agriculture form 2 pg 144-146 Teachers guide pg 83-85 · Gateway Agriculture revision paper 1 page 60 · Top mark Agriculture page 83
4	1	Livestock health (Parasites)	Internal parasites Round worms	By the end of the lesson, the learner should be able to · Describe the life cycle of the parasite · Identify the livestock attacked · State the control measures	· Describing the life cycle of the parasite · Identifying the livestock attacked · Stating the control measures	· Farm animals · Parasite specimen · Students book · photographs	· KLB secondary Agriculture form 2 pg 149-151 · Certificate Secondary Agriculture F2 pg 112-113 · Longhorn secondary Agriculture form 2 pg 146-147 Teachers guide pg 83-85 · Top mark Agriculture page 84
	2-3	Livestock health (parasites)	Principles of controlling Endoparasites Treatment Drug administration	By the end of the lesson, the leaner should be able to · Explain factors to consider when controlling endoparasites · Describe methods of administration of drugs · State the rules that are followed in treatment of parasites	· Explaining factors considered in controlling endoparasites · Describing methods of drug administration · Stating the rules followed in treatment of parasites	· Chart · Students book	· KLB secondary Agriculture form 2 pg 154-155 · Certificate Secondary Agriculture F2 pg 113-114
5	1	Livestock production nutrition (II)	Components of food	By the end of the lesson, the learner should be able to · Define nutrition · Explain major components of food	· Defining nutrition · Explaining major food components	· Charts · Chalkboard · Students book	· KLB secondary Agriculture form 2 pg 158 · Certificate Secondary Agriculture F2 pg 115 · Longhorn secondary Agriculture form 2 pg 148-149 Teachers guide pg 83-85 · Top mark Agriculture page 85
	2-3	Livestock Nutrition	Food nutrients · Water · Carbohydrate · fats	By the end of the lesson, the leaner should be able to · describe the food nutrients · describe the feed nutrients · explaining the functions of each feed	· describing the feed nutrients · explaining the functions of each feed	· students book · samples of feed nutrients	· KLB secondary Agriculture form 2 pg 159-161 · Certificate Secondary Agriculture F2 pg 115-116,118 · Longhorn secondary Agriculture form 2 pg 149-152 Teachers guide pg 81-82 · Gateway Agriculture revision paper 2 page 12 · Top mark Agriculture page 85-86
6	1	Livestock production (II) nutrition	Feed nutrients · Proteins · minerals	By the end of the lesson, the learner should be able to · explain the functions of each food · describe the food nutrients	· explaining functions of each food · describing food nutrients	· Feed specimen · Photographs · Farm stores · Students book	· KLB secondary Agriculture form 2 pg 163-165 · Certificate Secondary Agriculture F2 pg 117 · Longhorn secondary Agriculture form 2 pg 157 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 13 · Top mark Agriculture page 86
	2-3	Livestock Production (II) Nutrition	Food nutrients vitamins	By the end of the lesson, the learner should be able to · State various types of vitamins · Explain the importance of vitamins · Describe the food nutrients	· Stating various types of vitamins · Explaining the importance of vitamins · Describing the food nutrients	· Food store · Photographs of animals with deficiency · Feed specimen · Students book	· KLB secondary Agriculture form 2 pg 163-165 · Certificate Secondary Agriculture F2 pg 117 · Longhorn secondary Agriculture form 2 pg 157 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 13 · Top mark Agriculture page 86
7	1	Livestock production (II) nutrition	Foods and foodstuffs · roughages	By the end of the lesson, the leaner should be able to · state the classifications of animals food · identify the food stuffs · state the characteristics of foodstuffs	· Stating the classes of food stuffs · Identifying the food stuffs · Stating the characteristics of food stuffs	· food stuffs · food store · photographs · Students book	· KLB secondary Agriculture form 2 pg 169-170 · Certificate Secondary Agriculture F2 pg 118-119 · Longhorn secondary Agriculture form 2 pg 162-163 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 14-15 · Top mark Agriculture page 86
	2-3	Livestock production (II) nutrition	Foods and foods stuffs · Concentrates · Proteins · Carbohydrate · Mixed succulents	By the end of the lesson, the leaner should be able to · Identify the food stuffs · State their characteristics	· Identifying the food stuffs · Stating the characteristics of the food stuffs	· Food stuffs · Students book · Food store · photographs	· KLB secondary Agriculture form 2 pg 171 · Certificate Secondary Agriculture F2 pg 117 · Longhorn secondary Agriculture form 2 pg 163-164 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 15 · Top mark Agriculture page 86-87
8	1	Livestock production (II) nutrition	Concept of rationing Terms used to express food values	By the end of the lesson, the learner should be able to · State the terms used to express food values · Explain the various terms	· Stating the terms used to express food values · Explaining the various terms	· Charts · Students book · Chalk board	· KLB secondary Agriculture form 2 pg 172-175 · Certificate Secondary Agriculture F2 pg 125 · Longhorn secondary Agriculture form 2 pg 162-164 Teachers guide pg 89-92 · Top mark Agriculture page 87
	2-3	Livestock production (II) Nutrition	Ratio computation	By the end of the lesson, the learner should be able to · Explain the process of ration computation · Stating the methods · Compute a livestock station	· Stating the methods · Explaining the process of ration computation · Computing livestock ration	· geometric set · Students book · Charts · Tables in the students book	· KLB secondary Agriculture form 2 pg 176-179 · Certificate Secondary Agriculture F2 pg 126-128 · Longhorn secondary Agriculture form 2 pg 166-169 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 16-17 · Top mark Agriculture page 87-88
9	1	Livestock production (II) nutrition	Digestion in livestock	By the end of the lesson, the leaner should be able to · Define digestion · Describe the process of digestion generally	· Defining digestion · Describing the process of digestion	· Chart · Diagrams in the students book · Specimens of digestive systems · School farm	· KLB secondary Agriculture form 2 pg 179-182 · Certificate Secondary Agriculture F2 pg 120-121 · Longhorn secondary Agriculture form 2 pg 173-175 Teachers guide pg 89-92 · Top mark Agriculture page 88
	2-3	Livestock production (II) nutrition	Digestion in non-ruminants (Pigs)	By the end of the lesson, the learner should be able to · Describe digestion and digestive system of a pig	· Describing digestion and the digestive system of a pig · Drawing diagrams	· Chart · Specimens of digestive systems · Diagrams in the students book	· KLB secondary Agriculture form 2 pg 182-184 · Certificate Secondary Agriculture F2 pg 121-122 · Longhorn secondary Agriculture form 2 pg 172-173 Teachers guide pg 89-92
10	1	Livestock production (II) nutrition	Digestion in poultry	By the end of the lesson, the learner should be able to · Describe digestion and digestive system of poultry	· Describing digestion and digestive system of poultry · Drawing diagrams	· Diagrams in the students book · Specimen of the digestive system · chart	· KLB secondary Agriculture form 2 pg 185 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 2 pg 170-172 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 18-19 · Top mark Agriculture page 90
	2-3	Livestock production (II) nutrition	Differences and similarities in 60^th ruminant and ruminant digestive systems	By the end of the lesson, the learner should be able to · State the differences & similarities in both ruminant and non-ruminant digestive systems	· Stating the differences and similarities both in ruminant and non-ruminant digestive system	· Diagrams in the students book · Specimens of digestive system chart	· KLB secondary Agriculture form 2 pg 186-188 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 2 pg 175-176 Teachers guide pg 89-92 · Gateway Agriculture revision paper 2 page 13 · Top mark Agriculture page 90
11	1-3	Livestock production (II) nutrition	Appropriate livestock Landling techniques while feeding	By the end of the lesson, the leaner should be able to · Handle livestock appropriately while feeding	· Handling livestock appropriately	· Farm animals · Charts · Farm structures · Students book · Diagrams from the students book	· KLB secondary Agriculture form 2 pg 129-132 · Certificate Secondary Agriculture F2 pg 128-131 · Longhorn secondary Agriculture form 2 pg 176-178 Teachers guide pg 89-92
END TERM THREE EXAMS

AGRICULTURE FORM 3 SCHEMES OF WORK – TERM 1
1	1	Livestock Production (III) selection	Reproduction and reproductive systems in cattle	By the end of the lesson, the learner should be able to · describe reproduction and reproductive systems in cattle	· Describing reproduction and reproductive systems in cattle · drawing reproductive systems in cattle	· charts · diagrams in students book · farm animals	· KLB secondary Agriculture form 3 pg 1-6 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 3 pg 1-5 Teachers guide pg 37-38 · Gateway Agriculture revision paper 2 page 21-23 · Top mark Agriculture page 91-92
	2	Livestock production (III) selection and Breeding	Reproduction and reproductive systems in poultry	By the end of the lesson, the leaner should be able to · Describe reproduction and reproductive systems in poultry	· Describing reproduction and reproductive systems in poultry · Drawing reproduction system in poultry	· Charts · Farm animals · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 6-8 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 3 pg 6-8 Teachers guide pg 37-38 · Gateway Agriculture revision paper 2 page 23-24 · Top mark Agriculture page 92
	3-4	Livestock production selection and Breeding	Selection of dairy and beef cattle	By the end of the lesson, the learner should be able to · Define selection · Describe selection of the breeding of stock in cattle	· Defining selection · Describing selection of the breeding stock in cattle · Drawings in students book	· Farm animals · Diagrams in the students book · charts	· KLB secondary Agriculture form 3 pg 8-9 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 3 pg 8-10 Teachers guide pg 38-39 · Gateway Agriculture revision paper 2 page 24 · Top mark Agriculture page 91-92
2	1	Livestock selection and breeding	Selection of sheep and goats	By the end of the lesson, the learner should be able to · Describe selection of the breeding stock	· Describing selection of the breeding stock · Note taking · Asking and answering questions	· Farm animals · Diagrams in students book · charts	· KLB secondary Agriculture form 3 pg 8-9 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 3 pg 11-12 Teachers guide pg 37-38
	2		Selection of pigs and camels	By the end of the lesson, the learner should be able to · Describe selection of the breeding stock	· Describing the breeding stock · Note taking · Asking and answering questions	· Farm animals · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 1-6 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 3 pg 1-5 Teachers guide pg 37-38 · Gateway Agriculture revision paper 2 page 21-23 · Top mark Agriculture page 91-92
	3-4	Livestock section and breeding	Selection of breeding Methods of selection	By the end of the lesson, the learner should be able to · State factors considered when selecting a breeding stock · Describe the methods in selection · Define breeding · Explaining the importance of breeding	· Stating factors considered in selection · Describing the various methods used · Defining breeding	· Charts · Chalkboard · Diagrams on students book · Farm animals	· KLB secondary Agriculture form 3 pg 11-16 · Certificate Secondary Agriculture F2 pg 123-124 · Longhorn secondary Agriculture form 3 pg 15-16 Teachers guide pg 38-39 · Gateway Agriculture revision paper 2 page 24 · Top mark Agriculture page 93
3	1		Breeding	By the end of the lesson, the learner should be able to · Explain the terms used in breeding	· Explaining the various terms	· Charts · Chalkboard · Farm animals	· KLB secondary Agriculture form 3 pg 16 · Longhorn secondary Agriculture form 3 pg 16-19 Teachers guide pg 39-41 · Gateway Agriculture revision paper 2 page 24-25 · Top mark Agriculture page 93-94
	2	Livestock selection and breeding	Signs of heat in livestock cattle, pigs rabbits	By the end of the lesson, should be able to · Explain the process of mating in cattle, pigs & rabbits · State signs of heat in cattle, pigs and rabbits	· Explaining the process of mating · Stating signs of heat in pigs, rabbits and cattle	· Farm animals · Photographs · Students book · Farm	· KLB secondary Agriculture form 3 pg 16-19 · Longhorn secondary Agriculture form 3 pg 19-23 Teachers guide pg 39-41 · Gateway Agriculture revision paper 2 page 25 · Top mark Agriculture page 94-95
	3		Breeding systems of breeding	By the end of the lesson, the learner should be able to · State various systems of breeding · Explain reasons for breeding systems · Describe various	· Stating various systems of breeding · Explaining reasons for breeding · Describing various breeding systems	· Charts · Farm animals · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 16-19 · Longhorn secondary Agriculture form 3 pg 19-23 Teachers guide pg 39-41 · Gateway Agriculture revision paper 2 page 25 · Top mark Agriculture page 94-95
	4	Livestock selection and breeding	Methods of service in livestock Natural mating Artificial insemination Embryo transplant	By the end of the lesson, the leaner should be able to · Identify the various services in livestock · Describe the methods of services in livestock · Explain the advantages & disadvantages of the methods	· Identifying the various methods of services · Describing the methods of services in livestock · Drawing diagrams · Explaining the advantages & disadvantages	· Farm animals · A.I technicians · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 20-23 · Longhorn secondary Agriculture form 3 pg 23-30 Teachers guide pg 41-43
4	1		Signs of parturition in livestock · Cows · Sows · Does	By the end of the lesson, the learner should be able to · State signs of parturition in cows, sows and does	· Stating signs of parturitions in cows, sows and does	· Coral, photographs · A.I Technicians · Students book · Farm animals	· KLB secondary Agriculture form 3 pg 24-25 · Longhorn secondary Agriculture form 3 pg 41-43 Teachers guide pg 39-41 · Gateway Agriculture revision paper 2 page 26-27 · Top mark Agriculture page 96-97
	2	Livestock production Livestock rearing practices	Routine Livestock rearing practices	By the end of the lesson, the learner should be able to · Define a routine · Explain the routine practices in livestock rearing · State the importance of each of the practice	· Defining a routine · Explaining the routine practices · Stating the importance of each practice	· Livestock structures · Livestock feeds · Animals farm · Livestock · Student book · photographs	· KLB secondary Agriculture form 3 pg 27-31 · Longhorn secondary Agriculture form 3 pg 33-35 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 28-29 · Top mark Agriculture page 98
	3-4	Livestock production (IV)	Parasite and disease control practices	By the end of the lesson, the learner should be able to · State various methods of parasite and disease control · Describe the various parasite and disease control practices	· Stating the various control practices · Describing various control practices · Carrying out the various control practices	· Livestock drugs · Livestock tools · Photographs · Diagrams on the students book · Livestock tools · Students book	· KLB secondary Agriculture form 3 pg 32-36 · Longhorn secondary Agriculture form 3 pg 35-39 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 25 · Top mark Agriculture page 98-99
5	1	Livestock production (IV) Livestock Rearing	Breeding practices	By the end of the lesson, the learner should be able to · State the breeding practices · Describe the various breeding practices · Carry out the various practices	· Stating the breeding practices · Describing the various breeding practices · Carrying out the various practices	· Livestock drugs · Livestock tools · Photographs · Students book · Diagrams on the students book · Livestock · Livestock farm	· KLB secondary Agriculture form 3 pg 27-29 · Longhorn secondary Agriculture form 3 pg 49-51 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 30-31 · Top mark Agriculture page 99
	2	Livestock Rearing practices	Identification De-breaking Tooth clipping culling	By the end of the lesson, the learner should be able to · Describe de-beaking tooth, clipping and culling · Carry out these practices	· Describing de-beaking, tooth clipping and culling · Carrying out the practices · Drawing the diagrams showing the practices	· Livestock · Livestock drugs · Livestock tools · Students book · Photographs · Diagrams on the students book	· KLB secondary Agriculture form 3 pg 41-48 · Longhorn secondary Agriculture form 3 pg 41-44 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 25 · Top mark Agriculture page 99-100
	3-4		Dehorning, shearing, castration	By the end of the lesson, the learner should be able to · describe dehorning, shearing, castration · Carry out these practices	· Describing dehorning, shearing castration · Carry out these practices	· Livestock · Livestock drugs · Livestock tools · Students book · Photographs	· KLB secondary Agriculture form 3 pg 45-50 · Longhorn secondary Agriculture form 3 pg 41-44 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 25 · Top mark Agriculture page 100
6	1	Livestock rearing practices	Management of cows during parturition	By the end of the lesson, the leaner should be able to · Describe the management of a cow parturition	· Describing the management of a cow during parturition · Drawing diagrams	· Cows · Photographs · Students book · Veterinary personnel	· KLB secondary Agriculture form 3 pg 53 · Longhorn secondary Agriculture form 3 pg 50-54 Teachers guide pg 49-51 · Access secondary Agriculture Revision page 170, 295 · Golden tips agriculture page 277
	2		Management of sows, nannies, does, ewes	By the end of the lesson, the learner should be able to · Describe the management, does & ewes during parturition	· Describing the management of sows, nannies, does, ewes& during parturition		· KLB secondary Agriculture form 3 pg 53-56 · Longhorn secondary Agriculture form 3 pg 54-56 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 33-34 · Access secondary Agriculture Revision page 170, 295 · Golden tips agriculture page 175,295-296
	3-4	Bee- keeping	· Importance · Bee colony · Sitting the a apiary	By the end of the lesson, the learner should be able to · State the importance of bee keeping · Describe the importance of bee keeping · Describe the bee conolony · Explain factors to consider when citing an apiary	· Stating the importance of bee keeping · Describing the bee colony · Explaining factors to consider when citing an apiary	· Combs · Bee hives · Apiary · Bee handling tools · bees	· KLB secondary Agriculture form 3 pg 56-60 · Longhorn secondary Agriculture form 3 pg 51-52 Teachers guide pg 49-51 · Gateway Agriculture revision paper 2 page 33-34 · Access secondary Agriculture Revision page 175-176
7	1	Bee keeping	Types of bee hive stocking the bee hive Management of bees	By the end of the lesson, the learner should be able to · State the various types of bee hives · Describe the stocking of bee hive and management	· Stating various types of bee hives · Describing the stocking of a bee hive and management	· Beehives · Combs · Apiary · Bee handling · Students book · Protective clothing	· KLB secondary Agriculture form 3 pg 60-69 · Longhorn secondary Agriculture form 3 pg 59-62 Teachers guide pg 51-52 · Gateway Agriculture revision paper 2 page 33-34 · Access secondary Agriculture Revision page 175-176 · Golden tips agriculture page 299-300
	2	Bee keeping	Importance of fish farming Types if fuse kept in farm ponds	By the end of the lesson, the learner should be able to · Define fish farming · Explain the importance of fish farming · Identifying the types of fish kept in the fish pond	· Defining fish farming · Explaining the importance of fish farming · Identifying the types of fish kept in pond · Drawing diagrams	· Fish nets · Fish species · Fish ponds · Diagrams in the students book · Fish food	· KLB secondary Agriculture form 3 pg 70-73 · Longhorn secondary Agriculture form 3 pg 62-64 Teachers guide pg 51-52 · Gateway Agriculture revision paper 2 page 36 · Access secondary Agriculture Revision page 175-176 · Golden tips agriculture page 301
	3	Fish Farming	Importance of fish farming Types of fish kept in farm ponds	By the end of the lesson, the learner should be able to · Define fish farming · Explain the importance of fish farming · Identifying the types of fish kept in fish pond	· Defining fish farming · Explaining the importance of fish farming · Identifying the types of fish kept in fish pond · Drawing diagrams	· Fish nets · Fish species · Fish pond · Diagrams in the students book · Fish pond	· KLB secondary Agriculture form 3 pg 73-77 · Longhorn secondary Agriculture form 3 pg 65-70 Teachers guide pg 52-53 · Gateway Agriculture revision paper 2 page 36-37 · Access secondary Agriculture Revision page 177 · Golden tips agriculture page 301-302
7	4	Fish Farming	Management Fish farming Harvesting and processing fish	By the end of the lesson, the learner should be able to · Describe fish management · Explain fish harvesting and processing fish	· Describing fish management · Explaining fish harvesting and processing	· Fish pond · Fish species · Fish nets · Students book	· KLB secondary Agriculture form 3 pg 73-79 · Longhorn secondary Agriculture form 3 pg 65-70 Teachers guide pg 52-53 · Gateway Agriculture revision paper 2 page 36-37 · Access secondary Agriculture Revision page 177 · Golden tips agriculture page 302-303
8	1	Livestock Rearing Practices	Appropriate handling of livestock during routine management	By the end of the lesson, the learner should be able to · Demonstrate a caring attitude towards livestock	· Demonstrating a carrying attitude towards livestock · Drawing diagrams	· Diagrams from the student book · Farm animals · Photographs · Livestock handling tools	· KLB secondary Agriculture form 3 pg 79-81 · Longhorn secondary Agriculture form 3 pg 70-75 Teachers guide pg 53-54 · Gateway Agriculture revision paper 2 page 36-37 · Access secondary Agriculture Revision page 296 · Golden tips agriculture page 296
	2	Farm Structures	Farm buildings and structures Citing parts of a building Cite preparation	By the end of the lesson, the learner should be able to · State factors considered when citing farm structures · Describe parts of a building	· Stating factors considered when citing farm structures · Describing parts of a building	· Farm buildings · Diagrams · School farm · Student’s book	· KLB secondary Agriculture form 3 pg 83-88 · Longhorn secondary Agriculture form 3 pg 77-80 Teachers guide pg 59-60 · Gateway Agriculture revision paper 2 page 36-37 · Access secondary Agriculture Revision page 235 · Golden tips agriculture page 250
	3-4	Farm Structures	Livestock Structures Crushes	By the end of the lesson, the learner should be able to: · Identify materials used in constructions · State the maintenance of a crush · Explain the uses of a crush	· Identifying materials used n construction of crush · Stating the maintenance of a crush · Explaining the various uses of a crush	· Crush · Constructional materials · Student’s book · Photographs	· KLB secondary Agriculture form 3 pg93-94 · Longhorn secondary Agriculture form 3 pg 81-83 Teachers guide pg 59-60 · Access secondary Agriculture Revision page 236 · Golden tips agriculture page 251-252
9	1	Farm structures	Livestock Structures- Dips	By the end of the lesson, the learner should be able to: · Identify materials used in construction of a dip · State the maintenance of a dip · Explain the uses of a dip	· Identifying materials used in constructions · Stating the maintenance of a dip · Explaining the uses of the dip · Drawing the structures	· Dip construction materials · Photographs · Diagrams from the students book	· KLB secondary Agriculture form 3 pg 95-96 · Longhorn secondary Agriculture form 3 pg 83-86 Teachers guide pg 60-63 · Gateway Agriculture revision paper 2 page 36-37 · Access secondary Agriculture Revision page 236 · Golden tips agriculture page 252
	2	Farm structures	Livestock structures · Spray race · Dairy shed	By the end of the lesson, the learner should be able to · Identify the constructional materials used · State the uses of these structures	· Identifying materials used in construction · Stating the uses of the structure · Drawing the structures	· Diagrams from the students book · Photographs · Construction materials · Spray race and dairy shed	· KLB secondary Agriculture form 3 pg 99-102 · Longhorn secondary Agriculture form 3 pg 86-90 Teachers guide pg 60-63 · Gateway Agriculture revision paper 2 page 88 · Access secondary Agriculture Revision page 236 · Golden tips agriculture page 253-254
	3-4	Farm structures	Livestock structure Calf pens Poultry houses Rabbits hutches Pig sty’s	By the end of the lesson, the learner should be able to · Name the construction materials used · State the uses of these structures · Describe the construction of the materials	· Naming the construction materials · Stating the uses of the structures · Describing the construction of the structures	· Calf pens · Poultry houses · Rabbit hutches · Pig stys · Construction materials · Photographs · Students book · Diagrams on the students book	· KLB secondary Agriculture form 3 pg 194-114,115 · Longhorn secondary Agriculture form 3 pg 86-90 Teachers guide pg 60-63 · Gateway Agriculture revision paper 2 page 88 · Golden tips agriculture page 254-257
10	1	Farm Structures	Livestock structures · Fish pond · Silo	By the end of the lesson, the learner should be able to · Identify the construction materials used · Explain the uses of these structures	· Identifying the construction materials · Explaining the uses of these structures	· Photographs · Students book · Constructional materials · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 115, 123 · Longhorn secondary Agriculture form 3 pg 100-104 Teachers guide pg 60-63 · Golden tips agriculture page 250
	2	Farm structures	Zero grazing unit Bee hive	By the end of the lesson, the learner should be able to · Identify construction materials used · State the uses of these structures	· Identifying the construction materials · Stating the uses of these structures	· Zero grazing unit · Photographs · Students book · Construction materials · beehive	· KLB secondary Agriculture form 3 pg 102-104 · Longhorn secondary Agriculture form 3 pg 103-106 Teachers guide pg 60-63 · Gateway Agriculture revision paper 2 page 88 · Access secondary Agriculture Revision page 235 · Golden tips agriculture page 259-260
	3-4	Farm Structures	Farm Stores	By the end of the lesson, the learner should be able to · Identifying the construction materials used · State the uses of these structures · Describe the process of constructing a farm store	· Identifying the construction materials · Stating the uses of these structures · Describing the process of constructing a farm store	· Diagrams in the students book · Photographs · Farm store · Construction materials	· KLB secondary Agriculture form 3 pg 121-122 · Longhorn secondary Agriculture form 3 pg 106-110 Teachers guide pg 64 · Gateway Agriculture revision paper 2 page 89 · Golden tips agriculture page 260-261
11	1-2	Farm structures	Fences	By the end of the lesson, the learner should be able to · State the types of fences · Identify the construction materials used	· Stating types of fences · Identifying the construction materials used · Explaining the uses of these structures · Drawing the fences	· Fences · Construction materials · Students book · Photographs · diagrams	· KLB secondary Agriculture form 3 pg 124-132 · Longhorn secondary Agriculture form 3 pg 110-117 Teachers guide pg 65
	3-4	Farm structures	Green Houses	By the end of the lesson, the learner should be able to: · State the construction materials used · Describe the process of constructing green house · Explain the uses of these structures	· Stating the construction materials · Describing the process of constructing green house · Explaining the uses of the structures	· Green houses · Construction materials · Diagrams from the students book · Students book · photographs	· KLB secondary Agriculture form 3 pg 133-139 · Longhorn secondary Agriculture form 3 pg 128-121 Teachers guide pg 66 · Gateway Agriculture revision paper 2 page 89 · Access secondary Agriculture Revision page 235 · Golden tips agriculture page 262
END TERM ONE EXAMINATIONS

AGRICULTURE FORM 3 SCHEMES OF WORK – TERM 2
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES		REMARKS
1	1	Agricultural Economics (III) Land tenure and reforms	Land tenure types Collective tenure systems	By the end of the lesson, the learner should be able to · Define land tenure · State the types of land tenure · Describe the collective tenure systems	· Defining the term land tenure · Stating the types of land tenure · Describing the collective systems	· Charts · Students book · Chalk board	· KLB secondary Agriculture form 3 pg 140-141 · Longhorn secondary Agriculture form 3 pg 123-125 Teachers guide pg 74 · Gateway Agriculture revision paper 2 page 98-99 · Access secondary Agriculture Revision page 120 · Golden tips agriculture page 125
	2		Individual Tenure System	By the end of the lesson, the learner should be able to · State the types of individual tenure system · Describe individual tenure systems · State advantages and disadvantages of this tenure system	· Stating the individual tenure systems · Describing individual tenure system · Stating advantages and disadvantages of the system	· Title deeds · Charts · Students book	· KLB secondary Agriculture form 3 pg 143-145 · Longhorn secondary Agriculture form 3 pg 123-125 Teachers guide pg 74 · Gateway Agriculture revision paper 2 page 98-99 · Golden tips agriculture page 124
	3-4	Land tenure and reform	Land Reforms	By the end of the lesson, the learner should be able to · Define land reforms · Describe the various types of land reforms · Explaining the various settlement schemes in Kenya	· Defining land reforms · Describing various types of land reforms · Explaining the various settlement scenes in Kenya	· Title deeds · Students book · Charts · Chalk board	· KLB secondary Agriculture form 3 pg 148-157 · Longhorn secondary Agriculture form 3 pg 127-155 Teachers guide pg 75-76 · Gateway Agriculture revision paper 2 page 99 · Access secondary Agriculture Revision page 120-121 · Golden tips agriculture page 125-126
2	1	Soil and water conservation	Soil Erosion	By the end of the lesson, the earner should be able to · Define soil erosion · Explain factors that influence soil erosion	· Defining soil erosion · Explaining factors that influence soil erosion	· Excavated areas · School farm · Photographs · Diagrams on the students book	· KLB secondary Agriculture form 3 pg 158-160 · Longhorn secondary Agriculture form 3 pg 137-138 Teachers guide pg 80 · Gateway Agriculture revision paper 2 page 121 · Access secondary Agriculture Revision page 120-121 · Golden tips agriculture page 126
	2	Soil and Water Conservation	Soil Erosion	By the end of the lesson, the learner should be able to · Explain the various agents of erosion	· Explaining various agents	· Photographs · School farm · Excavated areas · Students book	· Longhorn secondary Agriculture form 3 pg 15-16 Teachers guide pg 38-39 · Gateway Agriculture revision paper 2 page 24 · Access secondary Agriculture Revision page 80 · Golden tips agriculture page 26
	3-4	Soil and Water Conservation	Soil Erosion	By the end of the lesson, the learner should be able to · Describe the various types of soil erosion	· Describing the various types of erosion	· Photographs · Students book · School farm · Excavated areas · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 161-167 · Longhorn secondary Agriculture form 3 pg 139-141 Teachers guide pg 80 · Gateway Agriculture revision paper 2 page 24 · Access secondary Agriculture Revision page 80-81 · Golden tips agriculture page 27
3	1		River bank erosion	By the end of the lesson, the learner should be able to · Define river bank erosion · Explain the effects of river bank erosion · State the control measures	· Defining riverbank erosion · Explaining the effects of river · Bank erosion · Stating control measures	· Photographs · River bank · Diagrams in the students book · charts	· KLB secondary Agriculture form 3 pg 167-168 · Access secondary Agriculture Revision page 87 · Golden tips agriculture page 27
	2		Mass wasting solifluction	By the end of the lesson, the learner should be able to · Define mass wasting · Explain factors influencing mass wasting · Describing effects of mass wasting	· Defining mass wasting · Explaining factors influencing mass wasting · Describing effects of mass wasting	· Charts · Photographs · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 168-173 · Access secondary Agriculture Revision page 87 · Golden tips agriculture page 27
	3-4	Soil and water conservation	Soil control Measures · Biological and cultural control · Physical and structural control measures	By the end of the lesson, the learner should be able to · Describe the biological, cultural physical and structural control · Measures on soil erosion	– Describing the biological, cultural, physical and structural measures of controlling soil erosion – Drawing diagrams	· Mesh wire · Poles · Quarry chips · School farm · Photographs · Excavated areas · Students book · Garden tools · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 173-186 · Longhorn secondary Agriculture form 3 pg 142-149 Teachers guide pg 81 · Gateway Agriculture revision paper 2 page 122-124 · Access secondary Agriculture Revision page 81-83 · Golden tips agriculture page 28-30
4	1-2	Soil and Water Conservation	Water Harvesting	By the end of the lesson, the leaner should be able to · Name methods used to harvest water · Describe water harvesting and conservation techniques · Explain the micro catchment and their uses	· Naming methods used to harvest water · Describing water harvesting and conservation · Explaining micro catchment · Stating their uses	· Dams · Tanks · Reservoirs · Wells · Photographs · School farm · Garden tools · Gutters · Ponds	· KLB secondary Agriculture form 3 pg 187-191 · Longhorn secondary Agriculture form 3 pg 149-159 Teachers guide pg81-82 · Gateway Agriculture revision paper 2 page 124-125 · Access secondary Agriculture Revision page 83-85 · Golden tips agriculture page 30-31
	3-4	Weeds and weed control	Weeds · Definition · Identification · classification	By the end of the lesson, the learner should be able to (a) define a weed (b) identify the various weeds (c) classify the weeds in various groups	· defining weeds · observation · identifying the weeds · classify the weeds	· weed specimen · school farm · photographs · students book · diagrams in the students books	· KLB secondary Agriculture form 3 pg 192-201 · Longhorn secondary Agriculture form 3 pg 161-164 Teachers guide pg 87-88 · Gateway Agriculture revision paper 2 page 73-74 · Golden tips agriculture page 63-64
5	1-2	Weeds and weed control	Weeds Identification classification	By the end of the lesson, the learner should be able to · identify the various weeds · classify the various weeds	· identifying the various weeds · classifying the various weeds	· weed specimen · school farm · photographs · diagrams in the students book	· KLB secondary Agriculture form 3 pg 193-200 · Longhorn secondary Agriculture form 3 pg 161-164 Teachers guide pg 87-88 · Gateway Agriculture revision paper 2 page 73-74 · Access secondary agriculture page 89 · Golden tips agriculture page 63-64
	3-4	Weeds and weed control	Weeds competitive abilities of weeds Harmful effects of weeds	By the end of the lesson, the learner should be able to · Identify the various weeds · Classify the various weeds	· Identify the various weeds · Classifying the various weeds	· Weed specimen · School farm · Photographs · Diagrams in students book	· KLB secondary Agriculture form 3 pg 200-202 · Longhorn secondary Agriculture form 3 pg 159-161 Teachers guide pg 87-88 · Gateway Agriculture revision paper 2 page 73-74 · Access secondary agriculture page 89-90 · Golden tips agriculture page 64-65
6	1	Weeds and weed control	Weed control · mechanical	By the end of the lesson, the learner should be able to · Describe mechanical weed control	· Describing mechanical weed control	· weed specimen · school farm · photographs · diagrams in the students book · garden tools	· KLB secondary Agriculture form 3 pg 209-210 · Longhorn secondary Agriculture form 3 pg 169-170 Teachers guide pg 88-92 · Gateway Agriculture revision paper 2 page 76 · Golden tips agriculture page 64-65
	2		Cultural and biological control	By the end of the lesson, the learner should be able to · Describe biological and cultural weed control method	· Describing the biological and cultural weed control method · Note taking · Asking and answering questions	· Garden tools · Students book · Photographs · School farm · Farm specimen	· KLB secondary Agriculture form 3 pg 210-211 · Longhorn secondary Agriculture form 3 pg 178 Teachers guide pg 93-95 · Gateway Agriculture revision paper 2 page 76 · Golden tips agriculture page 65
	3-4		Chemical and legislative weed control methods	By the end of the lesson, the learner should be able to · Explain ways in which chemicals kill weeds · State the classification of herbicides · Explaining factors affecting selectivity and effectiveness of herbicides · Identifying the precautions in using chemicals · Stating the advantages and disadvantages of herbicides	· Explaining ways in which chemicals kill weeds · Stating the classifications of herbicides · Explaining factors affecting selectivity and effectiveness of herbicides · Identifying the precautions in using chemicals · Stating the advantages and disadvantages of herbicides	· Garden tools · Students book · Photographs · School farm · Weed specimen	· KLB secondary Agriculture form 3 pg 203-208 · Longhorn secondary Agriculture form 3 pg 170,172-175 Teachers guide pg 88-92 · Gateway Agriculture revision paper 2 page 74 · Golden tips agriculture page 90 · Access secondary Agriculture page 65-66
7	1	Crop pest and diseases	Crop Pests	By the of the end lesson, the learner should be able to · Define a pest · Explain harmful effects of crop pests	· Defining a pest · Explaining the harmful effects of crop pests · Asking and answering questions	· Students book · Specimens of crop pests · Crops attacked · Pesticides · Photographs	· KLB secondary Agriculture form 3 pg 213-214 · Longhorn secondary Agriculture form 3 pg 177-178 Teachers guide pg 93-95 · Gateway Agriculture revision paper 2 page 76
	2		Crop Pests	By the end of the lesson, the learner should be able to · Classify pests based on mode of feeding · Classify pests based on crop part attacked	· Classifying pests based on mode of feeding · Asking and answering questions	· Crops attacked specimens of crop pests · Photographs of pests · Students book	· KLB secondary Agriculture form 3 pg 214 · Longhorn secondary Agriculture form 3 pg 177-178 Teachers guide pg 93-95 · Gateway Agriculture revision paper 2 page 76 · Golden tips agriculture page 67 · Access secondary Agriculture page 97
	3-4		Crop Pests	By the end of the lesson, the learner should be able to · Classify pest on the basis of stage of growth classification (scientific) · Level of damage and place where they are found of habitat	· Classify pests · Asking and answering questions · Note taking	· Crops attacked · Specimen of crop pests · Photographs of pests · Students book	· KLB secondary Agriculture form 3 pg 214-215 · Longhorn secondary Agriculture form 3 pg 177-178 Teachers guide pg 93-95 · Gateway Agriculture revision paper 2 page 76 · Golden tips agriculture page 67 · Access secondary Agriculture page 97
8	1-2	Crop pests and diseases	Crop pests · Identification	By the end of the lesson, the learner should be able to · identify common pests · describe the various pests and the stage, part of the crop attacked	· Identifying common pests · Describing the various pests on the various basics · Asking and answering questions · Note making	· Diagrams in the students book · Photographs of pests · Pesticides · Crops attacked · Specimens of crop pests · Students book	· KLB secondary Agriculture form 3 pg 215-226 · Longhorn secondary Agriculture form 3 pg 179-184 Teachers guide pg 93-95 · Gateway Agriculture revision paper 2 page 77-79 · Golden tips agriculture page 67-69 · Access secondary Agriculture page 97-98
	3-4		Crop pests · identification	By the end of the lesson, the learner should be able to · identify common pests · describe the various pests and the stage part of the crop attacked	· Identifying common pests · Describing the various pests · Asking and answering questions · Note making	· Crops attacked · Specimens of crop pests · Photographs of pests · Pesticides · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 215-226 · Longhorn secondary Agriculture form 3 pg 179-184 Teachers guide pg 93-95 · Gateway Agriculture revision paper 2 page 77-79 · Golden tips agriculture page 67-69
9	1	Crop Pests and disease control	Crop pests	By the end of the lesson, the learner should be able to · Describe harmful effects of pests · Identify pest control measures	· Describing the effects of pests · Identifying pests control measure	· Students book · Specimens of crop pests · Crops attacked · Pesticides · Photography · Pests	· KLB secondary Agriculture form 3 pg 213-226 · Longhorn secondary Agriculture form 3 pg 83-86 Teachers guide pg 60-63 · Gateway Agriculture revision paper 2 page 88 · Golden tips agriculture page 70-75 · Access secondary Agriculture page 97-98
	2		Crop pests control · cultural	By the end of the lesson, the learner should be able to · Describe the cultural pest control measures	· Describing the cultural pest · Control measures · Note taking · Asking and answering questions	· Students book · Crops attacked · Pesticides · Photographs of pests · School farm · Specimen of crop pests	· KLB secondary Agriculture form 3 pg 228-230 · Longhorn secondary Agriculture form 3 pg 185-186 Teachers guide pg 63-70 · Gateway Agriculture revision paper 2 page 79 · Golden tips agriculture page 71-72
	3	Crop pest and diseases	Crop pests	By the end of the lesson, the learner should be able to · Describe the mechanical pest control	· Describing mechanical pest control · Asking and answering questions · Note taking	· Students book · Specimen of crop pests · Crops attacked · Photographs of pests	· KLB secondary Agriculture form 3 pg 226-227 · Longhorn secondary Agriculture form 3 pg 186-188 Teachers guide pg 95 · Gateway Agriculture revision paper 2 page 80 · Golden tips agriculture page 7
	4		Crop pests	By the end of the lesson, the learner should be able to · Describe the biological pest control	· Describing biological pest control · Asking and answering questions · Note taking · Explanations	· Photographs of pests · Crops attacked · Specimens of crop pests	· KLB secondary Agriculture form 3 pg 232 · Longhorn secondary Agriculture form 3 pg 186-188 Teachers guide pg 95 · Gateway Agriculture revision paper 2 page 88 · Golden tips agriculture page 73-74
10	1		Crop pests	By the end of the lesson, the learner should be able to · Describe chemical methods of pest control	· Describing the chemical methods of pest control · Note taking · Asking and answering questions	· Photographs of pests · Crops attacked · Specimens of crop pests	· KLB secondary Agriculture form 3 pg 230-232 · Longhorn secondary Agriculture form 3 pg 188-190 Teachers guide pg 95 · Gateway Agriculture revision paper 2 page 88
	2	Crop pests and disease	Crop diseases	By the end of the lesson, the learner should be able to · Define a plant disease · Classify plant diseases · Explain harmful effects of crop diseases	· Defining a plant diseases · Classifying plant diseases · Explaining the harmful effects of crop diseases	· Students book · Specimens of diseases crops · Photographs · Fungicides	· KLB secondary Agriculture form 3 pg 233-236 · Longhorn secondary Agriculture form 3 pg 190-191 Teachers guide pg 96-99 · Gateway Agriculture revision paper 2 page 88
	3-4	Crop pest and diseases	Crop diseases	By the end of the lesson, the learner should be able to · Identify common crop diseases	· Identifying common crop diseases · Asking questions and answering · Note taking	· Students book · Specimens of diseased crops · Photographs · Fungicides	· KLB secondary Agriculture form 3 pg 233-241 · Longhorn secondary Agriculture form 3 pg 191-197 Teachers guide pg 96-99 · Gateway Agriculture revision paper 2 page 82-84
11	1-2		Crop diseases	By the end of the lesson, the learner should be able to · classify plant diseases	· Classifying plant · Diseases · Asking and answering questions · Explanations	· Specimen of diseased crops · Photographs · Fungicides · Students book · Diagrams in the students books	· KLB secondary Agriculture form 3 pg 233-238 · Longhorn secondary Agriculture form 3 pg 191-197 Teachers guide pg 96-99 · Gateway Agriculture revision paper 2 page 82-84 · Golden tips agriculture page 74-77 · Access secondary Agriculture page 97-98
	3-4		Crop diseases	By the end of the lesson, the learner should be able to · Describe the disease control crops · Carry out crop diseases control	· Describing the disease control in crops · Carrying out crop disease control	· Students book · Specimen of disease crops · Photographs · Fungicides · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 239-240 · Longhorn secondary Agriculture form 3 pg 182-184 Teachers guide pg 95 · Gateway Agriculture revision paper 2 page 84 · Golden tips agriculture page 77-78 · Access secondary Agriculture page 104-106
END TERM 2 EXAMINATION

AGRICULTURE FORM 3 SCHEMES OF WORK – TERM 3
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES		REMARKS
1	1	Crop Production (VI)	Production of maize	By the end of the lesson, the learner should be able to · Name hybrids, composites of maize · State the ecological requirement of maize · Describe, field establishments, management and harvesting maize & marketing	· Naming hybrids composites · Stating the ecological requirements · Describing management harvesting and field establishment · Note making · Asking and answering questions	· Garden tools · Samples of maize · School farms · Student book	· KLB secondary Agriculture form 3 pg 242-250 · Longhorn secondary Agriculture form 3 pg 200-202 Teachers guide pg 101-102 · Gateway Agriculture revision paper 2 page 52,54,55 · Golden tips agriculture page 57-58
	2		Production of millet	By the end of the lesson, the learner should be able to · Name hybrids, composites and cutting of millet · State the ecological requirement of millet · Describe field establishment, management, harvesting and marketing	· Stating the ecological requirements · Describing field establishment management harvesting and marketing · Note making · Asking and answering questions · Naming the hybrids, composites cultwas	· Garden tools · School farm · Sample of millet · Diagrams on the students book · charts	· KLB secondary Agriculture form 3 pg 250-255 · Longhorn secondary Agriculture form 3 pg 201-214 Teachers guide pg 101-102 · Gateway Agriculture revision paper 2 page 56 · Golden tips agriculture page 82-84 · Access secondary Agriculture page 58
	3		Production of sorghum	By the end of the lesson, the learner should be able to · Name composites, hybrids, cultivar of sorghum · State the ecological requirements of sorghum · Describe the field establishment, management marketing and harvesting	· Naming the hybrids, composite cultivars · Stating the ecological requirement of sorghum · Describing the field establishment management, harvesting and marketing · Asking and answering questions	· Charts samples of sorghum · Garden tools · Diagrams on the students book	· KLB secondary Agriculture form 3 pg 250-255 · Longhorn secondary Agriculture form 3 pg 201-204 Teachers guide pg 101-102 · Gateway Agriculture revision paper 2 page 56 · Golden tips agriculture page 84-85 · Access secondary Agriculture page 59-60
	4	Production Crop	Production of Beans	By the end of the lesson, the learner should be able to · State the varieties of beans grown · Describe the varieties of beans grown · Explaining the ecological requirements of maize · Describe field establishment management and harvesting marketing	· Stating the varieties · Explaining the ecological requirements of maize · Describing field establishment, harvesting and marketing · Note making · Asking and answering questions	· School farm · Garden tools · Seed samples · Students book	· KLB secondary Agriculture form 3 pg 250-255 · Longhorn secondary Agriculture form 3 pg 214-215 Teachers guide pg 101-102 · Gateway Agriculture revision paper 2 page 56-58 · Golden tips agriculture page 85-87 · Access secondary Agriculture page 59-60
2	1-2	Crop production	Gross Margin of Crop enterprises	By the end of the lesson, the learner should be able to · Compare and contrast the gross margin of maize/millet, sorghum and beans	· Comparing and contrasting gross margins of maize, millet, sorghum and beans	· Charts · Receipts · Tables · Chair · Farm records · Students book	· KLB secondary Agriculture form 3 pg 243-268 · Longhorn secondary Agriculture form 3 pg 218-219 Teachers guide pg 101-102 · Gateway Agriculture revision paper 2 page 56-58 · Golden tips agriculture page 85-87,79-90 · Access secondary Agriculture page 57-63
	3-4	Crop production	Harvesting of cotton, sugarcane, pyrethrum	By the end of the lesson, the learner should be able to · describe the harvesting of cotton, pyrethrum and sugarcane	· describing the harvesting of cotton, pyrethrum and sugarcane	· photographs · diagrams in the students book · school farm · farm harvesting tools	· KLB secondary Agriculture form 3 pg 263-264 · Longhorn secondary Agriculture form 3 pg 221-224 Teachers guide pg 102-103 · Gateway Agriculture revision paper 2 page 58-59 · Golden tips agriculture page 85-87,79-90 · Access secondary Agriculture page 57-63
3	1	Crop Production	Harvesting of cotton, sugarcane, pyrethrum	By the end of the lesson, the learner should be able to · Describe the harvesting of cotton, pyrethrum and sugar cane	· Describing the harvesting of cotton, pyrethrum and sugarcane	· Photographs · Diagrams in the students book · School farm · Farm harvesting tools	· KLB secondary Agriculture form 3 pg 264-266 · Longhorn secondary Agriculture form 3 pg 224-226 Teachers guide pg 103-105 · Gateway Agriculture revision paper 2 page 59
	2	Crop production	Harvesting of tea and coffee	By the end of the lesson, the learner should be able to · Describe the harvesting of tea and coffee	· Describing the harvesting of tea and coffee	· Diagrams in the students book · Photographs · Harvesting tools · Charts	· KLB secondary Agriculture form 3 pg 226-268 · Longhorn secondary Agriculture form 3 pg 226-228 Teachers guide pg 103-105 · Gateway Agriculture revision paper 2 page 59-60 · Golden tips agriculture page 88-89
	3-4	Crops forage	Pastures classifications	By the end of the lesson, the learner should be able to · Define pastures and forage crops · Classify pastures	· Defining pastures and forage crops · Classifying pastures & forage	· Students book · Specimens of pastures · Photographs of forage crops charts	· KLB secondary Agriculture form 3 pg 269-272 · Longhorn secondary Agriculture form 3 pg 230-234 Teachers guide pg 106-107 · Gateway Agriculture revision paper 2 page 59-60 · Golden tips agriculture page 108 · Access secondary revision page 72
4	1		Pastures establishment management	By the end of the lesson, the learner should be able to · Describe pasture establishment · Describe pasture management	· Describing pasture establishment · Describing pasture management note taking	· Specimens of pastures · Photographs of forage crops · Garden tools	· KLB secondary Agriculture form 3 pg 272-276 · Longhorn secondary Agriculture form 3 pg 234-236 Teachers guide pg 106-107 · Golden tips agriculture page 109 · Access secondary revision page 72
	2		Pastures utilizations	By the end of the lesson, the learner should be able to · Describe various methods of pasture utilization	· Describing various methods of pastures · Utilization · Asking and answering questions	· Specimens of pastures · Photographs of forage crops · Students book	· KLB secondary Agriculture form 3 pg 277-280 · Longhorn secondary Agriculture form 3 pg 326-340 Teachers guide pg 107 · Gateway Agriculture revision paper 2 page 59-60 · Golden tips agriculture page 109
	3	Forage Crops	Grazing methods	By the end of the lesson, the learner should be able to · Explain the two grazing methods · State the advantages and disadvantages of each	· Explaining the two grazing methods · Stating the advantages and disadvantages of each	· Diagrams in the students book · Photographs · charts	· KLB secondary Agriculture form 3 pg 280-283 · Gateway Agriculture revision paper 2 page 59-60 · Access secondary agriculture page 73-74 · Golden tips agriculture page 110-111
	4		Folder crops Napier grass	By the end of the lesson, the learner should be able to · State the ecological requirements of Napier grass · Describe the field establishment, management and utilization	· Describing the field production of Napier grass	· Samples of folder crop · School farm · Photographs · Charts · Students book	· KLB secondary Agriculture form 3 pg 283-287 · Longhorn secondary Agriculture form 3 pg 241-242 Teachers guide pg 107 · Gateway Agriculture revision paper 2 page 88 · Access secondary revision page 94
5	1	Forage crops	Sorghum Guatemala grass	By the end of the lesson, the learner should be able to · Describe the production of Guatemala grass under ecological requirements, establishment, management and utilization · Describe the production of sorghum under ecological requirements establishment, management and utilization	· Describing the field production of sorghum and Guatemala grass	· Students book · Specimens of fodder crops · Photographs of forage crops · School farm	· KLB secondary Agriculture form 3 pg 269-272 · Longhorn secondary Agriculture form 3 pg 242-244 Teachers guide pg 108 · Gateway Agriculture revision paper 2 page 89
	2		Kales · Edible · Canaa	By the end of the lesson, the learner should be able to · describe the production of kales under ecological requirements	· Explanations · Note taking	· School farm · Photographs of folder · Specimen of fodder crops	· KLB secondary Agriculture form 3 pg 291-292 · Longhorn secondary Agriculture form 3 pg 244-245 Teachers guide pg 108 · Gateway Agriculture revision paper 2 page 89-90 · Golden tips agriculture page 108 · Access secondary revision page 75-76
	3-4		Fodder crops Lucerne Kenya white clover	By the of the end of the lesson, the learner should be able to · Describe the production of Lucerne under ecological requirements, establishment and utilization · Describe the production of Kenya white clover under ecological, requirement establishment, management and utilization	· Describing the production of Lucerne, Kenya white clover · Note making · Asking and answering questions	· Students book · Specimens of · Fodder crops · Photographs of Forage crops	· KLB secondary Agriculture form 3 pg 269-272 · Longhorn secondary Agriculture form 3 pg 230-234 Teachers guide pg 106-107 · Gateway Agriculture revision paper 2 page 59-60 · Golden tips agriculture page 108 · Access secondary revision page 72
6	1	Forage Crops	Fodder crops Disodium Marigold	By the end of the lesson, the learner should be able to · Describe the production of disodium under ecological requirements establishment, management and utilization · Describe the production of marigold under ecological requirements and utilization	· Describing the field production of disodium and marigold	· Students book · Specimens of fodder crops · Photographs of fodder crops · School farm	· KLB secondary Agriculture form 3 pg 295-297 · Longhorn secondary Agriculture form 3 pg 247-248 Teachers guide pg 108 · Golden tips agriculture page 112 · Access secondary revision page 77
	2	Forage Crops	Agroforestry	By the end of the lesson, the learner should be able to · Describe agroforestry under ecological requirement, management and utilization	· Describing agro forestry tree/bushes · Asking and answering questions · Note making	· Student’s book · Specimens of fodder crops · Photographs of forage crops · School farm	· KLB secondary Agriculture form 3 pg 297-299 · Longhorn secondary Agriculture form 3 pg 248-249 Teachers guide pg 108 · Golden tips agriculture page 86,99
	3-4		Forage Conservation	By the end of the lesson, the learner should be able to · Define lay making · Describe silage making · Describe standing lay	· Defining lay making · Describing the making of lay silage and standing lay · Asking and answering questions · Drawing diagrams	· Tools used · School farm · Specimens of lay · Silage · School farm · Diagrams in the students book	· Longhorn secondary Agriculture form 3 pg 250-253 Teachers guide pg 114-116 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 112-113
7	1	Health Livestock Diseases (III)	Terms used in livestock diseases Protozoan diseases E.C.F (East Coast Fever)	By the end of the lesson, the learner should be able to · Define terms used in livestock diseases · Describe cause symptoms and control	· Defining terms · Describing the East Coast Fever · Asking and answering questions · Note making	· School farms · Photographs of animals with the disease · Diagrams in the students book · Cattle dip	· KLB secondary Agriculture form 3 pg 308-312 · Longhorn secondary Agriculture form 3 pg 114-116 Teachers guide pg 106-107 · Gateway Agriculture revision paper 2 page 66-67
	2		Anaplasmosis	By the end of the lesson, the learner should be able to · Describe the cause, symptoms and control of anaplasmosis	· Describing anaplasmosis	· School farm · Photograph of animal with the disease · Diagrams in the students book · Students book	· KLB secondary Agriculture form 3 pg 312 · Longhorn secondary Agriculture form 3 pg 256-257 Teachers guide pg 114-116 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 316 · Access secondary revision page 204
	3	Livestock diseases	Protozoan diseases Coccidiosis	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of coccidiosisis	· Describing coccidiosisis · Note making · Asking and answering questions	· Photographs of animals with the disease · School farm · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 312-313 · Longhorn secondary Agriculture form 3 pg 257-258 Teachers guide pg 114-116 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 316 · Access secondary revision page 204
	4		Tryponosomiasis	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of Trypanosomiasis	· Describing trypanosomiasis · Note taking · Asking and answering questions	· Photographs of animals with the disease · School farm · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 314 · Longhorn secondary Agriculture form 3 pg 257-258 Teachers guide pg 114-116 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 317 · Access secondary revision page 204-205
8	1		Bacteria diseases Fowl typhoid	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of fowl typhoid	· Describing fowl typhoid · Note making · Answering and asking questions	· Farm · Photographs of the affected animals · Diagrams in the students books · School farm	· KLB secondary Agriculture form 3 pg 317-318 · Longhorn secondary Agriculture form 3 pg 259-260 Teachers guide pg 116-117 · Gateway Agriculture revision paper 2 page 67-71
	2		Foot rot	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of foot rot	· Describing foot rot · Disease · Note making · Asking and answering questions	· School farm · Students book · Photographs of animal affected · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 318-319 · Longhorn secondary Agriculture form 3 pg 260-261 Teachers guide pg 116-117 · Gateway Agriculture revision paper 2 page 67-71 · Access secondary revision page 205-206
	3	Livestock Health (III) diseases	Bacterial diseases Contagious abortion	By the end of the lesson, the learner should be able to · Describe the causes, symptoms and control of contagious abortion	· Describing contagious abortion · Note making	· Photographs of affected students book · Farm (Livestock) · School farm · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 319-320 · Longhorn secondary Agriculture form 3 pg 261-262 Teachers guide pg 116-117 · Gateway Agriculture revision paper 2 page 67-71 · Access secondary revision page 206
	4		scours	By the end of the lesson, the learner should be able to · Describe the causes, symptoms and the control of scours	· Describing scours · Note taking · Asking and answering questions	· Photographs of animals with the disease · Students book · Farm (Livestock) · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 320-321 · Longhorn secondary Agriculture form 3 pg 261-262 Teachers guide pg 116-117 · Gateway Agriculture revision paper 2 page 314 · Access secondary revision page 206-207
9	1		Bacterial Black quarter Mastitis	By the end of the lesson, the learner should be able to · Describe the cause, symptoms and control of mastitis · Describe the cause, symptoms and control of black quarter	· Describing the mastitis · Describing the black quarter · Note making · drawings	· school farm · diagrams in the students book · Photographs of affected animals · Students book	· KLB secondary Agriculture form 3 pg 321-322,315-317 · Longhorn secondary Agriculture form 3 pg 263-264 Teachers guide pg 116-117 · Golden tips agriculture page 314 · Access secondary revision page 207
	2		Anthrax Pneumonia	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of anthrax · Describe cause, symptoms and control of pneumonia	· Describing the Anthrax · Describing the pneumonia · Asking and answering questions	· Photographs of animal with the disease · School farm · Livestock farm · Diagrams on the students books	· KLB secondary Agriculture form 3 pg 312 · Longhorn secondary Agriculture form 3 pg 256-257 Teachers guide pg 116-117 · Gateway Agriculture revision paper 2 page 67-71 · Golden tips agriculture page 314 · Access secondary revision page 208-209
	3-4	Livestock Diseases	Viral Diseases Foot & Mouth Rinderpest	By the end of the lesson, the learner should be able to · Describe cause, symptom and control of foot and mouth · Describe cause, symptom and control of Rinderpest	· Describing foot and mouth and Rinderpest · Asking and answering questions · Note making	· Photographs of the animal with the disease · Students book · Chalk board · School farm · Livestock farm · Diagrams in the students book · Charts	· KLB secondary Agriculture form 3 pg 325-326 · Longhorn secondary Agriculture form 3 pg 267-269 Teachers guide pg 116-117 · Gateway Agriculture revision paper 2 page 71-74 · Access secondary revision page 209-210
10	1		New castle	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control a new castle	· Describing new castle · Asking and answering questions	· Photographs of animal with the disease · School farm · Livestock farm · Diagrams in the students book	· KLB secondary Agriculture form 3 pg 326-327 · Longhorn secondary Agriculture form 3 pg 269-270 Teachers guide pg 117-118 · Gateway Agriculture revision paper 2 page 71-74 · Golden tips agriculture page 316 · Access secondary revision page 210
	2		Fowl Pox	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of fowl pox	· Describing fowl pox disease · Asking and answering questions	· Livestock farm · School farms · Students book · Photographs of the affected animal	· KLB secondary Agriculture form 3 pg 327-329 · Longhorn secondary Agriculture form 3 pg 269-270 Teachers guide pg 117-118 · Golden tips agriculture page 315 · Access secondary revision page 211
	3		Gumboro	By the end of the lesson, the learner should be able to · Describe cause, symptoms and control of Gumboro	· Describing Gumboro · Asking and answering questions · Note making	· Photograph of affected animal · Livestock farm · School farm · Students book	· KLB secondary Agriculture form 3 pg 329 · Longhorn secondary Agriculture form 3 pg 271-272 Teachers guide pg 117-118 · Golden tips agriculture page 315 · Access secondary revision page 211
	4	Livestock Diseases	African Swine Fever	By the end of the lesson, the learner should be able to · Describe cause, symptom and control of African Swine Fever	· Describing African Swine Fever · Note taking · Asking and answering questions	· Photograph of animals with the disease · Diagrams in the students book · School farm · Livestock farm	· KLB secondary Agriculture form 3 pg 330-332 · Longhorn secondary Agriculture form 3 pg 272-273 Teachers guide pg 118-119 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 317 · Access secondary revision page 212
11	1		Nutritional disorders Milk fever	By the end of the lesson, the learner should be able to · Describe causes, symptoms and control, treatment of milk fever	· Describing milk fever · Note making · Asking and answering questions	· Photographs of animals with the disease · Diagrams in the students book · School farm · Livestock farm	· KLB secondary Agriculture form 3 pg 330-332 · Longhorn secondary Agriculture form 3 pg 272-273 Teachers guide pg 118-119 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 317 · Access secondary revision page 212
	2		Bloat	By the end of the lesson, the learner should be able to · Describe the cause, symptom and the control of bloat	· Describing bloat diseases · Drawing the process of control using surgical means · Asking and answering questions	· Troca and canular · Photographs of the animals with the disease · Diagrams in the students book · School farm	· KLB secondary Agriculture form 3 pg 332-333 · Longhorn secondary Agriculture form 3 pg 272-273 Teachers guide pg 118-119 · Gateway Agriculture revision paper 2 page 66-67 · Golden tips agriculture page 317 · Access secondary revision page 212
REVISION

AGRICULTURE FORM 4 SCHEMES OF WORK – TERM 1
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	· 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 · Topmark 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
PRE MOCK EXAMINATIONS

AGRICULTURE FORM 4 SCHEMES OF WORK – TERM 2
WEEK	LESSON	TOPIC	SUB – TOPIC	OBJECTIVES	LEARNING/TEACHING ACTIVITIES	LEARNING/TEACHING RESOURCES	REFERENCES		REMARKS
1	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 and 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
2	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
3	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
4	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
5	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
6	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
7	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
8	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
9	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
10	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
MOCK EXAWMINATIONS

AGRICULTURE FORM 4 SCHEMES OF WORK – TERM 3
1	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 ofelasticity · 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
2	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
3	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
4	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
5	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
6	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
STUDY LEAVE/PREPARATION FOR K.C.S.E

Teachers' Resources

CROP PRODUCTION I AGRICULTURE NOTES

October 5, 2025 Maverick John Leave a comment

CROP PRODUCTION I

LAND PREPARATION

Land preparation involves all those activities that make land suitable for planting e.g. ploughing, harrowing, ridging and rolling

Seed bed: this is a piece of land prepared ready for planting. To achieve good germination of seeds the following must be achieved:

Suitable size of clods
Good depth
Looseness of soil
Absence of weeds

Importance/Reasons for land preparation

To kill weeds
To incorporate manure and other organic matter in the soil
To destroy different stages of crop pest such as eggs, larva or adult stages by burying them and exposing them to the heat
To encourage the penetration of roots in the soil
To make subsequent operation easy
To encourage water penetration in the soil

Operations in land preparation

Land clearing
Primary cultivation
Secondary cultivation
Tertiary operations

Land clearing

This is the removal of vegetation cover from the surface before land is cultivated. It is done to prepare land for cultivation as well as a method of land reclamation

Conditions that necessitate land clearing

When opening up virgin land
Where a stalk growing crop was previously planted
Where the interval between primary and secondary cultivation is long such that land is reverted back to its original virgin state
Where land was left fallow for a long time

Methods of land clearing

Tree felling
Burning
Slashing
Use of chemicals
a) Tree felling

This involves cutting down trees. Axes, pangas, are used and small power saws where the trees are few. Bulldozers and root rakers are used where trees are on large scale. After cutting down the trees, destumping or removal of stumps and disposal of trash is done.

b) Burning

Here fire is set on the vegetation cover. It should be done when the speed of wind is low to avoid spread of fire to other fields.

Burning should be discouraged because:

It destroys organic matter
kills useful soil micro organisms
Destroys plants nutrients
Destroys soil structure
Fire can spread to an area where it was not intended hence destruction of property ,forests and desirable crop and plant species

c) Slashing

Small bushes or grasses can be cleared by slashing. Slashers or pangas are used in a small area, while a tractor drawn mower can be used in large areas

d) Use of chemicals

Chemicals used to kill weeds are called herbicides e.g. Roundup, Atrazine, Gramoxone. They kill weeds faster and more easily.

Primary cultivation

This is the initial opening of land either after land clearing or following a previous crop.

Primary cultivation should be done well before the onset of rains to give time for all operations to be done in good time.

Importance of primary cultivation

To remove weeds
To burry organic matter for easy decomposition
To facilitate water infiltration and aeration
To destroy soil borne pests by exposing them to predators and scorching effects of the sun
To make subsequent operation easier e.g. planting
Eases the penetration of crop roots

Ways of carrying out primary cultivation

Hand digging
Mechanical cultivation
Use of ox plough
a) Hand digging

This is mainly the use of simple hand tools such as Jembes, mattocks and fork Jembes to cut and turn the soil slices.

b) Mechanical cultivation

Where large pieces of land are involved, farmers use tractor mounted implements which include mould board, disc ploughs. Also there is use of sub soilers to break the hard pan.

c) Use of an ox plough

This is use of ploughs drawn (pulled) by animals such as donkeys, camels, oxen etc. common in areas where such animals are available and the terrain is flat.

Aspects to be considered when carrying out primary cultivation

i) Time of cultivation
ii) Depth of cultivation

iii) Choice of implements

i) Time of cultivation

Land preparation should be done early enough before the onset of rains.

Reasons for early cultivation

To give weeds and other vegetation enough time to dry up and decompose into organic matter
To allow carbon dioxide and other gases to diffuse out of the soil while being replaced by oxygen required in seed germination and growth of soil organisms
Also gives time for subsequent operations to be done giving way for early planting

ii) Depth of cultivation

Factors that determine the depth of ploughing are:

The type of crop to be planted: Deep rooted crops require a soil which has been cultivated deeply, because it will facilitate easy root penetration. Shallow rooted crops may not need deep cultivation
The implements available: There are some implements which cannot cut the soil beyond a certain depth. Such implements can be sharpened or weight be added
Type of soil: heavy soils are hard particularly when they are dry. Simple implements such as Jembes tend to dig shallowly on such hard soils

iii) Choice of implements

Choice of implements used in primary cultivation is determined by:

The condition of the land: If the land has a lot of stones and stumps, it would be advisable for one to choose a disc plough which would not break easily when working on such land. A Jembe cannot be used efficiently on land which has a lot of couch grass because it cannot pull all the rhizomes.
The type of tilth required: very fine tilth requires the use of different types of implements
The depth of cultivation needed: heavy implements are necessary when deep cultivation is needed and light implements are required when shallow cultivation is necessary

Secondary cultivation

These are operations which follow the primary cultivation and means seedbed refinement practices before planting, also called harrowing

Importance of secondary cultivation

To remove any weeds that might have germinated after primary cultivation
To break the soil clods into small pieces for easy planting
To level the field on order to achieve a uniform depth of planting
To incorporate organic matter into the soil in order to encourage decomposition before planting

Factors that determine the number of times of secondary cultivation

Size of planting materials: Big seeds such as those of groundnuts, maize etc require a fairly rough seedbed, and small seeds such as those of finger millets require fine seedbed
Slope of the land: When the land is very steep, less cultivation should be done to discourage soil erosion
The moisture content of the soil: In dry soils less cultivation are preferred so as to conserve the available moisture
Condition of the soil after primary tillage: where there is plenty of trash, more harrowing operations should be carried out to incorporate most of the trash into the soil

N/B: Implements used for secondary cultivation are: pangas, Jembes, fork Jembes, and garden rakes. Tractor drawn harrows e.g. Discs, spike toothed and spring tine harrows

Tertiary operations

These are operations carried out to suit production of certain crops. They are carried out after land clearing primary cultivation and secondary tillage. They include:

Leveling
Rolling
Ridging
a) Leveling

This is the practice of making the soil surface flat and uniform so as to promote easy germination of small seeded crops such as wheat, grasses, and barley. It facilitates uniform germination of seeds.

b) Rolling

This is done to compact soil which is loose or fine tilth. It is done to prevent small seeds from being carried away by wind and to prevent soil erosion. Also increases seed soil contact. Implements used are: simple hand tools and heavy rollers

c) Ridging

This is the process of digging soil in a continuous line and heaping it on one side to form a bund ( ridge) and a furrow. The ridges are important for planting root crops like Irish potatoes, cassava etc.

Reasons for ridging

It improves soil drainage
Helps in tuber expansion
Helps in water conservation
Easy harvesting of root crops.

N/B: Other tillage operations include:

Sub soiling
Minimum tillage
Sub soiling

This is the process of cultivating the soil for the purpose of breaking up the hard pans which might have formed as a result of continuous use of heavy machinery in land preparation. Implements used in sub soiling are:

Sub soiler
Chisel ploughs
Cultivators

Importance of sub soiling

Helps to break up hard pans
Helps to facilitate gaseous exchange in the soil
Also brings to the surface, minerals which might have leached to the deeper layers

N/B: hard pan is an impervious layer of soil found within the sub soil.

Minimum tillage

This is the application of a combination of farming practices aimed at least disturbance to the soil.

Reasons for carrying out minimum tillage

To reduce the cost of cultivation or ploughing by reducing the number of operations
To control soil erosion, mulching and cover cropping greatly reduce chances of soil erosion
To maintain soil structure, continuous cultivation destroys soil structure hence its avoided
To conserve moisture, continuous cultivation exposes the soil to the heat of the sun thus enhance evaporation of available moisture
To prevent disturbance of roots and underground structures for example tubers and bulbs
To prevent exposure of humus to adverse conditions such as the suns heat that cause volatilization of nitrogen

Ways of achieving minimum tillage

Application of herbicides in controlling weeds
Use of mulch on the soil surface. Mulch prevents weeds from growing by smothering them
Timing cultivation, late weeding of cotton crop, for example often produces a clean seedbed for finger millet to be sown without further cultivation
Restricting cultivation to the area where seeds are to be planted. Weeds in the rest of the field are controlled by slashing
Establishment of cover crop on the field
Uprooting or slashing weeds on perennial crops

Teachers' Resources

KCPE Jesma, Knat Revision Exams 2023

October 5, 2025 Maverick John Leave a comment

KCPE Jesma, Knat Revision Exams 2023

2023 KNES 009 ANSWERS.pdf
2023 KNES 009 INSHA.pdf
2023 KNES 009 COMPOSITION.pdf
2023 KNES 009 MATHS.pdf
self_help (2).pdf
2023 KNES 009 ENGLISH.pdf
2023 KNES 009 SCIENCE.pdf
2023 KNES 009 KISWAHILI.pdf
2023 KNES 009 SOCIALSTUDIES.pdf

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Agriculture Grade 6 CBC KPSEA Exams and Marking Schemes Free

October 5, 2025 Maverick John Leave a comment

GRADE SIX TERM ASSESSMENT

AGRICULTURE ACTIVITIES

Exposed plant roots on a bare flat ground is an indication of

1. Splash erosion.
2. Sheet erosion.
3. Gulley erosion.
4. Rill erosion.
All the following are ways of controlling soil erosion. Which one is not?
1. Using drip irrigation.
2. Mulching.
3. Planting cover crops
4. Building gabions.
Below is a small domestic animal reared in Kenya.

Which of the following are the products from the animal above?

1. Meat and milk.
2. Manure,eggs and meat.
3. Milk and skin.
4. Wool and manure.
Identify the animal drawn below.
1. Goat.
2. Dog
3. Sheep.
4. Bull.
Which of the following shows a pair of tiny seeded crops?
1. Sugarcane and banana.
2. Onions and tomatoes.
3. Pumpkin and cucumber.
4. Sunflower and carrots.
Which of the following is not a planting material for creeping crops?
1. Seeds.
2. Hoes.
3. Scissors.
4. Manure. Burning candle
Which of the following is an example of creeping crops?
1. Cactus.
2. Carrot.
3. Passion.
4. Pumpkin.
Which of the following is a deterrent of wild animals against farming activities?
1. Scarecrow.
2. Chicken.
3. Mongoose.
4. Bananas.
All the following are ways of conserving water in the farm except
1. Mulching.
2. Shading.
3. Thinning.
4. Cover cropping.
Kwame came across a bare land with deep U-shaped channels as shown below.
Which type of soil erosion was this likely to be?
1. Splash erosion.
2. Rill erosion.
3. Sheet erosion.
4. Gulley erosion.

_____________________________________________________________________________________________

Exposed plant roots on a bare flat ground is an indication of

1. Splash erosion.
2. B
  
  sheet erosion.
3. gulley erosion.
4. rill erosion.
All the following are ways of controlling soil erosion. Which one is not?
1. A
  
  Using drip irrigation.
2. Mulching.
3. Planting cover crops
4. Building gabions.
Below is a small domestic animal reared in Kenya.

Which of the following are the products from the animal above?

1. B
  
  Meat and milk.
2. Manure,eggs and meat.
3. Milk and skin.
4. Wool and manure.
Identify the animal drawn below.
1. C
  
  Goat.
2. Dog
3. Sheep.
4. Bull.
Which of the following shows a pair of tiny seeded crops?
1. D
  
  Sugarcane and banana.
2. Onions and tomatoes.
3. Pumpkin and cucumber.
4. Sunflower and carrots.
Which of the following is not a planting material for creeping crops?
1. Seeds.
2. Hoes.
3. Scissors.
4. Manure. Burning candle
Which of the following is an example of creeping crops?
1. C
  
  Cactus.
2. Carrot.
3. Passion.
4. Pumpkin.
Which of the following is a deterrent of wild animals against farming activities?
1. A
  
  Scarecrow.
2. Chicken.
3. Mongoose.
4. Bananas.
All the following are ways of conserving water in the farm except
1. C
  
  Mulching.
2. Shading.
3. Thinning.
4. Cover cropping.
Kwame came across a bare land with deep U-shaped channels as shown below.

Which type of soil erosion was this likely to be?

1. D
  
  Splash erosion.
2. Rill erosion.
3. Sheet erosion.
4. Gulley erosion.

Teachers' Resources

End of Term 1-3 Exams and Marking Schemes Form 2

October 5, 2025 Maverick John Leave a comment

End of Term 1-3 Exams & Marking Schemes for Form 2

Get the latest updates on End of Term 1-3 exams and marking schemes for Form 2 students. If you have been looking for free form 2 exams, then this is the right place to get the updated termly exams:

F3 AGRIC T1 SET 2

F3 BIO T1 SET 2

F3 BUS T1 SET 2

F3 CHEM T1 SET 2

F3 CRE T1 SET 2

F3 ENG SET 2

F3 GEO T1 SET 2

F3 HIS T1 SET 2

F3 H-SCIENCE T1 SET 2

F3 KISW T1 SET 2

F3 MATHS T1 SET 2

F3 PHY T1 SET 2

FORM 3 ENTRY EXAMS

F3 GEO T1 SET 2

Teachers' Resources

CRE REVISION QUESTIONS & ANSWERS FORM 1-4 IN PDF

October 5, 2025 Maverick John Leave a comment

CHRISTIAN RELIGIOUS EDUCATION I

PART I

Identify five occasions in which Abraham’s faith in God was demonstrated. (5mks)
Give secular reasons for the coming of missionaries to Africa. (5mks)
State five roles played by Africans in spreading Christianity in East Africa. (5mks)
Identify five contributions of the church in the society today. (5mks)
List down five taboos and regulations that were observed by an expectant mother in African traditional

society. (5mks)

Give five ways in which the covenant foretold by Jeremiah is different from Sinai’s covenant. (5mks)
State five ways in which the living benefited from the living dead. (5mks)
Identify five ways in which names were given to children in African traditional society. (5mks)
Give five contributions of Krapf in establishing Christianity. (5mks)
Outline five teachings of Jesus about God’s Kingdom. (5mks)
Identify five social conditions condemned by Amos. (5mks)
State five teachings of Paul to the Corinthians on the issue of marriage. (5mks)
State five reasons why David is important. (5mks)
Identify five effects of the process of colonisation on missionary work in Kenya. (5mks)
Outline five causes of childlessness in the society. (5mks)
State five motives that drive people to misuse drugs. (5mks)
Identify five problems of leisure in Kenya today. (5mks)
Outline five occasions when Jesus prayed. (5mks)
Identify five effects of Bible translation. (5mks)
State five reasons why Christians accept suffering as part of discipleship in this world. (5mks)

CHRISTIAN RELIGIOUS EDUCATION 1

PART II

a) Explain the Biblical origin of sin and it’s consequences in Genesis chapter 3. (14mks)
b) Outline the traditional African understanding about evil. (5mks)
c) What are the great evils that face mankind today? (6mks)
a) What are the Christian teaching about work both in the Old and New testament (8mks)
b) Why was work seen as very important in the traditional African society. (7mks)
c) i) List any six causes of unemployment in Kenya today. (6mks)
ii) Give the solutions to the problems mentioned above. (4mks)
a) Why is divorce common in East Africa today. (10mks)
b) Why was divorce not common in Africa traditional community. (8mks)
c) Identify some of the remedies to be applied to slow the high rate of divorce nowadays. (10mks)
a) Give a comparison between the call of Samuel with that of Moses. (12mks)
b) State reasons that made the Israelites to demand for a king. (5mks)
c) Give ways in which leaders of nations misuse their positions today. (8mks)
a) Relate the miracle of the healing of the man born blind. (12mks)
b) What lessons do Christians learn from this miracle. (10mks)
c) List three other miracles of Jesus. (3mks)

CHRISTIAN RELIGIOUS EDUCATION 1

PART I

MARKING SCHEME

Abraham’s faith in God was demonstrated in the following ways:

– His readiness to begin God’s plan of salvation when called though he had not seen that God .

– His readiness to leave his ancestral land for a new land.

– His readiness to offer Isaac as a sacrifice yet he was the only son.

– His faith on the birth of Isaac yet they were aging.

– Offered sacrifices to God when he reached Canaan.

– His readiness to offer sacrifices as commanded.

Secular reason for the coming of the missionaries:

– To civilize Africans.

– To stop slave trade.

– To explore new lands.

– For adventure i.e find out what was happening outside.

– To establish legitimate trade.

– To rehabilitate freed slaves.

Role played by Africans in spreading Christianity in East Africa:

– Taught the missionaries their vernacular language.

– Preached to their fellow Africans.

– Acted as guides & porters.

– Provided material support to the missionaries.

– Provided land for building of schools, hospitals & mission churches e.g chief Kaneni of Muranga.

– Became catechists who denounced African customs.

Contributions of the church in the society today.

– Helping refugees.

– Provision of food in the famine striken areas.

– Establishing homes for the destitute, the disabled and the aged (Thogoto).

– Provision of medical in various parts of Kenya.

– Providing security to clash victims.

– Providing education through their mission schools.

– Evangelising so as to enhance virtues in the society.

Taboos & regulations that were observed by an expectant mother in the African traditional society:

– Abstain from sexual intercourse till after birth.

– Forbidden to eat certain foods & and encouraged to eat others.

– Returns to the home of her parents when the time of giving birth draws near.

– Not allowed to do heavy work and handle certain tools like metals.

– Not allowed to speak to her husband directly.

– May carry protective charms.

– Prayers for the mother and child are made to God.

Ways in which the covenant foretold by Jeremiah is different from Sinai’s covenant.

– Jeremiah’s covenant emphasized on forgiveness of sins unlike Sinaitic covenant .

– Jeremiah’s covenant emphasized individual / personal responsibility.

– The laws to be followed would be written in peoples hearts unlike Sinaitic covenant which was written on stone -tablets.

– Jeremiah’s covenant would be permanent and would be fulfilled unlike the Sinai covenant which had repeatedly failed.

– In the new covenant there will be personal knowledge of God, while in the Sinaitic, there would be need for a -mediator.

– In the new covenant there would be spontaneous forgiveness of sins, whereas in the old covenant sins were called -forward to the next generation.

Ways in which the living benefited from the living dead:

– Communicate the wishes of the relatives to ancestors.

– Welcome the dying into the spiritual world.

– Pass the request of the living to god.

– Help to sustain community standards / values.

– Help in controlling the behaviour of the living.

– Bless the living.

– Avert the consequences of curses from anywhere.

– Help them recover lost property.

Ways in which names were given to children in African traditional society:

– Given according to the prevailing circumstances at the time of the birth.

– Given ancestral names in honour of the dead.

– Named after elder members of the community.

– Given according to the experience of the parents.

– Given during adolescence to describe observed characteristics of the young man or woman .

– Name would be fixed before the child is born.

– Name given according to the season of births.

Contribution of Krapf in establishing Christianity:

– Wrote the first Kiswahili dictionary i.e participated in Bible translation.

– Translated St Luke’s Gospel into Taita language.

– Translated the New Testament in to Kiswahili.

– Assisted in setting up mission stations in Ribe, and part of Ukambani.

– Converted various people e.g Akamba & established churches that were used in worship.

Teachings of Jesus about God’s kingdom:

– The kingdom of God meant the rule of God.

– Had already come for Jesus had obeyed the will of God.

– It was present in the worlds & words of Jesus.

– The kingdom will not be joyful event for everyone in future.

– Kingdom belongs to the humble, poor e.t.c.

– The rich cannot buy their way.

– The kingdom goes on growing and spreading quietly e.t.c

Social conditions condemned by Amos:

– Oppression and exploitation of the poor by the rich.

– Social injustice & luxury.

– Disorder & unfair practices like harshness.

– Wealth derived from slave labour.

– Exorbitant rents.

Teachings of paul to the Corinthians on the issue of marriage:

– Paul advised the Corinthians to copy his example of remaining celibate if they wished to serve God better.

– Paul advised those who’d lost their partners to remain so as to avoid being immoral.

– Warned that marriage was permanent and therefore those who married would not separate.

– Paul advised those who separated for neighbours reasons not to remarry.

– He warned Xtians not to marry non-Christians.

Reasons why David is important:

– Was chosen by God.

– Was filled with the spirit from the time he was anointed.

– Had outstanding leadership qualities.

– Knew and obeyed God.

– Was acclaimed & publicly anointed king by the whole nation.

– Captured Jerusalem from the Jebusites & made it the capital.

– United the people.

– Established a most powerful state.

– Encouraged trade with other nations e.g Tyre.

– Brilliant military commander.

Effects of the process of colonization on missionary work in Kenya:

– Establishment of British authority in the interior resulted in law & order.

– Colonial administration encouraged some missionaries to work in the country.

– The building of the Kenya – Uganda railway enabled the missionaries to move to the interior

– Land given to the British was given to the missionaries to build mission stations.

– Colonial government gave financial aid to the missionaries.

– Freedom of worship was granted by the British government led to rivalry amongst churches.

– Missionaries were not accepted where the colonial administration used punitive expeditions.

– African teachers in missionary schools left to join the army due to reasonable salaries in the forces.

Causes of childlessness in the society:

– Infertility of one partner or both.

– Accidents for example, war & natural disasters.

– Use or misuse of certain drugs.

– Abortion.

– Biological, psychological & health problems.

Motives that drive people to misuse drugs:

– To escape frustration

– Influence from the others

– Curiosity

– Commercial advertisements

– Idleness

– Search of identity (show – off)

– Prevention or cure of diseases.

Problems of leisure in kenya today:

– Drug-Taking

– Theft

– Fighting

– Rape

– Gossip

– Reading Or Watching Pornographic Materials

– Drinking Alcohol & smoking.

Occasions when Jesus prayed:

– After baptism at river Jordan.

– Prayed alone away from the crowd.

– During the feeding of the five thousand.

– Before asking his disciples what people said about him.

– Just before the transfiguration.

– After the return of the 72 disciples.

– When he taught his disciples how to pray.

– During the last supper.

– At the garden of Gethesemane just before his arrest

– Prayed to his father when he was on the cross.

Effects of bible translation in Kenya:

– More Africans became Xtians.

– Missionaries were able to easily evangelise the local people.

– African Xtians were able to have a clear understanding of the Holy scriptures.

– Led to the formation of schools where the African Xtians could be taught.

– African Xtians re-discovered their own cultural identity.

Reasons why Christians accept suffering as part of discipleship in this world:

– Suffering is a necessary part of a Xtian’s life.

– It brings eternal life.

– Suffering brings salvation / redemption.

– A sign of true commitment to Jesus.

– Christ suffered – they emulate Him as their model

– Enables one to carry out the cross of Christ on account of the gospel

– Trains a Xtian in endurance

– A manifestation of God’s glory

– A preparation for eternal glory.

CHRISTIAN RELIGIOUS EDUCATION I

PART II

MARKING SCHEME

1(a) i) Biblical origin of sin:

– Sin is understood to mean rebellion against God.

– Sin originated with the devil or Satan in heaven.

– The serpent came to the woman & told her to eat fruits of the tree that God had forbidden – – – – —

Adam & Eve to eat.

ii) Consequences of Sin:

– The whole Adamic race became alienated from God.

– Man changed and became prone to sin.

– The sentence of death was passed upon all men.

– The ground was cursed on account of man.

– Childbirth and work became associated with hardship.

– Sin entered into the world.

– Man began to take life of fellow men.

– The life span of man was reduced.

– The language of mankind was confused after the flood.

(b) Traditional African understanding of evil:

– Most African communities believe that god did not create evil nor is the temptation to do evil.

– Some African communities attribute the origin of evil to spiritual beings that is evil spirits.

– Others believe that evil is caused by bad magicians.

– If someone broke an established community taboo, he would suffer some form of evil like sickness or bareness.

– Dead ancestors, if offended by the living were also believed to cause / send evil to the offender.

– Some African communities have myths which show that God created the would with a possibility of evil.

– Poverty

– Ignorance / illiteracy

– Diseases e.g A.I.Ds

– Corruption / bribery

– Wars & fighting’s

– Natural calamities (floods, – El-nino, famines).

(a) Christian teaching about work both in the old and New Testament:

– God’s creation is talked of as work.

– Man was to work in order to subdue the earth.

– God himself worked in the creation story so man should work.

– In the commandments both work and rest are shown as part of God’s plan for mankind.

– Work is good & can be fulfilling & enjoyable – proverbs, laziness is condemned.

– Although work is good man should not be overworked & exploited.

– Jesus was a worker (carpenter).

– Jesus gave his examples from the world of work e.g sower, shepherd, fishermen, tax collectors e.t.c.

– Paul used to work (tent maker) .

– He who does not work should not eat.

(b) Work was seen as very important in the traditional African society.

– Work is the basis of wealth.

– Work was obligatory.

– Division of labour – age, sex & status.

– Kept people physically fit.

– One feels proud due to achievement through work.

– Work as a means of basic needs.

– Brought people to share talks and media of instruction.

– High population. –

– Inappropriate education system rapid growth in labour force.

– Industrial seasonality.

– Job selectivity.

– Skill imbalance.

– Unappropriate technology.

– Shortage of foreign exchange.

– Unfavourable terms of trade.

ii) Solutions to the problems mentioned above:

– Mobilisation of national resources

– Discouragement from white collar jobs

– Technical education

– N.Y.S

– Informal sector – Jua Kali

– 8-4-4

3 (a) Why divorce is common in East Africa today:

– Unfaithfulness

– Long separation – job opportunities

– Drunkenness

– Cruelity

– Feminist liberation

– Random choice of partners

– No room for polygamy

– One who earns can manage without a husband

– Lack of parental consultation

– Couple break marriage due to hearsay

– Individual affairs

– No go-between hence reconciliation after disagreement

– Permissiveness

– If dowry is not fully paid.

(b) Why was divorce not common in African traditional community:

– Dowry acted as cement

– Divorce not allowed – marriage was permanent

– Was a communal affair

– Both parents consulted

– Women substituted for second marriage

– Women were subordinate

– Took place at a mature age

– Unfaithfulness was not there and if, then one was given severe punishment.

– Always a go-between in all marriages.

– Partners to pray.

– Forgive each other as Jesus advocated for love and forgiveness.

– Marriage counsellors.

– Monogamy should be upheld to avoid divorce that occurred because of polygamous marriages.

– Should avoid immorality.

– Couples to adhere to their oaths.

– Couples to stay together.

(a) Compare the call of Samuel with that of Moses:

– Both were called by their names by God.

– Both were called to serve God.

– Both were called to be leaders of their people.

– Both were to be prophets to the Israelites.

– Both were called to be settling disputes among individuals or groups.

– Both were away from their home by the time they were called.

– They were to lead people in worship & prayer.

– Moses was sent to Egypt while Samuel was sent to Eli by God.

– Moses was herding animals while Samuel was ministering unto the Lord.

– Moses received the call in the wilderness while Samuel received the call at Shiloh staying with priest Eli.

– God appeared to Moses in a vision of burning bush but to Samuel in a dream.

– Samuel was young & unmarried but Moses was mature & married.

(b) Israelites demanded for a king because:

– Samuel’s sons had failed as leaders due to their being corrupt.

– Israelites wanted to be equal to other nations.

– Wanted a king to lead them to war against philistines.

– Wanted a stable hereditary leadership.

– Needed a human leader with national authority.

– Wanted a political government for law & order.

– Taxing citizens heavily.

– Practicing tribalism.

– Grabbing fertile pieces of land from their subjects.

– Harassing religious leaders.

– Murdering their political opponents.

– Suppressing weaker nations.

– Imposing his religion (Islam) to all citizens.

– Detaining people without trial.

– Misusing public funds.

5 (a) Relate the story of the man born blind:

– Jesus saw a man blind from birth.

– His disciples asked him “Rabbi” who sinned, this man or his parents, that he was born blind.

– It was not that this man sinned or his parents, but that the work of God might be made manifested in him.

– He must work of him who sent me, while it is day, night comes when no one can work.

– Jesus said, I am the light of the world.

– Jesus spat on the ground and made clay of the spittle & anointed the man’s eyes with the clay.

– Told him to go & wash in the pool of Siloam .

– He went & washed & came back seeing.

– People doubted his identity.

– He confessed he was the one (blind man).

– He was asked how his eyes were opened.

– He answered, the man called Jesus made clay & anointed my eyes & said to me “Go to Siloam & wash, so I went & washed & received my sight.

– The pharisees said “This man is not from God, for he does not keep the sabbath”

– He was again asked to testify about the man who healed – He said, he is a prophet

– The parents were also asked if he was their son.

(b) Lessons Christians can learn from this miracle:

– The suffering of man gives Jesus an opportunity of showing the glory & the power of God on earth.

– By working on the Sabbath day Jesus meant to show us that there is no limit of day or time for doing god’s work.

– The use of spittle shows us that Jesus was keeping conformity with the curative methods & customs of the Jews of his time.

– Obedience to god’s will brings us remarks.

– The account of this healing also show us the gradual development of faith in the disciple of Jesus

– Jesus affirms that those who might reject his healing are spiritually blind.

– Jesus cast out the spirits of the unclean demon at Carpenaum – Feeding of five thousand

– Raising of Jairus daughter – Transfiguration

– Jesus calms a storm – Healing of a paralysed man

– Raising a window’s son at nain – Healing of centurion’s servant

– Unexpected catch of fish – Healing of ten lepers

– Healing a man full of leprosy – Heals a man possessed by demons

– A child seized by convulsing demon – Jesus, son of a virgin without a father.

CHRISTIAN RELIGIOUS EDU. II

PART 1

Give five reasons why it was difficult for the apostles to believe that Jesus arose from death. 5mks
Give five reasons why Christians should forgive 5mks
Write down five occasions when Jesus prayed. 5mks
Write down five qualities of God found in the Lords Prayer. 5mks
Write down five reasons why Christians should accept suffering as part of discipleship. 5mks
Write down five priviledges of a young initiated African man. 5mks
Give five reasons why burial rites are important. 5mks
Write down five reasons why children were important among the Africans. 5mks
Give five reasons for decline of female initiation. 5mks
Mention five factors which make (made) Africans to feel at home in independent churches. 5mks
Suggest five ways in which a Christian might test whether a person claiming to be Gods Prophet is

telling the truth. 5mks

Write down five reasons why unemployment was rare in Traditional African Society
Write down five reasons why Christians are opposed to child labour. 5mks
Identify five causes of death in traditional African Society. 5mks
List down five teachings about Jesus from Peters speech on the day of Pentecost. 5mks
State five effects of the conversation of Paul on the early church. 5mks
Give five qualities of the servant of Yahweh according to prophet Isaiah. 5mks
Give five duties of ordained people in the church. 5mks
Write down five motives that drive people to misuse drugs. 5mks
List down five reasons why people get married. 5mks

CHRISTIAN RELIGIOUS EDUCATION II

PART 1

MARKING SCHEME.

– It was an extra – ordinary event, outside their experience

– The story of resurrection was fore told by women, the disciples being Jews thought that it was idle tale

from women

– The disciples lacked faith and understanding, they had not understood, Jesus when he told them about

his resurrection.

– Their concept of a messiah was not a suffering Messiah, but a victorious one.

– Jesus helplessness during the arrest and crucifixion ruled out any possibility of resurrection.

– Conflicting stories confused them. Some were saying that Jesus arose, others said that the apostles stole

the body

– Events leading to his death, denial by Peter, betrayal by Judas made the disciples to question his

messiahship.

– Things happened so fast, death, burial, resurrection, too much for human mind to comprehend.

– The disciples had witnessed the death and the burial of Jesus hence convinced that he was dead / gone

completely 5mks

– We are forgiven by God, hence we should forgive

– So as to receive a reward from the father

– Others do forgive us

– God is perfect and Christians should be like him and that is why Christians should forgive.

5mks

3.- During the temptations.

– During transfigurations

– During the feeding of the 5 thousand

– During the pass over (prayer on the Mt. Of Olives garden of Gethsemene)

– On the cross 5mks

– God is loving, caring and good

– God is transcendent ie beyond human beings (who is in heaven)

– God is holy and worthy of worship (hallowed be thy name)

– God is eminent (near)

– Giver and provider ( give us our daily bread)

– God is protective (protects us from devil)

– God is forgiving, merciful and compassionate (forgive us our sins.)

– God delivers and deliberates (deliver us from evil)

– God is glorious (for thine is the glory)

– God is powerful (for thine is the power)

– God is eternal (everlasting) 5mks

– True commitment involves suffering , Lk 9:57 – 62 suffering brings salvation and redemption’s).

– Choosing eternal life involves suffering Mt 8:34 – 38 (leads one to heaven)

– Christ suffered hence Christians should suffer to emulate his mode of life

– It strengthens faith and develops endurance.

– Endurance manifests the glory of God

– Following Christ means self – denial and carrying the cross 5mks

– Could marry

– Could inherit

– Could be told the secrets of the community

– Could join adults

– Could become a worrior 5mks

– Give people a chance to release their grief and suitable rituals

– Enabled people to appease the ancestors

– Enables people to normalize life (life has to go on)

– Enabled people to bid farewell to the departed.

– United people (both the living and the dead) 5mks

8.- Inheritance

– Provision of labour

– Accumulation of wealth

– Enhancing ones social status

– Helping parents at old age

– Carry on with the lineage

– Sign of protection / security 5mks

– Western culture

– Christianity condemns it

– Medical reasons

– Modern education

– Modern ways of life 5mks

– Africans are allowed to carry on some of their cultural practices e.g circumcision / polygamy

– Africans use their language

– Africans have an opportunity to become leaders

– Africans use local tunes and instruments

– Africans generate finance locally

– Africans are led by fellow Africans. 5mks

– He must be holy

– Must be willing to take risks and self – sacrifices

– He must speak with authority

– Must be righteous

– His prophecies must be fulfilled

– Must be fearless 5mks

12.- There were no white collar jobs

– No paid jobs

– All aspects of life were integrated

– There was division of labour

– People accepted and appreciated any kind of work

– There was no need for training or professional skills/ no specializations

– No corruption / evils that can cause unemployment. 5mks

13.- Children are gifts from God

– Children should not be exploited

– Should be loved and taken care of

– Children are not objects, they are in a state of development physically, socially, mentally and morally.

– A child made to labour at the expense of his freedom to a better training employment will hate whoever caused this inconvenience when he grows up

– Children should be considered as human beings who are supposed to enjoy same rights and priviledges. 5mks.

– Sorcery / witchcraft

– Insulting deity

– Curse

– Natural causes / old age

– Capital punishment. 5mks.

– Jesus was Lord

– Jesus was the son of God

– Jesus was Christ

– Jesus was from Nazareth

– Jesus had divine/ human nature

– Jesus was sent by God to work miracles

– Jesus conquered death

– Jesus ascended into heaven

– Holy spirit is a gift from Jesus

– God had made Jesus both Lord and Christ

– Jesus is a descendant of David

– Jesus death and resurrection was a fulfilment of prophecy.

– Jesus was exalted and seated at the right hand of God. 5mks

16.

– Good news spread to the gentile world.

– Persecution of Christians decreased / hence increase in Christians

– Paul wrote letters of advice and encouragement to Christians

– Helped to set up structure of the church

– Spelt out the relationship between the church and the state

– Set a model for other Christians

– Defended the gospel against attacks

– Expanded new faith

– Interpreted Christian doctrines

– He became an apostle hence spread the good news 5mks

17.

– Chosen one of God / anointed / Messiah

– Will be a good shepherd

– Pleasing to God

– Gods spirit is in him

– Man of justice

– Patient, tolerant, endurance

– Humility/ non violent / weaker / gentle

– Courageous

– Righteous

– Liberator from oppression

– Knowledgeable, ready to learn, teacher

– God is glorified in him/ reflects Gods glory 5mks

18.

– Organize church services

– Incharge of offering sacrament

– Run church affairs

– Organize finances in the church

– Settle disputes among Christians and solve any problems that would arise

– Officiate in matters of marriage baptism and burial. 5mks.

19.

– Escape frustration

– Influence from others / peer pressure

– Curiosity

– Commercial advertisements

– Idleness

– Search for identity – showing off / a feeling of self importance.

– Prevention / cure of diseases. 5mks

20.

– For procreation

– Strengthening social relationship

– Get permission for legitimate use of sex

– In obedience to gods command and ancestors

– To avoid temptation of prostitution

– Acquire status in the society. 5mks

CHRISTIAN RELIGIOUS EDUCATION II

PART II

a. Why did the Israelites demand for a king 10mks
Why was Samuel against the idea of a king 10mks
What was the significance of the fact that the youngest son of Jesse’s eight sons was chosen to

become a king 5mks

a. Mention various factors which caused disunity in the early church and what possible solutions were

offered by Paul. 15mks

What causes disunity in the church in Kenya today and what are the solutions to these. 10mks.
a. Discuss the cause of high incidences of divorce in our modern society. 15mks
What problems are encountered by victims of divorce or separation 10mks
a. Outline the meaning and significance of initiation rites 15mks
Why are Christians baptised? 10mks
a. Both Jeremiah and Ezekiel had message of hope to the exiles. Narrate specific the message of

hope given by Jeremiah and Ezekiel to the exiles 15mks

What do you consider to be good qualities of a religious leader eg. Pastor 10mks
a. What is the biblical teaching on alcohol.
Give different reasons as to why people take alcohol.

CHRISTIAN RELIGIOUS EDUCATION II

PART II

MARKING SCHEME.

1.a. To be like the other nations surrounding them

– Wanted a viable king instead of their unseen king.

– Needed an army leader to inspire his people to rebel against their oppressors who had become more powerful and technologically more advanced than them.

– Needed a king to lead them to war.

– Samuel had grown old and his sons whom he had appointed to be judges for Israel did not walk his

ways / they had become corrupt and accepted bribes and prevented justice.

– They had rejected Yahweh as their king

– The King will take their sons and make themselves with his chariots / make them run infront of his

chariots

– Will take their daughters to be performers and cooks and bakers

– Will take the best of your fields and vineyards and give them to his attendants.

– Take a 1/10 of their grains and vintage and give them to his attendants

– Will take their maidservants and menservants and best of their cattle for his own

– Will become his slaves.

Significance.

Man looks at the outward appearance but God looks at the Inward appearance and that is why he

choose the youngest.

a.
Distribution of food: Greek speaking Jews (Hellemst) complained that during

distribution of food their widows were being discriminated because they were not pure Jews.

Solution: Paul appointed seven deacons to be responsible for the distribution of food so that

everybody was cartered for.

Leadership: Some claimed to be followers of Apollos who was a theologian, others followers

of Peter, others followed Paul because he was the founder of the church at Corrinth.

Paul was unhappy with these divisions and he adviced them to be united since the church is led by the power of the holy spirit. It was not the cleverness of the preacher that mattered, but all preached about Jesus who suffered and had been crucified. The personalities they rallied behind were messengers of God. Christ died for everybody. The should avoid dividing Christ into groups.

iii. Idolatry: Some Christians were eating meat offered to idols. These were the ones who had strong

faith and knew idols were powerless such actions misled others who were weak in faith. Paul that

enlightened Christians were free to buy and eat meat offered to idols but for the sake of weak

Christians they were to refrain from the practice lest they led the weak ones astray.

– He advised Christians to keep away from idol worship so as to avoid being joined to the actual idol.

iv Spiritual gifts: Some Christians thought speaking in tongues was great gift and started boasting about

it, this made other believers with other gifts to dry and prove there was the best and this created

disunity among the Christians.

Solution: Paul discouraged them from boasting and reminded them that all these gifts come from God and were to be used for strengthening the church and the common good of believers. He urged them to aspire for the greatest gift of all which is love.

Lords Supper:

Christians in corinth grouped themselves according to their status in society hence an abuse to the Lords supper.

– The rich ate plenty of food and got drunk while the poor watched. This made the Lords supper

loose its meaning and were concentrating more on social status.

– Purpose of Lords supper was for all to come together as believers to share the Lords supper.

– It reminded them of great love Jesus had for them by dying on the cross.

Solution: They were to approach Lords supper with honour and respect in order to avoid Gods

judgement.

Resurrection of the body: Some believed in resurrection of the body while others doubted it and it

created different feelings among them.

– Paul confirmed the resurrection of the body as proved by the fact that Jesus rose from the dead and

appeared to his disciples.

2b. Causes of disunity in the church today.

Leadership: Those who are power thirst want the top seats in the church for recognition purposes but not delivering the message.

Solution: All should have a call to be leaders in the church and should not aspire to show off.

Need purity of their hearts.

Misuse of church funds: this can lead to disunity in church.

Solution: Church funds should be accounted for and tabled so that all believers could know

how their funds were used.

iii. Backbiting: Some leaders backbite others thinking that they are better preachers and have many followers.

Solution: What matters is your faith in Christian but not fame. Since all are preaching the same

message.

Education: Those more educated than the others, tend to undermine those with lower education. What matters is the message, no matter what tactics are used, hence the truth must be preached without misleading. When pastors demand too much money from the congregation the freedom to offer what they want without dictating.

Solution: Should give the congregation the freedom to offer what they want without dictating.

Incitement caused by other churches towards another about their undertakings.

Solution: Each church to set their own priorities and not compete with other churches.

Social status – high class and low class those rich associating with the rich in the church and the poor with the poor hence no unity.

Solution: all are equal and should mix freely since they are all in the church for one purpose.

vii. Political influence.

3 a. Causes of high incidences of divorce in our modern society.

– Adultery and unfaithfulness / Extra marital affairs

– Childlessness / impotence / infertility

– Difficult and handicapped children

– Separation due to work/ careers, may lead others to divorce their wives

– Poor communication

– Finances: If there is no proper budgeting or open discussion about finances this can lead to

divorce.

– Level of education when one has higher education than the others, defending on how they handle

it may lead to inferiority / superiority complex hence divorce.

– Cultural differences.

– Impotence.

– Diseases eg. STDs

– Domestic violence

– Religious differences.

1 mark for mention

2 mark for elaboration (10mks)

– Become social misfits in the society

– Sexual un-fulfilment

– Psychological torture which can lead one to committing suicide

– Financial problems especially if one was not working and was relying on the other one.

– Jealousy – when you see other couples together

– Children lack both parental love

– Bitterness towards the other party can lead one party to kill the other.

– Children might seek other sources of love

– Lack of trust – you wouldn’t trust anyone again

– Promotes homosexuality / lesbianism

– Psychological stress leading to insanity / suicide

– Promotes diseases eg. multiple personality disorder.

– Makes children hate one parent or be against them because of influence from other parents

– Deterioration in physical health.

– Initiation introduced the youth virtually to the life in the community.

– Initiate became a member of a specific age group

– The initiate was allowed to participate in various responsible roles in society

– Initiation ceremony allowed communion with ancestors to take place

– The rites enabled the society to select future age-group leaders

– The rites acquainted the initiates with the rules and regulations regarding the social relationships

between men and women.

– After initiation, the parents of the initiates were promoted to higher social status in society.

– During and immediately after initiation, the initiates were temporary separated from other people

and they lived either in fields forest or in other specially prepared houses away from their homes.

– Initiates went through a period of withdrawal from society, during which they received secret

instructions before they were allowed to rejoin their relatives

– It appears the initiates experienced the process of dying and being reborn.

– Integration into their families meant that they were new members with new personality traits

– They cast off their childhood and become adults, in some societies they acquired new names.

– Introduction to adult life meant the initiates were allowed to share in privileges and duties of the

society. Ie Allowed to marry and acquire property.

– Initiation prepared the youth in matters of sexual life, procreation and other domestic roles

– Initiation rites were educative. They marked the beginning of acquiring society, wisdom which is

hidden from the youth.

– Initiates learn to endure pain and hardships live with one another, obey their seniors.

– Accept their present state which resulted from their disobedience, but God would need them

– Make new life for themselves in babylon by building houses, settling down, planting gardens,

marrying and having children Jer: 29: 4 – 6.

– Not to allow themselves to be destroyed or rebel against city and its inhabitants

– Encouraged to work for the good of the rulers and people in babylon and pray for their prosperity

so that they may also prosper Jer. 29:7.

– Not to listen or be influenced by false prophets or future tellers.

– That God would gather His people and bring them back to their land.

– The remnant will be restored and live in prosperity and peace.

– During their return God would guide them as a father or as a shepherd guides his children or flock

– Descendant of king David would be enthroned as king and would rule them with justice forever

(Jer. 23: 5 – 6; Ez. 34: 23 – 24)

– Jerusalem would be rebuilt and would be a source of Joy and pride (Jer 30: 18 – 22)

– Jeremiah bought a piece of land in Jerusalem to signify that exiles would return to Jerusalem and be

able to buy fields there (Jer: 32:36 – 44).

– Ezekiels call to repentance was because God does not take pleasure in the suffering of a sinner

(Ez 18:23)

5b. – Must speak the truth regardless the consequences

– Be ready to suffer for the truth.

– Set a good example to the people he is handling / others

– Must have a call from God

– Should not expect praises from people

– Must not be money conscious

– Must deliver the message (true) to the people as directed by God

– Should think of others before himself / herself spirit (love, joy, peace)

– Should not be an hypocrite.

a. – Alcoholism brings poverty prov 23:20

– Alcoholics suffer depression and they are miserable prov. 23: 29-30.

– Alcoholics cause trouble because they engage in violence, suffer from illusions and hallucinations

– Wine makes a person incapable of thinking clearly (hos 4:11)

– Isaiah condemns people who spent their time drinking ( is. 5:11 – 12)

– Wine leads people astray (prov 20:11)

– Wine is a gift from God (Deutro. 7: 13)

– Paul speaks against drunkenness (Eph 5: 18) Romans 13:13: 1cor 5:11)

– Wine like all Gods creation is a gift from God and is good but it becomes bad if misused.

6.b

– Escape frustration / release tension

– Influence from others

– Curiosity (to know the effects it has

– Due to advertisement / influence from advertisement

– Idleness

– To show off / prestige

– For pleasure

– Better digestion especially wine

– For social status.

CHRISTIAN RELIGIOUS EDUCATION III

PART I

State the five social and religious evils condemned by Jeremiah at the Temple Gate of Jerusalem. (5 mks)
State five religious conditions that existed in Israel before King Josiah carried out the
religious reforms. (5 mks)
What are the causes of unfaithfulness among married couples today? (5 mks)
Mention five practices by Christians carried over from Judaism. (5 mks)
What were the causes of death in African Traditional Societies? (5 mks)
How was law and order maintained in African Traditional Societies? (5 mks)
How can a Christian show responsibility to others in the community? (5 mks)
What was the significance of dowry in Traditional African Society? (5 mks)
What qualities made Peter to be a successful leader of the first apostolic church? (5 mks)
What do you think were the terms of Saul’s conversion? (5 mks)
What are the causes of evils as found in Genesis 3 – 11? (5 mks)
State five teachings of Jesus on forgiveness. (5 mks)
Why are Jesus’ miracles regarded as His saving works? (5 mks)
What factors helped to maintain Harmony and mutual responsibility in African traditional
communities? (5 mks)
What can Christians learn from the feeding of the five thousand people? (5 mks)
What features of worship were observable in the early Christian community? (5 mks)
How has Christianity helped in transforming the African Society? (5 mks)
Give five examples of independent churches in Kenya. (5 mks)
Why do you think it was mandatory for everyone to marry in traditional African communities? (5 mks)
List five evils committed by King Ahab according to Prophet Elijah. (5 mks)

CHRISTIAN RELIGIOUS EDUCATION III

PART II

(a) Explain the origin of sin and its consequences as found in Genesis chapters 1-11. (13 mks)

(b) What was Jeremiah’s understanding of suffering? (7 mks)

(a) Explain the New Testament’s understanding of the death of Jesus Christ. (10 mks)

(b) How was death understood in African Traditional community? (8 mks)

Compare and contrast the destiny of the soul in African Traditional Religion and Christianity? (7 mks)

(a) Why do you think there should be co-operation between the church and the state?

(8 mks)

(b) Explain the areas of ecumenical co-operation among churches in Kenya today?

(9 mks)

(a) What was the significance of Abraham’s call for him and his descendants? (8 mks)

(b) What is the relevance of God’s promises to Christians today? (8 mks)

What lessons can Christians learn from Abraham’s faith? (9 mks)

(a) How has modern Technology and Economy changed the Traditional African attitude to work? (9 mks)

(b) Explain in detail why a Christian should work. (8 mks)

CHRISTIAN RELIGIOUS EDUCATION III

MARKING SCHEME I

Five social and religious evils condemned by Jeremiah at Temple gate:

(i) Stealing.

(ii) Murder.

(iii) Following other gods.

(iv) Committing adultery.

(v) Perjury – cheating especially in Law Courts.

(vi) Burning incense to Baal.

(vii)Oppression of the alien, fatherless and widow. (5 x 1 marks)

Five religious conditions that existed in Israel before King Josiah carried out the religious reforms:

Temple prostitution.
There were many high places for worship of Baal and Asherah.
There was practice of human sacrifice which was done to idols.
Idol worship was even carried out in Jerusalem Temple.
The covenant way of life was abandoned.
There were many wizards who were consulted by the people. (5×1 marks)

Causes of unfaithfulness among married couples today:

Unfulfilled sexual desires.
Need for revenge. A man may have extra marital sex because the wife has it or the other way

round.

Craving sexual adventure.
Bad Company/ influence.
Temptations due to long periods of separation.
Drunkenness especially in the man.
When a woman is not supported financially she may turn to prostitution to earn money.
If a woman denies a man his conjugal rights he may turn to other women.

(Any 5×1 = 5 marks)

Five practices done by Christians which are carried over for Judaism:

Use of Psalms in worship.
Reading of Old Testament scriptures.
Communal prayers.
Giving of offerings to God.
Attending church services
Dedication of children to God.
Worship is conducted by Priests/Pastors.

(Any 5×1 = 5 marks)

Causes of death in African Traditional societies:

Divine will.
Insulting or dishonoring God.
Breaking a binding oath.
Breaking a taboo. (Any 5×1 = 5 marks)

How Law and Order was maintained in Traditional African societies:

Through oathing.
Through making covenants.
Through supervision by clan elders or Chiefs, Priests.
Through punishment of wrong doers (e.g. fines, caning, curses, ex-communication).
Through keeping customary beliefs and regulations.

(Any 5×1 = 5 marks)

How a Christian can show responsibility in the community:

Visiting and praying for the sick.
Caring for the needy.
Sharing in the problems of others.
Helping the needy in the society.
Evangelizing to the non-Christians. (5×1 = 5 marks)

Significance of dowry in African Traditional society:

It acted as marriage seal.
It was a show of appreciation by the boy’s family to the girl’s family.
It was a compensation to the loss of the girl.
It acted as constant reminder that the girl was not cheap.
Dowry served as a sign of the girl’s presence in her home.

(5×1 = 5 marks)

Qualities that made Peter to be a successful leader of the first apostolic church.

He was a good orator.
Peter had great courage – he spoke without fear even when he was sure he would face a persecution.
He was full of Holy Spirit that enabled him to speak as he did on the Pentecost day.
He performed miracles e.g. healed a cripple and raised Dorcas.
He would make right judgements under influence of Holy Spirit e.g. judged Ananias and Saphira.
Peter was ready to die for his faith – He accepted death by crucifixion.

(vii) He was a man of great faith. (Any 5×1 = 5 marks)

The terms for Saul’s conversion:

He was to preach to Kings and other men of high social status.
Saul was to be a messenger to the gentiles.
He was to be a chosen instrument set aside by the Lord himself.
Saul was to be made an example of Jesus Christ’s suffering for Christ’s sake.
Saul was to be a messenger to gentiles but also to Jews because he was a good Pharisee. (5×1 = 5 marks)

Causes of evil as found in Genesis 3-11:

Desire for worldly glory.
Temptation by Satan.
Disobedience to God.
Human weakness.

(vii) Jealousy. (Any 5×1 = 5 marks)

Jesus’ teaching on forgiveness:

We should forgive everybody even our enemies.
It is never too late to ask.
One should seek for God’s
God forgives those who repent.
Forgiveness should be unlimited.
God forgives those who forgive others.

(Any 5×1 = 5 marks)

Why the miracles of Jesus are regarded as his saving works:

The miracles show that Jesus is the Messiah who has come to set mankind free from sin.
Driving out of demons shows liberation of people from the power of Satan
The miracles of Jesus manifested God’s saving power.
Miracles of Jesus manifested god’s saving power.
Raising people from the dead shows that Jesus has conquered pain and death. (5×1 = 5 marks)

Factors that helped to maintain harmony and mutual responsibility in African traditional communities:

Observance of moral values or taboos and customs.
Belief in common ancestry.
Common ownership of land.
Common religious beliefs.
Communal work.

(vii)Concern for others shown through sharing.

(viii)Respecting the rights of others as defined by rules and regulations.

(Any 5×1 = 5 marks)

What Christians can learn from the feeding of the five thousand:

Should seek the imperishable food the word of God.
Should be able to share what they have with others.
Recall the Old Testament prophecies about the Messianic Banquet.
Jesus is the bread of life.
Not to be anxious about material and physical needs.
Should show concern for the needs of others.
Jesus has power over nature. (Any 5×1 = 5 marks)

Features of worship observable in the early Christian community:

They attended Temple worship.
There was the anointing with oil.
They had special hours for prayers.
They had fellowship in their private houses.
Baptism was a must for those who were to join the new people of God.
They underwent the Apostles’ instructions. (Any 5×1 = 5 marks)

How Christianity has helped in transforming the African society:

The church offers recreational facilities.
Reduced fear of witchcraft, sorcery and magic.
Helped in dropping rituals which were a threat to health.
Formal education brought by Christian missionaries has changed African lifestyles.
Polygamy is dying out giving room to Christian monogamy.
Formal education replaced informal education.
Traditional beliefs have been replaced by Christian beliefs. (Any 5×1 = 5 marks)

Examples of Independent Churches in Kenya:

Church of the Holy Spirit (Dini ya Roho).
African Independent Pentecost Church.
African Greek Orthodox Church.
Legio Maria of Africa.
Pentecostal Assemblies of God.
African Brotherhood. (Any 5×1 = 5 marks)

Why it was mandatory for everyone to marry in Traditional African Communities:

To continue family and clan through procreation.
To prove one’s fertility.
So as to be remembered after death through naming by their children.
To have many relatives and friends because African marriages joined families.
To earn respect as unmarried people were never respected in African traditional societies. (5×1 = 5 marks)

Evils committed by King Ahab according to Prophet Elijah:

Worshipped Baal and Asherah.
Built temples for Baal and Asherah.
Married Jezebel who was not an Israelite contrary to Old Testament teachings.
Killing Naboth and his family;
Taking Naboth’s vineyard. (5×1 = 5 marks)

CHRISTIAN RELIGIOUS EDUCATION III

PART II

MARKING SCHEME

(a) The Origin of Sin:

Man was created good and innocent.
His relationship with the Creator was perfect.
He was endowed with the will to choose between good and evil.
The man and woman were tempted by the serpent/Satan to eat the forbidden tree/tempted to eat the fruit of the tree of knowledge.
Both rebelled against God/Creator, willfully disobeyed God.
Man sinned when he desired to be like the Creator which was not the intention of God.
It was because of his pride and desertion of God’s love and guidance that he violated the will of the Creator. (Any 4×1 = 4 marks)

(II)

The consequences of sin:

(i) Adam and Eve were expelled from the Garden of Paradise/Aden where they lived under God’s great

care.

(ii) Man no longer could communicate with his Creator, for the communication was broken.

(iii) Man and woman became ashamed of their nakedness or a feeling of guilt resulted.

(iii) Sex, which was blessed by God, became a shameful act.

(iv) Life became a matter of struggle for man now has to eat from his sweat or toil to survive.

(v) Work became an unpleasant engagement.

(vi) Man was to populate the world with his offspring. However child bearing became a fearful and painful

experience.

(vii)The woman became subordinate to man because she has to do his will.

(viii) Man was to struggle against hostile nature full of thorns/hardship.

(ix) Sin spread all over the world (Gen. 4-11).

(x) Man struggled to reach the Creator with no success.

(xi) Death resulted. (Any 9×1 = 9 marks)

(b) Jeremiah’s understanding of suffering:

The theme of suffering starts with Jeremiah’s call whose mission was to deliver an unpleasant message to the people.
Judah suffers because of her failure to live to the ideas of the covenant way of life or their rejection of Yahweh’s love for them.
The home of David had to suffer because of the unfaithfulness of her custodians or rulers who did not portray the character of their forefather David.
His life is a good example of an innocent person suffering because of the evils of his society. He suffered greatly even to the point of accusing God of betraying him.
The massive defeat of Judah by foreigners which was God’s judgement was aimed at warning the people of their religious and moral failures.
Jeremiah experienced a terrible conflict in himself almost wanting to give up his prophetic mission.

(vii) God shared his agony of suffering when his people rejected Him and persue evils.

(viii) The innocent could suffer not because of punishment from God as the Israelites believed but due to existence of evil.

(ix) After the suffering, those who accept it in the right spirit, a great era of great joy will replace it. Judgement and suffering of God’s people keep a ray of hope.

(Any 7×1 = 7 marks)

Christian understanding of suffering:
Jesus gave a good example of suffering and he taught his disciples suffering was part of their being followers of Christ. True followers are those who accept suffering.
Innocent suffering is part of the redemptive purpose of God.
Peter says that it is through suffering that the faith of the believer is strengthened.
Those who are not discouraged and endure suffering, will be made perfect.
It is through trials and temptations that man seeks God’s guidance and protection. It makes Christians rely on the divine love of God.
They are assured that the end of suffering and evil is promised in the final victory of God.

(vii) It is in this suffering that Christians share in the glory of God through Jesus Christ.

(viii) When Christians suffer, they witness to Christ in the world.

(ix) Suffering can be as a result of social, political, moral and economic situations surrounding the Christian community.

(a) The New Testament understanding of the death of Christ.:

The death/the cross is the means by which the Kingdom of God is established.
In the gospels, Jesus spoke with his disciples about his coming death which was doing the will of God.
In John’s gospel, the death is the ‘hour’ when the son glorifies the father and the father glorifies the son.
The blood shed on the cross is the blood that seals the New covenant.
The death is a sacrifice that atones man’s sin/the pascal lamb which liberates man from the bondage of sin.
Since God’s loved the world, he gave his only beloved son whose death is the sign of God’s love for sacrifice of Christ.
It is the meeting point between the divine and the human – Jesus sealed the gap that separated

man with God – direct communication between man and God (e.g. the cutting of the temple

curtain).

(viii) The Roman soldier at the time of Jesus’ death confessed that Jesus was surely the son of God.

(ix) The death symbolized the day of God’s judgement and the beginning of a new age (e.g. the criminals crucified with Jesus and the dark that covered the whole world at the time of his death).

(x) Jesus is both the suffering servant Messiah and a universal Messiah.

His death broke the hard hearts of men – the crowd that jeered at him was moved when Jesus died.
It symbolized the victory of good over evil.
The death was the source of boldness during the apostolic preaching since they believed that they

had already been saved and incorporated in the risen Lord. (Any 10×1 = 10 marks)

Death in African Traditional Community:
Death was one of the stages of life/a link between the physical and the spirit world.
Death normally was not associated with natural happening but always has a religious or mystical explanation.
It was not a very welcomed occurrence and especially when one died while young, it was feared.
It could be a punishment from the spirits or God for misbehavior in society.
Could be a warning or activities of an evil spirit.
The Africans believed that the spirit left a person when he died to join the spirit of those who had died before.
The dead still continued to link with the living.
The death of an old person was taken as being called by God to join the spirit world.
Death brought sadness to the bereaved and neighbours.
It was a phenomena after which people had to be purified to ward off more deaths.
The Destiny of the soul in African Traditional Religion and Christianity:
Both believe that at death the soul separates with the body.
Both African Traditional Religion and Christianity believe that there is transformation and change in state.
In Christianity the soul goes to purgatory(Roman Catholicism) to wait for final judgement whereas in ATR it joins the spirit world.
While Christians talk of final resurrection, this concept is lacking in African belief systems.
In African Traditional societies the soul goes in the sky or underground, for Christians it goes to heaven.
The living dead exercise powers over the physically living while such concept is not in
Both traditions believe that the fate of the soul is determined by the life led by the individual when he was alive.
In traditional African beliefs the spirits of the dead were feared, a belief that does not exist among Christians.
African communities poured libation to appease the departed, a practice that is not encouraged by Christians.
After a certain period of time, the spirits of the dead fade away in the world but in Christianity the soul awaits the final judgement.
The ancestral spirits acted as messengers between the living and the spirit world whereas in Christianity the communication is by the Holy Spirit.
In both traditions the spirits of the dead are nearer to God than those physically living. (Any 7×1 = 7 marks)

(a) Why there should be co-operation between the church and the state:

The state and the church belong to one Nation hence they have similar goals – National goals.
Both the state and the church meet at fund raisings for the church as well as in state ceremonies i.e. politicians attend church functions and Christians attend state functions.
The state provides security for all people including Christians e.g. police are called upon to maintain order when we have functions in the church , while the church takes care of spiritual needs of the people.
Today some Government officials hold important positions in the church while also some Christians hold important positions in the Government
The church and the state co-operate in condemning immoral and criminal activities in the society.
Both must co-operate because they serve the same community.
Christianity teaches that all Authority comes from God and all Christians must obey state laws.
Both church and state co-operate in the provision of health, education and other social needs of the community. (8×1 = 8 marks)
Areas of ecumenical co-operation among churches in Kenya today:
Different churches are involved in provision of medical services throughout Kenya.
Today we have some Theological colleges training church ministers from different churches e.g. Pan African Christian College, which trains pastors from all Protestant churches.
Nearly all churches lead religious programmes on Sundays on the Kenya Broadcasting Corporation (KBC).
The Bible Society of Kenya is made up of many churches and its main function is translation of the Bible into local languages.
Different churches join hands in Harambee functions to build churches and schools.
Many churches come together and give food relief in areas that are seriously hit by famine like North Eastern Kenya.
Today different churches hold joint prayers in schools.

(viii) Today the church helps the government in preparation of C.R.E. curriculum,

syllabuses and text books.

Inter-church marriage is a major area of co-operation among churches in Kenya. (9×1 = 9 mks)

(c) Effects of translating the Bible into local African languages:

It is possible for Africans to participate actively in preaching the gospel.
The Bible became a learning resource.
As a result of translation of the Bible into local languages many people can read the Bible in their own vernacular.
It promoted revival movements.
It became the first book to be written in African languages.
Translation of the Bible into African languages led to the development of some African languages.
It encouraged people to learn how to read and write so that they could read the Bible for themselves.
It led to the development of the spirits of ecumenism as many churches came together in the translation of the Bible in African languages.
Translation of the Bible in African languages contributed to the development of African Theology. (8×1 = 8 marks)

(a) The significance of Abraham’s call for him and his descendants:

They are expected to emulate Abraham’s example (Heb. 8:9-19)
God’s promise was not a personal reward to Abraham. It was part of a grand plan through which all mankind would benefit. (Gen. 12:3). He is the ancestor of Jesus who brought salvation to all men (Acts , Gal. 3:16, 29).
The willingness of Abraham to leave his motherland and go to a strange land signified an act of faith.
To Abraham’s unquestionable act of faith, the chosen people (Abraham’s descendants) owe their existence and destiny.
Abraham ‘s descendants must note that physical descent from Abraham it not enough to guarantee them God’s blessing. (Mt. 3:9). (Any 4×2 = 8 marks)
Relevance of God’s promises to Christians today:
Abraham was promised that his descendants will be delivered from physical oppression while Christians are promised deliverance from spiritual oppression.
While to Abraham circumcision was a physical sign of inner faith, baptism is the physical sign of inner faith.
Just as Abraham was promised protection by God, so also are Christians assured of God’s protection.
While Abraham was promised the land of Canaan, the Christians are promised eternal life/kingdom of God.
Abraham was promised fame/greatness. The Christian leaders (some of them) are great.
While Abraham was promised a heir, the Christians are expected to be heirs of the kingdom of God.
Christians are beneficiaries of Abraham’s promise that all mankind will receive God’s blessing.
As Abraham was promised that his descendants will be many in number Christians too expect to be many in number. (Any 8×1 = 8 marks)
Lessons that Christians can learn from Abraham’s faith:
They should be ready to accept God’s call as Abraham did.
They should be prepared to inherit.
They should be ready to accept they will always have God’s protection as Abraham believed.
They should accept to be sent anywhere as Abraham did when he was to move from the known land to unknown land.
They should be confident/trust in all God’s promises.
As Abraham was essentially chosen by God because of his faith, so also are Christians chosen.
They should have trust that God will always answer their prayers/their requests.
They should have faith that God is not ready to destroy life but rather save it as he did to Isaac.
They should be ready to sacrifice anything that God requires from them as Abraham was ready even to offer his son as a sacrifice.
They accept that they will be great in serving God just as Abraham accepted to become great.

(a) How modern technology and economy changed the Traditional African Attitude to work:

Today there is change of roles. Duties which were done by man only are being done by women and also duties which were done by women only are also being done by men.
One’s talents are not fully utilized because of job specialization.
Today some people have machines to work for them as opposed to the idea that everyone was a worker in Traditional African societies.
In modern society some people do not want to work but they want to earn a living through begging, stealing and playing games like gambling.
Today people view work in terms of career, which one gets into after work as part and parcel of entire life process. That is work begun at youthful stage upto old age till one was too old to work.
In traditional African communities, age, sex and inheritance determined the work one did but today the choice of the occupation one does is determined by the education he has received.
In traditional African communities there was co-operation in work, but in modern society there is steep competition that may lead to rivalry.
Today some people are doing unacceptable jobs like prostitution just to earn a living.
In modern society work is meant to benefit an individual whilst in traditional African communities work benefited the entire community.
Unemployment was unheard of in traditional African communities because everyone was employed but today it is a common problem.
Today job inheritance is rare but in traditional African communities many jobs were inherited from parents e.g. blacksmith, craftsmanship.

(8×1 = 8 marks)

Why Christians should work:
To Christian work is a way of furthering the creation activity of God.
Christian work because Paul said that those who do not work should not eat.
Through work Christians avoid parasitic life.
Through work Christians avoid idleness, which lead to sin.
Christians work to protect or care for God’s creation.
Through work a Christian can serve his community.
In work a Christian provides for life’s
Christians who work can share their incomes with the less fortunate members of the community.
It is necessary for a Christian to work because God blesses the hardworking. See Psalms 128;1.
Christians work because God instituted work during creation. God commanded human beings that they must work. (8×1=8 marks)

Effects of alcoholism on career:
Alcoholism affects one’s efficiency at work. Infact it reduces performance significantly.
Alcoholism can easily lead one to embezzle public funds, which are entrusted to him.
Alcoholics may have great risks in their career especially drivers, who cause accidents when they drive under the influence of alcohol.
A lot of money is spent on drinking at the expense of the basic necessities like food, shelter, and clothing.
Drunkards may collide with fellow workmates hence affecting one’s career.
Alcoholism affects the health of a person rendering one ineffective at work.
Alcoholism may lead to break-up of one’s family and this adversely affects one’s performance at work.
Alcoholism may make one to absent himself from work..

(8×1 = 8 marks)

CHRISTIAN RELIGIOUS EDU. IV

PART 1

Give FIVE occasions when Jesus prayed (5mks)
Give teachings Christians can learn from the parable of the good Samaritan (5mks)
State FIVE methods used by missionaries to improve the living standards of the Africans. (5mks)
State any FIVE moral obligations of the state to her citizens (5mks)
List FIVE occasions when Jesus appeared to his disciples after resurrection (5mks)
Outline any FIVE modern idols that threaten the worship of God in Kenya today. (5mks)
Outline any FIVE factors promoting prostitution in Kenya today. (5mks)
State FIVE gifts of the holy spirit (5mks)
Outline any FIVE social injustices, which were condemned by prophet Isaiah. 5mks)
What FIVE factors united African traditional community (5mks)
Identify FIVE rights of an employer (5mks)
State FIVE ways in which the church continues with the mission of Jesus. (5mks)
Outline any FIVE evidences that Jesus arose from the dead. (5mks)
State FIVE lessons that Christians learn from the repentant THIEF during the crucifixion of Jesus. (5mks)
State FIVE effects of the conversion of Paul on the early Church.
Mention FIVE problems Christian churches face in Ecumenical co-operation. (5mks)
Mention FIVE Christian alternatives to marriage. (5mks)
List FIVE characteristics of independent churches (5mks)
Mention FIVE ways through which people misuse wealth. (5mks)
With reference to Gen. 3:11, state FIVE causes of evil (5mks)

CHRISTIAN RELIGIOUS EDU. IV

PART 1

MARKING SCHEME

Five occasions when Jesus prayed.

After his baptism in the wilderness.
At a table in Emmaus after resurrection.
Before choosing the twelve apostles
When he taught his disciples how to pray
Before/during the transfiguration
On the cross
Before feeding the 5,000 and 4,000 men.
During the last supper.
In the garden of Gethseman

Any 5 pts 1×5=5mks

Teaching Christians can learn from the parable of the good Samaritan

Concern for others
Readiness to help one in need
Eternal life is for those considered unworthy
Faith without deed is dead
Ceremonial laws do not put us right before God
They should not have a holier than the attitude
They should not discriminate. Any 5 pts 5×1=kmks

Methods used by missionaries to improve African living standards.

Educating the Africans
Introduction of cash crops
Opening up of hospitals to improve their health
Teaching them hygiene
Studying legitimate trades
Vocational training
Introducing western culture e.g

Any 5 points 1mk each = (5)

Moral obligations of the state to her citizens. (5)

Protect the citizens from eternal aggression
Maintain and uphold bill of rights.
Provision of essential services
Developing economic policies e.g. creation of employment.
Upholding justice.
Maintaining law and order/stability.

– Provision of fair tax system.

Any five 5×1 =5

Occasions when Jesus appeared to his disciples after Resurrection. (5)

To Peter
Disciples on the way to Emmaus
Disciples in a closed room
Disciples fishing
To Thomas Any other relevant point 5×1=5

Modern idols threatening worship to God.

Wealth – Power politics – State personalities
Fame – Beauty/Glamour – Sex
Sports – Education/Career/Profession Any other relevant point 5×1=5

Factors promoting prostitution in Kenya. (5)

Unfulfilled sexual desires
Uncontrollable sexual craving
Economic difficulties
Sugar daddies/mummies
Rural/ urban migration
Divorce
Poor upbringing
Peer influence
Pornography/films

Any five pts 5×1=5

Gifts of the holy spirit (5)

– Miracles – Tongues

– Healing – Decrement of spirits

Faith
Word of wisdom’s – Interpretations of tongues
Prophecy
Word o knowledge

Any 5 points 5×1 =5

Social injustice condemned by Isaiah (5)

Oppression of the wisdom and orphans
Greed that led to exploitation of the week
Practices of library
Cursing those who can no longer distinguish good from evil

Factors uniting African traditional communities (5)

– Sharing – Communal work

– Marriage – Virtues

– Children – Religious beliefs and practices.

– Roles

– Observation of social norms. Any 5pts 5x = 5

Rights of an employer. (5)

Obtaining business without undue interference from the government
A right to enjoy the fruits of their business
Getting a fair days work from their employees
Forming associations of their own choice
Protection from unfair competition
Fair taxation
Repatriation of their profits abroad Any other relevant point 5×1=5

Ways in which the church continue with the mission of Jesus

Through medical work/ establishment of hospitals.
Participation in Education in order to contribute to the welfare of people
Providing pastoral care
Administration of sacraments
Worship/praying for the sick
Provisions of employment opportunities in their institutions.
Involvement in social/communal work
Involvement in agriculture/technical/industrial work to improve the standard of living of the people.
Living exemplary life for others to emulate.

Any other relevant point 5×1=5

Evidences that Jesus arose from the dead.

The angel told the woman that Jesus had risen
Jesus appeared to Mary Magdalene
The woman who visited the tomb found it empty
His appearance to the disciples at Jerusalem
Jesus appeared to the two disciples of Emmaus.
Jesus shared a meal with his disciples after resurrection in Jerusalem.
Thomas felt the scars of Jesus hand.
The disciples witnessed Jesus ascend to heaven after his death

Any five points 5×1=5

Lessons learned from the testimony of the repentant thief. (5)

It is important to correct erring brother .sister the way the repentant thief did
Recognition of ones sinful condition so as to repent.
Jesus had no sin/did not deserve death
Jesus had power to overcome death /would resurrect.
Jesus is the Messiah /Lord.
Jesus is the savoir of mankind.
Jesus would establish Gods kingdom for the saved.

– Jesus is merciful to the repentant sinners. Any 5 pts 5×1=5

Effects to the convertion of Paul on the early church. (5)

Establishment of Jerusalem council
The first apostolic council
Establishment of churches in the gentile world e.g corrinth. Gallatia
Solving the nagging problems in Corinth eg marriage, Lords supper, food offered to idols
Writing the epistles of exhortation/ encouragement to the established churches eg. Rome, Titus.
Led to the spread of the gospel in the gentile world/ tribulations to his ministry eg imprisonment,

confinement.

Any 5 pts 5×1=5

Problems of ecumenism (5)

Some churches have withdrawn their cooperation.
Some churches fear loosing their identity
Theological differences/interpretation of the Bible /day of worship
African Christians have strong denominational loyalties
Accusation of fellow church ministers before high authorities
Failure to involve Africans in formation of church unity
Controversy over female circumcision
Inferiority complex due to semi –education/illiterate leaders.
Religious prejudice/filling of superiority by some churches.
Racialism /tribalism
Culture differences/language differences.

Any 5×1=5

Christian alternatives to marriage.

Consideration of oneself as eunach for the kingdom of God

– Remaining unmarried to serve God.

– The claim by some Christian to have received a call to lead a celibate life.

– The claim by some Christians to have married Jesus and thus not accepting matrimonial relationships.

– Some church leaders are required not to marry eg Catholic Priest, bishop pope.

– Some Christian choose to devote all their time in serving the community and so don’t marry eg

catholic nuns.

Any 5×1=5

Characteristics of independence churches

– African leadership/controlled by Africans

– Member were mostly local people

– More allowances are given for the integration of African traditions into the church.

– Emphasis in on spiritual experience

– They all confess Christ as saviour and lord.

– They are Christian churches

– They use local language in their worship

– Emphasis is on church as community closer communities.

Any 5×1=5

Five ways through which people misuse wealth

– By over indulging in alcohol / drugs

– By indulging in immoral practices some of prostitution, sex tourism, extra marital sex.

– Use of wealth in gambling which might lead to loss of it.

– By buying luxuries e.g expensive clothes, cars which are not necessary

– Using wealth to frustrate – exploit others

– Using wealth to bribe to get out of problems

– Using wealth to buy positions, power status, votes or get employment.

– Use wealth to show off.

Any other relevant 5×1=5

Causes of evil (Gen . 3-11.)

– Disobedience to the will of God (Adam and Eve)

– Temptation by satan (Adam and Eve yield)

– Desire for worldly glory (the tower of Babel) or pride.

– Human weakness/ violence / drunkenness

– Jealousy /rivalry (as in the case of Cain and Abel)

– Anger (Cain)

– Lack of self control/lust

Any 5 pts 5×1=5

CHRISTIAN RELIGIOUS EDUCATION IV

PART II

a) Discuss the teaching of Jesus on the role of the holy spirit. (9mks)
b) Explain how the power of the Holy Spirit is seen at work in the independent churche in (16 mks)
a) Describe the call of Abraham. (9mks)
b) What was the significance of this call in relation to his future life and that of his (12 mks)
c) What does circumcision mean to the descendants of Abraham. (5 mks)
a) Describe the activities which took place on the day of Pentecost. (12mks)
b) Explain the teachings of Jesus on the coast of discipleship. (8 mks)
c) Outline the significance of suffering to a Christian today. (5 mks)
a) Explain the factors that have affected the traditional African responsibilities to God, spirits and

ancestors. (14 mks)

b) What problems do contemporary parents encounter in guiding and counseling their Children,.

(11 mks)

a) Why were Josiah`s reforms necessary during the time of the prophet Jeremiah . 8 mks)
b) How were the reforms carried out. (12mks)
c) What were the results of the reforms (5 mks)
a) Show how a persons work may be another persons leisure activity. (10 mks)
b) Explain ways in which an employer can motivate his employees. (7 mks)
c) Why is it important for a worker to be allowed to have a rest. (8 mks)

CHRISTIAN RELIGIOUS EDU. IV

PART II

MARKING SCHEME.

Q1. The teaching of Jesus on the role of the holy spirit.

The Holy Spirit will take the place of Jesus after physical departure.
The role of the Holy Spirit was to represent and glorify Christ in the church. i.e to encourage build, edify etc.
The holy spirit reveals truth about God .
To be helper who stays forever
To make the world aware of its sins and the judgement of sin.
To continue to guide and teach the disciples about God .
To continue with the work of Jesus witnesses
To speak on behalf of God the Father i.e.the messenger of God.
To make the world aware of the righteousness of Christ.
To make the world aware of the overthrow of the devil.
To work as wise counselor.

Any 9 points @1mk= 9mks

How the power of the holy spirit works in independent churches.

– Their evangelists are inspired by the Holy Spirit to preach.

– Their evangelists preach with power, courage and boldness.

The Holy Spirit leads them to predict /prophecy) certain future events.
They cast out demons by the power of the holy spirit / in Jesus name
It leads members to publicly repent their sins/ask for forgiveness
It guides them to make right decisions.
They are led to speak in tongues
Leads them to dedicate themselves to Gods work e.g evangelism.
The Holy Spirit helps them to overcome temptations.
It gives them love, joy/happiness/mutual understanding.
It helps them pray for the sick/heal the sick /perform miracles.
It assists them in interpreting the tongues.

Any 8 ponits @ 2mks = 16 mks

Q 2. a) The call of Abraham.

It was through a dream / vision/an inner voice
God told him to leave his home/familiar land/haran to unknown land/Canaan.
He obeyed /trusted God
He was 75 years /an old man
On the way he set up two alters at Shechem and Bethel

Any 4 pts 2@ = 8mks

The significance of Abraham`s call

Abraham would be the founder /father of a great nation.
Abraham would be blessed
Abraham would be a blessing to others
Abraham’s name would be great
His descendants would be given a land of Canaan
His own son by Sara would inherit his property
Their names were changed to Abraham and Sara from Abram and Sarai
Circumcision was to serve as a sign of covenant between God and Abraham.

Any 6 pts 2mks @ = 12mks

Meaning of circumcision to Abraham’s descendants.

A sign of covenant with God
A bound of relationship as the people of God
The initiates are joined to God
The initiates are joined to ancestors (Abraham’s)
A mark to identify Abraham’s people.
It was compulsory. Any 5pts @ 1mk = 1×5 = 5mks.

Q.3 a) Activities which took place on the day of the Pentecost .

The disciples gathered together in Jerusalem.
They prayed
A sound came from heaven and filled the room like a rush of a mighty wind
Tongues like of fire appeared and touched them
They were filled with the power of the holy spirit
They (the disciples) talked in foreign languages / tongues,.
The on lookers were amazed
Those who observed them said they were drunk
Peter stood and explained the case of the disciples as being the work of the holy spirit
Peter told the Jews around that the lord they rejected and crucified had filled them.
People asked Peter what to do
Peter told the people to repent and be baptised
On that day 3000 people joined the Christian church

Any 12 pts @ 1mk = 12mks.

b) Teaching of Jesus on the cost of discipleship.

One must self deny himself/take up the cross and follow Christ/accept suffering

(Mark 8: 34-38)

One must be totally committed to Christ /his work/preaching/teaching the word of God / No turning back (Luke 9: 57 – 62)
One must cost to persevere (Luke 14 :25-33)
One must renounce all that one has in order to follow Christ and be a disciple (LK 18:18-30)
One must deny all in order to follow Christ e.g hate brothers/ Mothers/ Sister/ Wife for Christ’s Any 4 pts 2 mks = 8mks.

c) Significance of suffering to a Christian today.

To emulate Christ’s sufferings
It leads to eternal life
It brings redemption
It trains one to endure / prepare for hard times/ persecutions
It is a sign of true commitment Christ / God creator
It manifests Gods glory
It acts as a test of ones faith
It act as a test of ones faith
It strengthens a Christians faith.

Any 5 pts 1mk @ = 5mks

Q4. Factors that have affected the traditional African responsibilities to God, Spirits and ancestors.

Money economy i.e success depends on money / wealth
Science and technology ie relying on interpretation of catastrophes and epidemics etc
Witchcraft
Worship of power
Christianity and its teachings
Western cultures
Western education
Fame /heroship
Competition among people in all fields i.e business.

Any 7 pts @ 2mks = 14mks.

b) Problems contemporary parents encounter in guiding and counseling their children

Influence of modern education
Different religions / religious denominations and traditions.
Lack of forums for parents and their children for teaching traditional values.
The school systems
Pluralism exposure to other cultures/ lifestyles
Differences in traditional and Christian teachings.
Ignorance of some parents differences of beliefs/ traditions of educators.
Intermarriages
Freedom of worship in the country
Influence of mass media
Money economy and salaried employment
Urbanization
Changing roles in leadership patterns
Communication barriers between the youth and parents.

Any 11 pts @ 1mk = 11mks.

Q5. Why Josiah`s reforms were necessary.

They were aimed at bringing Israelites back to the worship of Yahweh.
The found scroll by the high priest had laws of God which had been forgotten
King Josiah in examining the scroll discovered that Mosaic law /the covenant way of life long forgotten were very important to the people of Israel.
The teaching in the scroll was new to the king made him troubled and he had to improve the situation.
God was bringing back his people to the covenant way of life.

Any 4 pts @ 2mks = 8mks

How the reforms were carried out.

He searched for a prophet for guidance
Josiah commanded all the people of Jerusalem to come to the Temple
Prophetess had prophesied doom for those who had turned away from the covenant way of life/ Gods mercy for the repentant
Josiah read to the people all the words of the book of the covenant.
He performed a ceremony of the renewal of the covenant on behalf of the people.
The people and the king pledged themselves publicly to walk after the Lord/ keep God`s commandments
The king ordered for the cleansing of the temple/ Jerusalem/ all places
The king destroyed all high places Canaanite gods/idols were worshiped.
He burnt all objects for the worship of baals /Ashesah
He executed the pagan priests
He drove wizard /evil doors out of Jerusalem into hiding
He pulled down places where Temple prostitution was carried out.

Any 6 pts @ 2mks = 12mks.

The results of the reforms

The reforms did not change the heart of the people
The people did not understand the words of the reforms/laws
However, they stopped worship of caanite gods in public
The old evils of Israel were immediately revived
There had been no return to the covenant way of life

Any 5pts @ 1mk = 5mks

Q6. a) How a persons work is another s leisure activity

Playing a game like football
Reading a novel/magazines compared to reading for examinations.
Fishing / shamba work
Eating / drinking to satisfy hunger/ thirst and going for dinner/ wedding parties
Sleeping as a body function and sleeping after lunch

Any 5 pts @ 2mks = 10mks

Ways in which an employer can motivate his employees

By incorporating them as partners in business/ allowing them to buy shares.
Sharing profits with them
Appreciating their work
By setting good example / being respectful/hardworking/punctuate
Practice of charity /good will
By paying terminal benefits
Allow employees leave/ rest with their families
Allow them time for entertainment’s/ leisure /worship etc
Treating the employed humanly

Any 7 pts @ 1mk = 7mks

Reasons why it is important for a worker to be allowed to have a rest.

To worship/ fellowship/ counseling /preaching.
For family union
To socialise with others in activities such as harambees.
For cultural development eg dances
For personal development e.g reading /farming.
For hobby activities
To attend celebrations e.g. Moi Day
To travel
To regain lost energy
To explore nature appreciate Gods work
To improve on ones talents
To allow one to meditate over ones problems/short comings

Any 6 pts @ 1mk = 8mks

CHRISTIAN RELIGIOUS EDU. V

PART I

Give five advantages of polygamous marriages in Traditional African Society. (5mks)
State five revelations of the angel about Jesus during his birth annunciation. (5mks)
State five factors that lead people to sin today. (5mks)
State five occasions when God protected and guided Moses before and during the exodus. (5mks)
State five reasons why Jesus used parables in this teachings. (5mks)
State five advantages of translating of the Bible into African languages (5mks)
Identify five rights of an employee. (5mks)
State five ways through which a Christian can use wealth to serve God. (5mks)
State five significance of Jesus resurrection to Christians (5mks)
State five roles of a citizen to the state. (5mks)
State five importance of suffering to a Christian today. (5mks)
Mention five costs of discipleship.
List five importance of circumcision in African traditional society. (5mks)
State five problems which face those who are self employed in Kenya today. (5mks)
State five consequences of separation in a family. (5mks)
Give five symbols used to express unity of believers in the New Testament. (5mks)
Name five forms of modern leisure. (5mks)
Give five obstacles to complete church unity in Kenya. (5mks)
Give five factors which a Christian seeking a vocation will consider. (5mks)
State five reasons why some people in the society abstain from marriage. (5mks)

CHRISTIAN RELIGIOUS EDU. V

PART I

MARKING SCHEME

Advantages of polygamous marriages in T.A.S.
– Many children were considered as wealth.
– Polygamy was a show of wealth.
– Many children provided abundant labour
– It acted as a marriage security to a husband e.g death of one of the women.
– It guaranteed family existence and continuity.
– Children acted as a source of security to the family. (5marks)
The angels revelation about Jesus during his birth annunciation:
– That Jesus will be great.
–     Jesus will be called the son of the most high God.
–     God will make Jesus a king as his ancestor David.
–     The kingdom of Jesse will never end.
–     His name was given as Jesus.                                                                            (5mks)
Factors which lead people to sin
– Power struggle
–     Greed/Materialism
–     Jealousy
–     Egoism
–     Lack of morals and character formation.
–     Insecurity
–     Extreme poverty                                                                                               (5mks)
Occasions when God guided and protected Moses.
– God guided Moses to elect his successor
–     When Moses was leading the Israelites in the desert. (Desert enemies )
–     When being given the ten commandments to help him guide his people.
–     During the crossing of the Red Sea.
–     When he performed miracles
–     The rescue of Moses by pharaohs daughter
–     When Moses grew up in the Egyptian palace, he escaped death after killing the Egyptian.
Reasons why Jesus used parables
– To create interest and to hold the attention of his listeners.
–     To avoid arousing the anger of his enemies
–     In order to render his listeners less capable of resisting the known truth.
–     To separate the true seekers of the kingdom of God from those who were not.
–     To raise the minds of his listeners to heavenly things from a consideration of ordinary

experiences of life.
– To present abstract and spiritual ideals in a simple way to help his heavens retain them.

Advantages of the translation of the Bible into African Languages.
– Better appreciation of the African culture which reduced suspicion.
–     Led to participation of Africans in church leadership.
–     More Africans showed interest in Education
–     More printing presses were established
–     Christianity spread faster and more Africans were able to read and write.
–     Led to greater understanding between the missionaries and Africans.                 (5mks)
Identify five rights of an employee
– Entitled to a good working conditions
–     A fair salary and reasonable workload
–     rested and time off.
–     Safety in his or her place of work and protection.
–     Entitled to promotion in a fair way.
–     To be respected as a human being.
–     Furthering his training and developing of productive skills
–     Protecting his labour interests.
Ways in which wealth can be used to serve God.
– Contributing to the poor and the less privileged in society.
– Donating church
– Building homes for the destitute.
– Sponsoring church activities
– Contributing to charitable organisations, relief. (any other relevant point.)
Significance of Jesus resurrection to Christians.
– It is the basis/foundation of Christianity
– Because Jesus resurrected we shall resurrect.
– There is life after death
– The resurrection of Christ conquers death
– It give us hope of re-union with our lost loved ones.
( Any other relevant point.)
Roles of citizens to the state.
– Abide by the state law’s (be law abiding)
–   Defend the state when called upon.
–   Reporting law breakers to the authority
–   Participating in electoral process
– Taking children to school
–   To engage in gainful activities that are beneficial to the state e.g Teaching, Treating,
Any other relevant point.
Importance of suffering to a Christian.
– It strengthens a Christians faith
– To emulate Christ’s sufferings
–   It leads to eternal life
–   It brings redemption
–   It trains ones to endure/prepares one for hard times.
–   It is a sign of true commitment to God/Christ
–   It acts as a test of one’s faith.
Costs of discipleship.
– Denying oneself/sacrificing for others
– Total commitment to Christ/work
–   Perseverance
–   Renouncing of all that one has in order to follow Christ to be a disciple.
–   Denying and forsaking earthly materials e.g brothers, mothers.
Any other relevant.

Importance of circumcision in A.T.S
– A sign of identity with a community
–   A rite of passage
–   It unites the initiates or age groups
–   Gave one a right to own property e.g land
–   It entitled one societies secrets.

Problems of self-employment.
– Financial constraints
–   Inability to identify proper market for goods produced.
–   Lack of managerial skills
–   Fearless competition from similar firms
–   Extended family commitments
–   Theft and fine risks
–   High income tax charges
Any other relevant point
Consequences of separation in the family.

– It robs the couple the opportunity to live together, develop closeness, etc and builds a meaningful

relationship.
–    Marriage ceases to serve the purpose
–    It was intended for companionship and partnership
–    It stretches man’s resources
–    It can also cause sexual strain and unfaithfulness which may lead to concubinage.
–    Physical strain eg house work duties for man and woman forced to do duties of a man.
–    Separating damages children who need to grow up seeing both parents.

Symbols used to express unity of believer in the New Testament.
– The people of God
–     The body of Christ
–     The vine and the branches
–     The church/assembly of God
–     The bride.
Forms of modern leisure.
– Worship on Sunday for normal Christians
–     Drinking
–     Going to films, theatre videos, dances
–     Playing music and games
–     Reading for leisure – story book, magazines
–     Arts, painting, knitting, curving, weaving
–     Touring, travelling and visiting places

Obstacles to complete church unity in Kenya.
– Discrimination eg tribalism/racism
–    Leadership differences ; greed for power
–     Competition among denomination
–     Interference from outside the church e.g politics being brought to the churches by politicians.

Factors to be considered by a Christian when seeking a vocation.
– Ability and talent
–     Attraction to certain kinds of work
–     The available opportunity
–     The need of the churches and the society
–     Incompatibility with his/her Christian faith.

Reasons why some people in the society abstain from marriage.
– Discouragement from failing families in the community.
–     Religious reasons ; set aside to work for God; nuns, priests.
–     Some careers do not allow people to marry eg. military women corps, etc
–     Infertility
–     Due to burdens/responsibilities at home.
–     Early pregnancies among young girls can lead to single parenthood.

CHRISTIAN RELIGIOUS EDU. V

PART II

(a) Explain the teachings of prophets Hosea and Isaiah on idolatry. (10mks)
(b) Identify and explain any five forms of idolatry that threatens Christianity today. (15mks)
(a) Discuss the contribution of the catechists in the expansion of Christianity in Kenya.        (10mks)
(b)   Why were the catechists successful in their work.                                                      (10mks)
(c)    Show how the missionaries and the government have improved education in Kenya.           (5mks)
(a) How does baptism qualify to be a covenant.                                                               (4mks)
(b)   Describe the teaching of prophet Jeremiah on the new covenant.                               (9mks)
(c)    How was the new covenant foreseen by Jeremiah, different from the Sinaic Covenant.        (12mks)
State the circumstances that allowed:-
(a) Divorce in African Traditional Society.                                                                      (12mks)
(b)   What are the consequences of divorce in modern society.                                           (8mks)
(c)    What five problems hinder family planning practices in Kenya.                                  (5mks)
(a) What lessons can a Christian learn from the feeding of the five thousand. (9mks)
(b) With reference to four incidences in the life and works of Jesus, show how Jesus tried to change

the traditional Jewish attitudes towards the poor and the despised. (8mks)

(a) Explain five purposes of law in society.                                                                     (5mks)
(b)   Explain how law and order is maintained in Kenya today.                                          (14mks)
(c)    What are the forms of punishment in Kenya today.                                                   (6mks)

CHRISTIAN RELIGIOUS EDUCATION V

PART II

MARKING SCHEME

Teaching of prophets Hosea and Isaiah on Idolatry.
HOSEA
– Hosea condemned idolatry comparing it to prostitution/harlotry.
– He accused the Israelites for assuming that their prosperity had come from the worship of Baals.

(Hosea 2:2-13)
– Hosea’s broken relationship symbolised God’s relationship with unfaithful Israel in Idolatry.

(Hosea 1 –2)
– Hosea emphasised that the covenant law forbade yet Israel had assumed/ignored the prohibitions.
– Hosea condemned Baal worship in bull/calf forms and pronounced judgement, punishment on idol

worshippers.
– Hosea prophesised that just as Gomer was to wait to resume her marriage relationship with her

husband, Israel must be punished before she is restored to favour. (any 5 x 1 = 10mks)

(b) ISAIAH
– He held that idols are not gods, but were works of human hands, thus powerless.
– He challenged the nations to prove that their gods had been able to announce plan in history and

carry it through.
–    Isaiah ridicules idol worshippers by making fun of the idol making industry.
–     Isaiah proved that idols are powerless to save people.
–    By contrast Isaiah emphasised that there is one God alone creator of all things (Isaiah 43:10)                                                                     (Any 5 x 1 = 5mks)

(b) Modern forms of idolatry that threaten Christianity today.
–    Desire for power
–    Status
–    Desire for material things
–    Love for money
–    Love of pleasure/sex
                              ( For identification 5 x 1 = 5mks

(for explanation =5 x 1 = 10mks)

Contribution of the Catechists in the expansion of Christianity.
– Preaching in open air places
–    Had to visit houses
–    Taught Catechism
–    Travelled long distances to preach
–    Helped in church services
–    Administered sacraments
–    Acted as intermediaries between missionaries and the people.
–    Converted relatives to Christianity.
–    They acted as God fathers/mothers.
–    Administered Christian rituals.
–    Played role models for Christian lives.
–    Helped translate the Bible/helped missionaries in translating what was preached to the

congregation.
– Taught formal education to the people.
(Any 10 x 1 = 10mks)

(b) Reasons why Catechists succeeded.
– They had the initiative to lead others
– They used the African language, own language as a medium of expression
– They were well equipped with the knowledge/message
– They understood the Bible better than the other local people in their areas.
– They were aware of local customs of the people /found it easier to preach/move.
– They were strong and steadfast in their faith.
(Any 5 x 2 = 10mks)

(c) Ways in which the missionaries and government have improved Education in Kenya.
– Supervision of schools/Education
– Training of teachers
– Provincial personnel to Education trustees
– Give grants to schools/aid schools
– Setting up Education commission/review the role of education in the country.
– Setting standards e.g. uniform
– Raising the level of education by building institutes of higher learning.
– Missionaries started technical training.
(any 5 x 1 = 5mks)

(a) How baptism qualify to be a covenant.
– Promises are made during baptism
– There are witnesses e.g. sponsors/congregation/clergy.
– The ritual of pouring water/immersion/sprinkling
– There are signs e.g. baptismal certificate/lit candles/wrapping in white garment/new name is given (any 4 x 1 = 4mks)

(b) Teachings of prophet Jeremiah on the new covenant.
–    The new covenant fulfilled the original play/intention of Sinaic covenant.
Gods law would be written in peoples hearts not on stones.
–    Everyone would know God in his own personal knowledge/experience.
–    It would involve all mankind(universal) covenant.
–    It would include spontaneous forgiveness of sin.
–     There will be individual responsibility and retribution.
–    The new covenant would be through the promised messiah.
–    The new covenant would be sealed by the blood of Jesus.
_    A marriage relationship between God and Israel.
(Any 9 @1mk= 9mks)

(c) How the new covenant differs from the Sinaic covenant.
New Old
– Meant for new Israel

–     Meant for old Israel
–    Given through Jesus                                                     – Given through Moses
–    Everlasting                                                                   – Was broken
–    Written in hearts                                                          – Written on stones
–    Individually punished                                                   – Communal/collective punishment
–    Sealed by the blood of Jesus

Sealed by the blood of sacrificial animal
(Any 4 well compared points 3mks = 12mks)

(a) Circumstances that allowed divorce in ATS.
– A case of a witch/wizard in one partner.
– Extreme cases of selfishness/cruelty/greed.
– Failure to pay/complete dowry.
– A case of a thief in a family of non- Thieves
– Habitual adultery/unfaithfulness.
– Incase of blood relationship.
– Where a girl had broken virginity.
– Deliberate/repeated acts of disrespect to the in-laws.

( 6 x 2 = 12mks)

(b) Consequences of divorce in modern society.
– Mental suffering to the couple/parents/children
– Hatred between the family to family/couple/children.
– Divorcees are exposed to the greater sexual temptation leading to prostitution
– Feelings of insecurity
– Poverty/economic constraints.
– Poor upbringing of children (Any 4 x 2 = 8mks)

(c) Five problems that hinder family planning practices in Kenya.
– Disagreement as the number of children a family should have.
– Those on contraceptives might resort to extra – marital relations.
– Fear of side effects that go with contraceptive.
– Poverty and ignorance of family planning methods.
– Traditional beliefs e.g. taboos against taking medicine
– Partners disagree on the methods to adopt for family planning.
(Any 5 x 1 = 5mks)

(a) Lessons Christians learn from the feeding of the 5000.
– Recall of the Old Testament prophecies about the Messianic Banquet.
–    The Messianic age had dawned/the Messiah has come/ is among them.
–    Not to be anxious about material and physical needs.
–    God cares for man physically, mentally and spiritually.
–     Christians should show concern for the needs of others
–    Jesus has power over nature
–    Jesus is the bread of life
–    Man should be willing to share what he has with others.
–    Christians should seek the imperishable food i.e. the word of God.
–    With prayer everything is possible                                 (Any 9 x 1 = 9mks)

(b) Four incidences in the life and work of Jesus in which he tried to change traditional

Jewish attitudes towards the poor and the despised.
– Associating with the poor and the despised e.g calling the fishermen and tax collectors to be his

apostles.
–    He commended the widows contribution in the Temple
–    He ate with sinners e.g. Zachaus, Simon the Pharisee, Sinful woman, and ate in Levi’s house.
–    He associated with the Gentiles
–    Use of parables in favour of the poor and despised e.g. the good Samaritan.
–    He touched and healed the lepers, blind, etc.
– Giving women prominent positions e.g. Mary and Martha.
(Any 6 x 1 = 6mks)

(c)        Importance of Jesus miracles
– His miracles revealed his divine power over diseases and nature
–   Miracles showed Jesus love/compassion/pity
–   They depicted Jesus as caring shepherd
– They revealed Jesus understanding of human weakness.
– They proved Jesus was the son of God.
–   They manifested that the kingdom of God was present in Jesus
–   They showed that Jesus had power over evil work e.g cure of the demoniac.
(Any 5 x 2 = 10mks)

(a) Purposes of law in Society.
– Meant to direct/guide human behaviour
– Regulate people’s regulations/limits for those in power
–     Meant to maintain order and harmony in society.
–     Law protects individuals property/lives
–     Assist persons to have right attitudes towards God/fellowman i.e Ten commandments.
(Any other relevant point 5 x 1 = 5mks)

     (b)   How Law and order is maintained in Kenya.
–      Courts administer justice to protect the offended.
–      Fear of God (supreme) makes people orderly
–      Customary/Islamic laws govern issues related to marriages/Land inheritance, etc.
–      The youth are instructed on the social norms.
–      Offenders are punished to teach them respect for the law.
–      People today still fear curses/wrath of ancestors.
–      Rites of passages/kinship system is still upheld hence regulate human behaviour.
–      Oaths are still administered to unveil prove unknown truth to maintain justice.
(Any other relevant point 7 x 2 = 14mks)
(c)   Forms of punishment.
–      Fines
–      Punishment e.g exile
–      Mob Justice/beatings
–      Detention
–      Imprisonment
–      Canning/strokes                                                            (Any 6 x 1 = 6mks)

CHRISTIAN RELIGIOUS EDUCATION VI

PART I

Give five characteristics which are important in making a covenant. 5mks
Give five reasons why Hebrews left Egypt 5mks
List five aims of Evangelical revival 5mks
State any five reasons why Mutesa persecuted Christians 5mks
Outline any five factors which led to the rise of independent churches 5mks
State five major divisions of the Old Testament Books 5mks
State five attributes of God as shown in the traditional African community 5mks
What lessons can Christians learn from the parable of the Good Samaritan 5mks
Mention five characteristics of God in the prophecy of Micah 5mks
Mention five causes of death in African Traditional society 5mks
Mention five things Christians can learn from God from the call of prophet Isaiah 5mks
State five areas of conflict between the youth and the church 5mks
Mention any five common ideas in African creation myths 5mks
Mention any five causes of disunity in the church today 5mks
Outline five ways through which Jesus showed responsibility for others 5mks

CHRISTIAN RELIGIOUS EDUCATION VI

PART II

a) Outline the meaning of the visions of prophet Amos in relation to his message to the people of

Israel. 10mks

b) Explain why prophet Jeremiah is regarded as a suffering prophet 5mks
c) Show how John the Baptist served as a link between the Old Testament and the New Testament.

5mks

d) Identify the titles used by prophet Isaiah to describe the Messiah 5mks
a) Explain five sources of conflict in the Corinthian church 10mks
b) What was Paul’s suggestion towards solving the Corinthian conflicts in the church 15mks
a) Describe how God punished people in the Traditional African community 5mks
b) What were the reasons for those punishments 5mks
c) What are the causes of war today 7mks
d) How can a Christian leader prevent war today 8mks
a) What type of people were prophets sent to in Israel 5mks
b) What sins had they committed 2mks
c) Explain the similarities between the Jewish and traditional African prophets 8mks
a) Explain the holy spirit’s contribution in the growth of Christianity during the apostolic age 7mks
b) What part did the Africans play in the growth of the church in Kenya 8mks
c) In what ways does the church continue God’s saving work today 10mks

CHRISTIAN RELIGIOUS EDUCATION VI

PART I

MARKING SCHEME.

1.Characteristics in making a covenant.

Promise / responsibilities / obligations
Ritual / ceremony
Signs / symbols
Shedding of blood from animals/ self
Exchange of property (any other relevant point. any 5pts x 1 = 5mks)

Reasons why Hebrews left Egypt.

The new pharaoh did not know the good deeds of Joseph
The Hebrews grew powerful/ influential / threatened Egyptians
Increased number of Hebrews posed a threat to Egypt
Egyptian subjected Hebrews to forced labour / enslaved them/ killed their baby boys
Increased oppression of the Hebrews by the Egyptians
God heard Hebrew prayers / cry for help
God sent Moses to rescue them from bondage
God had promised it to Abraham their ancestor

Any 5pts x 1 = 5mks

Five aims of evangelical revival

Spreading the gospel / word of God / the Kingdom of God
Spiritual renewal of the Christians church
Concern for abolition of slavery / help stop slavery
To spread western culture
Concern for the suffering poor / poverty.

Any 5pts x 1 = 5mks

Five reasons why Mutesa persecuted Christians.

Suspicion of Europeans / their followers
Problems with pages/ insubordination / refusal to obey him
Influence of traditionalists in his court
Fear of foreign interference
Misadvise by different religious leaders
Christians refused to comply with his demand
Christians critiscised his evil ways
Christianity increased popularity threatened him

Any 5pts x 1 = 5mks

Factors that led to the rise of independent churches.

Need to incorporate African beliefs and practices
The Africans rebelled against the missionary feelings that Africans were children who needed guidance.
Desire for church leadership
African dissatisfaction with use of funds collected for the church
Disagreement over use and interpretation of the Bible
Some of the churches had political motivation

Any 5pts x 1 = 5mks

Five major divisions of the Old Testament books

Law Books
Lamentations
Songs and Hymns
Historical books
Prophecy and Prophets

Any 5pts x 1 = 5mks

Five Bible versions used in Kenya today.

New English version
American version
Revised standard version
King James version
International English version.

Five characteristics of God in the prophecy of Micah.

God of judgement
God is righteous
God is just
God is faithful
God is loving
God is forgiving. Any 5 x 1 = 5mks

Causes of death in African traditional society.

Neglect of a person by relatives
Curse
Poisoned food
Breach of taboos
Neglect of ancestors
Disrespect of elders and parent customs / neglect of communal responsibilities.
Lack of reverence of God
Failure to respect communal shrines
Witchcraft / sorcery / magic
Old age. Any 5 x 1 = 5mks

What Christians learn from the call of prophet Isaiah.

That God is powerful / able God
That God is holy / require holiness
God is just
God is considerate / concerned / merciful / loving
God is divine / pure
God condemns pride / social injustices / oppression/ corruption from religious leaders
That mans life depends on God

Any 5 x 1 = 5mks

Areas of conflict between the youth and the church

Modern education gives the youth values which conflict with those of the church e.g man and universe
Different interpretations of the use of leisure e.g dancing, watching movies
The churches pre-occupation with the other worldliness at the expense of youths immediate needs
The youth is quick in accepting new ideas
Questioning of the church’s authority by the youth

Any other relevant point. any 5 x 1 = 5mks

Common ideas in African creation myths.

God is the creator of the universe
God is the creator of man
Man was created in order to complete God’s plan
Man was created with a mate
The creation of man came after most things had been made
Creation did not stop completely in the distant past but continues.

Any other relevant point 5 x 2 = 5mks

Causes of disunity in the church today.

Moral degeneration within the church
Lack of charity among Christians
Love of money and dishonest use of church collections / greed / unfaithfulness.

Teachers' Resources

Physics syllabus pdf

October 5, 2025 Maverick John Leave a comment

232 KNEC PHYSICS SYLLABUS

FORM 1

1. INTRODUCTION TO PHYSICS

1. physics as a science (reference to primary science syllabus)
2. Meaning of physics
3. Branches of physics
4. Relationship between physics and other subjects and technology
5. Career opportunities in physics
6. Basic laboratory safety rules

2. MEASUREMENTS

1. Definition of length, area ,volume, mass, density and time
2. SI units and symbols
3. Estimation of quantities
4. Conservation of units
5. Measuring instruments
6. Experiments on density
7. Problems on density

3. FORCES

1. Definition of force
2. Types of forces including cohesive .adhesive and surface tension
3. Experiments to demonstrate cohesion, adhesion and surface tension)
4. Effects of force
5. Mass ,weight and their relationship
6. Scalar and vector quantities
7. Problems involving W=mg (take g=10n/Kg)

4. PRESSURE

1. Definition of pressure
2. Pressure in solids
3. Factors affecting pressure in fluid
4. Derivation of P=gh
5. Atmospheric pressure
6. Simple mercury barometer
7. Application of pressure drinking straw syringe siphon, hydraulic press hydraulic brakes bicycles pump force, pump lift pump
8. Problems on pressure

5. PARTICULATE NATURE OF MATTER

1. Experiments to show that matter is made up of tin
particles (eg cutting papers into small pieces dilution experiments
2. Brownian motion
3. Diffusion (Grahams law not required)

6. THERMAL EXPANSION

1. Temperature
2. thermometers
1. Liquids
2. clinical,
3. sixs maximum and minimum
3. Expansion of solids liquids and gases
4. Effects of expansion and contraction
5. Unusual expansion of water (anomalous expansion)
6. Application of thermal expansion include bimetallic strip

7. HEAT TRANSFER

1. Heat and temperature
2. Modes of heat transfer
3. Factors affecting heat transfer
4. Application of heat transfer on
1. Vacuum flask
2. Domestic hot water system
3. solar concentrators

8. RECTILINEAR PROPAGATION OF LIGHT AND REFLECTION AT PLANE

1. Rectilinear propagation of light

FORM 2

1. MAGNETISM

1. Magnets properties and uses
2. Magnetic and non magnetic materials
3. Basic law of magnetism
4. Magnetic field patterns
5. Magnetization and demagnetization
6. Domain theory of magnetism
7. Care of magnets
8. Constriction of a simple compass

2. MEASUREMENT II

1. Measurement of length using Vernier calipers and micrometer screw gauge
2. Decimal places ,significant figures and standard form
3. Estimation of the diameter of the molecule of oil (related to the size of the HIV virus mention effects of oil spill on health and environment
4. Problems in measurements

5. Project Work

1. construct Vernier calipers

3. TURNING EFFECT OF A FORCE

1. Moment of a force unit of moment of a force
2. Principle of moments
3. Problems on principle of moments (consider single pivot only)

4. EQUILIBRIUM AND CENTRE OF GRAVITY

1. Centre of gravity
2. State of equilibrium
3. Factors affecting stability
4. Application of stability
5. Problems on centre of gravity and moments of a force (consider single pivot only)

5. REFLECTION AT CURVED SURFACES

1. Concave and convex parabolic reflectors
2. Principal axis principal focus centre of curvature and related terms
3. Location of images formed by curved mirrors by
construction methods (Experimental on concave mirrors required)
4. Magnification formula
5. Application of curved reflectors

6. MAGNETIC EFFECT OF ELECTRIC CURRENT

1. Magnetic field due to a current
2. Oersteds experiment
3. Magnetic field patterns on straight conductors and solenoid( right hand grip rule )
4. Simple electromagnets
5. Factors affecting strength of an electromagnet
6. Motor effect (Fleming left hand rule)
7. Factors affecting force on a current carrying conductor in a magnetic field

8. Application :

1. Electric bell
2. Simple electric motors

9. Project work
1. construct an electromagnet and at least one of the following loudspeaker telephone receiver

7. HOOKES’ LAW

1. Hooks law
2. Spring constant
3. Spring balance
4. Problems on Hooke’s laws

8. WAVES I

1. Pulses and waves
2. Transverse and longitudinal waves
3. Amplitude (a), Wavelength ( ) frequency (f) periodic time (T)
4. V=f
5. problems involving v=f

9. SOUNDS

1. Sound nature and sources (Experimental treatment required)
2. Propagation of sound compressions and rarefactions
3. Speed of sound by echo method
4. Factors affecting speed of sound
5. Problems on velocity of sound

10. FLUID FLOW

1. Streamline and turbulent flow
2. Equation of continuity
3. Bernoulli’s effect (Experimental treatment required)
4. Application of Bernoulli’s effect Bunsen burner spray gun
5. Problems on equation of continuity

* FORM 3

1. LINEAR MOTION

1.Distance, displacement .speed velocity. acceleration (experimental treatment required )
2. Acceleration due to gravity
1. Free fall
2. Simple pendulum method
3. Motion time graphs:
1. Displacement time graphs
2. Velocity time graphs
4. Equations of uniform accelerated motion
5. Problems on uniform accelerated motion

2. REFRACTION OF LIGHT

1. Refraction of light laws of refraction (experimental treatment required)
2. Determination of refractive index
1. Snell law
2. Real apparent depth
3. Critical angle
3. Dispersion of white light
4. Total internal reflection and its effects -. Critical angle
5. Applications of total internal reflection

1. Prism periscope
2. Optical fibre

6. Problems on refractive index and critical angle

3. NEWTON’S LAWS OF MOTION

1. Newton’s laws of motion
1. experimental treatment on inertia required
2. Conservation of linear momentum elastic collisions inelastic collisions
3. F=ma
4. Frictional forces:

1. Advantages and disadvantages,
2. Viscosity
3. Terminal velocity qualitative treatment)
5. Problems on Newton’s laws and law of conservation of linear
momentum (exclude problems on elastic collisions)

4. WORK ENERGY POWER AND MACHINES

1. Scale reading ammeter voltmeter
2. Electric circuits current potential difference
3. Ohms law (experimental treatment required)
4. Resistance types of resistors measurements of resistance and units
5. Electromotive force (emf )and internal resistance of a cell (E=V+Ir)
6. Resistors in series and in parallel
7. Galvanometers: Conversion to ammeters and Voltmeters
8. Problems on Ohms law resistors in series and in parallel

5. WAVES II

1.Properties of waves including sound waves :reflection refraction diffraction interference Experimental treatment required)
2. Constructive interference and destructive interference
3. Stationary waves (qualitative and experimental treatment required)

6. ELECTROSTATICS II

1. Electric field patterns
2. Charge distribution on conductors spherical and pear shaped conductors
3. Action at points lightning arrestors
4. Capacitance unit of capacitance (farad microfarad) factors affecting capacitance
5. Applications of capacitors
6. Problems on capacitors (using Q=CV, Ct=C1+C2)

7. HEATING EFFECT OF AN ELECTRIC CURRENT

1. Simple experiments on heating effect
2. Factors affecting electrical energy W=VIt, P=VI
3. Heating devices electric kettle, electric iron bulb filament electric heater
4. Problems on electrical energy and electrical power

8. QUANTITY OF HEAT

1. Heat capacity specific heat capacity units Experimental treatment required)
2. Latent heat of fusion, latent heat of treatment necessary)
3. Boiling and melting
4. Pressure cooker refrigerator
5. Problem on quantity of heat (Q=MC Q=MC

6. Project work
1. Construct a charcoal refrigerator cooler)

9. GAS LAWS

1. Boyles law Charles law pressure law, absolute zero
2. Kelvin scale of temperature
3. Gas laws and kinetic theory of gases
4. Problems on gas laws including PV/T constant)

* FORM 4

1. THIN LENSES

1. Types of lenses
2. Ray diagrams and terms used
3. Image formed

1. Ray construction
2. Characteristics,
3. Magnification.
4. Determination of focal length Experimental treatment required)

1. Estimation methods
2. Lens formula,
3. Lens-mirror method

5. Human eye, defects short sightedness only)
6. Optical devices:
1. Simple microscope
2. Compound microscope,
3. The camera
4. Problems involving the lens formula and the
magnification formula

7. Project
1. construct a telescope

2. UNIFORM CIRCULAR MOTION

1. The radian, angular displacement, angular velocity
2. Centripetal forces; F=mv2/r, F=mrw2
3. Application of uniform circular motion
4. Centrifuge, vertical horizontal circles banked tracks ( calculation on banked tracks and conical pendulum not required)
5. Problems solving
1. (apply F=mv2/r, F=mrw2)

3. FLOATING AND SINKING

1.Archimedes’ principle law of floating (experimental treatment)
2. Relative density
3. Application of Archimedes principle and relative density
4. Problems of Archimedes principle
5. Project work
1. Construct a hydrometer

4. ELECTROMAGNETIC SPECTRUM

1. Electromagnetic spectrum
2. Properties of electromagnetic waves
3. Detection of electromagnetic (e.m) radiations
4. Applications of (e.m.) radiations
5. Problems involving c=f

5. ELECTROMAGNETIC INDUCTION

1. Simple experiments to illustrate electromagnetic induction
2. Induction emf
1. Faradays law,
2. Lenz’s law
3. Mutual induction
4. Alternating current generator, direct current generator
5. Flemming right hand rule
6. Transformers

7. application of electromagnetic induction
1. Induction coils
2. moving coil loudspeaker

8. Problems on transformers
9. Project work
1. Construction a simple transformer

6. MAINS ELECTRICITY

1. sources of mains electricity
2. Power transmission
3. Domestic wiring system
4. Kw-hr, consumption and cost of electrical energy
5. Problems in mains electricity
6. Excursion a field trip to a power station recommended

7. CATHODE RAYS AND CATHODE RAY TUBE

1. Production of cathode rays, cathodes ray tube
2. Properties of cathodes rays
3. C.R.O and TV tubes
4. uses of C.R.O
5. Problems on C.R.O

8. X-RAYS

1. Production of X rays ,X-ray tubes
2. Energy changes in an x-ray tube
3. Properties pf X-rays, soft X-rays and hard X-rays
4. Dangers of X-rays (Braggs law not required)
5. Problems on X-rays

9. PHOTOELECTRIC EFFECT

1. Photoelectric effect. protons, threshold frequency: work
2. Factors affecting photoelectric emission
3. Energy of photons
4. Einstein equation
1. hf=hf+1/2 mv2

5. Application of photoelectric effects
1. photo emissive
2. photo conductive
3. photovoltaic cell

6. Problems on photoelectric emission
7. Project work

10. RADIO ACTIVITY

1. Radioactive decay
2. Half life
3. Types of radiations, properties of radiations
4. Detectors of radiation
5. Nuclear fission ,nuclear fusion
6. Nuclear equations
7. Hazards of radioactivity, precautions
8. Applications
9. Problems on half life (integration nor required

11. ELECTRONICS

1. Conductors semi conductors, insulators
2. Intrinsic and extrinsic semi conductors
3. Doping
4. p-n junction diode
5. Applications of diodes half wave rectification and full wave rectification
6. Project work

Teachers' Resources

FORM 2 GEOGRAPHY NOTES NEW SYLLABUS IN PDF

October 5, 2025 Maverick John Leave a comment

FORM 2 GEOGRAPHY NOTES

INTERNAL LAND FORMING/ENDOGENETIC PROCESSES

–Processes operating in the interior of the earth resulting in the formation of natural physical features or landforms.

They are caused by earth movements.

Examples of these processes are folding, faulting and Vulcanicity.

Formation of land forms by internal land forming processes is determined by:

Nature and age of earth materials
Type of movement involved
Intensity and scale of movement involved

Crustal Earth Movements

–Displacement of the earth’s crustal rocks.

They are brought about by tectonic forces which originate and operate in the interior of the earth e.g. tensional forces (which operate along horizontal plane moving away from each other), compressional forces (which operate along horizontal plane moving towards each other), shear forces (which move past each other with unequal strength) and gravitational forces (which attracts things to the earths centre).

Earth movements are of 2 types:

Horizontal/lateral/orogenic movements
Vertical/epeirogenic movements

Horizontal Earth Movements

-Movements which act along a horizontal plane within crustal rocks.

They are caused by tensional and compressional and shear forces.

Effects

They cause:

Strain and stretching of crustal rocks due to stretching caused by tensional forces which cause formation of cracks or faults.
Squeezing and shortening of crustal by compressional forces rocks which cause them which also cause formation of faults.
Crustal rocks to shear by slipping past each other or by dividing into layers which is caused by shear forces.

Results of Horizontal Earth Movements

–results in the formation of the following features:

Faults

Rift valleys
fold mountains
Escarpments
Basins
Tilt blocks
Block mountains

Vertical Earth Movements

-Movements which occur along the earth’s radius or towards the earth’s surface or towards its centre.

Effects

Causes:

Subsiding/sinking/downwarping or pulling of crustal rocks downwards.
Uplifting/upwarping or pushing of crustal rocks upwards
Tilting of crustal rocks or shearing in vertical direction due to grater uplift on one side.

Results of Vertical Earth Movements

Raised cliffs
Tilt blocks
Rift valleys
Fault scarps/escarpments
Plateaus
basins

Causes of Earth Movements

Magma movement within the earths crust.
Gravitational force
Convectional currents in the mantle
Isostatic adjustment

Magma Movement within the Earths Crust

When magma moves with force pushing crustal rocks horizontally or vertically.
When magma moves from reservoir and leaves empty spaces onto which crustal rocks are pulled inwards.

Gravitational Force

-When the attractive force of the earth pulls crustal rocks into empty spaces left after magma escaping from the reservoir.

Convectional Currents within Mantle

-When convectional currents in magma in mantle drug crustal rocks by friction.

Horizontal movement of currents cause horizontal movements while vertical cause vertical movements.

Isostatic Adjustment

-Rising of continental masses to restore the upset state of balance between sial and sima layers.

-Isostacy is the state of balance between sial and sima layers.

It can be disturbed by erosion on continents and melting of continental ice sheets.

The reduced weight causes continental masses to rise.

( skip 8 lines for diagaram klb bk 2 pg2 )fig 1.3

Theories Explaining the Earths Movements

A theory is reasoned ideas intended to explain facts or ideas.

There are 2 theories which explain the earth’s movements namely the Continental Drift Theory and the Plate tectonics theory.

i)Theory of Continental Drift

Its proponent was A. Wegener.

It explains the origin of 6 continents.

It states:

The earth was a single sialic land mass called Pangaea surrounded by a huge ocean called Panthalasa whose floor was a mass of sima.
Pangaea broke into two parts called Laurasia (N. Hemisphere) which lay around equator and Gondwanaland (S. Hemisphere) which lay around south pole which were separated by a narrow ocean called Tethys (the present Mediterranean Sea).
Laurasia broke into Laurentian Shield and Fennoscandia (Europe, Asia and N. America) and moved northwards to their present positions.
Gondwanaland broke into Africa, Australia, S. America and Antarctica and India subcontinent.
Africa and India drifted northwards.

Evidences Supporting the Theory

Fitting of western coast of Africa and S. America into a jigsaw.
Discovery of coal 40◦N and 55◦N which was formed by burying of tropical vegetation.
Considerable displacement of rocks along some faults e.g. along the Great Glen Fault of Scotland.
Cape and Buenos Aires folds resemble one another by having east west trend.
Red sea shores show evidence of having undergone lateral displacement an indication that it was formed by movement of the earth’s crust.
Evidence of ancient Glaciation to the south of equator in Africa in Madagascar and India where there is presence of ancient glacial deposits suggesting these areas were once around south pole.

ii)Plate Tectonics Theory

It states that:

The earths crust is made of blocks called plates.

7 Large Ones

Eurasian plate
Australian plate
Africa plate
Antarctic plate
American plate
American plate
Pacific plate

Smaller Ones

Indian
Arabian

Caribbean
Cocos
Somali plates
Juan de Fuca
Nazca
Philippine
Scotia

These plates are two types : tectonic plates:
1. Oceanic plates which form major areas of the ocean floor including coastal lowland.
2. Continental plates which form the bulk of the continental land mass.
The plates float on molten mantle layer called
The plates move relative to each other due to convectional currents in the mantle.
They move away from each other forming extension or constructive boundary called so because magma fills the space between.
They move towards each other forming compressional or destructive boundary called so because materials between are crushed. The movements of those two types of plates have the following effects:

When two oceanic plates meet

There is subduction and the ocean floor is pulled inwards forming a trench e.g. Java Trench .Subduction is the passing of edge of one plate beneath the edge of another.
Sediments on the sea floor in the region of subduction are compressed to form Fold Mountains.
1. When an oceanic plate meets a continental plate the edge of the oceanic plate slides beneath the continental plate in a movement called subduction.
Sediments on the sea floor in the region of subduction are compressed to form Fold Mountains.
Fold Mountains are also formed at the edge of the continent when the sial layer is compressed.
The edge of the oceanic plate bends into the mantle forming a trench.
1. When two continental plates collide the sial layer is folded into mountains.

They move past each other forming transform or conservative boundary called so because there is neither construction nor destruction which occurs where the plates are separated by a major fault.

Significance of Plate Movements

Are sources of earthquakes and Vulcanicity.
Causes formation of land forms such as Fold Mountains and ocean trenches.
Spectacular landscapes formed are a tourist attraction.
Eruption of magma can result in formation of valuable minerals.

FOLDING

-Process in which crustal rocks are distorted by compressional forces by being caused to bend upwards and downwards.

It occurs on fairly young sedimentary rocks.

Parts of a Fold

Anticlines (upfolds)-parts of the earths surface which bend upwards when folding occurs.
Synclines (down folds)-Parts of the earths surface which bend downwards when folding occurs.
Crest-upper most part of Anticline.
Trough-lowest part of a syncline
Limp-rock layers sloping on both sides of a fold
Axis-imaginary line drawn vertically through the centre of the anticline.

Types of Folds

1.Simple Symmetrical Folds

-Which are symmetrical about the anticline.

-Formed by 2 compressional forces of equal magnitude.

2.Asymmetrical Folds

–Which are asymmetrical about the anticlines axis or in which one limp is steeper than the other.

-Formed by two compressional forces of unequal magnitude in which one is stronger than the other.

3.Over Folds

-In which anticline of one fold is pushed over the limp of the other.

4.Isoclinal Folds

-Which are packed closely together and with limps almost parallel to each other.

-Vertical Isoclinal folds are formed by compressional forces of equal magnitude while inclined Isoclinal folds are formed by forces of unequal magnitude.

5.Recumbent Folds

-Which lie in a horizontal manner.

-Formed by two compressional forces one of which is very strong.

6.Nappe/Overthrust Fold

– In which one limp is pushed over the other limp.

-The forces are very strong and they cause a fracture/fault to develop.

7Anticlinorium and Synclinorium Complex

-Folds characterised by minor upfolds and minor downfolds.

Land is first subjected to weak compressional forces resulting into minor folds.
Later the land is subjected to much greater compressional forces resulting into new upfolds with minor folds (Anticlinorium) and new down folds with minor folds (Synclinorium).

Resultant Features Due To Folding

1.Fold Mountains and Their Distribution

-Worlds highest and most impressive mountains and the most conspicuous feature of folding.

Himalayas-Asia
Everest-Nepal-Tibet border-highest point.
Andes-Peru in S. America
Alps-South Central Europe
Rockies-W.N. America
Atlas-N.W. Africa.
Appalachian-E.N. America

Theories of Origin of Fold Mountains

1.Contraction Theory

During the earth’s formation surface rocks cooled faster and wrinkled to form Fold Mountains.

2.Convectional Currents Theory

Horizontal convectional currents in the mantle exerted frictional pull on crustal rocks.
Continental crusts were pulled towards each other.
Sediments between them were squeezed into folds.

3.Continental Drift Theory

During break of Gondwanaland India drifted northwards and collided with Eurasia.
Sediments between were squeezed to form fold mountains e.g. Himalayas and Everest.

4.Plate Tectonics Theory

When an oceanic plate meets another or it meets a continental plate the sediments under the sea are compressed to form Fold Mountains.
When two continental plates meet the sial layer is compressed to form fold mountains

-E.g. Alps was formed when Africa plate pushed against the rigid European plate.

2.Escarpments

-A relatively continuous line of steep slopes facing the same direction.

Formed one compressional force causes folding resulting in one steep limp of the anticline which forms the escarpment.

3.Depressions

Formed when not very strong forces cause folding causing some parts of the earths surface to form synclines forming basins.

4.Ridges and Valleys

When folding occurs anticlines form uplands/ridges/hills while synclines form valleys.

5.Rolling Plains

–Plains which appear to rise and roll.

-Formed when plains are acted upon by weak compressional forces resulting into gently sloping anticlines and very wide synclines.

6.Inter-montane Plateaus

-A high fairly level land between mountains.

-Formed when rocks at the edges of a region become intensely folded and the middle parts resist folding resulting into mountains which enclose a high fairly level land.

7.Inter-montane basins

-Formed when some parts of inter-montane plateau sink more to form basins.

Significance of Folding

To Human Activities/Economic significance

Positive/advantages

Fold Mountains are a tourist attraction which brings foreign exchange.
Fold Mountains are water catchment areas and sources of rivers.
Some fold mountains have valuable mineral deposits such as coal and petroleum.
Fold Mountains act as protective barriers during war.
Some fold mountains on the path of rain bearing rainfall influence rainfall causing the windward slopes to receive heavier rainfall.
Folding can lead to formation of valuable minerals due to metamorphism.
Folding brings valuable minerals to the surface making them easily available.

Negative/disadvantages

Fold Mountains on the path of rain winds cause the leeward slopes to receive less rainfall.
Fold Mountains discourage settlement due to cold temperatures and rugged terrain

Folding can lead to burying of minerals.
Fold Mountains are a barrier to road and railway where there are no passes and where there are passes they may be covered by snow. Orographic fog hinders pilot’s visibility.

To Physical Environment

Folding can result in submerged coastal zones which are used as harbours.
Can lead to metamorphism of rocks changing their original state and making them more resistant to erosion.
Depressions formed by folding turn into wet land important for water purification.
Folding leads to faulting and magma may escape through faults leading to Vulcanicity and earth quakes.

FAULTING

Faulting is the cracking/fracturing of the brittle crustal rocks due to tectonic forces.

Faults are fractures or cracks that develop in the crust.

When tensional forces cause crustal rocks to stretch and fracture at the region of maximum tension.
When compressional causes squeezing of crustal rocks to fracture at the areas where they are intensely squeezed.
When vertical movements exert pressure on rocks leading to fracturing.
When shear forces cause crustal rocks to tear.

Parts of a Fault

Upthrow-part of the land displaced upwards.
Down-throw-part of the land displaced downwards.
Throw-vertical displacement.
Heave-horizontal displacement
Hade-inclination of fault to vertical plane
Fault line-fault path
Fault plane-separation of land created by the fault

Types of Faults

Normal Faults

Type formed by tensional forces in which one block slides downwards in relation to the other.

Rocks are subjected to tensional forces
A normal fault develops
One block slides downwards.

Reverse Fault

Type formed by compressional forces in which one block of land is pushed upwards in relation to the other.

Rocks are subjected to compressional forces.
A reverse fault develops.
One block is pushed over the other.

Shear/Tear Fault

Type formed by shear forces in which adjacent blocks of land slide past one another. If a shear fault occurs between continents it’s called a Transform fault e.g. San Andrean fault of California and great glen fault of Scotland.

Thrust Faults

Type formed when very strong compressional forces cause almost horizontal faults to develop and one block of land is pushed over the other.

Anticlinal fault

Type formed when anticlines are compressed further and cracks form on the crest.

Features Resulting From Faulting

Fault Scarp/Escarpment

Steep line of slopes formed by vertical movement of earth along a fault e.g. Mau, Nguruman, Nyandarua and Nandi.

-Are exposed parts of a fault plane.

It may be formed due to normal faulting or reverse faulting when overhanging blocks are eroded.

Fault Steps

-Land resembling the staircase or steps of a house with a series of fault scarps at different levels.

Parallel vertical faults develop.
Land between the faults is unequally displaced downwards.
A series of fault scarps at different levels is formed.

-E.g. Keiyo escarpment and at Kijabe.

Fault Blocks/Block/Horst Mountains

Blocks of land raised above the surrounding land.

Where tectonic forces cause faulting and land on one side of the fault get raised or sink along the fault planes.

Examples of fault blocks are Aberdare/Nyandarua ranges, Mau escarpment and Nandi Hills.

Where Blocks of land bordered by normal faults which are almost parallel to each other sink leaving the middle block standing.

Examples of horsts are Ruwenzori of W. Uganda and Usambara and Pare mountains of Tanzania.

Tilt Blocks

-Fault blocks which are inclined on one side.

Occurs when the fault block, horst or fault steps have greater uplift on one side and as a result they are not flat at the top but tilted. The resultant features are tilted fault blocks, tilted horst and tilt fault steps which form ridges and fault guided valleys.

Rift Valley

-Along narrow trough with steep escarpments on both sides.

Theories of Formation

Tensional Theory

Rocks are subjected to tensional forces.
Normal faults which are almost parallel develop.
One block slides downwards forming the rift valley.

Compressional Theory

Rocks are subjected to compressional forces.
Reverse fault which are almost parallel develop.
The side blocks are pushed over the middle block.
Overhanging blocks are worn out by denudation to form escarpments

Anticlinal Theory

Suggests the rift valley was formed by Anticlinal arching.

Upward forces pushed sedimentary rock strata upwards.
The rock layers bent into a big arch.
A gaping/huge crack developed at the crest of the arch due to tension forming the rift valley.

The Great Rift Valley/The Great E.A Rift Valley

–The world’s biggest rift valley.

It starts in Syria and ends in Mozambique.

It’s divided into 4 parts.

Ethiopian Rift system-starts from Afar in Ethiopia to the Kenyan border around L. Stephanie.
Gregory Rift system-Starts from the northern border of Kenya with Ethiopia to Tanzania. It has a small N.E-S.W branches:
- Kano Rift valley in Kenya
- Eyasi Rift Valley in Tanzania
Western Rift valley-Starts at Sudan border to south of L. Rukwa. Features which are here are Ruwenzori Mountain and Lakes Albert, Edward, Kivu, Tanganyika and Rukwa.
Malawi Rift valley-a continuation of Gregory Rift system to Zambezi River in Mozambique. It has a small N.E-S.W branch called Luangwa valley.

The Gregory Rift Valley

-Named after a geologist called Gregory J.W who carried out extensive studies in this area.

It’s where the Rift Valley features are more pronounced.

Features associated with it

Fault blocks–Aberdare range, Mau, Nandi and Cherangani hills.
Step faults-Kijabe and Tambach
Tilt blocks-Aberdare range uplifted and tilted eastwards and Mau escarpment uplifted and tilted westwards.
Lava flows and volcanic cones e.g. Menengai and Ngorongoro crater.
Rift Valley lakes formed when unequal sinking created faults which were later filled with water. The lakes are deep and elongated. Examples are Lakes Naivasha, Nakuru, Elementaita, Baringo, Bogoria, Ol Bolossat and Turkana. Most of the lakes are salty with exception of L. Naivasha which has fresh water.

Why Most Rift Valley Lakes Are Salty

Lack of outlets to drain away salts contained in them.
Lack of enough water to dilute salinity due to little rainfall and lack of rivers flowing in them.
High rates of evaporation causing increased accumulation of salts.
Lake’s water being in contact with rocks with mineral salts which it directly dissolves.
Washing into the lake of mineral rich soils by surface runoff.

Why L. Naivasha Has Fresh Water

It has underground drainage to the Indian Ocean.
There is inflow of fresh water from rivers and rain.
The latest volcanic eruption covered the bed rock with lava.

Major Faulted Areas of the World

The Great Rift Valley from Syria to Mozambique.
Northern England and the Great Glen Fault of Scotland.
The Central Massif of Europe.
The middle Rhine Rift Valley region.

Significance of Faulting

To Human Activities

Rift valley lakes are important for fishing, irrigation and domestic use.
The Rift Valley and associated features are a tourist attraction which earns foreign exchange.
Hot springs and geysers formed during faulting can be harnessed for geothermal power.
Block Mountains are water catchment areas and sources of rivers due to the heavy rainfall they receive on the windward side.
Faulting results in the exposure of minerals such as diatomite in Gilgil and Fluorspar in Kerio Valley.
Fault scarps may expose underground water resulting in the formation of scarp springs.
Unequal subsidence caused by faulting may cause formation of depressions which may form lakes which useful for fishing, transport and mining e.g. L. Naivasha.

Negative

Faulting disrupts transport and communication by disjointing land.
Faulting may lead to loss of life and property by causing land to sink.
Faulting may cause a river to disappear or change its course and flow along the fault line.
Steep scarp slopes formed by faulting are prone to soil erosion.
Faulting has given rise to semi-desert conditions in some areas when Block Mountains on the path of rain winds cause leeward sides to receive little rainfall

VULCANICITY

Vulcan city Process in which solid, liquid or gaseous materials are forced out of the interior of the earth into the earth’s crust or onto the earth’s surface. These materials are magma, lava, gases, dust, ash and cinder. Volcanicity refers to the process where igneous materials reach the surface of the earth. It is also refers to us volcanic eruption

Causes of Vulcanicity

Magma under high temperature and pressure moving through lines of weakness or faults.
When tectonic plates move away from each other and boundaries give way to magma.
Underground water coming into contact with hot materials hence changing into gaseous form.

TYPES OF VULCANICITY:

Intrusive Vulcan city (volcanic): in which materials intrude crustal rocks and don’t reach the earth’s surface. Magma is the molten material while it’s underground.

Extrusive Vulcan city (plutonic): in which materials reach the earth’s surface. Lava is the molten material after it reaches the surface.

There are two types of lava and magma, acidic and basic. Acidic lava is viscous and solidifies quickly and doesn’t spread far but accumulates around the vent. Basic lava is more fluid or less viscous and takes longer before cooling and spreads for great distances before doing so. Other materials emitted are gases, ashes, dust and cinder. The solid materials are called pyroclasts. Materials come out through a hole/vent (vent eruption) or crack/fissure (fissure eruption).

Features Resulting From Vulcanicity

-Divided into intrusive and extrusive features or landforms.

Intrusive/Plutonic Features

-Features formed by intrusive Vulcanicity when materials intrude the earth’s crust.

Sill

–An igneous intrusion which lies along a bending plane of rock strata.

-Formed when magma forces its way between rock layers then cools and solidifies.

-It forms ridge like escarpments when exposed by erosion e.g. Fouta Djalon highland of Guinea and 3 sisters of S. Africa.

Dyke

-A wall-like igneous intrusion which lies across the bedding plane of rock strata.

-Formed when magma intrudes cracks or faults cutting across bedding planes of rocks then cools and solidifies.

-Can be vertical or inclined.

When exposed it forms ridges e.g. Kaap Valley in Transvaal S. Africa and Jos Plateau in Nigeria.

Laccolith

-A mushroom-shaped igneous intrusion lying between bending planes of a country rock.

-Formed when viscous magma pushes its way through a vent and accumulates around the vent before reaching the earth’s surface pushing the overlying rock into a dome shape.

-Its so high that land is turned into mountains e.g. El Koub Hill in Algeria, Henry Mountains in Utah U.S.A and Fonjay Massif in Madagascar.

Batholiths

-Largest igneous intrusion formed underground formed when very hot magma intrudes bedding planes of rocks and replaces or metamorphoses it e.g. Chaila Massif in Gabon, Ikhonga-Murwe in Kakamega and the largest is in British Columbia.

Lopolith

-a large saucer shaped igneous intrusion formed when viscous magma intrudes into bedding planes of a country rock. They form shallow depressions on the earths surface of the earth e.g. Bushveld complex in S. Africa and Duluth Gabbro mass in U.S.A.

Phacolith

–A lens shaped igneous intrusion which forms in the crest or trough of an anticline e.g. Corndon Hill in England.

Extrusive/Volcanic Features

-Formed when magma reaches the earth’s surface through vents or fissures.

Volcanoes

A volcano is a cone shaped hill formed when volcanic materials flow out and accumulate around a vent. Volcanoes are classified into three groups:

Active volcano- which is known to have erupted in recent times e.g. OL donyo Lengai in Tanzania and Mt. Cameroon, and Mauna Loa in Hawaii.
Dormant volcano-not known to have erupted in the recent past but show signs of volcanic activity such as presence of hot springs, geysers and fumaroles e.g. Mt. Kilimanjaro, Longonot and Menengai.
Extinct volcano-which has not shown signs of possible future eruptions e.g. Mountains Kenya and Elgon.

Types of Volcanoes

Acidic Lava Domes

–A steep dome shaped volcanic hill made of acidic lava.

Viscous lava flows out through a vent.
It accumulates around the vent because it’s viscous.
Eruptions occur later and lava flows out covering the layers below.
A steep sided dome shaped mound of volcano is formed e.g. Itasy Massif of Madagascar, Mt. Kenya and Kilimanjaro.

Characteristics

Its dome-shaped
Has steep slopes
Made of acidic lava
Has lava layers
Has a narrow base

Basic Lava Domes/Shield Volcanoes

A low lying volcanic hill made of basic lava.

Basic magma flows out to the surface through a vent.
The lava flows far before solidifying because its fluid.
Eruptions occur later and lava spreads over the old lava.
A shield shaped mound of volcano is formed e.g. Canary Islands, Cape Verde and Sao Tome which are volcanic Islands in the Indian Ocean.

Characteristics

Dome/shield shaped
Has gentle slopes
Made of basic lava
Has lava layers
Has a broad base

Ash and Cinder Cones

A volcano built from ash and cinder or small fragments of lava.

Violent vent eruption occurs.
Ash and pyroclasts are emitted and thrown high.
Some materials fall and settle around the vent forming a hill.
Light materials are blown by wind to the leeward side e.g. Chyulu Hills, Abili Agitak, Nabuyatom and Murniau south of L. Turkana,Teleki and Likaiyu near L. Turkana.

Characteristics

Made of pyroclasts
Asymmetrical about the axis
Cone shaped
Has smooth slopes
Has steep windward slope and gentle leeward slope

Composite /Complex/Stratified Volcanoes

A volcano made of alternating layers of lava and pyroclasts and conelets.

The first eruption throws out pyroclasts.
Then viscous lava flows out and solidifies on them.
Eruption occurs later blowing the rocks sealing the vent.
The pieces of rock settle on earlier solidified lava.
Another mass of lava flows out and spreads over pyroclasts and solidifies.
The process is repeated causing the volcano to build upwards
The conelets are formed when magma is unable to overcome the plug and finds its way through weak lines at the sides and then pyroclasts and lava accumulate around the side vent e.g. Mountains Kenya, Longonot, Elgon and Kilimanjaro.

Characteristics

Cone shaped
Stratified (made of alternating layers of lava and pyroclasts.
It has conelets (parasitic cones).
It has steep slopes.
Made of acidic lava

Plug Dome/volcano/Spine

-A column of very viscous lava which sticks above the ground.

A column of very viscous magma flows out of the ground.
It cools and hardens rapidly as it rises vertically.
Pieces of rock break from the plug and accumulate on the sides e.g. Mont Pelee in West Indies, Hyrax and Fischer’s Tower at Hells gate in Naivasha, Iharen in the Hoggar Mountains of Algeria, Lassen Peak in California, USA and Devils Tower in Wyoming State, U.S.A.

Characteristics

Made of very viscous lava.
It is dome shaped like a mushroom germinating out of the ground.
Has debris on its sides.
Has very steep sides
Cylindrical in shape
Disintegrates fast due to rocks undergoing rapid cooling.

Volcanic Plug

-Stump of rock formed when magma which solidified inside a vent (plug) is exposed by denudation.

A volcano is first formed.
Lava on the sides of the volcano is eroded fast due to cooling fast.
The lava in the vent which is hard due to slow cooling is exposed forming a stump of rock e.g. Peaks of Mt. Kenya, Rangwa Hill and Tororo Rock.

Characteristics

It resembles a stump of a tree.
Its dome shaped.
Very steep at the top and less steep at the bottom
Made of hard/resistant rock

Lava Plains and Plateaus

Lava plain: fairly level lowland below 500m above sea level covered by thin lava layers.

Lava plateau: fairly level highland/upland above 500m above sea level covered by thick layers.

-Formed by fissure eruption.

Magma of low viscosity comes out of the ground through a fissure.
It flows for a long distance before cooling and solidifying filling depressions and valleys forming a plain.
Eruption occurs later and lava flows out through lines of weakness on crustal rock and solidified lava.
The new lava spreads on top of the old lava forming a new layer.
The process is repeated and a plateau is formed e.g. Mwea, Nandi and Laikipia Plains and Yatta and Uasin Gishu Plateaus.

Craters

–A funnel shaped depression found on top of a volcano.

Modes of Formation

Cooling and Contraction of Magma

Eruption occurs and a volcano is formed.
Magma in the vent cools and contracts.
It withdraws into the vent leaving a depression at the vents mouth e.g. Ngorongoro and Menengai craters.
Rain water or water from melting snow may collect into craters to form crater lakes e.g. L. Paradise on Mt. Marsabit, L. Magadi on Ngorongoro Crater and L. Chala on Kenyan Tanzanian border.

Explosion

Gases underground expand due to heat from magma.
They force their way out through a weak line in the crustal rocks. On reaching near the
An explosion occurs leaving a hole in the ground called a ring craterg. Ghama and Dobot craters in Tanzania and Hora craters in Ethiopia.
Water from underground or rivers may accumulate into ring craters to form lakes called maarsg. Lakes Katwe and Nyungu in Uganda.

Falling of a Meteorite

A meteorite falls on the earth’s surface.
It sinks into the rocks leaving a depression.
Water may collect into the depression forming a lake e.g. L. Bosumtwi in Ghana.

Calderas/Basal Wreck

–A very large basin-shaped depression on the summit of a volcano.

Modes of Formation

Violent Explosion

Gases and water heated by magma expand and they force their way through a vent.
They exert a lot of pressure on the rocks at the top of the volcano are blown off forming a large depression e.g. Nyirarongo Caldera in DRC and Sabiro Caldera in Uganda.

Block Subsidence/Cauldron

Eruption occurs to form a volcano.
An empty space (cauldron) is left in the magma reservoir in the mantle.
The rocks forming the middle of volcano are pulled inwards by gravity.
The middle of the volcano collapses forming a large depression at the top e.g. Menengai Caldera near Nakuru and Ngorongoro caldera which is the largest in E. Africa and 6^th largest in the world.
Water from rain or underground may fill calderas to form lakes e.g. L. Magadi in the Ngorongoro caldera and L. Ngozi in Tanzania.

Outward Collapsing

Ash and pyroclasts volcano grows high.
Materials on top exert pressure on those below.
Materials at the base begin to spread outwards.
The top of volcano collapses inwards forming a collapse caldera e.g. Napak Caldera in Uganda.

–A vent in a volcano which emits gases.

Fumaroles

The gases come from chemical reactions in crustal rocks when heated by magma or when minerals in rocks come into contact with hot air and steam underground.

They are of two types:

Mofette: fumarole which emits carbon dioxide.

Solfatara: fumarole which emits gases with sulphurous compounds.

Hot Springs and Geysers

Hot spring is a place where hot water is emitted from the ground quietly e.g. at the shores of Lakes Magadi and Bogoria.

A geyser is a jet of water and steam which are violently ejected from the ground e.g. at Olkaria and western shores of L. Bogoria.

How They Are Formed

Percolating water is heated by hot rocks or magma.
Some collect into chambers called sumps where it develops pressure causing it to be superheated super heated.
The pressure forces the steam outwards towards the earths surface through holes and cracks in rocks.
The steam comes out of the ground which reduces pressure in sumps causing the water to expand/boil and come to the surface.
The steam comes out with a whistling sound accompanied by water forming a geyser.
The escaping steam heats ground water in surrounding rock.
The heated water may find its way to the surface where it quietly comes out of the ground forming a hot spring.

Differences

Hot spring

Geyser

-Water comes out quietly.

-only water comes out.

-water may just be warm.

-Water and steam come out violently.

-water is accompanied by steam.

-water is very hot.

Pools of Boiling Water

–Small area of still water which appears to be boiling.

Actual heating of pool water by gases and steam causing the water to boil.
Gases and steam coming out below the pool of water causing the pool to bubble and appear as if it’s boiling.

World Distribution of Volcanoes

Regions of faulting e.g. the Great Rift Valley of E. Africa.
Mid-Atlantic ocean ridge.
The western coast of America.
Zones of recent mountain building e.g. fold mountains of S.E Asia.

Significance of Vulcanicity

Positive

Volcanic rocks weather to form fertile agriculturally productive soils e.g. basalt.
Geysers are sources of geothermal electricity e.g. at Olkaria.
Hot springs water is pumped into houses for heating during winter e.g. Iceland.
Volcanic features are a tourist attraction e.g. hot springs, geysers and snow capped Mt. Kenya.
Igneous rocks e.g. phonolites are crushed to make ballast for building roads, bridges, etc.
Crater lakes are a source of fish e.g. L. Katwe in Uganda, sources of minerals e.g. L. Magadi and sources of water for domestic use.
Volcanic mountains are catchment areas, sources of rivers and habitats for wildlife.
Pumice a volcanic rock is used as a scrubbing stone.
Vulcanicity is useful for production of gases e.g. carbon dioxide used in soft drinks manufacture.

Negative

Volcanic eruptions cause of life and destruction of property e.g. sulphur dioxide, ash, cinder and lava may bury houses and farm land.
Volcanic mountains are barrier to transport and communication.
Volcanic mountains on the path of rain winds cause leeward slopes to receive little rainfall by preventing rain bearing winds from reaching there.
Volcanic eruptions cause environmental pollution from dust, ash and sulphur dioxide.

EARTH QUAKES

-Sudden and rapid movement of the earths crust.

-areas prone to them are called seismic zones and those not prone are called aseismic zones.

It’s caused by shock waves.

There are 3 types of earthquake waves namely:

Primary waves-which travel fastest and cause the rock particles to vibrate in a push and pull manner and can pass through gases, liquids and solids.
Secondary waves-which cause rock particles to vibrate at right angles to the direction of wave movement.
Surface longitudinal waves-which cause surface rocks to shake sometimes causing buildings to collapse.
1. Rayleigh waves-Which cause surface rocks to move in elliptical orbits.
2. Love waves-which cause rock particles to move in a horizontal manner at right angle to the direction of wave.

Earth quake originates from a point known as seismic focus/origin.

The part of the earth vertically above the seismic focus and where the shock waves are first experienced is called epicentre.

Causes of Earthquakes

Natural Causes

Tectonic movements e.g. movement of tectonic plates. They cause tectonic earthquakes.

Vulcanicity when magma movement displaces rocks suddenly shaking and shuttering them.

Gravitative force when crustal rocks collapse into cauldron due to gravity.
Energy release in the mantle when radioactivity takes place in mantle releasing explosive energy which sends shock waves outwards.
Isostatic adjustment when the continental masses rise to restore the upset state of balance between sial and sima layers.

Human Causes

Exploding nuclear bombs underground which causes shock waves which spread outwards and are felt in the
Explosion of explosives used in mining and quarrying which cause vibrations to be felt in the neighbourhood.
When large reservoirs are constructed and the heavy weight of water reactivate dormant faults causing tremors.

Measurement of Earthquakes

Seismograph is a pendulum based instrument used to measure earthquakes.

It records seismic impulses on a graph-like record called seismogram mounted on it.

Earthquakes are measured by their intensity and magnitude.

Intensity

-Measure of how strong/hard the quake shakes the ground.

It’s seen from the effects the earthquake has on people, buildings and other structures.

It’s measured on the Mercalli Scale which uses a scale running from Roman i-xiii e.g.

I- description -imperceptible
V-rather strong-sleepers are awakened and there is swinging of objects.
VIII-destructive-gaping cracks in walls some brought down.
XII- major catastrophe-every building destroyed.

Magnitude

-Measure of amount of energy given off by an earthquake.

It’s measured on Ritcher Scale which ranges from 0-8.9.

Intensity values depend on how far a place is from epicentre.

The higher the scale the more severe the earthquake is.

Intensity I-magnitude 2
Intensity VIII-magnitude 6
Intensity XII-magnitude 8.5.

World Distribution of Earthquakes

Within the zones of major faulting e.g. Rift Valley.
In areas of Vulcanicity e.g. Oldonyo Lengai in Tanzania.
Along boundaries of tectonic plates e.g. Japan, Philippines, East Indies and west coast of north and South America.

Effects of Earthquakes

Can cause loss of life and property when buildings collapse burying people.
Disrupt transport and communication by vertically and laterally displacing land which disconnects pipelines, electricity lines, roads and railways.
Causes landslides which also cause loss of life and property and disrupts communication.
Causes raising and lowering of the sea floor and the coastal regions.
Cause huge sea waves called Tsunami which may flood the neighbouring coastal areas.
Trigger folding, Vulcanicity and fires.
Give off a lot of explosive energy more than an atomic bomb.
Cause fear and panic.
Hinder settlement as it is restricted to aseismic areas.
Cause violent motions of the earth’s surface.

MAP WORK

Map – representation of the whole or part of the earth’s surface drawn to scale.

Shows outline of objects on the ground
Drawn as if the drawer was above the ground
It shows details
Most of the features are indicated by symbols.

Picture: image of a real object.

Gives details in their visible shapes and sizes
Can be inform of free hand, drawing, painting or a photograph
Not drawn to scale

Plan: outline of something drawn to scale.

Also drawn as if a person was directly above the ground
It represents a very small place
The scale is large to show details e.g. house plan
Gives specific information

Types of Maps

Classified according to the purpose for which each map is drawn.

Topographical Maps: This shows selected natural physical features on a small portion of a country.

Atlas maps: this is a collection of maps in one volume.

Sketch maps: maps which are roughly drawn. A good sketch map should have the following characteristics:

neat and clear
title
frame
key
compass direction

Uses of Maps

Sketch maps are used to summarise information for easy reference.
Used for locating other countries.
Used for comparing sizes of countries.
For locating climatic regions of different parts of the world.
Give information on distribution of geographical phenomena e.g. vegetation on the earth’s surface.
Help travellers to find their way.
Used to calculate distance of a certain place.
Used to locate physical features like landforms.

Marginal Information

Information contained in the area surrounding the map.

Map name e.g. Yimbo.
Sheet title e.g. East Africa 1:50000 (Kenya).
grid system numbers
latitudes and longitudes
Compass direction with grid, true and magnetic north.
scales
key
publisher and copyright
Map identification
- Map series
- Sheet number or sheet index

Map Scales

A scale is a ratio of a distance on a map to a corresponding distance on the ground.

Types of Scales

Statement scale –expressed in words e.g. 1cm represents 1km, 1cm to 1km.

Representative Fraction (RF)-expressed as a fraction or ratio e.g. 1/200,000 or 1:200,000.

Linear scale-shown by a line which is subdivided into smaller units.

Conversion of Scales

Statement scale into RF

1cm rep 1km to RF

Multiply the number of kilometres by 100,000 (1km=100,000cm) i.e. 1×100000=100,000.

Statement scale is 1/100,000 or 1:100,000.

2cm rep 1km

Divide both sides by two to get 1cm rep ½ kilometres.

Multiply ½ by 100,000 to get 50,000.

RF is 1/50,000 or 1:50,000.

RF to Statement Scale

Divide the denominator by 100,000.

Write the scale in statement form.

Linear Scale to Statement Scale

Measure a unit distance off a linear scale e.g.
The distance is 4-3=1km which is represented by 2cm.
Use the methods in (1) and (2) above.

Given that the ground distance is 200km while the distance on map is 20cm calculate the scale.

Sizes of Scales

Small scales- show a large area of land on a small size of paper. They show limited details e.g. 1:250,000, 1:500,000, 1:1,000,000.
Medium scales- used to represent a relatively smaller area on a given size of paper e.g. 1:50,000, 1:100,000, 1:125,000.
Large scales-used to represent a small area of land on a given piece of paper. They show a lot of details e.g. 1:2,500, 1:10,000, 1:25000

Arranging Scales in Order

Ascending Order-smallest to largest

Descending Order-largest to smallest

(1)1/500,000

(3)1:25,000

(4)1/10,000

(2)1cm rep 500m

Uses of Scales

Estimating distances on maps
Measuring distances accurately-use dividers and ruler, piece of string or thread for curved distances or straight edge of paper.

E.g. calculate actual distance of a line 8.5cm long on a map using the following scales.

(i) 2cm rep 1km

(ii) 1:100,000

Calculation of areas-no. of full grid squares+ number of ½grid squares/2 or use of rectangles (l×b) or triangles (½ b×h).

Direction

-Course upon which something is pointing to.

Methods of Showing Direction

Traditional Methods

Use of Stars

-E.g. use of groups of stars called plough to find northern direction by locating the pole star and use of Southern Cross by using the brightest star which is over South Pole to find northern direction.

Use of Shadows

-E.g. morning, shadow of flag pole cast to your left you are facing north, etc.

Land Marks

-Using conspicuous features such as hills, buildings even roads to get direction.

Modern Methods

Land Marks
Compass Direction.

-Use of magnetic compass which has a needle which always points north.

It has 16 cardinal points and 4 are basic.

Bearing

–Expression of direction in degrees of an angle.

It’s measured from north in a clockwise direction.

Calculation of Bearing

Draw N-S line through observation point.

Join the two points. If it’s a feature the line should end at the centre of that feature.

Using a protractor measure the angle between the N-S line and the line joining the 2 points in a clockwise direction.

Bearing is expressed in degrees, minutes and seconds. 1◦=60’(min), 1 min=60” (sec)

The degrees are always expressed in 3 figures e.g. 030◦

Types of Norths

True North

-Position on the globe where all longitudes meet or the direction of N. Pole.

Grid North

-Point where Eastings meet at the N. Pole.

Magnetic North

-Point which the magnetic needle rests when left to swing freely.

Types of Bearing

Grid Bearing

-Bearing calculated from Grid North.

Join the two points on the topographical map using a line.
Measure the angle where the Eastings intersect the line joining the two points e.g. 030◦.

True Bearing

–Bearing calculated from True North. Its calculated when the type of bearing isn’t specified.

-E.g. from our compass diagram true bearing will be 30◦-1’=29◦59’

Magnetic Bearing

-Bearing calculated from Magnetic North.

Position of Magnetic North changes slightly every year.

Steps

Years which have elapsed × Annual change. (No need if annual change is negligible). E.g. from our compass diagram annual change =(2009-1991)×4.8’=18×4.8’’=86.4’’=1◦26.4’
Add to the angle between the grid and magnetic bearing 1.e. 1◦26.4’+2◦30’=3◦56.4’
Add to the Grid bearing (if change is towards E) or Subtract (if change is towards W). 30◦ +3◦ 56.4’=33◦4’

Location of Places

–Showing of position of a place or feature on a topographical map.

Methods

Use of Place Names

-Locating a feature by using the name of the place it’s at e.g. a river in Kisumu, Nakuru, etc or if it isn’t at a named place locate by the nearest name place e.g. a meander near Garissa town.

Use of Direction, Bearing and Distance

This is from a stated position e.g. Locate Nakuru from Nairobi.

Nakuru is 157km N.W of Nairobi.

Latitudes and Longitudes

The main longitudes are I.D.L and Greenwich /Prime Meridian.

The main lines of latitudes:

The equator/Great Circle (0◦) which is the longest.
Tropic of Cancer (23½◦N) of equator.
Tropic of Capricorn (23½◦) south of equator.
The Arctic Circle (66½◦N).
Antarctic Circle (66 ½ ◦ S).

They are marked at the margins. Latitude is stated first (N or S) and longitude later (E or W) e.g. X◦N Y◦E

Identify a place.
Identify the nearest numbered latitude and longitude.
Estimate to the nearest 1◦.

Grid Reference

Grid lines: network of lines on topographical maps.

-Numbered in small and large numbers and the large ones are used.

Eastings: N-S grid lines called so because they are numbered eastwards.

Northings: W-E grid lines called so because they are numbered northwards.

Grid reference is given in 4 figures or six figures. In 4 figure the nearest grid line is stated while the 6 figure is estimated in fractions by dividing the space between grid line into 10 equal parts.

Easting is stated first followed by northing.

In the example below the 4 figure grid references are:

A-6856
B-6856
C-6857

6 figure grid references are:

A-675555
B-680560
C-682568

Methods of Representing Relief on Topographical maps

Relief is the nature of landscape e.g. plain, plateau, valleys, hills, etc.

Spot Heights

-Points on map whose positions and heights have been determined by surveyors. They are shown by a dot and a figure e.g. (.1827).

Advantage-show actual heights
Disadvantage-can’t be used to identify landforms.

Trigonometrical Stations/Points

-Carefully chosen points carefully chosen and their altitude determined which —Are used as a basis for surveying an area.

They are marked on the ground by concrete pillar or slab.

They are indicated on topographical maps by:

Isohypes/Contours and Form Lines

A contour is a line on a map joining all points of the same height above sea level. They are browner in colour and have heights written on them.

Form lines are lines drawn on a map joining places of approximately the same height above sea level. They are less brown than contours and not all have values written on them.

Both contours and form lines are referred to as contours.

Contour/Vertical interval is the difference in height between any two successive contours.

Advantages of contours:

They show actual heights.
Can be used to identify land forms.

Pictorials

-Showing relief by drawing landforms at approximate positions where they are found e.g. mountains, hills, valleys, etc.

Disadvantages:

They obscure details behind them.
Don’t give height above sea level.
Limited variety of landforms can be accommodated.

Hachures

-Short lines drawn to represent direction of slope.

On steep land they are thick and close together.
On gentle slopes they are thin and wide apart.

Their disadvantage is that they can’t be drawn on flat land.

Hill Shading

-Showing relief by shading to show shadows where by steepest slopes which are list lit have darker shade while hill tops, surfaces of plateaus and plains and valley bottoms are well lit have lighter shade.

Layer Tinting

-Colouring or shading land within a certain range of altitude or using a single colour with varying tones where the colour gets darker with increasing altitude.

PHOTOGRAPH WORK

A photograph is an image of an object, person or scene recorded by a camera on a light sensitive film or paper.

Types of Photographs

Ground Photographs

-Taken from the ground. They are of 2 types:

Ground Horizontals- taken with the camera at the same level as the object. They are of 2 types.

Ground close ups/particular view photographs-taken from the ground with a camera focused on one particular object.

Ground General View Photographs-taken from the ground with camera focused on general scenery.

Ground Obliques-taken from the ground with a camera slanting/held at an angle.

Aerial Photographs

–Taken from the air e.g. from aircrafts, balloons or satellites. They are of 2 types:

Aerial Obliques-taken from the air with camera tilted towards the ground.

Vertical Aerial Photographs-taken from the air with the camera directly above the object or scenery.

Parts of a Photograph

Left back ground	Centre background	Right background
Left middle ground	Centre middle ground	Left middle ground
Left foreground	Centre foreground	Right foreground

Uses of Photographs

Used in learning geography because they bring unfamiliar features in the classroom enabling the students to understand them better.

Photographs showing vegetation and human activities can be used to deduce the climate of an area.

Aerial photographs show vital information on land use.

Photographs showing land forming processes help us to understand those processes.

Limitations in the Use of Photographs

Coloured photographs are generally expensive to produce.

Black and white photographs don’t show the real colours of objects or scenery e.g. it’s difficult to distinguish ripe coffee berries from green ones.

Some aerial photographs have objects which are far away and hence unclear which may lead to the wrong interpretation.

Vertical aerial photographs are difficult to interpret without special instruments like stereoscopes.

Photographs are difficult to interpret if they are brulled because it’s difficult to distinguish objects which look similar e.g. wheat and barley.

Interpretation of Photographs

-Means to explain the meaning of the objects or features on a photograph. It involves the following:

Determining the Title

Photographs show human activities, physical features, natural catastrophes etc e.g. nomadic pastoralism, drought, flooding, etc. when determining the title examine the photograph carefully and apply the knowledge you have learnt in geography.

Estimating Time

-In the tropics the shadows are short at noon and longest in the morning and afternoon.

If the camera is facing south and the shadow is cast to the right it’s in the morning and if cast to the left it’s in the afternoon.

Estimating Season

Dry season

Bright clear skies

Dry vegetation

harvesting

Light clothes e.g. shirts and T-shirts since temperature is high (also an indication of high temperature.

Rainy season

Rain clouds

Luxuriant vegetation

Young crops

Flowering plants

Weeding

Heavy clothing e.g. pullovers or jackets since temps are low (also an indication of cool season).

Determining Compass Direction

It it’s in the morning and the shadow of flag pole is cast to the left the photographer is facing north and if cast to the right he was facing south.

It it’s in the morning and the shadow is facing towards you the photographer was facing east and it taken in the afternoon and the shadow is facing towards you the photographer was facing west.

Interpretation of Physical Features on Photographs

Relief

Flat land

Rice crop
Irrigation
Combine harvesters
Swamps
Meanders
Oxbow lakes
Inselbergs (isolated hills)

Hilly/Mountainous landscape/Highland Area

Steep slopes

Terraced landscape

Tea, wheat crops which grow at high altitude

rapids

Water falls

Interlocking spurs

Drainage

Youthful Stage

Rapids

Waterfalls

Interlocking spurs

Middle Stage

meanders

oxbow lakes

Lower Stage

deltas
distributaries
meanders and oxbow lakes
flood plain

Vegetation

Natural

Indigenous species
Dense undergrowth
Trees grow haphazardly
Different species of trees
Not of the same height

Planted

Exotic species
In rows
Little undergrowth
Same species
Same heights

Tropical Rain Forests

Trees
Broad leaves
Umbrella shaped

Marshes

swamps

Savannah Grassland

Grass and short trees (woodland).

Desert Vegetation

Thorny leaves
Baobab and acacia
Scrub-land covered with shrubs and underdeveloped trees (shrubs).

Climate

High Temperatures and low rainfall

Sugar cane
Grass
Sisal
Scrub and bush land vegetation
Dense forests
Light clothes

Cool Temperature and High rainfall (Sufficient, Reliable and well distributed)

Tea
Coffee
Wheat
Dairy farming

Soils

Acidic and Volcanic Soils

Coffee
Tea

Clay Soils

Rice

Black Cotton Soils

Cotton
Rice

Loamy Soil

Horticultural crops

Human Activities and evidence

Settlement

-Group of dwellings where people live.

Rural Settlements

Semi permanent houses
Farming or fishing activity
Uneven distribution of settlements
Presence of villages

Urban Settlements

Permanent buildings
Storied buildings
Heavy traffic presence
Regular street patterns

Agriculture/Farming

Subsistence Farming

Temporary and permanent houses
Small pieces of land
Mixed cropping
Simple implements
Local and exotic breeds of livestock

Crop farming

Crops
People preparing land or weeding or Harvesting

Commercial Crop Farming

cash crops
machinery
feeder routes
processing factories

Plantation Farming

Single crop on extensive piece of land e.g. tea, coffee, etc.
Many labourers
Nucleated settlement within farms

Livestock Rearing

Nomadic Pastoralism

Cattle grazing in a grassland or semi-arid region

Daily Farming

Zero grazing
Cattle with big udders

Ranching

Paddocks
Wind mills

Mining

Quarry
Large open pits
Large excavators
Lorries carrying loads of rocks

Industrial Manufacturing

Buildings with large chimneys
People engaged in a processing activity such as Jua kali artisans.

Lumbering

People cutting trees using power saws
People loading timber into lorries
Logs pilled near a saw mill
Forests with stumps
Logs floating on a river

Transport

Motor transport

Vehicles on roads

Railway Transport

Railway line
Trains

Air Transport

Flat tarmacked piece of land
Aircraft

Water Transport

Boats
Ships
Ferries

Communication

Telephone lines
Telephone booths
Post office
Satellite masts
V and radio stations

Sketching Diagrams from Photographs

Draw a rectangle the same size as the photograph.
Divide it into squares using faint lines.
Subdivide the photograph into 9 sections.
Insert the features in their exact positions using simple lines being guided by the squares.
Label the important features e.g. vegetation, land use, prominent buildings, transport, and communication.
Give the sketch a suitable title.

Graphs

-2 dimensional drawings which show relationships between 2 types of data representing two items also called variables. These are dependent variable which is affected by the other e.g. temperature (on y axis) and independent variable whose change is not affected by the other e.g. altitude (on x axis).

Steps

Draw x and y axis.
Choose suitable scale to accommodate the highest and lowest value.
Plot the values accurately using faint dots.
Join the dots using curved line. If it’s a bar graph the dots should be at the middle of the top line. Years should also be at the middle. You should have also decided on the width of the bars.
In data without continuity e.g. crop production there should be gaps between bars and for one with continuity e.g. rainfall bars should not have gaps.
Draw vertical lines on either side of the dot then draw horizontal line to join them with the dot.
Shade uniformly if they are representing only one type of data and differently if representing one type of data.
In combined line and bar graph temperature figures are plotted on the right hand side of y-axis while rainfall on the left
Don’t start exactly at zero.
Include temperature and rainfall scales.
Start where the longest bar ends.

What a Well Drawn Graph Should Have

Title
Scale/scales
Labelled and marked x and y axis starting at zero.
Key if required e.g. in comparative bar graph.
Accurately plotted and lines, curves or bars properly drawn.

Simple Line graph

Advantages

Easy to construct
Easy to interpret
Easy to read/estimate exact values.
Shows trend or movement overtime.

Disadvantages

Doesn’t give a clear impression on the quantity of data.
May give false impression on the quantity especially when there was no production.
Poor choice of vertical scale may exaggerate fluctuations in values.
Difficult to find exact values by interpolation.

Simple Bar Graph/histogram

Advantages

Easy to construct.
Easy to interpret.
Easy to read.
Gives a clear visual impression on the quantity of data.

Disadvantages

Poor choice of vertical scale may cause exaggeration of bars.
Doesn’t show continuity/ variation of data overtime.
Unsuitable technique when values exist in continuity.
Not possible to obtain intermediate values from the graph.

Combined Line and bar Graph

Advantages

Easy to construct.

Easy to read.

It shows relationship between two sets of data.

Disadvantages

Difficult to choose suitable scale when values of variables differ by great magnitude.
Considerable variation of data represented by the line may cause the line the bars thus obscuring the relationship.
Doesn’t show relationship between the same sets of data of more than one place.

Temperature and Rainfall for Thika

Month	J	F	M	A	M	J	J	A	S	O	N	D
Temp(◦c)	24	24	23	22	19	17	17	18	19	20	22	23
Rainfall(mm)	109	122	130	76	52	34	28	38	70	108	121	120

Analysis and Interpretation

The month with heaviest rainfall is May.
The month with lowest rainfall is July.
The hottest month was January and February.
The months with lowest temperature were June and July.

Crop Production in Kenya in the Years 2001 and 2002

crop	Amount in metric tonnes
	2001		2002
Tea	300,000	500,000
Coffee	120,000	80,000
wheat	120,000	150,000
Maize	250,000	400,000

Value of export Crops from Kenya (ksh million)

Crop	1997	1998	1999	2000	2001
Tea	24126	32971	33065	35150	34485
Coffee	16856	12817	12029	11707	7460
Horticulture	13752	14938	17641	21216	19846

If the data has large figures e.g. 195262 plot in 1000s=195, 184,988=185.

You can draw comparative/group/multiple line and bar graphs from the data.

Comparative/Group/Multiple Line Graph

Advantages

Simple to construct
Suitable when comparing trends or movements
Comparison of items is easy because the graphs are drawn using common axis
Its easy to read exact values from each graph

Disadvantages

Number of items which can be represented are limited
Crossing of lines may make interpretation and comparison difficult and confusing.
Total amount of variable cant be established at a glance.

Comparative Bar Graph

Advantages

Easy to construct
Easy to read and interpret
Easy to compare similar components within different bars.
Gives a good impression of totality.
Individual contribution made by each component is clearly seen.
Differences in quantity of components are clearly seen.

Disadvantages

Doesn’t show trend of components over time.
Not easy to compare components where bars are many
Not suitable for many components.

Divided Bars or Rectangles

Production of Sugarcane in 1000 tonnes of 5 major factories in Kenya

Factory	Production(ooo tonnes)	Length in cm
Sony	50	0.5
Nzoia	100	1
Chemilil	200	2
Muhoroni	250	2.5
Mumias	400	4
Total	1000	10

Reported Visitor Arrivals by Continent for the Year 2000

Continent	No. of visitors	Length of strip (cm)
Africa	153904	1.5
America	77271	0.8
Asia	58784	0.6
Europe	663906	6.6
Other	82672	0.8
Total		10.3

Look for a convenient scale say 1cm rep 100000 visitors

Draw a divided rectangle 10 cm long to represent the data.
Show your calculations.

-It should have the following:

Title
Different shades
Key
Width of 2cm

Analysis and Interpretation

-To get the meaning of

Factory leading in sugar production is Mumias.
The 2^ndleading is Muhoroni.
Factory with the lowest production of sugar is Sony.
Calculation of %s.

Advantages

Easy to construct
Easy to compare components because they are arranged in ascending or descending order.
Takes less space than when the data is presented using graphs.
Each component proportion to the total can easily be seen at a glance.

Disadvantages

Can’t be used for a large data.
Only one unit of measurement can be used.
Difficult to asses values of individual component
The visual impression isn’t as good as pie charts.

Exercise

Temperature and Rainfall for Kisumu

Month	J	F	M	A	M	J	J	A	S	O	N	D
Temp(◦c)	19	20	20	18	20	19	19	18	18	18	18	18
Rainfall(mm)	18	38	66	127	114	84	112	104	69	56	38	31

Draw a bar graph to represent rainfall figures.
Calculate the mean monthly temperature for the place.
Calculate the mean annual temperature range.
calculate the annual rainfall totals.

Temp/Day	Mon	Tue	Wed	Thurs	Fri	Sat	Sun
Max ◦c	28	27	28	26	29	29	26
Min ◦c	18	18	20	16	22	21	19

Calculate the diurnal/daily temperature range for Tuesday.
Calculate the mean daily temperature for Sunday.
1. Suppose at 40 ◦c air can hold 60g/m3 of water vapour and the maximum vapour it can hold is 70g/m3. Calculate the relative humidity.
2. (a) Calculate the time at Lamu 70◦E when time at GWM is noon.

(b) Calculate the longitude of Watamu whose time is 6pm when time at GWM is 9am.

Students from a certain school obtained the following marks in their end of term geography examination.

74, 52, 48, 60, 48, 32, 80, 67 and 85.

Calculate the following:

Median
Mode
Mean
State their advantages and disadvantages.
1. (a) Calculate the scale given that the ground distance is 200km while the distance on the map is 20cm.

(b) A student measured the length of a road on a map from point A to B and found it to be 3.6 cm. Use a scale of 1:50000 calculate the actual/ground distance in km.

Students intend to carry out field study of a forest around their school.

State two ways in which they’d prepare themselves.
State 2 objectives they’d have formulated for their study.
List two problems they’d have encountered in the field.
State two follow up activities they would have after the field study.

CLIMATE

-Average weather conditions of a given place over a long period of time usually 30-35 years.

Factors Influencing Climate

Latitude

It influences temperature whereby low latitudes have high temperature and high latitudes have low temperature due to the angle at which the sun rays strike the earth and the distance travelled by the suns rays.
It also influences rainfall whereby places in the equator receive rainfall in two seasons when the sun is overhead there while northern and southern tropical areas receive rainfall when the position of the sun is overhead in those areas.

Inter-Tropical Convergence Zone

It’s a low pressure belt around equator where trade winds converge.

It influences rainfall in the following ways:

Places further from equator experience one rainy season when the sun is overhead and a long dry season when the sun is in the S. hemisphere.
Regions near equator have 2 seasons of heavy rainfall because they experience passage of ITCZ twice.

Altitude

It influences temperature whereby at low altitude temperature is high while at high altitude its lower due to the thickness of atmosphere determining the number of particles to store heat and distance from space where terrestrial radiation is lost.
It also influences rainfall whereby mountains on the path of rain winds receive Orographic rainfall and the windward slopes receive heavier rainfall than leeward slopes.

Distance from the Sea

It influences temperature whereby places in temperate regions near the sea experience low temperature during summer onshore winds blowing over cold ocean water and taking the cooling influence on adjacent land because the water is heated at a slower rate than land.
Places near the sea also experience higher temperatures during the winter or cool season due to sea breezes carrying warmer air to the land because water loses heat at a slower rate than land.
Temperatures in the interior of continents tend to be high in summer and very low in winter due to lack of marine influence.
It also influences rainfall whereby coastal regions receive a lot of rain when the winds are onshore and the continental interiors receive less rain mainly in summer because onshore winds will have dropped most of moisture along the way.

Ocean Currents

It influences temperature whereby coasts which are washed by warm ocean currents are warmer while those washed by cold ocean currents are cooler due to the onshore winds being either warmed or cooled and then taking the warmth or coolness to the land.
It influences rainfall whereby coasts washed by warm ocean currents experience heavy rainfall when moist onshore winds are warmed by the current and made to hold on to moisture which they release on reaching the land.
The coasts washed by cold ocean currents on the other hand experience low rainfall as a result of moist winds being cooled and moisture in them condensed resulting in rain falling over the ocean thereby bringing little or no rain to the coastal areas. This is the cause of western margin deserts e.g. Kalahari and Namib deserts.

Aspect

-Direction of slope in relation to sunlight and the rain bearing winds. Its effect on temperature is more pronounced in the northern and southern hemisphere.

In the N and S hemispheres the slopes facing sun are warmer while those facing away are cooler.
The slopes in the direction of rain winds i.e. the windward slopes receive heavier relief rainfall than the leeward side.

Winds and Air Masses

Wind blowing from a warm region warms the region its passing over and if blowing from a cool region cools the region it’s passing over since wind is a medium of transfer of heat.

Sea breezes take cooling influence on land during hot afternoons.
Katabatic winds cause low night temperatures on valleys and foot of mountains.
Fohn and Chinook which are descending dry winds take dryness to the leeward sides of Alps and Rockies.

Winds influence rainfall in the following ways:

Anabatic winds cause afternoon showers on mountainous regions.
Moisture laden winds cause heavy rainfall.
Persistent dry winds cause desert like conditions in the area they pass over e.g. Harmattan winds from Sahara which blow over W. Africa.
Regions around large water bodies experience high rainfall because of the effect of land breezes.

Configuration of Coastline

Coastal regions across the path of moisture laden winds receive higher rainfall because winds deposit moisture on land e.g. Mombasa while those lying parallel to the path of those winds receive less rainfall because moisture is deposited on the sea e.g. Lamu.

Forests

Forested areas experience a micro climate whereby:

Temperature is lower due to shades of trees reducing solar insolation reaching the ground.
Rainfall is heavier due to high rate of evapotranspiration and friction between trees and rain bearing winds.

Human Activities

Man has caused deforestation in the process of creating room for settlement and agriculture which has caused drop in rainfall amounts leading to semi-arid conditions.
Man has constructed dams across rivers and done afforestation which has caused semi-arid regions to become wetland.
Gases especially co2 emitted from burning fossil fuels and chlorofluorocarbons layer cause global warming through the green house effect and destruction of ozone layer respectively.

The Climatic Regions of Kenya

Modified Equatorial Climate

-Experienced along the coast and along the coast from Somali-Tanzanian border and L. Victoria basin regions around the lake.

Along the Coast

Characteristics

High temperatures throughout the year mean annual about 27◦c.
Small mean annual range of temperature about 4◦c.
Hottest months are December and January.
Experiences rainfall throughout the year/ no real dry season.
Double maxima rainfall regime (2 rain seasons) in May and October.
High humidity due to high temperature causing high rates of evaporation and nearness to the sea.

Victoria Basin

Characteristics

Temperature is lower than the truly equatorial climate due to modifying influence of the lake (mean annual range between 22-26◦c).
There are no real dry months.
Heavy rainfall ranging from 1000-600mm.
Double maxima rainfall regime.
Receives convectional type of rainfall which falls mainly in the afternoons.
High relative humidity due to high temperature and nearness to the lake which is a source of moisture.

Modified Tropical Climate

-Experienced in central highlands E and W of R. Valley.

Characteristics

Mean annual temperatures averages between 17-24◦c.
Lower warmer slopes and cooler higher slopes due to modification by altitude.
Receives rainfall throughout the year (1000-2000mm).
Receives Orographic rainfall caused by S.E Trade Winds.
Double maxima rainfall regime in eastern highlands and single maximum in the W. highlands.
Humidity is moderate.

Tropical Continental/desert Climate

-Experienced in about ½ of Kenya in most of N, N.E, most of E and S Kenya.

Characteristics

High temperatures throughout the year with mean between22 and 27◦c.
Generally dry with less than 500mm of unreliable rainfall.
Large diurnal range of temperature.
The skies are generally clear.
Low humidity.
Temperature has been modified by relief in some areas e.g. Voi-25◦c and Garissa -28.5◦c.

Tropical Climate

-Experienced in Narok, S. Taita and Kwale region.

Characteristics

High temperatures (mean annual temp-16.5◦c).
Temperature is modified by relief in some areas e.g. Loita, Taita and Narok which has made the place suitable for human habitation.
Generally low rainfall amounts.
Rain falls in one season.
A long dry season lasting up to 6 months.

Tropical Northern Climate

-experienced in a small area in the N. W part of Kenya bordering Uganda.

Characteristics

High average temperatures.
Temperatures are modified in some places by altitude.
Low mean annual rainfall of about 850mm.
Rain falls mainly in June and September.
Experiences a long dry season of up to 6 months.

Desert Climate

-Experienced in central northern Kenya where there are pure deserts such as Chalbi, Karoli and Kaisut deserts.

Characteristics

Temperatures are very high throughout the year averaging 30◦c due to cloudless skies.
Very low rainfall of less than 250mm per year.
Characterised by diverging or descending winds which don’t bring any rain.
Night temperatures are extremely low.
Humidity is low.
Sandstorms are common occurrences.

World Climatic Regions

Classifications

Hot climates
Warm climates
Cool climates
very cold climates
Mountain climates
micro/local climates

Hot/Tropical Climates

-Experienced within the tropical latitudes.

-Subdivided into:

Equatorial climate
Tropical monsoon climate
Savannah climate/Sudan type
Tropical desert climate
Tropical marine climate

Equatorial climate

-Experienced in the following areas:

Amazon basin in S. America.
Along west coast of Africa from guinea to Cote d’ Ivoire.
Southern part of Nigeria through Cameroon, Gabon, Central African Republic, Congo to Zaire.
E Asia in Malaysia, Indonesia and a stretch between Burma and Vietnam.

Characteristics

High temperatures throughout the year (between 24-27◦c).
Temperature neither rises nor drops too low due to thick cloud cover all year round.
Heavy rainfall throughout the year (mean annual of about 2000mm).
Double maxima rainfall regime.
Experiences convectional rainfall in low lands and relief rainfall in areas of high relief.
High relative humidity of over 80% due to convergence of moist air masses and high evapotranspiration rates.
Low pressure all year round.
There are no seasons.

Tropical Monsoon Climate

It’s found in the following areas:

E Asia in parts of Pakistan, India, Bangladesh, S. china and Philippines.
Along the northern coastal region of Australia.

Characteristics

High mean annual temperatures of about 28◦c.
Seasonal reversal of winds.
Heavy rainfall when monsoon winds are onshore (600-1300mm) climate.
Rain falls in a few months and the rest of the year is dry due to influence of latitude.
Low pressure in summer when winds blow onshore.
High pressure in summer when winds blow offshore.
Cloudy skies in summer and clear skies in winter.

Tropical Marine Climate

It’s found on windward slopes of islands and coastal areas on the east of continents under the influence of S.E Trade Winds in the following areas:

America in S. Mexico through Guatemala, Nikaragua and Panama.
coast of S. America.
Caribbean islands of Cuba, Haiti and Jamaica.
Coastlands of E. Africa from Kenya, Tanzania through Mozambique and E. Malagasy.

Characteristics

Summer temperatures are very high approximately 30◦c.
High rainfall totals in summer when winds are onshore (1000-2000mm).
Orographic and convectional rainfall in summer.
Dry winters due to winds being offshore.
High humidity due to coastal location.
Experiences tropical cyclones towards end of hot season.
Winters are cool (about 21◦c).

Tropical Continental/Savanna/ Sudan type

–The largest natural climatic region in Africa.

It’s found in the following areas:

In Africa it extends from Senegal through E. Africa to the northern part of s. Africa.
Western Madagascar.
A broad belt in N. Australia.
W and S.E of Amazon Basin called Llanos and Campos.

Characteristics

Higher temperatures of up to 32◦in hot season.
Large diurnal range of temperature in dry season.
Convectional rainfall in summer averaging 765mm annually.
High humidity during the hot wet season.
Low humidity in cooler drier months.
Prevailing winds are mainly trade winds.

Types of deserts

Erg – Sandy deserts with large amounts of deposited sand.
Hamada – Rocky deserts made of bare surfaces.
Reg – Rocky deserts covered with angular pebbles, gravels and boulders.
Hot continental interior deserts found on the interior of continents on the leeward sides of high mountains e.g. Sahara and Arabian Desert.
Coastal deserts of western margins characterised by offshore trade winds and cold ocean currents e.g. Atacama of S. America, Namib in Namibia and Arizona in U.S.A.
Mid latitude deserts of continental interiors with high summer and low winter like Gobi in C. Asia.

Ice and snow deserts of polar lands like Greenland and Antarctica desert. Tropical Desert Climate

-Found on the western coasts of continents washed by cold ocean currents.

They are the following:

Arabian Desert of the middle East
Sahara, Kalahari and Namib deserts in Africa.
Atacama Desert in S. America.

Mohave and Colorado deserts of U.S.A. and Mexican deserts in N and C America.

Jordan, Syria, Iran, Iraq, Saudi Arabia, Israel and Afghanistan.
The great Australian desert in the greater western part of the continent.

Characteristics

High temperatures during the day and very low temperatures during the night due to high terrestrial radiation.
Large diurnal range of temperature.
Clear/ cloudless skies.
Receives less than 250mm of rainfall annually.
Rainfall is localised, short and torrential and accompanied by storms which cause flash floods.
Rain falls for a short period and the rest of the year or even several years are dry.
High wind velocity due to little frictional force.
Some areas experience temperatures below zero in winter with ice forming on the oasis.
Humidity is low and evaporation rate is high.
Sand storms are very common i.e. sand being blown through the air by the wind.

Warm Climates

They border tropical climates and they experience moderate temperatures lower than of tropical climates.

They are situated in the zone of divergence of trade winds and westeries (subtropical high pressure belt).

Subdivided into:

Warm temperate Western margin/Mediterranean Climate.
Warm Temperate Interior/continental Climate.
Warm temperate Eastern marginal Climate.
Warm temperate Deserts.

Warm Temperate Western Margin

-Also known as Mediterranean Climate.

-Found on the western margin or sides of continents in the following areas.

Southern Europe and N. Africa in the lands bordering Mediterranean Sea.
W tip of Africa around Cape Town.
Central Chile in S America.
W and S Australia.

Characteristics

Hot summers with temperatures of about 21◦c.
Mild winters with temperatures of about 10◦c.
Characterised by hot and cold local winds called Mistral and Sirocco.
There is high sunshine duration and intensity in summer.
Experiences cyclonic rainfall in winter when westeries are onshore.
Rainfall decreases inland.
Summers are dry due to trade winds blowing offshore.
There are distinct seasons i.e. summer, autumn, winter and spring.

Warm temperate Interior Climate

-Also called Steppe Type.

It’s found in the interior of continents in the following areas (grasslands):

Steppe Land of U.S.S.R.
Veldt of S Africa.
Prairie lands of Canada and U.S.A.
Pampas lands of Argentina.
Downs of Australia.

Characteristics

Warm short temperatures between 18-21◦c.
Long winters with extremely low temperatures due to continentality which can fall up to -20◦c.
Precipitation is received all the year round.
Most rainfall is received in summer and snow precipitation in winter.
Rainfall is moderate with annual mean of 500mm.
Summer rainfall is caused by convection and depressions.
There is high humidity in summer.

Warm temperate Eastern Margin climate

-Also known as China Type.

It’s experienced on the eastern margins of continents in the following areas.

E China and S. Japan.
E Australia.
S and S.E states of U.S.A.
America in S. Brazil, Uruguay, E. Paraguay and coast of Argentina.

Characteristics

Hot summers with a mean annual of about 26◦c.
Mild to cool winters due to marine influence and local winds (4-13◦c).
Receives rainfall throughout the year (about 1000mm).experiences hurricanes and typhoons.
Convectional rainfall is common in summer.
Rainfall is moderate between 760 and1500mm.

Warm Temperate Deserts

-Also known as Mid-Latitude Desert climate.

It’s experienced in the following areas:

Nevada and Utah states of U.S.A.
Pentagonia in S. America.
Gobi Desert extensive desert area of southern Mongolia and northern China and the largest desert in Asia.
Turkey, Turkmenistan, Uzbekistan and Kazakhstan.

Characteristics

High summer temperatures (27-37◦c).
Cold winters as low as -7◦c.
Very large diurnal and annual ranges of temperature.
Low and unreliable rainfall due to great distance from the sea about 250 mm annually.
Most rainfall falls in late winter or early spring.

Cool Climates

They differ from warm climates by having definite seasonal variations in temperature.

Subdivided into:

Cool Temperate Western Margin
Cool Temperate Continental Interior
Cool Temperate Eastern Margin

Cool Temperate Western Margin Climate

–Also known as British Type.

It’s under coastal influence.

-Found in the following areas:

British Isles (Island)
Central and N.W Europe
W U.S.A. and British Columbia in Canada.
Chile
Tasmania in Australia

Characteristics

Warm summers (13-15◦c).
Cool winters (2-7◦c).
Small temperature range.
Well distributed rainfall throughout the year (760-2000mm).
Cyclonic rainfall in the coastal lands and relief rainfall in mountainous areas.
High humidity in winters.
Long summer days with irregular thunderstorms.
Convergence of sub-tropical and polar air masses.
Onshore westerly winds are dominant.

Cool Temperate Continental Interior Climate

-Also called Siberian type.

-Found in the following areas:

Alaska and most of Canada
Eurasia covering Sweden, Finland, Poland, Germany, across former U.S.S.R. up to Kamchatka Peninsular in the east.

Characteristics

Warm summers with temperatures of about 18◦c.
Generally short summers.
Extremely cold winter temperatures which go below 20◦c.
Long winters with long nights.
Precipitation is mainly in form of snow during winter (annual precipitation 400-500mm).
Convectional rainfall in summer is accompanied by thunderstorms.

Cool Temperate Western Margin Climate

It’s also known as Laurentian Type.

Areas:

U.S.A. and S Canada.
Argentina.
N & S Korea, N. China, C and N Japan and E. Siberia.

Characteristics

Long warm summers with temperatures of about 18◦c.

Cold winters (-40-0◦c).

Precipitation all year round (600-1000mm).

Snow precipitation in winter.

High humidity in summer.

Cold Climates

-Also known as Polar Desert Climates or Arctic and Antarctic Climates.

-Found beyond Arctic Circle i.e. 66 ½◦N and S of equator.

-Classified into Tundra and Polar Climates.

Tundra Climate

Areas:

Coast of N. America bordering Arctic Ocean.
N part of America from Alaska through Canada to Greenland.
From N coast of Scandinavia to the N.E of Russia.
Baffin Island.

Characteristics

Short cool summers with average temperatures of about 10◦c.
Long cold winters (-29 – -40◦c).
Continuous days in winter and summer for several days.
Low annual precipitation of about 250mm.
Precipitation in form of rain and snow in winter.

Polar Climate

-experienced at the poles in the interior of Iceland, Green land and Antarctica.

Characteristics

Temperature is permanently below freezing point.

There is permanent snow cover and ice on the ground (permafrost).

Snow storms (blizzards) are common.

Continuous winter nights and summer days with exception of equinox when sun rises above horizon.

Mountain Climates

-Experienced on high mountain ranges of the world.

Areas:

Kenya (5199)
Ruwenzori (5109)
Kilimanjaro (5895)
Everest (8848)
Atlas mountains in Africa
Rockies of N. America
Alps of Europe
Himalayas in Asia

Characteristics

Temperature decreases with increasing altitude.
Temperature ranges from cool to cold.
Experiences Orographic rainfall.
Rainfall increases with altitude up to 3000mm and starts to decrease because air is cold and hence has poor capacity to hold moisture.
Windward slopes are wetter than leeward slopes.
Atmospheric pressure decreases with increasing altitude.
Local winds are common and blow up the slope during the day and down slope at night.
In temperate regions slopes facing the equator are warmer than those facing the poles.
Atlas mountains in Africa
Rockies of N. America
Alps of Europe
Himalayas in Asia

Local/Micro Climates

Climate experienced within a small area which is slightly different compared to the general climate of the area.

It occurs on the immediate surroundings and within some phenomenon on the earth’s surface.

Micro-climates can be found in the following areas:

Within and around a forest
Experience low temperatures due to trees preventing solar insolation from reaching the ground.
Experiences high rainfall due to high rates of evapotranspiration.
Urban areas
Higher temperatures due to green house effect (situation where atmospheric gases absorb heat that is given off by the earth (terrestrial radiation) before its sent back to space causing the temperature of the lower atmosphere to increase.
Around man made lakes
Experience high convectional rainfall due to high moisture content.
Around natural lakes experiences land breezes which cause early morning showers and sea breezes which lower temperatures during the hot season.

Aridity and Desertification

Aridity-state of land being deficient of moisture leading to little or no vegetation.

Desertification-process in which desert like conditions slowly and steadily encroach on formerly productive agricultural land.

Causes of Aridity and Desertification

Low and unreliable rainfall below 250mm per annum causing little or no vegetation and absence of animal and biological life causing soil forming processes to be incomplete.
High temperatures which cause high rates of evaporation which exceed evaporation or low temperatures which reduces air capacity to hold moisture causing a place to receive little or no rain..
Where a place is washed by ocean currents causing moist onshore winds to cool and then drop moisture over the sea and reach the land as dry winds e.g. Kalahari when onshore westeries cross the cold Benguela Current.
Where relief barriers such as hills or mountains cause some areas to lie on the rain shadow hence rain winds drop most of their moisture on the windward side and they drop on the leeward side, are warmed and hold onto moisture causing dry conditions e.g. Kalahari and Namib on the rain shadow of Drakensberg mountains.
Location of some places very far from the sea causing them to be far removed from wet onshore winds e.g. Gobi Desert.
Where hot dry winds blow over a region causing drying effect on land e.g. Harmattan over West Africa.
Where cool air descends causing no rain because cool air has to rise before condensation takes place.

Human Activities

When people clear forests which causes runoff to exceed infiltration which interferes with the water cycle.
Keeping large number of animals which exceed the carrying capacity of land they eat vegetation leaving the land bear exposing the land to soil erosion.
Poor agricultural practices such as overcultivation, monoculture and slashing and burning which lead to soil erosion.

Industrialisation which releases green house gases such as co2 to the atmosphere which absorb more heat making the earths temperature to rise.

Reclamation of water logged areas which lowers the water table causing arid conditions to set in plants when plants can’t access ground water.

Poor irrigation methods when evaporation takes place and salt from below are brought to the surface and are deposited on the top soil making the soil salty and hence unable to support plants.

Effects of Aridity and Desertification

Infertile soils which support little or no vegetation.
Low agricultural production due to insufficient rainfall leading to famine.
Shortage of water for domestic and industrial use which may also lead to shutting down of my sons.
Migration of people from areas affected by aridity and desertification leading to population pressure and eventually conflicts.
Destruction of vegetation which exposes land to soil erosion.
Can lead to extinction of some plants and animal species causing loss of biodiversity.

Solutions to Aridity and Desertification

Afforestation and reafforestation because trees protect soil from erosion, increase run off and release moisture to the atmosphere leading to increased rainfall.
Adopting soil conservation measures such as terracing, contour ploughing, planting cover crops etc.
Rearing a number of animals which is proportional to the carrying capacity of land.
Irrigating dry lands.
Introduction of energy saving stoves to reduce demand for wood fuel which will reduce deforestation.
Use of alternative sources of energy which don’t pollute the environment e.g. solar and water.
Introducing drought resistant crops in the arid areas.
Controlling industrialisation by setting laws governing pollution.

Climate Change

-Establishment of a new climatic state.

-Continuous changes in climatic states such as temperature and precipitation over time.

Causes of Climate Change

Natural Causes

Variations in the Earths Orbital Characteristics

-Changing or earths orbital characteristics within 1000 years from elliptical (aphelion) to nearly circular (perihelion) when the earth is nearest to the sun and receives maximum solar energy and back to elliptical when the earth is farthest from the sun and receives least solar energy.

Variation in the Atmospheric Carbon Dioxide

-When natural rise in temperature cause carbon dioxide held up in cold ocean waters to be released to the atmosphere after oceans warmed.

Volcanic Eruptions
- When large quantities of volcanic ash and dust thrown out of the ground block some of the solar insolation from reaching the earths surface causing temperatures on the earths surface to drop for a short period.
- When sulphur dioxide given off during volcanic eruptions reacts with water vapour forming a bright layer within stratosphere reducing the amount of solar radiation reaching the surface by reflecting some of it back which also lowers temperatures on the surface.
Variation in Solar Output

–changes in the amount of solar energy given off by the sun whereby at times its less causing drop of temperature on the earths surface and at others its gives off more causing rise in temperature on the surface.

Human Causes

Burning of fossil fuels in industries, transportation, electricity generation etc. which contributes 65% of additional co2 in the atmosphere which is the main green house gas.
Burning of vegetation e.g. in shifting cultivation and forest fires which also adds co2 in the atmosphere.
Clearing large tracts of forests foe agriculture, settlement etc. which reduces the main deposal system for co2 from the atmosphere by photosynthesis.
industrial developments which add gases like methane, nitrous oxide and those containing chlorine and chlorofluorocarbons which damages ozone layer which filters a greater percentage of ultra violet radiation given off by the sun which causes the average temperatures on the earth to rise.

Consequences of Climate Change

Global warming due to green house effect by gases added in to the atmosphere and destruction of ozone layer.
Increased rainfall as a result of high temperatures causing high rates of evaporation causing wet areas to become wetter and dry areas to become drier.
Effect on agriculture by causing crop growing areas to shift to cooler altitudes and latitudes e.g. wheat growing areas of Canada shifting to the poles and causing dropping or failure of crop yields in area where temperatures have increased.
Water shortage when climate becomes drier causing less water to infiltrate underground and hence less water to feed rivers.
Submergence of coastal areas causing flooding when Antarctic and Arctic glaciers melt and water is added to the oceans.
Heat waves due to increased temperature which leads to death of people.
Receding and disappearance of ice caps on mountains e.g. Mt. Ruwenzori.
Abnormal growth of plants due to increased amounts of co2 causing increased rate of photosynthesis which may lead to increased yields of major crops, poor soils due to soils having to sustain high rates of plant growth.
increased levels of ultra violet radiation which causes human diseases such as skin cancer, lowering crop production by slowing photosynthesis and germination, lowering fish population by damaging plankton which fish eats and degradation of paint and plastics.

Solution to Climate Change

Afforestation and reafforestation.
Use of energy saving stoves to reduce the rate of deforestation.
Use of alternative sources of energy which are environmentally friendly e.g. solar and water instead of fossil fuels.
Proper maintenance of vehicle to reduce emissions from their exhausts.
Use of public transport to reduce the amount of fossil fuel used and hence the amount of co2 added into the atmosphere

VEGETATION

-Plant cover on the earths surface.

Types of Vegetation

Natural Vegetation

-Which grows by natural means of seed dispersal without interference and modification by man.

Semi- Natural/Derived Vegetation

-Natural vegetation which is in the process of recovering from interference by man.

Planted/Cultivated Vegetation

-Vegetation planted by people e.g. forests of exotic trees, trees in Agroforestry and plants used as hedges e.g. cypress.

Factors Influencing Types and Distribution of Vegetation

Topographical Factors

Altitude

Coniferous trees are found at high altitudes because they are adapted to cool conditions.
There is no vegetation on mountain tops because there are very low temperatures which inhibit plant growth.

Terrain

Gentle slopes which have deep and well drained soils are best suited for plant growth than steep slopes which have thin soils due to severe erosion and less soil water to sustain plant growth due to high runoff.
Flat areas have poor drainage hence are swampy and can only support swamp plants.

Aspect

There are a wide range of plants on the slope facing the sun and in the direction of rain bearing winds as they are warm and wetter. Grass lands are dominant on the leeward side because they are drier.

Drainage

There is a large variety of plants on well drained soils while water logged soils have swamp plants such as reeds and papyrus.

Climatic Factors

Temperature

Plants in warm areas are large in number and grow faster e.g. in the tropical lands. Also there are deciduous trees which shed leaves to reduce the rate of transpiration.
In areas with low temperatures there is slow growth of plants and coniferous forests are found there.

Precipitation

There are a large number of plants in areas with high precipitation and these areas are dominated by forests which are broad leaved to increase the rate of transpiration.
Areas with moderate rainfall are dominated by grasslands and those with little rainfall have scanty vegetation of scrub and desert types.

Sunlight

There is large number of plants in areas experiencing long sunshine duration.
There is little undergrowth in tropical rain forests because the canopy prevents sunlight from reaching the ground.

Wind

There is heavy rainfall in areas where warm moist blow to and hence a large number of plants which may be broad leaved to increase the surface area for transpiration.

Edaphic/Soil Factors

Fertile soils have a larger number of plants while infertile soils have scanty vegetation.
Soil pollution e.g. oil spillage cause drying up of plants.
Deep soils have deep rooted plants such as trees while shallow rooted soils have shallow rooted plants such as grasses and shrubs.

Biotic/Biological Factors

Living Organisms

Bacteria, earth warms and burrowing animals improve soil fertility resulting into more vegetation growth.
Insect and birds pollinate plants enhancing their propagation.
Bacteria and insects cause plant diseases of plants resulting in death of some e.g. aphids which affected cypress in late 80s.
Large herds of wild animals can destroy vegetation through overgrazing and can turn grasslands into deserts.

Human Activities

Clearing of natural vegetation for settlement, agriculture etc. can lead to desertification.
Bush fires such as burning grasslands for the grass to sprout can cause extinction of some plant species.
Overstocking can lead to overgrazing turning grasslands into deserts.
Rehabilitation of deforested areas can stop the spread of deserts.

Vegetation in Kenya

Forests

The area under forest is less than 7%.

The bulk is found in Central Highlands

Plateau Forests

It used to cover extensive areas around L. Victoria but today there are few patches around the lake in Maragoli, Kakamega, Kaimosi, Malava, Turbo and Tinderet forests.

They are tropical rain forests with tall trees standing among shorter trees intertwined with creepers.

Lowland Forests

-Found along the Kenyan coast.

The main types are:

Mangrove forests which grow in shallow waters and
Tropical rain forests in Shimba hills in Kwale District and Arabuko Sokoke in Kilifi.

Highland/Mountain Forests

-Found on the slopes of Mt. Kenya, Aberdare forests, Iveti, Mbooni, Kilala and Marsabit forests.

Indigenous hardwoods are olive, Meru oak, mvule, Elgon teak and camphor while indigenous softwoods are podocarpus and African pencil cedar and bamboo.

They have been planted with exotic hard wood trees e.g. eucalyptus and silver oak and exotic softwoods such as pines, cypress, fir and wattle.

Savanna

-Most widespread vegetation covering about 65% of the total area.

Wooded/Tree Grassland

-Found along the coastal strip and on the plateau bordering highlands east of rift Valley.

-Consists of grass of 1m mixed with thorny acacias.

Where rain decreases trees become fewer and shorter and the grassland becomes more open.

There are many large trees along water courses due to abundant moisture (riverine or gallerie forests).

The trees shed leaves during the dry season to reduce the loss of water by transpiration.

(b) Bushland and Thicket

–Covers about 48% of savannah.

-Found between coastal land and Machakos and extends into Kitui, Mwingi, Garissa, Wajir and Mandera districts.

-Consists of a mixture of thorny acacias and shorter thorny shrubs between forming thorn bush with gaps between bushes which are bare or covered by scattered varieties of grasses.

Plants are adapted by:

Having thin leaves and hard cuticle to reduce transpiration rate.
Baobab has large trunk to store water for use during long dry period.
Shedding of leaves to conserve water.

(c) Highland Grassland

–Found on the undulating slopes of grasslands.

-Grasses are such as red oat, wire, Manyatta and Kikuyu grass where forests have been cleared.

-Clover grows along kikuyu grass where rainfall is over 1000mm.

Semi-Desert and Desert Vegetation

-Covers about 21% of Kenya.

It’s found on the parts of N.E and N Kenya including Marsabit and Turkana districts.

It receives insufficient rainfall of less than 380mm annually.

It has mainly scrub type of vegetation (covered with underdeveloped trees or shrubs). A shrub is a plant lower than a tree with a small woody stem branching near the ground.

The shrubs are up to 1m and grasses are up to 3m and in between there is bare ground.

Tree species are acacia and comiphora.

Real deserts hardly have any vegetation.

Adaptations plants (Xerophytes)

Some have thick leaves to store water.
Long tap roots to access water from rocks below.
Needle like leaves to conserve water.
Shedding of leaves to conserve water (deciduous).

Heath and Moorland

-Vegetation found towards the mountain tops.

At lower altitudes there is groundsel, lobelia and heather.
Where there is poor drainage there is mountain swamp vegetation referred to as bogs.
At high altitudes there is tussock grasses, flowering plants and alchemilla shrubs. This vegetation is adapted to cold windy conditions towards the summit.

Swamp Vegetation

-Vegetation found in areas with flat relief in wet areas along river courses and areas experiencing periodic flooding e.g. along the course of R. Tana, Lorian swamp in Isiolo, Wajir and Garissa and the mangrove belt along he coast.

Vegetation found there are marshes, grasses with smooth surfaces and long blades and papyrus which is dominant.

Vegetation Zones of the World

Forests

A forest is a continuous growth of trees and undergrowths covering large tracts of land.

Tropical Rain Forests

-Known as Selvas in S. America.

It’s found in the following areas:

Congo Basin
Amazon Basin
Western sides of India, Burma and Vietnam.
Coastal land of Queensland Australia.

Characteristics

Closely set trees with three distinct canopies.
There is less undergrowth on the forest floor due to light being obstructed by canopies.
Trees take long time to grow.
Trees have large trunks with buttress roots (radiating wall like roots).
Trees have broad leaves to increase the surface area for efficient transpiration due to high precipitation.
There is varied number of plants species over a small portion.
Trees are tall, have smooth stems and straight trunks.
Some trees are evergreen shedding a few leaves at a time while others shed leaves and are left bare.
Some trees are very heavy and don’t float on water.
Trees take very long time to mature between 70-100years.

Types of trees present are mahogany, ebony, ironwood, rose wood, camphor and Sapele.

Tree creepets and parasites are found around tall main trees.

Uses of tropical rain Forests

Trees are valuable sources of timber for furniture, building and construction.
Oil palms are for production of palm oil.
Cacao crops for production of cocoa beans used to make cocoa used to make chocolates and beverages.
Chicle from the bark of Zabote tree is used to make chewing gum.
Ivory nuts are used for making buttons.
Fibres from torquilla palm are used for making hats, mats, baskets and thatching materials.
Cinchona tree’s bark contains quinine used in malarial treatment.

Mangrove Forests

-Found in low lying muddy coasts of tropical seas with shallow salty waters.

Areas

Along the east coast of Africa.
Near the estuary of Amazon River in S. America.

Characteristics

Dominated by mangrove trees and 30 other species of trees.
Mangrove trees have special roots which are partly aerial to aid breathing. Some grow horizontally and then vertically downwards into mud while some grow horizontally in mud and bend upwards to aid breathing and others have net work of roots resembling stilts.

Uses of mangrove Forests

Mangrove trees provide tannin used for tanning leather.
Mangrove poles are used for building and construction because they are very strong.
Mangrove trees are also used for firewood.
Mangrove forests are habitats for marine life used for tourist attraction.

Tropical Monsoon Forests

Location

W and S coast of Mexico
parts of India, Bangladesh, Burma, Vietnam and Indonesia
Monsoon lands of Australia

Characteristics

Most trees shed leaves during dry season and grow during hot wet season.
Smaller number of tree species than tropical rain forests.
Tall species of trees rising up to 30m.
Trees don’t grow together.
Trees have more branches because of light penetrating at lower levels.
Denser undergrowth than tropical rain forests.
Particular species of trees dominate an area (pure/definite stands) e.g.

-Leak in Burma

-Sal in India

-Eucalyptus in Queensland Australia

-Bamboo in S.E Asia

Dominant tree species are leak, bamboo, acacia, camphor, ebony, Sapele and Pyinkaido.

Uses of tropical Monsoon Forests

Teak in Burma and Thailand is used for building houses and boats because it’s hard and resistant to termites.
Bamboo and rattan creeper are used for making furniture, baskets and weaving.
Young tender shoots of bamboo are consumed as vegetables.

Mediterranean Forests

Areas

Europe and N. Africa areas bordering Mediterranean Sea.
Around Cape Town on S.W end of Africa.
Central coast of California.
Around Perth in S.W Australia.

Characteristics

Forests are open woodlands.
Many trees are deciduous.
Some trees are evergreen e.g. oak
There is woody scrub vegetation in areas which are dry and with poor soils which is called marquis in France, Chaparral in California and Machia in Italy.
Many plants are sweet smelling (aromatic) e.g. rosemary, lavender, oleander, broom and myrtle.
Many trees are xerophytes e.g.
- Trees have long tap roots to reach the water deep below during long dry spells.
- Waxy leaves to reduce transpiration
- Storing water in their thick leaves or stems
- Small spiny leaves
Types of trees are olive, sweet chestnut, beech, cedar, cypress, sequoia, eucalyptus

Uses

Cork oak is used to make corks for bottling wine.
Olive tree fruits are used for cooking and extraction of olive oil.
Timber from sweet chest nut, beech, cedar, cypress and pine is used for building houses and making furniture.
Shrubs and grasses are used as pasture for goats.

Temperate Evergreen Forests

-Found in areas experiencing warm temperate eastern margin or China Climate.

Areas

Along Natal coast in S. Africa
china and S. Japan
E Australia
E and S. states of U.S.A.

Characteristics

Evergreen because of abundant rainfall throughout the year.
Most trees have broad leaves to increase the surface are for efficient transpiration.
Many evergreen trees are hardwoods.

Uses

Hard woods such as oak and iron wood are used for furniture and building materials.
Soft woods such as cypress and pines are used for furniture.
Wattle trunks are used in the coal mines of natal.
Bamboo is used for making furniture and building in China and Japan.
Walnuts provide nuts used for making chocolate.
Ivory nuts are used for making buttons.
Young shoots of bamboo are eaten as vegetables in china and Japan.

Temperate Deciduous Forests

-Found in areas experiencing cool temperate western marginal climate.

Location

and W. Europe.
Most of E. states of U.S.A.
Chile in S. America.

Characteristics

Trees are deciduous and shed leaves in autumn and become green in summer.
Individual species of trees are scattered and their density per unit area is small.
Trees are smaller in size.
Trees are broad leaved.
Most of the trees are hardwoods
There is rich undergrowth because of being fairly open.
Trees grow in pure stands in some regions and at others they are mixed.
Trees are easier to exploit than tropical hardwoods.

Uses

Hardwoods such as oak and birch are used for timber, wood fuel and charcoal.
Chestnut and walnut nuts are edible.
Oak tree fruits are used for feeding pigs.
Tung tree yields oil for making paint and furnish.
Maple sap is used for making maple syrup.

Trees include eucalyptus (blue gum), olive, birch, walnut, elm and ash.

Coniferous Forests

It’s dominant in cool climates. It’s known as Taiga and Boreal in Russia.

Location

coast of Canada.
Scandinavia across Russia to the Pacific coast.

Characteristics/of soft woods in Canada

Their seeds are cone shaped.
Most trees are softwoods and are light in weight.
Trees mature faster than hardwoods of tropical regions.
Trees have big proportion of stem compared to leaves.
Most tree species are evergreen with few shedding leaves e.g. larch and fir.
Tree species occur in big pure stands.
Very little undergrowth due to acidic humus from leaf fall.
Trees have straight trunks.
Trees mature after a long period of time (50-70 years) due to the cold conditions especially in winter.

Species of trees found here are pines, Fir, spruce, larch and Hemlock.

Adaptations

Needle-like leaves to reduce transpiration.
Leaves with tough waxy skin to protect them from winter cold.
Tree crowns are cone shaped and flexible crowns to allow snow to slide off to prevent it from accumulating on the branches.
Trees are evergreen to have maximum utilisation of sunlight during the short summers.
Flexible tree trunks to allow swaying so as to allow swaying so as not to break during strong winter winds.
Widely spread root system for maximum utilisation of moisture from top soil because sub soil is permanently frozen.

Used

Soft woods such as spruce, fir, pine and larch are used for construction, wood pulp used in paper manufacture.

Mixed Forests

-Found at the zone of transition between temperate deciduous and coniferous forests.

Location

Saskatchewan and Alberta provinces of Canada
Scottish regions in Europe
low lying Mediterranean regions

Characteristics

A mixture of broadleaved deciduous and coniferous trees.

Uses

Cedar and hazel are used for fencing posts.

Grazing activities are carried out where forests are open.

Softwoods such as spruce, fir and pine are used to make wood pulp used for paper manufacture.

Hardwoods such as oak and birch are valuable sources of timber, wood fuel and charcoal.

Maple tree syrup is used for making maple syrup.

Grasslands

-Found in climatic regions where a seasonal pattern occurs with a prolonged drought of about 5-7 months.

Tropical Grasslands/ Savanna

-Found in areas experiencing tropical continental climate.

Areas

N and S of Congo Basin.
Between Sahel and equatorial forests in E. Africa plateau.
E of Australian Desert.
Brazilian highlands

It’s divided into:

Open grasslands where grass is dominant and
Woodlands in areas which receive more rainfall.

Characteristics

Grasslands with widely spaced trees such as acacias.
Grasses die in dry season and sprout quickly when it rains.
Grasses are tall (up to 3m with stiff blades and elephant grass is tallest reaching up to 4m.
Trees are of medium size up to 13m
Tree crowns are umbrella shaped to provide shade around roots to reduce evaporation.
Most trees are deciduous and shed leaves during dry season.
Trees have small leaves and thick barks to reduce transpiration.
Trees have long tap roots to reach the water deep below during long dry spells.

Uses

Grass is for grazing and commercial ranching though it’s of low nutritional value due to lack of phosphorous.
Cereals e.g. wheat farming because the soil is rich in humus resulting from the grass cover.
Vegetation acts as soil cover to reduce soil erosion.
Homes of wild animals which attract tourists e.g. E. and C. African savannas.
Trees are habitats for bees which provide honey.
Some shrubs and herbs are used for medicine.
Trees such as acacia provide fuel wood and charcoal.

Temperate Grasslands

-Found in continental interiors of temperate grasslands where rainfall isn’t sufficient to sustain forests.

Location

The Prairies

Areas

-Canadian provinces of Alberta, Saskatchewan, Manitoba and neighbouring states of U.S.A.

Characteristics

Continuous tuft grass

Grasses are nutritious.

Grass is short

Grass is interspersed with bulbons and leguminous plants.

Grass is mixed in some areas with species such as stipa, buffalo and gamma grasses.

Tall grasses in areas with rainfall of over 500mm.

The Steppes

-Found in Eurasia- temperate interiors of Europe and Asia.

Characteristics

True Steppes-rich carpet of grass and some flowering plants.

Desert steppes-Coarse grass growing in tufts

-Grass doesn’t form a continuous cove on the ground.

-Short grass which grows very close to the ground.

The Pampas

-Found in Argentina.

Characteristics

Feather-like grass

Grass forms individual tussocks with patches of bare soil.

Forests are present in some areas due to increased moisture.

Xerophytic or drought resistant plants are present in some areas.

The Veldt

-Found in S. Africa.

Characteristics

Grasses are extensively spread.
There is little or no mixture of trees or shrubs.
There is a uniform cover of grass on high plateaus.

The Downs

-Found in Australia and New Zealand.

Characteristics

Tall grass mixed with trees.
Semi desert areas have patches of dominant grass.
Mixture of temperate and tropical grass species.
Grass is nutritious and nutritious for livestock.
Natural grasses of Argentina have been replaced by Alfalfa and in New Zealand British meadow grasses now dominate.

Uses of Temperate Grasslands

For grain cultivation e.g. wheat which requires as low as 325mm of rainfall.
For cultivation of other crops e.g. oil seeds, Soya beans, vegetables and millet and sorghum widely grown in the Veldt.
For livestock farming e.g. cattle, sheep, goats and horses. There are scientifically managed ranches called Estancias in Argentina.

Desert Vegetation

Tropical Desert Vegetation

-Found in tropical deserts.

Characteristics

Vegetation is present except in bare rock and sand covered areas.
There are more plants on oasis e.g. date palms and a variety of shrubs.
Some plants are succulent to have high water storage capacity.
Some have spines to protect them from animals.
Some have thorn-like leaves to reduce rate of transpiration.
Some have long roots to enable them to tap water from deeper parts of rocks.
Some shed leaves during dry season and grow new leaves during wet periods to reduce water loss.
Some are salt tolerant (halophytic) by having many water storing cells to counter soil salinity or alkalinity.

Temperate and Arctic Desert Vegetation

–Found in warm temperate deserts and arctic climates.

Characteristics

Grasses and woody plants.
Woody plants which are Xerophytic and halophytic.
Shrubs have shallow roots due to permafrost.
Plants flower and produce fruits within short wet season.
There is scarce vegetation in Tundra.
Plants present in arctic deserts are such as lichens, mosses and flowering plants such as anemones and marsh marigold.

Uses of Desert Vegetation

Bilberries in temperate deserts bear edible fruits.
Small trees are source of fuel foe Eskimos who live in arctic region.
Vegetation in tropical deserts is important in arresting sand dunes to prevent them from burying oasis and settlements.
In tropical deserts fringes vegetation is valuable food for animals.
Date palm is cultivated for its fruit.

Mountain Vegetation

–Vegetation found towards the top of the mountain.

Uses of Mountain Vegetation

Grasslands are used for grazing.
Alpine meadows in temperate regions provide summer grazing pastures.
Mountain forests provide timber, building materials, fuel wood and charcoal.
Mountain forests are habitats for wild animals e.g. elephants.
Mountain vegetation makes mountains to be water catchment areas.
Mountain forests help to purify air by absorbing carbon dioxide and providing oxygen.
Mountain vegetation is used for research.

Significance of Vegetation

Forests add beauty to country’s landscape.
Vegetation protects soil from erosion by wind and rainwater.
Vegetation partly decays forming humus making the soil fertile.
Some plants roots, barks and leaves are used for medicine.
Forests modify the climate of the surrounding area by increasing rainfall and reducing temperatures.
Some plants such as bamboo shoots and wild fruits are consumed as food.
Some fibrous plants such as sisal and jute are used for making ropes, sacks, mats, etc.
Latex from rubber tree is used for manufacture of rubber used in tire manufacture.

FORESTRY

Forestry is the science of developing and managing forests including cultivating them.

Type of Forests

Natural forests-which grow by natural means of seed dispersal.
Semi-natural/derived/cultivated forests-which is in the process of recovering from interference by man.
Planted/cultivated forests-which have been planted by man.
Indigenous forests-which are native to a region or which have grown in a region from the beginning.
Exotic forests-which have trees which have been introduced to a place from other countries.
Other types have been discussed in the chapter of vegetation.

Factors Influencing Types and Distribution of Forests

Temperature

High temperature causes fast growth of trees while low temperature causes slow growth.
Rain forests are found at low altitudes which are warmer while coniferous forests are found at high altitudes which are cooler.

Aspect

Dense forests are found on windward slopes of mountains because they are wetter than leeward slopes and they start at a lower level than on the leeward slopes.
In temperate region slopes facing equator have dense forests because they are warmer while those facing the poles have coniferous forests which are adapted to low temperatures.

Precipitation

There are dense forest where there is heavy precipitation while there is less forest cover consisting of stunted trees in areas with little precipitation.
Coniferous forest have cone-shaped crowns to allow snow to slide off so as not to accumulate on the branches and cause them to break off.

Soil

Deep soils support huge tropical trees while shallow soils support coniferous trees which have shallow and wide spread root system to be able to maximally utilise water on the top soil since the sub soil is permanently frozen.
Poor or infertile soils have stunted trees.

Human Activities

Deforestation and shifting cultivation- man has cleared forests to create room for agriculture settlement etc. which has reduced forest cover on the earth’s surface.
Afforestation and Agroforestry-man has planted trees in areas where they never existed establishing forests there.
Reafforestation-man has replanted forests which he has cleared with indigenous and exotic trees causing natural forests to become semi-natural/secondary or derived forests.

Importance of Forests to Kenya

Forests are water catchment areas which supports agriculture and H.E.P. generation.
Forests provide us with wood fuel e.g. firewood, charcoal and saw dust.
Forests prevent soil erosion by their roots binding the soil together, reducing run off thereby reducing incidents of flooding and dam siltation.
Forests are habitats of wild animals which are a tourist attraction which brings foreign exchange used to import goods and services and fund development projects.
Forests are a disposal system for carbon dioxide which they use in photosynthesis and release oxygen thereby purifying air and reducing global warming.
Forests increase soil fertility when leaves fall and rot forming humus.
Forests regulate the climate of an area by creating a micro climate causing heavy and frequent rain by evapotranspiration and lowering temperatures.
Forests are a source of timber for construction and furniture making.
Forests beautify the environment by flora (plants) and fauna (animals).

Some forest’s trees are a source of medicine.
Presence of forests has led to the development of infrastructure as roads have been constructed to make forests accessible.
Forests provide employment to people e.g. forest guards, forest officers, lumberjacks, carpenters and timber merchants.

Importance of Forest Products

Forests are a source of food e.g. fruits, honey, mushrooms and bamboo tender leaves which are used for vegetables.
Forests provide wood used for manufacture of paper, soft boards, ply wood etc.
Animals in forests are hunted for food, skins and horns.
Leaves of trees and forest undergrowth are used as livestock fodder.
Forests provide wood which is used in cottage industries for making carvings and wooden utensils which are sold locally and exported.
Forest flora and fauna are a rich reservoir for research.

Problems Facing Forestry in Kenya

Encroachment by people by clearing them to create room for agriculture and settlement, grazing etc. which puts some plants and animal species in danger of extinction.
Destruction especially of young trees by herbivorous wild animals such as elephants due to rapid increase in the population.
Destruction of huge tracts of forests by fires caused by poachers, honey harvesters etc. especially during the dry season.
Pests and diseases outbreak which can result in destruction of large tracts of land with valuable tree species e.g. there was an outbreak of aphids in 1980s which destroyed cypress.
Overexploitation whereby the trees are harvested at a higher rate than which they are being replaced naturally and also harvesting of immature trees.
Excision of forests e.g. by converting some parts of forests into private land, government land like Nyayo Tea Zones and public utilities like Agricultural Show Grounds which has resulted into reduction of the area under forests.
Poor management of forests e.g. clear cutting which may lead to harvesting of immature trees in future, government officials carrying out illegal logging and government in the past having not been strict in forest conservation of forests which led to destruction of large areas of forests.

Management and Conservation of Forests

Conservation of forests is protection of forests against interference and destruction by man while forest conservation is effective planning and control of forests and forest resources.

Conservation Measures

Creation of forest reserves to protect indigenous forests from extinction e.g. Mt. Kenya forest, Shimba Hills and Arabuko Sokoke.
Setting of forest guard posts in the forests to protect forests against illegal logging (tree felling).
Setting Nyayo Tea Zones to act as protective belts to prevent people from trespassing into the forests. They are also a source of employment and foreign exchange.
Afforestation and reafforestation.
Agroforestry (intercropping of various crops with trees) which:
- Supplies wood resources
- Provides animal fodder
- Provide food e.g. fruits e.g. mangoes and avocadoes for good health and nutrition
- Acts as wind breakers and
- Shade for crops.

Management Measures

Research to determine which tree species are suitable for which area and how to combat pests and diseases outbreak.
Carrying out public campaigns through mass media on the importance of forests.
Use of alternative sources of energy e.g. sun, wind, biogas and water to reduce the rate of tree felling.
Use of energy saving stoves to reduce the rate of overexploitation of wood fuel.
Improvement on cutting practices by selective falling of trees and replanting more trees than those cut.
Control of pests and diseases which affect trees.

Importance of Forest Management and Conservation

Are a source of utility products e.g. firewood for fuel and food from fruits and nuts.
For ecological reasons in that they help in the following ways:
- To preserve flora and fauna
- It’s a water catchment area
- Moderating the flow of water reducing soil erosion and floods which also prevents siltation of dams.
For posterity i.e. so that the future generation will have forest resources available for their use.
Industrial reasons because forest products are used as raw materials in the industries such as furniture, paper making, etc.
Forests are important for scientific research such as on herbal medicine and genetic mapping of the species of plants and animals which haven’t been identified.

Softwood Forests in Kenya and Canada

Factors Favouring the Development of Softwood Forests

Kenya

Cool climate of Kenya highlands which enables coniferous forests to thrive e.g. Mt. Kenya and Aberdares.
Heavy rainfall received in Kenya highlands and low evaporation rates which supports forest growth.
Ruggedness and steepness of some parts of Kenya highlands making them unsuitable for settlement thereby leaving forests to thrive.
High demand for timber and wood products locally and outside the country which encourages tree farming.

Canada

Cool and cold climate which favours growth of coniferous forests.
Very low average temperatures in the interior which favours the growth of coniferous forests.
Ruggedness and steepness such as of British Columbia which discourages agriculture and settlement leaving forests to thrive.
Very low population density leaving a lot of land available for forests.
Heavy rainfall on the windward slopes of mountain ranges of British Columbia and low evaporation in the east giving sufficient moisture to sustain forests.

Mode of Exploitation

Kenya

Workers are transported daily to logging sites in Kenya while in Canada settlement is set for workers within forests.
Power saws are used in both countries to fell trees but axes are used to a limited extent in Kenya.
In Kenya transportation of logs is by tractors and lorries while in Canada rivers are widely used to transport logs by floating.
In both countries logging is systematic and it is done in blocks.

Factors Favouring Exploitation of Softwoods

Kenya

Doesn’t experience winter so logging can go on throughout the year.
Soft wood forests in Kenya are easier to exploit because trees are planted in rows unlike in Kenya where they are natural and trees grow haphazardly.
In Kenya forests are accessible throughout the year unlike in Canada where forests in the north are inaccessible during severe winter and ruggedness.
In Kenya logging can go on throughout the year because there is no winter.
Availability of water from R. Nzoia for pulp and paper manufacture at Webuye.
Ready market due to high demand for wood products locally and outside in COMESA.

Canada

Mild winters in British Columbia which makes it possible to transport logs throughout the year.
Availability of water from many rivers providing plenty of water for paper and pulp manufacture.
Cheap H.E.P. for factories from many rivers in Canada.
Cheap and efficient land and water transport system easing transport of logs to factories and to markets.
Coastal location of major producing areas making exportation of timber to U.S.A. and Japan easy.
High demand for forest products in the neighbouring U.S.A. and locally due to high purchasing power.
Existence of natural coniferous forests in pure stands (one tree species covering a large area) making exploitation easy.
Absence of undergrowth which makes exploitation easy (due to dead leaves resulting in acidic humus.

Planted soft Woods in Kenya

Planted in clear rows.
Clear cutting
Mature at the same time.

Products

In Kenya and Canada products are poles sawn timber, pulp, paper, block board, ply wood, clip board etc.

Economic Significance of Softwood Forests in both Countries

Provides employment to people e.g. lumberjacks, tree farmers and in timber related industries.
Has led to development of timber/wood related industries e.g. furniture, paper manufacture etc.
A foreign exchange earner when in Canada timber is exported to U.S.A. and when products in Kenya are exported to COMESA.
Saving some foreign exchange when the country produce wood products to cater for their needs on which they’d otherwise spend foreign exchange.
Infrastructural development when roads are constructed to ease transportation of logs to industries and products to markets.
Provide income to tree farmers.

Problems in Kenya and Canada

Forest fires which destroy large tracts of land where in Canada the greatest number of fires are caused by lighting while in Kenya they are caused by illegal loggers, poachers, etc.
Pests and diseases e.g. aphids which destroyed cypress in 1980s.
Overexploitation leading to soil erosion as trees takes long time to mature and provide sufficient cover to the soil after planting.
Canada’s trees take long time to mature (50-60 years due to severe winters which slow their growth. In Kenya they take 12-35 years.
In Canada there is problem of inaccessibility of forests in the northern part in winter and due to rugged terrain while in Kenya they are planted and easily accessible.

Comparison of softwood forests in Kenya and Canada

Similarities

Soft wood forests in both countries experience the problems of pests and diseases, fires, soil erosion and overexploitation.
Softwood forest products are similar e.g. sawn timber, wood pulp, paper, poles, etc.
Softwood forests in both countries grow in places with heavy rainfall, cool temperatures, heavy rainfall and rugged terrain.
Forest products earn foreign exchange in both countries.
Tree species are similar e.g. there is pine in both countries.

Differences

Species of trees differ e.g. in Kenya there is Kenya cedar and podo while in Canada there is Douglas fir and white pine.
Canada’s soft woods are mainly natural while Kenya’s are mostly planted.
Kenya’s softwood forests are found in highlands while Canada’s are found in lowlands due to cool temperatures.
Canada’s softwood forests cover large tracts of land than Kenya’s.
In Kenya softwood forests are propagated by afforestation while in Canada it’s by leaving some trees uncut so that they produce seeds to be dispersed naturally.
Canada’s softwood forests take longer to mature than Kenya’s due to severe winter temperatures.
Kenya’s softwood forests are planted in rows and easily exploitable unlike Canada’s which grow naturally and haphazardly.

Teachers' Resources

Agriculture Finest Notes Form 1,2,3 and 4

October 5, 2025 Maverick John Leave a comment

FACTORS INFLUENCING AGRICULTURE

INTRODUCTION

Farming methods and systems vary from one part of the country to another. Although two regions may have similar ecological conditions their productivity may still vary.
Agriculture production is influenced by many external factors that causes difference in the level of production in plants and animals production

Agricultural production is influenced by external factors which include:

Human factors
Biotic factors
Climatic factors
Edaphic factors.

HUMAN FACTORS

These are human characteristics which affect the way decisions are made and operations carried out.

Level of education and technology:

Level of education affects farming activities among developing countries
Low level of education leads to sluggish development due to dependence on fate superstitions and tradition
High level of education helps in observation interpretation and solving of problems in agriculture
High level of education is useful in mechanization of varius activities and minimization of cost use of right types of inputs and amounts decision making diagnosis of diseases
Skills
Technological advancements .

Human health/hiv-aids:

These affect the strength, the vigor, vision and the determinationTo work.

HIV/AIDS is the biggest threat to human health today and has long Lasting effects on agriculture.

Negative impacts of HIV/AIDS in agriculture

Shortage of farm labour.
Loss of family support.
Low living standards leading to despondency and hopelessness.
Increased criminal activities.
More time spent by the Government and NGO’s in Carring for the sick.
Low food supply

Economy;

Economic activities such as collapse of cooperative movements and factories have affected sale of farm produce
Liberation of Kenyan economy and world trade has led to dumping of cheaply produce and cheaply imported goods into uor local market flooding of such goods into uor local market has lead to drop in prices of our locally produced goods thus affecting farmers.
Some companies have been forced to close down leading to lack of job opportunities.
Kenyan farmers have produced high quality produce in order to complete locally and in the international markets.
Kenya can benefit from liberation by diversification ie by produsing a variety of agricultural commodities from its wide range of ecological zones
Stability in the countries’ economy affect agricultural production.

Government policy:

These are governmental laws which have been enacted to protect farmers, land and livestock.
The government can sustain agriculture through policies such as conservation of natural resources like forests ,soil and wild life to attract tourism which provide market for agricultural products

They include:

Food policy
Policies on control of livestock parasites and diseases. By imposing quarantine
Policies on marketing of both local and export products and others.
Reduced taxation on farm inputs and subsidizing agricultural production
Quality controle to ensure production and marketing of quality goods

Transport and communication:

For agricultural goods to move from the farm to the consumers.
Means of transport and communication affect agriculture in many ways for example without such means a lot of produce will rote in the farms thus affecting farmers income.
Aeroplanes are always an important means as they offer quick and efficient transportation of highly perishable horticultural produce.
Electronic media as a means of communication helps in access to awider market for agriculture produce.

Cultural practices and religious beliefs:

This entails what people produce what they consume Some pastoral community depends on meat and milk while others depends on crops.
These activities hinder important changes in a society that may bring agricultural development.

Market forces:

Demand and supply forces as well as other factors which affect prices of commodities in a free market.
This may either encourage or discourage production of sertain goods because buyers are willing to buy when prises are low and producers are willing to sell when prices are high.in a free market economy prices are influenced in both local and international markets by forces of supply and demand.

BIOTIC FACTORS

These are living organisms which affect agricultural production.

Pests

Destructive organisms which destroy crops. In the following ways

Feeding on part or whole plant
Transmitting crop diseases
Injuring crop parts as they feed hence exposing it to secondary infection
Increase cost of production when measures to control them are taken.

Parasites

These are invertebrates which live in or on other living organisms and cause harm to them.

Decomposers

Organisms which act on plants and animal tissues to form manure.

Pathogens

Micro-organisms which cause diseases.
They reduce both quality and quantity of agriculture produce egbacteriea

Predators

Animals that kill and feed on other animals. Some are usefull to the farmer as they can be used to control pests.

Pollinators

They transfer pollen grains from the stamens to the pistil of a flower.
Cross pollination helps in production of new and improved varieties of crop.

Nitrogen fixing bacteria

They are micro-organisms which convert atmospheric nitrogen to nitrates ready for use by the plants.

CLIMATIC FACTORS (WEATHER ELEMENTS).

Climate refers toweather condition of a particular place which have been observed and recorded for a period of over 30yrs
Weather – Atmospheric conditions of a place at a given time period.
Climate – weather conditions of a place observed and recorded for a period of 30-40 years

Specific part of climate that is influence agriculture are

Rainfall,
Temperature,
Wind,
Relative humidity

Rainfall

Supplies WaterWhich is necessary for the life process in plants and animals.

Which makes the plant turgid hence provides support.
Acts as a solvent for plant nutrients.
Cools the plant during transpiration.
Used as a raw material in photosynthesis.

When plants lack enough water they respond in different ways as follows:

By closing the stomata to restrict water loss.
Hastens maturity.
Some will roll their leaves.
Other plants have developed permanent adaptation to water stress such as:
Growing needle like leaves.
Develop fleshy leaves for water storage.
Develop long roots.
Wilting and death in extreme conditions.

Important Aspects of Rainfall:

Rainfall reliability

This is the dependency on the timing of the onset of the rains.
Ability of rainfall to follow the expected patterns as determined by metrological timing eg long rains begin in march –april and short rains occure in oct-nov.
Failure leads to massive crop failure and domestic animals die.

Amount of rainfall;

Refers to Quantity of rain that falls in a given area within a given year.

Used to determine whwt crop suit the area in question.

Rainfall distribution
Refers to the spread of rainfall within the year
The number of wet months in a year.

Rainfall intensity;

Refers to the Amount of rainfall that falls in an area within a period of 1 hour.

Temperature

This is the degree of hotness or coldness of a place measured in degrees Celsius.
Cardinal range of temperature is the temperature required by plant to grow and thrive well.
Optimum range of temperatures – the best temperature for the best performance of plants.

Effects of Temperatures on Crop Production:

Low temperatures:

Slow the growth rate of crops due to slowed photosynthesis and respiration.
High incidences of disease infection.
Improves quality of crops such as tea and pyrethrum.
Reduce quality of some crops eg sugar cane and pineapple

High Temperatures

Increase evaporation rate leading to
Hastens the maturity of crops.
Increase disease and pest infection.
Improves quality of crops such as pineapples, oranges and pawpaws.

Wind

Wind is moving air.

Good effects of wind include:

Seed dispersal
Cooling of land
Pollination in crops
Brings rain bearing clouds

Negative effects of wind:

Increases the rate of evaporation of water.
Causes lodging of cereals and distorts perennial crops.
Increases evapo-transpiration.
Spreads diseases and pests.
Destroys farm structures.

Relative humidity

The amount of water vapour in the air
Affects the rate of evapo-transpiration.
Forms dew which supplies soil with moisture under dry conditions.
High humidity induce rooting in cuttings.
Increases disease multiplication and spread.

Light

Provide radiant energy harnessed by green plant for photosynthesis.

Important aspects of light:

Light intensity ;

The strength with which light is harnessed by chlorophyll for photosynthesis.Increased light intensity increases photosynthesis hence more plants are found where light is intence .this increases availability of food for livestock

Light duration;

The period during which light is available to plants per day.
Plant response to light duration is known as
Plants are therefore classified into;
Short-day plants – require less than 12 hours of daylight to flower and
Long-day plants – require more than 12 hours of daylight to flower and seed.
Day-neutral plants require 12 hours of daylight to flower and seed.
Light wavelength;
This is the distance between two – successive crests of a wavelength.
It dictates the difference between natural and artificial light.
Chlorophyll absorbs certain wavelengths of light. Therefore wavelength affect photosynthesis and hence distribution of plants and animals.

EDAPHIC FACTORS INFLUENCING AGRICULTURE

These are soil factors.
Soil is the natural material that covers the surface of the earth,
Made of weathered rock particles and decomposed animal and plant tissues, and on which plants grow.

Importance of Soil

Provides anchorage to the plants by holding their roots firmly.

Provides plants with mineral salts/ nutrients which are necessary for their growth.
Provide the plants with water.
Contains oxygen necessary for respiration of the plants and soil micro-organisms.

Soil Formation:

Soil is formed through weathering process.
Weathering is the breakdown and alteration of the parent rock near the surface of the earth to a stable substance.
Weathering process is a combination of disintegration (breakdown) and synthesis (build up) process.
Weathering process is continuous.

Types of Weathering

Physical weathering
Chemical weathering
Biological weathering

Agents of Weathering

Physical Agents of Weathering
Include wind, water, moving ice and temperature.
Wind – carry materials which hit against each other to break into fragments.
Water – intensity of rainfall causes breakdown of rock.
Moving ice – has grinding effects which tear off rock particles.
Extreme temperature cause rocks to expand and contract suddenly peeling off their surface.

Chemical Weathering

Affects the chemical composition and structure of the rock.

Involves processes such as ;

Hydrolysis,

Hydration,

Carbonation

Oxidation.

Hydration;

The process by which soluble minerals in the rocks absorb water and expand weakening the rock thus leading to disintegration.

Hydrolysis;

The process whereby water dissolves soluble minerals in the rock weakening it.

Oxidation;

The reaction of rock minerals with oxygen to form oxides which break easily.

Carbonation;

The process whereby carbonic acids formed when rain water dissolves carbon dioxide,

It reacts with calcium carbonates in limestone causing it to disintegrate.

Biological Weathering

This involves the action of living organisms, plants and animals on the rocks.
Burrowing animals, for example, termites and moles bring soil particles to the surface exposing them to other agents of weathering.
Big animals like, elephants, buffaloes, camels and cattle exert a lot of pressure on the rocks as they step on them due to their heavy weights causing the rocks to disintegrate.
Earthworms take part in the decomposition of plant matter with the soil particles.
Man’s activities like, mining and quarrying expose rocks to the surface during excavation. These activities breakdown large rocks into smaller rock particles.
Plant roots force their way through the cracks in the rocks thus widening and splitting them.
Humic acids formed when plant tissues decompose react with the rocks weakening them further.
Plant remains-decompose adding humus into the soil.

Factors influencing soil formation

Climate- (rainfall, temperature and wind)
Biotic factors – living organisms.
Parent material- Nature and properties of the original rock from which the soil is formed.
Time – length of time during which the soil forming processes have taken
Topography – influences the movement of disintegrated materials.

SOIL PROFILE

Definition of soil profile

It is the vertical arrangement of different layers of soil from the ground surface to the bedrock.
These layers are also referred to as
The layers show differences in their contents and physical properties such as colour, texture and structure.
The layers include: organic matter region, top soil, sub-soil, weathered rocks and parent material.

Characteristic of different soil layers

Superficial layerOrganic Matter Region/

First layer of the soil found on the surface.
Made up of leaves and other plant remains at various stages of decomposition.
Some soil organisms may also be found here.

Top Soil/horizon A

Plants typically lay the majority of their roots in this zone

Has a dark colour due to the presence of humus.
Is rich in plant nutrients and well aerated. And contain active living organisms
It is a zone of maximum leaching (zone of eluviations)

Sub-Soil/horizon B
It is compact and less aerated.
It is a zone of accumulation of leached material (zone of aluviation) from the top layers.
Deep rooted crops have their roots growing up to this region.
Hard pans normally form in this layer

Weathered Rocks/horizon C

It is also called substratum.
Rocks at various stages of disintegration are found in this zone.
Most of the materials found in this zone originate from the parent rock.

Parent Rock/horizon D

It exists as a solid mass which is un-weathered.
It is the source of the inorganic composition of the soil.
The water table is on the surface of this rock.

Difference between soils formed in situ and deposition

Soil formed in the same place and remains there is said to be in situ.
However, soil can be formed due to deposition of soil particles carried from its original site of formation to another area which is usually in the lower areas of slopes.
Such soils are said to have been formed through deposition.

Soil Formed in Situ	Soil Deposited
l.Has the colour of the parent rock	1. Has the characteristics of when: it came from.
2. Shallower	2. Deeper
3. Less rich in plant nutrients	3. Richer in plant nutrients
4. Easily eroded	4. Not easily eroded
5. Less silty	5. More silty
6. Have the same chemical composition	6. Differ in chemical composition from the
as that of the underlying parent rock.	underlying parent rock.

Soil Depth and its influence on crop production

Soil depth is the distance between top soil layer and the bottom soil layer in a profile.

It dictates root penetration and growth
Deep soils are more suitable for crop growth since they contain more nutrients.
Have a larger surface are for root expansion.
Deep soils facilitate good drainage and aeration.

SOIL CONSTITUENTS

Organic Matter– Dead and decaying plants and animal remains

Importance of soli organic matter

Buffer soil ph
Increases soil microbial activities
Improves soil structure by binding soil particles together .this improves aeration water infiltration and reduces soil erosion.
Increases soil water retention
Darken soil colour affecting heat retention
Reduced soil toxicity from pesticides
Increases soil fertility by releasing plant nutrients

Living Organisms– Soil organisms and plant roots.

Micro-organisms (bacteria, protozoa and fungi)
Invertebrates -termites,
Earthworms and molluscs.
Higher animals – rodents and others.
Soil Mineral Matter /Inorganic
Formed from the parent materials.
Supply plant nutrients
Form the skeleton and framework of the soil.

Air

Found in the pore spaces of the soil.

Importance of soli air

Used for root and organism respiration
Used for germination of seeds.
Helps in decomposition of organic matter.
Regulates soil temperature.
Regulates the movement of water through capillary action.

Water

Dissolves mineral salts
Maintain turgidity in plants.
Used for germination of seeds
Used by soil organisms.
Regulate soil temperature
Dictates the amount of air in the soil.

Water in the soil exists in three forms namely:

Superfluous/Gravitational Water
Found in the large spaces (macro-pores) in the soil particles.
Held by gravitation forces.
When the pores are saturated, the soil is said to be waterlogged.
It moves and may cause leaching.

Hygroscopic Water
Water found in thin films on the soil particles.
Held by strong adhesive forces between water and soil particles.
Does not move and hence not available for plant use.

Capillary Water
Occupy micro-pores in the soil particles.
Held by cohesive forces between water molecules.
Moves through capillary action
Available to plants for use.

PHYSICAL PROPERTIES OF SOIL

Soil Structure

This is the arrangement of soil particles in a soil horizon.

Types of Soil Structure –

Single-grained
Crumby
Granular
Prismatic
Columnar
Platy
Blocky

Importance of Soil Structure on Crop Production

Soil Structure Influences

Soil aeration
Soil drainage and water holding capacity.
Plants root penetrability and anchorage.
Microbial activities in the soil.
Circulation of gases in the soil.

Farming practices which improve the soil structure are:

Application of inorganic manure into the soil.
Tilling the land at the right moisture content.
Crop rotation.
Minimum tillage.
Cover cropping.

Soil Texture

It refers to the relative proportion of the various sizes of the mineral particles of soil.

Importance of Soil Texture on Crop Production;

Influences soil fertility
Affects the organic matter content
Influences the drainage of the soil.
Influences soil aeration.
Influences water holding capacity.
Influences the capillarity or movement of water in the soil.

Soil Textural Classes.

Sandy Soils

Made up largely of sand particles.
Have large pore spaces hence poor in water retention.
Easy to till (light soils).
Freely draining.
Low fertility due to leaching of minerals.
Easily erodible.

Clayey Soils

Made up largely of clayey particles.
Have small pore spaces hence good in moisture retention.
Difficult to till (heavy soils).
Poorly ‘drained.
Expand when wet, crack when dry.
High capillary.
Rich in plant nutrients.

Loam Soils

About equal amounts of sand and clay.
Moderately good in both moisture and air retention.
Fertile soils.

Soil Colour

This depends on the, mineral composition of the parent rock and the organic matter content.
Soils containing a lot of iron are brownish, yellowing and reddish in colour.
Soils with a lot of silica are white.
Soils with a lot of humus are dark or grey.

Soil pH

This refers to the acidity or alkalinity of the soil solution/the concentration of hydrogen ions in the soil solution.
Soil pH is determined by the concentration of hydrogen ions (H+) or the hydroxyl ions (OH) in the soil solution.
A pH of less than 7 means that the soil is acidic.
A pH of more than 7 means that the soil is alkaline.
As the hydroxyl ions (OH) in the soil increase the soil becomes more alkaline.

Influence of Soil pH Crop Growth

It determines the type of crop to be grown in a particular area.
Most crops are affected by either very acidic or very basic soil pH.
Soil pH affects the choice of fertilizers and the availability of nutrients to crops.
At low pH the concentration of available iron and aluminium in the soil solution may increase to toxic levels, which is harmful to plants.
Very acidic or low pH inhibit the activity of soil micro-organisms.

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Free Grade 7 CBC Notes and Schemes of Work

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SCHEMES OF WORK FORM THREE ENGLISH TERM 1-3

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		ENGLISH SCHEME OF WORK FORM THREE TERM ONE 20…………… NAME…………………………..
*WK NO*	L/ NO	*TOPIC*	*SUB-TOPIC*	*LESSON / SPECIFIC* *OBJECTIVES*	*TEACHING/ LEARNING* *ACTIVITIES*	*MATERIALS /* *RESOURCES*	REFERENCES
1	1	Listening and speaking.	Non-verbal cues that enhance listening and speaking. Appearance and grooming.	By the end of the lesson, the learner should be able to: Highlight importance of proper personal grooming and appearance. Identify aspects that will draw the attention of audience or repulse the audience.	Examine pictures of people; Listening. Speaking. Simulations / role playing; Discussion.	Supplementary class readers.	Integrated English Book III Pg 2-3
	2	Reading.	Comprehension.	Answer questions and make sentences using vocabulary learnt.	Silent reading. Reading aloud. Discussion. Writing.	Dictionary.	Integrated English Book III Pg 4-5
	3	Grammar.	Adjectival quantifiers.	Identify adjectival quantifiers. Use adjectival quantifiers correctly.	Reading. Writing. Listening. Detailed discussion.	Supplementary resource books.	Integrated English Book III Pg 6-8
	4	Grammar.	Other adjectival quantifiers.	Use other quantifiers with countable and uncountable nouns correctly.	Oral exercise; Written exercise; Exercise review.	Supplementary resource books.	Integrated English Book III Pg 8-9
	5-6	Writing.	Building sentences and paragraphing.	Identify transitional words and phrases used to develop a paragraph.	Reading; Listening; Writing; Discussion; Review of exercises.	Supplementary resource books.	Integrated English Book III Pg 10-12
	7-8	Reading.	Intensive reading of set book.	Read some chapters and analyse language and literary appreciation.	Detailed discussion. Reading. Written exercises.	Set book guide.	Set book.
2	1	Listening and speaking.	Aetiological narratives.	Identify an aetiological narrative. Outline features of aetiological narratives.	Reading; Discussion.		Integrated English Book III Pg 14-16
	2 3	Reading.	Reading skills: Attitude & Tone in prose.	Identify an author’s attitude to different characters and their feelings towards each other. Recall some adjectives used to describe attitude and tone.	Reading; Listening; Answering questions; Group activities; Discussion.	Extracts from literature books.	Integrated English Book III Pg 17-20
	4	Grammar.	Common mistakes.	Correct sentences with mistakes.	Oral and written exercises; Review of exercises.	Supplementary resource books.	Integrated English Book III Pg 21-22
	5, 6	Writing.	Cohesion in paragraphs.	Identify devices that are used to create cohesion within a paragraph. Rewrite a passage making it as cohesive as possible.	Detailed discussion; Oral exercise; Written exercise.	Supplementary resource books.	Integrated English Book III Pg 23-25
	7 & 8	Reading.	Intensive reading of set book.	Read analytically and identify themes, style and character traits.	Reading; Discussion.	Set book guide.	Set book.

3	1-2	Intensive reading.	Intensive reading of set book.	Read the assigned chapters and discuss language aspects as well as literary devices.	Reading. Detailed discussion.	Set book guide.	Set book.
	3	Listening and speaking.	Pronunciation; Stress in sentences.	Identify words that require stress in a sentence.	Q/A to review stress in syllables; dramatic reading; Guided discussion.	Supplementary resource books.	Integrated English Book III Pg 27-30
	4	Reading.	Comprehension.	Answer comprehension questions based on a passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 31-33
3	5	Grammar.	Prefixes.	Give meanings of words formed by adding prefixes to them.	Discussion; Writing; Looking up word in a dictionary.	Dictionary.	Integrated English Book III Pg 34-36
	6	Writing.	Recurrent words.	Use pronouns and synonyms recurrently.	Reading; Exposition; Written exercise.	Supplementary resource books.	Integrated English Book III Pg 34-36
	7 & 8	Intensive reading.	Intensive reading of set book.	Read the assigned chapters and discuss language aspects as well as literary devices.	Reading. Detailed discussion.	Set book guide.	Prescribed set book.

4	1	Listening & Speaking.	Listening comprehension.	Answer questions based on a comprehension that has been read out.	Listening; Compiling notes; Writing a talk; Guided discussion.		Integrated English Book III Pg 39-40
	2	Reading.	Reading skills. Attitude and tone in poetry.	Identify a poet’s attitude towards somebody or something.	Reading a poem; Brain storming; Guided discussion.		Integrated English Book III Pg 40-41
	3,4	Grammar.	Noun derivation.	Form nouns by adding various suffixes.	Q/A to review categories of nouns; Oral exercise; Written exercise.	Supplementary references.	Integrated English Book III Pg 42-46
	5,6	Intensive reading.	Intensive reading of set book.	Analyse themes and characters.	Reading. Detailed discussion.	Set book guides.	Set book.
	7,8	Writing.	Creative writing. Imaginative essay.	Outline points to consider when writing imaginative compositions. Write an imaginative essay.	Brain storming; Discussion; Written exercise.		Integrated English Book III Pg 46-49

5	1	Listening & Speaking.	Pronunciation. Intonation in sentences I.	Identify intonation patterns in sentences. Use rising and falling intonations as required.	Review interrogatives, question tags; Reading aloud; Reading practice.	Supplementary references.	Integrated English Book III Pg 50-52
	2	Reading.	Comprehension.	Answer comprehension questions based on a passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 52-54
	3	Reading.	Word power.	Infer and confirm meanings of words and phrases. Use new words in sentences correctly.	Guided discussion. Written exercise.	Readers. Dictionary.	Integrated English Book III Pg 52-54
	4	Writing.	Essay writing.	Practise essay writing on a given topic.	Practice writing.	Supplementary references.	Integrated English Book III Pg 54
	5,6	Writing.	Creative writing. Picture story.	Discuss possible locations, people and events portrayed in pictures. Write a creative composition based on a picture story.	Study pictures; Discussion; Essay writing.	Pictures.	New Integrated English Book III Pg 59-60
	7,8	Intensive reading.	Intensive reading of set book.	Analyse themes and characters.	Reading. Detailed discussion.	Set book guides.	Set book.

6	1	Listening & Speaking.	Role play. Customs.	Discuss viewpoints depicted in a poem.	Reading and re-reading in turns; Guided discussion; Written exercise.	Anthologies of poems for further reading.	New Integrated English Book III Pg 61-62
6	2	Writing.	Essay writing.	Practise essay writing on a given topic.	Make notes on cultural practices; Practise essay writing.	Supplementary references.	New Integrated English Book III Pg 63
6	3	Reading.	Reading skills; Note-making and summary.	Make notes and write a summary based on a passage.	Silent reading; Review summary writing;; Guided activity.	Supplementary references.	New Integrated English Book III Pg 64-5
	4-5	Intensive reading.	Intensive reading of set book.	Analyse themes and characters in the set book.	Reading. Detailed discussion.	Set book guides.	Set book.
	6,7	Grammar.	Noun clauses in reported speech.	Make sentences using noun clauses in reported speech.	Guided discussion; Oral exercise; Written exercise.		New Integrated English Book III Pg 65-66
	8	Writing.	Punctuation. The semi-colon.	Punctuate sentences using a semi-colon.	Guided discussion; Oral exercise; Written exercise.	Supplementary references.	New Integrated English Book III Pg 66-7

7	1	Listening and speaking.	Word stress.	Put the correct stress on a word to bring out the intended meaning.	Reading aloud; Oral exercise; Written exercise.
	2	Reading.	Comprehension.	Answer comprehension questions based on a passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 70-72
	3	Reading.	Word power.	Infer and confirm meanings of words and phrases as used in a given context. Use new words in sentences correctly.	Guided discussion. Written exercise.	Readers. Dictionary.	Integrated English Book III Pg 72-73
	4	Grammar.	Demonstrative pronouns and demonstrative adjectives.	Distinguish demonstrative pronouns from demonstrative adjectives.	Oral exercise; Written exercise; Exercise review.		Integrated English Book III Pg 73-74
7	5	Intensive reading.	Intensive reading of set book.	Analyse themes and characters in the set book.	Reading. Detailed discussion.	Set book guides.	Set book.
	6	Writing.	Punctuation. The Colon.	Punctuate sentences using a full colon.	Guided discussion; Oral exercise; Written exercise.	Supplementary references.	New Integrated English Book III Pg 74-77
	7 & 8	TEST & MID-TERM BREAK

8	1	Listening & speaking.	Etiquette ; Register.	Define the term register as used in communication. Describe the components of a register.	Brain storming; Role playing; Presentations; Discussion; Writing.	Supplementary references.	New Integrated English Book III Pg 78-79
	2,3	Reading and writing.	Types of humour.	Identify categories of humour.	Reading; Discussion.		New Integrated English Book III Pg 81-84
	4,5	Grammar.	Pronouns as subjects and objects.	Identify pronouns used as subjects and objects.	Questions and answers; Writing.	Supplementary references.	New Integrated English Book III Pg 84-87
	6,7	Intensive reading.	Intensive reading of set book.	Analyse themes and characters in the set book.	Reading. Detailed discussion.	Set book guides.	Set book.
	8	Study writing.	Synopsis.	Write a synopsis of a text.	Reading a text; Discussion; Writing.		New Integrated English Book III Pg 87-88

9	1	Listening & speaking.	Giving and following directions.	Give and follow instructions. Write a letter giving instructions on how to reach a given place.	Study a map; Identify landmarks; Answer questions; Writing.	Maps.	New Integrated English Book III Pg 89-91
9	2,3	Reading.	Comprehension.	Answer comprehension questions based on a passage correctly.	Silent reading; Answering questions; Reading aloud/ listening; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 92-93
	4,5	Grammar.	Transitive and intransitive verbs.	Identify transitive and intransitive verbs as used in sentences.	Q/A to review subject, verb, object; Exposition; Discussion; Writing.	Supplementary references.	Integrated English Book III Pg 95-98
	6	Writing.	Choice of words.	Rewrite a passage using appropriate words.	Reading; Writing; Exercise review.		Integrated English Book III Pg 98
	7 & 8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.

10	1	Listening and speaking.	Short speech.	Prepare and present a short speech.	Guided group work; Presentations; Individual and group reflections.	Extracts of good speeches.	Integrated English Book III Pg 9-100
	2,3	Reading skills.	Summary.	Summarize a given text.	Reading and listening; Writing; Exercise review.		Integrated English Book III Pg 100-2
	4,5	Grammar.	Attributive and predicative adjectives.	Use strings of adjectives in the correct order. Use adjectives attributively and predicatively.	Discussion; Answering questions; Writing; Exercise review.	Supplementary references.	Integrated English Book III Pg 102-4
	6	Institutional writing.	Memorandum.	Prepare a memorandum.	Guided discussion; Reading; Writing.	Extracts of memos.	Integrated English Book III Pg 105-7
	7 & 8	Intensive reading.	Intensive reading of set book.	Evaluate characters, style, and themes in a set book.	Answering questions; Dramatization. Guided discussion;	Audio tapes, set book guide.	Prescribed set book.

11	1,2	Intensive reading.	Character and characterization.	Analyse characters in literary texts.	Reading and listening; Probing questions; Oral & written exercises; Guided discussion.	Extracts.	Integrated English Book III Pg 108-112
	3-4	Intensive reading.	Literary appreciation.	Identify themes drawn from an extract. Discuss stylistic devices employed in an extract.	Reading; Discussion; Answer questions.	Extracts.	Integrated English Book III Pg 112
	5,6	Reading.	Intensive reading. Set book.	Evaluate themes in a set book.	Dramatization; Guided discussion; Answer questions.	Audio tapes, set book guide.	Prescribed set book.
	7,8	Intensive reading.	Intensive reading of set book.	Evaluate themes in a set book.	Guided discussion; Answer sample questions.	Set book guide.	Prescribed set book.
12,13		END OF TERM EXAMINATIONS

		ENGLISH SCHEME OF WORK FORM THREE TERM TWO 20…………… NAME…………………………..
*WK NO*	L/ NO	*TOPIC*	*SUB-TOPIC*	*LESSON / SPECIFIC* *OBJECTIVES*	*TEACHING/ LEARNING* *ACTIVITIES*	*MATERIALS /* *RESOURCES*	REFERENCES	REMARKS
1	1	Listening & Speaking.	Stress in sentences.	By the end of the lesson, the learner should be able to: Identify and pronounce words that receive stress in sentences.	Reading; Pronouncing words; Writing; Review exercise.	Supplementary reference.	Integrated English Book III Pg 114-6
	2	Reading.	Comprehension.	Answer comprehension questions based on a passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 116-8
	3,4	Grammar.	Correlative conjunctions.	Identify co-ordinating and subordinating conjunctions.	Exposition; Answering questions; Writing.		Integrated English Book III Pg 118-121
	5,6	Writing.	Social writing.	Discuss components of thank you notes. Write short thank you notes.	Reading; Listening; Discussion; Writing.		Integrated English Book III Pg 121-4
	7,8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.

2	1	Listening & Speaking.	Note taking.	Make notes from a given text	Listening; Make notes; Read the notes.	Supplementary references.	Integrated English Book III Pg 125
2	2,3	Reading.	Comprehension.	Answer comprehension questions based on a passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 125-7
2	4	Grammar.	Complex sentences.	Identify main and subordinate clauses in sentences. Make complex sentences.	Exposition; Reading; Writing; Review exercises.	Chart- words used to introduce subordinate clauses	Integrated English Book III Pg 128-130
	5,6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
	7,8	Study writing.	Reports.	Discuss features of newspaper reports. Write a short account of a given scenario.	Reading newspaper reports; Discussion.	Newspaper reports.	Integrated English Book III Pg 131-4

3	1	Listening & Speaking.	Homophones.	Use homophones in sentences correctly.	Q/A to identify homophones; Writing; Review questions.	Chart- list of homophones.	Integrated English Book III Pg 135-6
	2	Listening & Speaking.	Homonyms. Silent consonants.	Use homonyms in sentences correctly. Identify silent consonants in given words.	Q/A to identify homonyms; Reading; Writing; Review questions.		Integrated English Book III Pg 136-7
	3	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
	4,5	Grammar.	Conditional clauses.	Identify clauses used to persuade, warn or threaten.	Guided discussion; Writing; Exercise review.	Supplementary references.	Integrated English Book III Pg 140-4
	6	Social writing.	Congratulatory notes.	Discuss points to consider when writing a congratulatory note. Design a congratulation card.		Congratulation card.	Integrated English Book III Pg 140-4
3	7,8	Reading.	Comprehension.	Answer questions based on a comprehension passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 138-9

4	1	Listening & Speaking.	Intonation in sentences.	Use rising and falling intonation correctly.	Reading lists, speeches and sentences.		Integrated English Book III Pg 146-8
	2	Reading skills.	Note making and summary.	Compile points from a text into a summary.	Silent reading; Making notes; Summary writing.		Integrated English Book III Pg 148-150
	3	Grammar.	Conditional clauses.	Complete conditional sentences.	Guided discussion; Writing.	Supplementary references.	Integrated English Book III Pg 150-3
	4	Expressive reading.	Poetry.	Answer questions based on a poem.	Silent reading; Reading aloud; Answering questions.	Supplementary references.	Integrated English Book III Pg 154-6
	5,6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
	7,8	Writing.	Punctuation. The dash.	Use a dash as a punctuation mark.	Review use of a colon, semi-colon; Guided discussion; Reading and writing.		Integrated English Book III Pg 156-8

5	1	Listening comprehension.	Role play.	Answer questions based on a passage that will be read out.	Listening; Writing; Role playing; Dramatization.	Supplementary references.	Integrated English Book III Pg 159
5	2	Reading.	Comprehension.	Answer questions based on a comprehension passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 159-160
5	3,4	Grammar.	Conditional clauses.	Complete conditional sentences.	Guided discussion; Writing.	Supplementary references.	Integrated English Book III Pg 161-3
	5,6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
	7,8	Study writing.	Argumentative / discursive essay.	Discuss elements of a discursive essay. Write a discursive essay.	Reading a passage; Guided discussion; Writing.		Integrated English Book III Pg 163-6

6	1,2	Reading skills.	Note-making.	Answer questions in note form.	Pre-listening and post-listening activities; Writing.	Supplementary references.	Integrated English Book III Pg 166-7
	3	Grammar.	Direct and indirect speech.	Write sentences in direct and indirect speech.	Speaking; Listening; Writing.		Integrated English Book III Pg 169-175
	4	Grammar.	Speech tags.	Use speech tags correctly.	Speaking; Listening; Writing.		Integrated English Book III Pg 169-175
	5	Social writing.	Condolences.	Write notes of condolence appropriately.	Exposition; Reading; Writing.	Samples of condolence notes.	Integrated English Book III Pg 177-8
	6-8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.

7	1	Intensive reading.	Short story.	Answer comprehension questions.	Silent reading; Writing; Answering questions.	Supplementary readers.	Integrated English Book III Pg 180-2
7	2	Listening and speaking.	Debate.	Argue for or against a motion.	Group activities; Speaking; Taking points; Synthesis of points.		Integrated English Book III Pg 177-8
7	3	Intensive reading.	Literary analysis.	Give meanings of character adjectives. Describe attitude of a given character towards other characters.	Exposition; Discussion; Answering question.		Integrated English Book III Pg 183-4
	4	Grammar.	Idiomatic expressions.	Use idiomatic expressions in sentences. Discuss meaning of idiomatic expressions. Complete idiomatic expressions.	Answering questions; Guided discussion; Writing; Review exercises.	Supplementary readers.	Integrated English Book III Pg 185-8
	5	Creative writing.	A short story.	Describe structure of a short story. Write a sort story considering all important aspects.	Guided discussion; Listening; Writing.		Integrated English Book III Pg 189-190
	6,7	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
	8	TEST

8	1	Reading skills.	Fact and opinion.	Differentiate fact from fiction.	Reading; Tabulate facts and opinions.		Integrated English Book III Pg 192-4
	2	Listening and speaking.	Debate.	Argue for or against a motion.	Group activities; Speaking; Taking points; Synthesis of points.		Integrated English Book III Pg 191
	3,4	Grammar.	Infinitives.	Use infinitives correctly.	Reading; Guided discussion; Oral exercise; Writing.	Supplementary readers.	Integrated English Book III Pg 195-9
	5,6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
8	7,8	Study writing.	Writing a process.	Describe features of process writing.	Guided discussion; Reading; Listening; Writing.	Charts- Flow diagrams.	Integrated English Book III Pg 200-4

9	1	Listening and speaking.	Poetry recitation.	Answer questions based on a poem.	Silent reading; Reading aloud; Guided discussion; Writing.	Supplementary readers.	Integrated English Book III Pg 205-8
	2,3	Reading.	Comprehension.	Answer questions based on a comprehension passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 209-210
	4,5	Grammar.	Further infinitives.	Use infinitives to express preference, to command and in questions.	Guided discussion; Answer questions; Reading; Writing.		Integrated English Book III Pg 210-3
	6	Writing.	Argumentative essay.	Compose an argumentative essay.	Guided discussion; Reading; Writing.	Supplementary readers.	Integrated English Book III Pg 213-4
	7,8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & note taking.	Set book guide.	Set book.

10	1	Listening and speaking.	Poetry.	Answer questions based on a poem.	Silent reading; Re-reading; Listening; Answer questions.		Integrated English Book III Pg 215
	2,3	Reading skills.	Note-making and summary.	Answer comprehension questions in point form. Write a paragraph of given number of words based on some points.	Reading; Note taking; Guided discussion; Writing.	Supplementary references.	Integrated English Book III Pg 216
	4,5	Grammar.	Prepositional phrases.	Identify a prepositional phrase. Use prepositional phrases in sentences. Answer questions based on a set book.	Q/A to review prepositions; Discussion with examples; Oral exercise; Writing.		Integrated English Book III Pg 217-220
10	6-8	Reading.	Reading Intensive reading Set book.	Critically analyse themes, characters and style. Answer questions based on a set book.	Reading; Guided discussion; Listening & notetaking. Answer questions.	Set book guide.	Set book.
11	1	Personal writing.	Reminders.	Compile guest lists and things-to-do lists.	Brain storing; Guided discussion; Group work; Writing.	Supplementary references.	Integrated English Book III Pg 221-3
	2,3	Reading.	Reading Intensive reading Set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & note taking.	Set book guide.	Set book.
	4,5	Grammar.	Synonyms and antonyms.	Supply synonyms and antonyms to given words.	Writing; Review exercises.		Integrated English Book III Pg 223-6
	6-7	Intensive reading.	Reading Intensive reading Set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & speaking.	Set book guide.	Set book.
	8	Reading.	Reading Intensive reading Set book.	Answer questions based on a set book.	Listening, speaking; Answering questions.	Set book guide.	Set book.
1213		MID – YEAR EXAMINATIONS

		ENGLISH SCHEME OF WORK FORM THREE TERM THREE 20…………… NAME…………………………..
*WK NO*	L/ NO	*TOPIC*	*SUB-TOPIC*	*LESSON / SPECIFIC* *OBJECTIVES*	*TEACHING/ LEARNING* *ACTIVITIES*	*MATERIALS /* *RESOURCES*	REFERENCES
1	1	Listening and speaking.	Relationships.	List and explain some factors that affect a relationship.	Brain storming; Listening; Probing questions; Guided discussion.		Integrated English Book III Pg 227-8
	2	Writing.	Writing an essay.	Write a quality essay on a given topic.	Opening guidelines; Writing;	Supplementary references.	Integrated English Book III Pg 228
	3	Reading.	Comprehension.	Answer questions based on a comprehension passage correctly.	Silent reading. Answering questions; Reading aloud; Guided discussion.	Readers. Dictionary.	Integrated English Book III Pg 229-231
	4	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & note taking.	Set book guide.	Set book.
	5	Writing.	The parenthesis.	Rewrite sentences indicating some words in parenthesis.	Q/A to review punctuation marks; Reading and listening; Writing.
	6	Grammar.	Present participles.	Use present participles correctly.	Brain storming; Answer questions; Oral exercise; Written exercise.		Integrated English Book III Pg 232-5
	7,8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Listening & note making.	Set book guide.	Set book.

2	1	Listening and writing.	Listening comprehension.	Answer questions from a passage that has been read out.	First and second reading & listening;; Answering questions; Guided discussion.		Integrated English Book III Pg 237
2	2	Reading and writing.	Reading comprehension.	Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage.	First and second reading & listening;; Answering questions; Note taking; Guided discussion.		Integrated English Book III Pg 237-240
	3,4	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	5	Grammar.	The past participle.	Use past participles correctly.	Review present participles; Guided discussion; Reading and listening; Writing.	Supplementary references.	Integrated English Book III Pg 240-3
	6	Creative writing.	Writing a play.	Discuss components of a play. Write a play of reasonable length and depth.	Probing questions; Guided discussion; Writing.	Supplementary references.	Integrated English Book III Pg 243-4
	7,8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.

3	1	Listening and speaking.	Poetry.	Read and answer questions drawn from a poem.	First and second reading; Answer questions; Discussion.	Supplementary references.	Integrated English Book III Pg 243-4
	2	Listening and speaking.	Literary analysis of a poem.	Discuss literary devices used in a poem.	Guided discussion; Look up words in a dictionary.		Integrated English Book III Pg 247
	3	Reading and writing.	Reading comprehension.	Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage.	First and second reading & listening;; Answering questions; Note taking; Guided discussion.		Integrated English Book III Pg 248-50
3	4	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	5	Grammar.	Phrasal verbs.	Identify and use phrasal verbs correctly.	Brain storming; Answering questions; Writing. Review exercises.		Integrated English Book III Pg 250-5
	6,7	Creative writing.	Writing a play.	Discuss characterization, structure, production and style of a play.	Exposition; Guided discussion; Note taking.	Supplementary references.	Integrated English Book III Pg 255-7
	8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.

4	1	Listening and writing.	Listening comprehension.	Answer questions from a passage that has been read out.	First and second reading & listening;; Answering questions; Guided discussion.		Integrated English Book III Pg 258
	2,3	Reading skills.	Critical reading.	Outline guidelines for critical reading. Read a passage critically then answer accruing questions.	Probing questions; Guided discussion; Reading and listening; Answer questions.	Supplementary references.	Integrated English Book III Pg 258-260
	4	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	5	Grammar.	Gender sensitive language.	Classify nouns on basis of gender.	Probing questions; Group competitions; Writing; Review of exercises.		Integrated English Book III Pg 261-4
	6	Institutional writing.	Agenda and notification of meetings.	Prepare a notification for a meeting. Identify agenda items for a given meeting.	Reading a dialogue;	Samples of notifications, agenda items.	Integrated English Book III Pg 265-7
4	7,8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.

5	1	Listening and speaking.	Choral recitation.	Present choral recitation. Answer questions drawn from a poem.	Recitations; Presentations; Reading and listening; Answering questions.	Supplementary references.	Integrated English Book III Pg 268-70
	2	Writing skills.	Creative writing.	Write own version of a poem.	Read a poem; Write own version of similar poem; Read composed poem loudly.	Supplementary references.	Integrated English Book III Pg 270
	3,4	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	5	Reading skills.	Note making and summary.	Make summarized notes from a passage.	Silent reading of a passage; Making summarized notes to answer questions.		Integrated English Book III Pg 271
	6	Grammar.	Formation of adverbs.	Form adverbs from adjectives, past participles, prepositions, etc.	Questioning to review formation of adjectives; Guided discussion; Writing; Review exercises.		Integrated English Book III Pg 272-6
	7,8	Institutional writing.	Minutes.	Outline components of minutes.	Exposition; Read sample minutes; Guided discussion; Write minutes.	Samples of minutes.	Integrated English Book III Pg 276-284

6	1,2	Grammar.	Functions of adverbs.	List down types of adverbs. Discuss functions of adverbs.	Answer questions; Exposition; Guided discussion; Writing.	Supplementary references.	Integrated English Book III Pg 289-92
6	3	Listening and speaking.	Giving and receiving instructions.	Outline points to consider when giving instructions. Write out directions from a place to another.	Probing questions; Exposition; Discussion; Writing.		Integrated English Book III Pg 285-6
	4	Study reading.	Correction of mistakes.	Identify and correct mistakes in texts.	Reading; Answering questions to correct mistakes.		Integrated English Book III Pg 287-8
	5-6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	7	Study writing.	Instructions.	Write instructions.	Read instructions; Write instructions in point form.		Integrated English Book III Pg 294
	8	TEST
7	1	Reading.	Reading comprehension.	Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage.	First and second reading & listening;; Answering questions; Note taking; Guided discussion.		Integrated English Book III Pg 298-300
	2,3	Listening and speaking.	Dilemma narratives.	Identify features of dilemma narratives. Outline functions of dilemma narratives.	Reading a narrative; Probing questions; Guided discussion; Answer questions	Supplementary references.	Integrated English Book III Pg 295-8
	4,5	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	6	Personal writing.	Journals.	Identify feelings expressed in a journal.	Silent reading; Answer questions; Record events in a journal.		Integrated English Book III Pg 305-6
	7,8	Grammar.	Prepositions, adverbs and connectors.	Distinguish prepositions from adverbs and connectors.	Review questions; Guided discussion; Reading and writing.		Integrated English Book III Pg 300-4
8	1,2	Listening and speaking.	Poetry.	Discuss alliteration, assonance and onomatopoeia.	Reading through a poem and listening; Probing questions; Guided discussion.	Collection of poems.	Integrated English Book III Pg 307-310
	3	Reading.	Reading comprehension.	Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage.	First and second reading & listening;; Answering questions; Note taking; Guided discussion.		Integrated English Book III Pg 298-300
	4	Grammar.	Adjectival phrases.	Identify adjectival phrases in given sentences. Use suitable adjectival phrases in sentences.	Exposition; Guided discussion Answer questions.		Integrated English Book III Pg 314-6
	5,6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	7,8	Public writing.	Letter of application.	Discuss layouts used in writing letters of application. Write an application letter in correct format.	Examine application letters; Guided discussion; Writing.	Samples of formats of application letters.	Integrated English Book III Pg 316-322

9	1	Listening and speaking.	Rhythm in poetry.	Explain the function of rhythm in poetry.	Silent reading; Reading aloud; Guided discussion.		Integrated English Book III Pg 324-7
	2,3	Reading.	Reading comprehension.	Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage.	First and second reading & listening;; Answering questions; Note taking; Guided discussion.		Integrated English Book III Pg 327-330
	4	Grammar.	Consolidation of adjectival clauses.	Combine sentences using relative pronouns.	Review relative pronouns; Answer questions; Writing; Exercise review.		Integrated English Book III Pg 316-322
9	5,6	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	7	Creative writing.	Telegrams.	Write a telegram in the correct format.	Examine telegrams; Guided discussion; Writing.	Samples of telegrams.
	8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
11	1	Listening and speaking.	Rhythm in poetry.	Explain the function of rhythm in poetry.	Silent reading; Reading aloud; Guided discussion.		Integrated English Book III Pg 324-7
	2	Reading.	Reading comprehension.	Answer questions from a passage that has been read out. Construct sentences using vocabulary learnt in the passage.	First and second reading & listening;; Answering questions; Note taking; Guided discussion.
	3	Grammar.	Consolidation of adjectival clauses.	Combine sentences using relative pronouns.	Review relative pronouns; Answer questions; Writing; Exercise review.		Integrated English Book III Pg 316-322
	4,5	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
	6	Grammar.	Consolidation of adjectival clauses.	Combine sentences using relative pronouns.	Review of exercises.		Integrated English Book III Pg 316-322
	7,8	Intensive reading.	Intensive reading of set book.	Critically analyse themes, characters and style.	Reading; Guided discussion; Probing questions; Listening & note making.	Set book guide.	Prescribed set book.
12,13		END OF YEAR EXAMINATIONS

Teachers' Resources

CRE TEACHING NOTES

October 5, 2025 Maverick John Leave a comment

FORM ONE

INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION

THE IMPORTANCE OF LEARNING CRE

Definition of Christian Religious Education (CRE)

Christian Religious Education is the study of God’s revelation to human beings through scriptures, the persons of Jesus Christ and the Holy Spirit.

Why do schools study CRE?

There are many reasons why schools study CRE. Some of the reasons are to:

a) Enable you to develop a personal relationship with God.
a) Help you to acquire basic principles of Christian living.
b) Help you to develop a sense of self-respect and respect for others.
c) Help you to develop positive attitudes and values, which help you to cope with challenges of life.
d) Contribute to the moral and spiritual development of students.
e) Help you to contribute positively to the transformation of an individual and the society as whole.
f) Help you to identify answers to situations of life, including death and Eternal life.
g) Help learners to identify answers to life’s questions.
h) Promotes international consciousness.
i) Help you to understand yourself.
j) Promote cultural integration.
k) Enable you to acquire a better understanding of God.
l) Unite people.
m) Guide you in choosing a career
n) Help you to appreciate African religious heritage and other religions.
o) Promote living values such as honesty concern for others, kindness, love and unity.

THE BIBLE

The Bible is the sacred book containing God’s revelation to people. It is the inspired word of God. It is the book through which God communi-cates with His people.

The Bible as the word of God

The Bible is the word of God because:

a) The written scripture contain God’s word.
b) Through the Bible God communicates his will to humans.
c) It contains word written by inspired authors such as the prophets who were sent by God.
d) God himself took part in the writing of the Bible. E.g. God is believed to have written the Ten Commandments
e) It contains the history of salvation realized through Jesus Christ.
f) The Word gives revelation to mysteries.
g) The Bible contains a message of hope and reconciliation.
h) It reveals that God controlled what was being written and what He inte-nded the writers to pass to the people.

The Bible as a library

The Bible is referred to as a library since it is a collection of inspired scri-ptures or books. The Bible contains 66 books. The Bible is divided into the Old Testament and the New Testament. The Old Testament contains 39 books while the New Testament contains 27 books. However, the Ro-man Catholic Church accepts 7 additional books referred to as Apocrypha or Deutero or canonical books. The word Apocrypha means hidden or secret. They are Esdras (1, 2), Tobit, Judith, Ecclesiaticus, Baarch and

Maccabees.

Why the Bible is a library

Several studies show that:

a) The Bible contains (66) book just like a library has many books. The Bible is a collection of books arranged in series.
b) The Bible is a reference book for Christians. The authors of the Bible had a special spiritual guidance; hence each book was written for a pur-pose.
c) The books were written at different times in history.
d) The Bible has literary works.
e) The Books written contain different topics.
f) The Bible has different books written by different authors.
g) The books of the Bible were written under different situations and cir-cumstances.

THE BIBLE: MAJOR DIVISIONS AND ITS BOOKS

Major divisions of the Bible

The bible is divided into two major divisions. These are the Old Testame-nt with (39 Books) and the New Testament with (27 Books). The word Testament means covenant or agreement with God.

The Old Testament books are divided into:

Books of the law or the Pentateuch or Torah.
Historical books.
Poetic Books
Prophetic books.

Law books or the Pentateuch or Torah

The books of law are (i) Genesis (ii) Exodus (iii) Leviticus (iv) Numbers (v) Deuteronomy.

Moses wrote these books. They contain the law of God as it was given to the people of Israel through Moses. They also contain the history of the Israelites from creation to the time they entered the Promised Land. The author Moses is regarded as a lawgiver, teacher and prophet.

Historical books

There are the 12 consecutive books from (i) Joshua (ii) Judges (iii) Ruth (iv) 1, 2 Samuel (v) 1, 2 Kings (vi)1, 2 Chronicles (vii) Ezra (viii) Nehemiah (ix) Esther. These 12 books record the history of the Israelites.

They also contain information about the life and achievements of some prophets, for example, the life history of Elisha and Elijah.

Exercise 1 – Go through the 12 books and check page by page the names of other prophets.

Poetic Books

The books are poetic in nature. The poetic books contain wise sayings, songs, and prayers. The poetic books are (1) Psalms which was written by David (ii) Proverbs (iii) Ecclesiastes (iv) Song of Solomon written by Solomon and (v) Job.

Prophetic books

These are divided into major and minor prophets. A prophet is a messe-nger of God, or God’s spokesperson. A prophet is a mouthpiece of God. Prophets pass information and messages from God to the people. They are messengers from God. Their messages from God concern the future.

Five Major Prophetic Books

The major prophetic books are by (i) Isaiah (ii) Jeremiah (iii) Lamentations (iv) Ezekiel and (v) Daniel. The books are named after the prophets who prophesied and probably wrote them. Jeremiah wrote lamentations. These prophets are called Major Prophets because they cover a longer period of time. Their prophe-cies are long, and they prophesied over a long period of time.
Minor Prophets. There are 12 books of (1) Hosea (2 Joel (3) Amos (4) Obadiah (5) Jonah (6) Micah (7) Nahum (8) Habakkuk (9) Zephaniah (10) Haggai (11) Zechariah and (12) Malachi. These books are by Minor Prophets who are said to have prophesied over a shorter period of time if you compare them with the Major Prophets.

New Testament books are:

Biographical books or Gospels.
Historical books (Acts of the Apostles).
The Epistles.
Apocalyptic or Prophetic book
a) Biographical book or Gospels

Gospel means Good News. The disciples of Jesus wrote the biographical books. They contain information about the birth, life, ministry, death, and resurrection of Jesus Christ. The biographical books are four. (i) Mathew – Written by Mathew (ii) Mark – Written by Mark (iii) Luke – Written by Luke, the doctor and (iv) John – written by John (the beloved disciple of Jesus Christ)

b) Historical books

There is one historical book, which is the Acts of the Apostles. Luke, the writer of the St. Luke’s Gospel, wrote it. The book of Acts tells us the history of the early church.

c) The Epistles

There are two Epistles: Pauline Epistles and General Epistles. Pauline Epistles are letters written by Paul. They are 13 letters that Paul wrote to (1) Romans (2,3) 1, 2 Corinthians (4) Galatians (5) Ephesians (6) Philip-pines (7) Colossians (8, 9) 1, 2 Thessalonians (10, 11) 1, 2 Timothy (12) Titus and (13) Philemon.

General Epistles are letters written to the church by other people. The letters are 8 in number. They (1) Hebrews (2) James (3,4) 1, 2 Peter (5,6,7) 1, 2, 3, John and (8) Jude

d) Apocalyptic or Prophetic book

This is the book of Revelation. It is the last book in the New Testament. It is different from other books. This is because it is prophetic of things to come. It is about the future. It was written by John the beloved disciple of Jesus Christ.

MAJOR BIBLE TRANSLATIONS FROM THE ORIGINAL LAN-GUAGES TO LOCAL LANGUAGES

These books of the Bible are accepted as the Canon of the Bible. The term Canon means Standard or guidance or rule. Translation means expression of books by words and pictures, poems and songs from one language to another. The Old Testament was originally written in Hebrew, the langua-ge of the Israelites. Then between 250 – 100 BC, it was translated to the Greek language. The Greek translation of the Bible was known as Septua-gint. This term refers to 70 translators. The Jews in dispersion or Diaspora used this translation. These were the Jews living outside Palestine.

Between 386 – 420 A.D. Jerome, a great Christian Scholar, translated the entire bible from Greek into Latin, the language of the Romans. This tran-slation was called Vulgate. Christians used the Latin translation of the Bible up to the 16th century. During the reformation in the 16th Century, Christians were encouraged to use their own native languages in worship. From that time, the Bible was translated into English and German. As Christianity spread to different parts of the world, there was the need for

translations of the Holy Bible into various languages. In 1804, the British formed the Foreign Bible Society, which translated the Bible into many languages.

Johann Ludwig Krapf translated the New Testament into Kiswahili. This was the first Bible translation in East Africa. Since that time, the Bible Society of Kenya has translated the Bible into other languages such

as Kikuyu in 1951, Kikamba in 1956, Kimeru in 1964, Kalenjin in 1968, and Luhya in 1974. By 1980 the Bible had been translated into 29 Kenyan languages. To date (2010) the Bible has been translated into 42 languages of Kenya.

Translation and versions used in Kenya today

Besides bible translation into several languages, there are many English translation versions, which are commonly used in Kenya. These are (i) King James Version (ii) Jerusalem Bible (iii) New International

version (iv) English Bible (v) The Authorized Version (vi) Good News (vii) Revised Standard Version (viii) New King James Version (ix) Amplified Bible (x) The living Bible (xi) The African Bible (xii) Common Bible (xiii) Today’s English Bible (xiv) American version among others.

Writing of the Bible

By 2010, the Bible Society of Kenya had translated the Bible into 42 Kenyan languages. The need to read the Bible led to writing of Bible reading materials to teach literacy in local languages. Those who wrote

the Bible used different styles, and figures of speech to make their message vivid and clear. Several literary forms were used in the writing of the Bible.

These are:

Poetry in Psalms

Activity

a) Read Psalms and notice the poetry used by David when he wrote psalms
b) Read Job. Notice the rhythm of the words
c) Turn to your English textbook – the Integrated English. Read topic 4 on sound and pattern in poetry.
d) Read any Psalm and any verse from Job. What do you notice?

Other literary forms that are used in the Bible are:

i) Prose in Leviticus, which is a Legislative text
ii) Wise sayings in Proverbs

iii) Prophetic speeches by Jeremiah

iv) Prayers by Nehemiah
v) Love Songs, for example, the Songs of Solomon
vi) Letters. Here see Pauline Epistles (Romans)

vii) Gospels, for example, Mark’s Gospel

viii) Religious events, for example, Exodus

ix) Narratives, for example, Genesis
x) Philosophical essays, for example, the book of Job. Here note the use of metaphors and similes in philosophical essays.

The effects of Bible translations on African languages

Bible translations:

i) Increased and deepened African faith in God.
ii) Led to increased literacy. After Africans acquired literacy skills, they read the Bible and improved their literacy skills. Christian missionaries established schools in order to teach literacy that helped African to read the Bible.
ii) Made it easy for missionaries to spread the gospel to the African communities.

iii) Increased the demand for the Bible. This led to writing of Books and setting up of printing presses in African countries.

iv) Made it easy for the expansion of the church i.e. more people became Christians.
v) Led to the emergence of independent churches and schools.
vi) The missionaries and colonialists learnt the African languages.

vii) The African converts realized that the missionaries were unfair to them. There was for example a different treatment of African by White missionaries. This was inequality of races, which was and is even now against Christian teachings.

viii) Helped Africans to re-discover their cultural identity. For example the use of African instruments, dressings, and practice of polygamy, which David and other kings in the Old Testament did.

ix) Led to the writings and spread of African languages. The missionaries learnt local languages.
x) Improved communications between missionaries and the local people because they could understand each other.
xi) Increased printing of reading materials

The effects of Bible translations on Africans communities

After the first Bible translations, there were immediate effects or influences on some communities. For example, some community leaders did not agree with the Christian teachings. Some wanted to retain aspects of their African religion. As a result, some communities who disagreed with Bible translations established their own Christian denominations in order to preach the Bible, as they understood it. This was the emergence of independent churches. Some African communities built independent schools where their children could learn how to read and write without being forced to practice all the Christian teachings.

Review questions

1) What is the importance of reading the Bible?

2) How is the Bible used in society today?

3) How does the Kenya Government use the Bible today?

4) Name the major divisions of the Bible in both the New Testament and the Old Testament

5) What are the effects of Bible translation on African languages?

6) Why is the Bible referred to as (a) a Library and (b) the Word of God

7) What is the meaning of the term inspiration?

Study activities

Read the Bible quotations given above.
Carry out role plays e.g. the sacrifice of Isaac by Abraham.
Visit old people in your community and ask them about African religious traditional practices.

CREATION AND THE FALL OF MAN (GENESIS 1-3, 6-9, 11)

INTRODUCTION

In this topic, you shall learn about creation and the fall of man. This information is in Genesis.

BIBLICAL ACCOUNTS OF CREATION AND THEIR MEANINGS

The book of Genesis begins with two creation stories. The first creation story is in Genesis chapter one. The second creation story is in Genesis chapter two.

The two creation stories

The first creation story is in Genesis chapter one. The second creation story is in Genesis chapter two. This story is like a song or poem. It’s written, “Let there be…” and “God saw that it was good … to separate,” and “there was evening and morning on …” Each creation is taken as a day. The creation took place in the following order. It is orderly:

1st day – God created day and night (Light and darkness)

2nd day – The Heavens (sky)

3rd day – The Earth, Water / Sea, Vegetation (Plants, trees, grass)

4th day – Sun, Moon and Stars

5thday – Birds, Sea Creatures

6th day – Animals, Livestock, Man was the last creation (human beings)

7th day – God rested and blessed the 7th day and made it holy.

In this creation story, we see God creating things in an orderly manner, day after day until the 6th day. It was last in the first account.

God created man from dust and breathed into his nostrils before anything else is mentioned. God then put man in the Garden of Eden, which He had made for him so that man could till and keep it. The garden was planted eastward in Eden. Out of the ground, God made every tree to grow. In the middle of the garden, there was the tree of knowledge of good and evil. Man was given the responsibility of tilling and conserving the garden. Man was commanded to eat of every tree in the garden except the tree of

knowledge of good and evil. A river flowed from the garden and then it separated into four tributaries. God saw that man should not be alone hence He made him a helper/mate; a woman from one of the man’s ribs. Man was also given the responsibility of naming all the animals in the garden. There is mention of God resting after work

Differences between the two creation stories

FIRST ACCOUNT

SECOND ACCOUNT

Mentions what was created on which day. Each creation takes a day.

-This story is like a song or a poem. It’s written, “Let there be…” and “God saw that it was good … to separate”, and “there was evening and morning…”

-It is orderly.

-Mentions what was created on which day.

-Rivers and garden are not me-ntioned.

-Man and woman were created together.

-No mention of the knowledge.

-Marriage is for procreation.

-Sun, moon, stars, sky are mentioned

-God rested on the seventh day hence the Sabbath day

-doesn’t mention the daily activities of GOD

-The story is in prose. For example “… and God said … and it was evening…”

-Not orderly was last in the first account

-Doesn’t’ mention what was created on which day

-Mentions rivers, and garden for tilling

-Woman was created from ribs of man

-Mention of the knowledge

-Marriage is for companionship

-Sun, moon, stars, sky are not mentioned

-Mention of resting after work but Sabbath day is not mentioned

Similarities between the two accounts of creation

In both creation accounts:

a) Men and women are created by God and are given special references. Man and woman are special to

God.

b) God rested after creation.
c) God provided the source of food.
d) God is portrayed as the sole creator of the universe and everything in it.
e) Man is given the responsibility of controlling animals, birds and plants that God created

Activity

Find out the differences between the two creation stories and write them down. Now compare them with my answer.

ATTRIBUTES OF GOD FROM THE BIBLICAL CREATION ACCOUNTS

The creation stories tell us that God is:

(i) The sole creator and the only source of life

(ii) Immortal and Eternal

(iii) He is self existent

(iv) God of order

(v) Source of goodness and true happiness

(vi) Holy, merciful and just

(vii) Provider and sustainer of the universe and all that is in it

(viii) All knowing (Omniscient)

(ix) All powerful (Omnipotent)

(x) Everywhere (Omnipresent)

(xi) A personal God.

(xii) He has a mind and a will

(xiii) Moral God. He is interested in the behaviour of man and woman. He commands her/him to do the right things.

TRADITIONAL AFRICAN UNDERSTANDING OF CREATION

Traditional African view of creation is brought out through traditional stories of creation (Myths). The Agikuyu, Akamba, Gusii and other Kenyan communities have stories explaining their origin. These stories

give each community a sense of belonging, and identity. The stories explain the mysteries of life. These stories have common characteristics or teachings.

Thus all African communities believe that God: –

(i) Is the chief architect of the world

(ii) Existed from the very beginning of time.

(iii) Created everything out of nothing.

(iv) Provides for the needs of human beings.

(v) Was disobeyed by human beings who had lived in eternal bliss. This bliss came to an end when human beings disobeyed God.

(vi) The African communities had different names to describe God. God was not known as God but as the Creator of everything that existed on earth and skies. He was Mumbi and “Mungai” to Gikuyu. He was master of the universe. The Kamba called Him …Ngai wa Matu. They believed that God continues to create through human beings.

Examples of African creation stories

The Kamba believed that God created man and woman then tossed them to the earth.
The Bukusu say that God the creator (Were Khakaba) created the world alone.
First God created heaven then created two assistants, Mukhaba and Murumwa. Were the God made the sun, moon, stars, a big red cock which crows whenever it thunders, the rains, the rainbow, mountains, rivers, lakes, streams and all the other things on earth.
Created a woman for the man.
Created plants, animals, birds and other creatures.
Creation work took six days. On the seventh day Were rested.

Activity

Ask your parents about your community creation story.

THE TEACHINGS FROM THE BIBLICAL CREATION ACCOUNTS

God is responsible for all creation. He is the sole creator. God’s creation was good. Everything He created God said it was good. It was without flaws and mistakes. God is the provider. God created everything that man needs. He also created food for all animals and other creatures. God is orderly.
Man has a special place in God’s creation. Man was made as the keeper of God creation. Man is a co-creator and keeper of God’s creation since he was made in the image and likeness of God. Man was comma-nded to work.

III. A woman was made from the man’s flesh. She joins man in marriage and they become one flesh. God ordains marriage. Human beings were created to socialize.

Sin is a result of man and woman disobedience of God.

Responsibilities given to human beings by God in the Genesis stories of creation

After creating man and then woman, God asked man to:

Reproduce and multiply.
Rule over the rest of His creations.
Be in charge of the fish, birds, and all the animals.
Cultivate the garden and guard it.
Eat from the fruits of the garden except from the tree of knowledge of good and evil.
Name the animals.
Subdue the earth
Transform the creation that God has provided human beings with
Use creation – forests, rivers, mountains with responsibility and respect.
Be a steward of God’s creation
Engineer God’s creation by creating things from the creation
Dominate the earth

Group work

Work in twos or threes and answer these questions.

How does man fulfill the command to subdue and fill the earth?
How is man a co – creator with God?

BIBLICAL TEACHING: THE FALL OF MAN, ORIGIN OF SIN AND THE CONSEQUENCES

Introduction

Man and woman fell from the Garden of Eden. This experience is expla-ined in genesis chapter 3 verse 4; chapter 6 verse 9 and chapter 11. In these verses, the Bible is teaching about sin, which made Adam and

Eve fall.

Sin is defined as iniquity, and guilt. It is to miss a mark, to transgress. Sin is a rebellion or an offence against God. Sin originated with the disobedience of Adam and Eve. They had been commanded not to eat of the fruits of the tree of knowledge of good and evil – the tree in the middle of the Garden of Eden. But Adam and Eve ate the fruit after being deceived by the serpent.

Man had the power to resist temptation but instead he yielded. Genesis Chapter 3 verse 6 states that man wanted to be wise and thought how wonderful it would be to become wise…” hence sin arises from the lack of knowledge of God, from the denial of trust of God.

The consequences of sin

After sinning, we the human race and sinners:

1) Replaced friendship with God with fear of God.

2) Lost innocence. What had been innocent and good became shameful. Adam and Eve became ashamed of their nakedness, something they had never felt before they sinned against God.

3) Lost good relationship with God. The good relationship between God and man was betrayed. Human beings – were alienated from God. “The Lord God sent him out of the Garden of Eden…”

4) Damaged the perfect relationship between man and woman. The Lord said to the woman “You will have desire for your husband, yet you will be subject to him”.

5) Pain became part of human experience. “I will greatly multiply your pain in child bearing”.

6) Man began toiling and struggling to meet his needs… “You will have to work hard and sweat to make the soil produce anything”

7) The home of man, and the earth itself was placed under a curse. “Cursed is the ground because of you.”

Enmity between man and wild animals emerged.

9) Man began to die. Death sentence is passed upon all men. “You will return to the ground… you are dust”

10) Man began to hate. Man developed murderous feelings in his heart, for example Cain killed Abel, his younger brother.

11) Man changed and became prone to sin.

12) Life span of man was reduced (see Gen. 6:3) “I will not allow people to live forever, they will live no longer than 120 years”

13) Man’s language was confused by God after the flood (read Gen.11: 7)

14) Sin led to embarrassment, mistrust, suffering, pain, pride, arrogance and death.

Summary

Disobedience of God by Adam and Eve brought serious sin consequences to human beings. Sin brings sadness and suffering to man even today.

Activity

In groups of two or three, discuss the origin and consequences of sin.

CONCEPT OF EVIL

Introduction

In this lesson, we shall discuss the concept of evil as told by the traditi-onal African religion and the biblical writings. We shall study similarities and differences of evil from the two religions.

What is evil?

In the traditional African society, evil was an offence against God, spirits and ancestors. It was also viewed as an offence against another person or community. Evil was also a misfortune that can befall an individual or a community.

What are the causes of evil?

Many of the traditional African societies do not associate God with evil. God is not the creator of evil. Some communities believe that evil is an external power that exists on its own. Thus in the traditional African society, evil was understood or explained as something mysterious that was caused by several people and things. These were:

a) Evil spirits
b) Ancestral spirits – due to disobedience to them
c) Some animals like the chameleon are sources of evil. The Akamba believed that chameleons brought evil. Other communities believed that if an owl cries near one’s homestead, it is a sign of evil.
d) People with mystical powers for example magic, sorcery, and witchcraft are evils
e) If a member of a community breaks a taboo by disobedience, this action may bring evil spirits.
f) The spirits of the dead; cause evil; if they are not remembered or respected. Evil spirits cause harm and violence.

Consequences of evil in traditional African society

These were many and ranged from (a) Barrenness (b) Drought (c) Epidemics (d) Madness (e) Sickness (f) Death (g) Drowning (h) Burning in a house (i) War (j) Physically and mentally handicapped children (l) Rebellious children

GOD’S PLAN OF SALVATION

After the fall of man, God took steps to heal the damaged situation and relationship between Him and Adam and Eve.

GOD:

Provided clothing of skin to Adam and Eve.
Looked for Adam and Eve since they were hiding from His presence.
Provided Adam and Eve with the knowledge to find different foods.
Declared enmity between man and the snake.
Hinted at the ultimate victory of man when He said that the seed of the woman would crush the snake or serpent’s head. The serpent would attack the heel of man and woman.

All through the Old Testament, and the New Testament, we see God’s plan of salvation being manifested. For instance, GOD chose and separated Abraham from other communities. The children of

Israel led by Moses (were delivered) from Egypt,. God sent prophets to teach and warn the Israelites of the dangers of sin. Finally God sent his only son Jesus Christ to die on the cross to save human kind.

SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN

Similarities

Both the Biblical and traditional African view or agree that

1) God is supreme. God is neither the creator nor author of evil

2) Sin comes from the disobedience of God by human beings

3) Evil and misfortune are God’s curse to man (Biblical) while the traditional African society sees evil as curses by ancestors, and elders. Both curses lead to misfortunes.

4) The result of sin and evil is human sufferings

5) Sin and evil lead to man being separated from God

6) God is the guardian of law and order

7) Human beings have the ability to overcome evil

Differences

1) Biblical account emphasizes personal nature of sin while in the African concept; sin is more social and communal

2) Biblical account attributes evil to disobedience while African concept attributes evil not only to disobediences but other external forces.

3) Biblical accounts offer a message of hope to overcome evil while African concept doesn’t offer a solution to sin and evil.

4) Traditional African concept all forms of suffering as a result of sin while in the Bible suffering is not always a result of sin.

Review questions

1) Explain the differences between the two creation stories

2) State the traditional African view of creation

3) Explain how human beings continue with the work of creation

4) What is the origin of sin and evil according to traditional African society?

5) Give three consequences of sin as stated in Genesis

6) State the consequences of evil according to African traditional societies

7) Trace God’s plan of salvation of human kind

Compare biblical and traditional African understanding of evil and sin.

9) What does the command “Subdue the earth” in Genesis 1 verse 28 mean?

FAITH AND GOD PROMISES TO ABRAHAM

BACKGROUND TO THE CALL OF ABRAHAM (Genesis 11:24-32, 12)

Introduction

The background to the call of Abraham is found in the first book of the bible. This is Genesis which is a Greek word meaning “Beginning”. The relationship between Adam and God was good but after Adam disobeyed GOD, their relationship changed because of sin by Eve and Adam. After sometime, God repaired this relationship by calling Abraham and offering salvation.

Background

-Abraham lived with his father Terah at a place called Ur. Abraham’s father lived among people who worshiped many gods. One of the god’s whom people of Ur worshipped was the moon. This worship of many gods is referred to as polytheism.

-The family of Terah moved from Ur to Haran. While at Haran, God called Abraham at 75 years old. He was told to…. “Leave your country, your relatives and your father’s home and go to a land that I am going to show you”. Abraham obeyed God’s call. He left Haran for a land that was unknown to him. He took his property his wife Sarah and his nephew lot. At the time of the call of Abraham, he was known as Abram and his wife Sarai. God changed their names to Abraham and Sarah. Abraham means Father of many nations while Sarah means mother of nations.

-On arrival in Canaan, he travelled and came to a place called Schechem. God appeared to him once more. Abraham built an altar for the lord at this place. Altars are places of worship. They were regarded as holy and were manifestations of God’s presence. An altar was made of stones.

-After sometime, he separated with his nephew Lot due to their servants having strife over water for their livestock. Abraham left Canaan due to feminine. He went to Egypt.

Activity

Where did Lot settle?
Read GENESIS, chapter 11 (24 – 32) and chapter 12 (1 – 9)

FAITH AND GOD’S PROMISES TO ABRAHAM (HEBREWS 11: 1 – 6)

THE MEANING OF FAITH

-Faith is a strong belief, a complete trust or confidence in someone or something. It is also a firm belief, which is not based on any scientific or logical proof. Faith in God is an attitude of complete trust in God.

It is not based on concrete or tangible objects. Faith is manifested in the ways of life of a believer.

-Abraham is an example of someone who had faith in God. He showed his faith in action in several ways.

HOW ABRAHAM DEMONSTRATED HIS FAITH IN GOD
Although Abraham was old, he left Haran to go to a strange unknown land of Canaan.
After he settled in Canaan, Abraham was assured by God of his protection and was given other promises such as he will get a son, and Abraham believed God. Sarah gave birth to a son when she was

90 years old and Abraham was around 120 years old. This was as the lord had promised Abraham.

The son was named Isaac that means “laughter” – because Sarah had laughed when she was told that she would have a child in her old age. The child Isaac was circumcised when he was eight (8) days old.
Abraham was told by God to circumcise all males in his household including himself. He obeyed.
When Abraham was asked to sacrifice his son Isaac to God, he was ready to do so.
Abraham believed that God would fulfill all the promises he had given to him
Abraham demonstrated his faith by building altars
GOD’S PROMISES TO ABRAHAM (GENESIS 12:2-3, 15:1-21, 21, 17:1-8, 17:15-18)

A promise is giving an assurance of something to someone. The promises God gave to Abraham were that:

God told him he would give him a land. His descendants would be given the land of Canaan to dwell in
His name would be made famous
His descendants will be many. Abraham would be made a great nation.
God would protect him
He was promised a son of their own
God would bless him
God would bless those who bless him and curse those who curse him
Abraham was promised that he would die in peace and in an old age
His descendants would be strangers in a foreign land but afterwards would come out with great possessions.
THE RELEVANCE OF THE PROMISES MADE BY GOD TO ABRAHAM TO CHRISTIANS TODAY (Gen. 12: 2 – 3, 15: 1 – 21, 21:1 – 7, 17: 15 – 18)

God called Abraham from idol worship in the same way God continues to call people to serve him.

1) Through Abraham, God had a plan to restore the relationship between man and God

2) Christians receive the promises of blessings from God through Abraham (Gods promises to Abraham fulfilled through Christians)

3) As Abraham left his own people, Christians should leave their sinful lives and put their whole trust in God.

4) Abraham is seen as the descendant not only of the Israelites but also of Christians

5) Christians have faith that God fulfils promises to them as he did to Abraham

6) Christians are assured of God’s protection

7) Through God’s dealing with Abraham, God shows that he values a personal relationship with human kind.

Through Jesus Christ Christians enter into an everlasting covenant with God. Just like Abraham entered into a covenant with God.

9) The promise to Abraham of Canaan Promised Land is to Christians the hope for new land – heaven

10) God continues to make promises to those who believe him

11) Abraham is the ancestor (Father) of all believers)

DEFINE THE TERM COVENANT
Definition.

A covenant is a solemn agreement between two persons or two groups of people. An agreement is between two separated parties. It’s a pact, a treaty. When it is a covenant, it conveys a union or partnership.

Characteristics / components of a covenant

There are components or features that must be in a covenant. A covenant must have a ceremony, sign, witnesses, promises/vows/oaths, obligations / consequences, and participants. A covenant establishes a sacrificial bond between the parties involved. There are obligations or rules by which the parties must abide by, adhere to and observe in order to keep the covenant. A covenant is an agreement and if it is broken, there are consequences for breaking it. In the Bible, there are many covenants.

iii. Examples of covenants in the Bible

Adamic covenant – Agreement between God and Adam
Noahlic Covenant – God’s covenant with Noah where God promised to preserve life of man and not to destroy it with water. The sign of the covenant is the rainbow. In Gen 9 verse 3, GOD told Noah, “Everything that lives and moves will be food for you…Just as I gave you the green plants, I now give you everything. Verse 4 says, “But you must not eat meat that has its lifeblood still in it”
Abrahamic covenant – Gods covenant with Abraham. He promised to fulfill promises He gave to Abraham. These promises were: (1) Increase numbers of descendant of Abraham. He will be father of many nations, (2) Be GOD of his descendants (3) Abraham will have a son an heir, (4) Given land of Canaan and other lands from the river of Egypt to River Euphrates, and all for heirs of Abraham (Gen. 15: 17 – 18) (5) Circum-cision of all males at 8 days after birth even none Israelites living in their land (6) Covenant with Isaac
Mosaic Covenant – is a covenant between the Israelites and GOD. Moses led Israel to Mt. Sinai. God promised to be their God. Israelites were given the law written by GOD in “tablets of stone, with law and commands I have written for…. instruction”. (Read exodus 23).
Davidic Covenant – covenant between David and God – God promised him that his dynasty would rule forever.
Messianic Covenant – new covenant between Christians and God through Jesus Christ.
God’s covenant with Abraham and its importance (Genesis 15:1-19)

The covenant was established after God appeared to Abraham in a vision. During the visitation of God, Abraham was 100 years old and Sarah 90 years. He was promised a son. Abraham wanted assurance from God. God told him to bring him the following items for sacrifice.

Items for sacrifice

Three (3) years olds: heifer, goat, ram and a dove and a pigeon.

Abraham then cut these animals into two halves and placed them opposite each other.

The birds were not split.

After it was dark, smoking fire and a flaming torch suddenly appeared and passed between the pieces of animals.

Towards evening, Abraham fell into a deep sleep. While he slept the Lord appeared to him and told him that:

His descendants will be strangers in a foreign land and be slaves for 400 years. But they will come out of this land with a lot of wealth and God will punish the nation that will enslave Israelites.

He, Abraham will live up to a ripe age, and die in peace. Then the Lord made a covenant with Abraham and promised to give him and his descendants the land of Canaan. God himself passed through the sacrifi-ces and bound himself to keep the promises.

f) IMPORTANCE OF THE COVENANT BETWEEN GOD AND ABRAHAM (GEN. 15: 1- 19)

God bound himself in a personal relationship with a human being

As God passed through the meat, he showed Abraham he would always protect him. This passed on to the descendants of Abraham

This covenant between God and Abraham begins a lasting relationship between God and all the nations of the earth.

Throughout this covenant God was initiating his plan of salvation for human kind

The promises made to Abraham were fulfilled in New Testament blood of the lamb – death of Jesus Christ

It emphasized the importance of faith followed by obedience that Abraham shared.

g) COVENANTS IN MODERN LIFE AND THEIR IMPORTANCE

Modern covenants are (a) Marriage (b) Baptism (c) Oath of loyalty and (d) Ordination of clergy

Marriage ceremony: In marriage, the bride, bridegroom and their fami-lies come together. When the two families come together a relationship is developed. They make an agreement and both sides are seriously involved in the ceremony, whether the marriage is civil or religious. During the marriage ceremony the couple makes vows/promises to each other, before a priest/ pastor and the congregation. Two officials witness these agree-ments. Rings are exchanged as a sign of a lasting relationship. A certifi-cate is given in some cases as a testimony (sign) of this agreement. There is eating and drinking.

Baptism: In a Christian baptism, a covenant is entered into between the believer and God. The believer makes vows before God. The priest and the whole congregation witness this agreement. In some churches, a card is issued to the person who has been baptized as a sign of Christian mem-bership. The baptized can now take the Holy Communion, which is a Christian Ceremony. But when an infant is baptized, parents take the vows on behalf of the child.

Loyalty /oath: Leaders in public service for example the president, ministers, Members of Parliament, and chief officers are sworn in before they take over their new responsibilities. They swear (take an oath) and promise to carry out their duties firmly and without fear or favour.

Ordination of the clergy: Church leaders, nuns and priests take oaths and make vows to God and to the congregation in a ceremony attended by worshippers.

The importance of modern day covenants

They bind different groups
They act as a security
They strengthen relationships
They unite people together
They create loyalty
They create peace, harmony and bring a sense of permanence

h) THE TESTING OF ABRAHAM’S FAITH (GEN. 22: 1 – 18)

God tested Abraham’s faith by asking him to go and sacrifice his only son Isaac. This was the son he loved so much. He was to travel to Mount Moniah. On reaching Mt. Moriah, he built an altar, and arranged wood on it. He tied up his son Isaac and placed him on the altar on top of the wood. He lifted a knife to kill him. “But the Angel of the Lord called out to him from heaven. Abraham! Abraham! Do not lay a hand on the boy…Do not do anything to him. Now I know you that you fear God, because you have not withheld from me your son, your only son” (v 11-12). Abraham had obedient reverence for God became he did not keep back his only son from God. God provided a ram for sacrifice. He named the mountain “the Lord provided” God was pleased with Abraham and promised him blessings, many descendants’ victory, and protection.

Activity

Read Genesis 12:1 – 9, 15:1 – 6, 17:23 – 24, 21:1 – 7, 22:1-19

IMPORTANCE OF FAITH IN CHRISTIAN LIFE TODAY

A Christian today is acceptable to God through his faith in God through Jesus Christ. Without faith it is impossible to please God.
A Christian can only serve God if he has faith in him. Faith enables a Christian to serve God
Faith enables a Christian to accomplish what appears to be impossible
Through faith, Christians are able to trust God to fulfill his promises to them
Faith is the foundation of the Christians salvation
Faith in God gives a Christian the power to overcome all temptations.
Christians should expect to have their faith tested just like Abraham was.
Faith enables Christians to patiently wait on God’s promises
Christians through faith in God help the poor, make right decisions and are able to understand and know God better.

JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION

IMPORTANCE OF CIRCUMCISION TO ABRAHAM AND HIS DESCENDANTS (GEN. 17: 1 – 16)

The rite of circumcision was started by Abraham and has been practiced by the Jews up to the present times.

In the Old Testament, it was important because:

(i) Through circumcision: God assured Abraham that he would fulfill His promises to him.

(ii) Circumcision was a sign that Abraham and his descendants had entered into a covenant with God. It was an outward sign of inner faith.

(iii) Circumcision was a mark of identity for the Jews

(iv) It was a sign of obedience to God

(v) It was an acceptance of God as the only true God and their willingness to remain faithful to him

In the New Testament

(vi) Circumcision doesn’t qualify one to be a child of God. One is accepted as a Christian without circumcision as long as they have faith in God.

(vii) A true descendant of Abraham is the Christian who truly believes in God and lives according to His will regardless of colour, race or creed.

CIRCUMCISION IN AFRICAN COMMUNITIES

Circumcision is one of the rites of passage among the African people. It marks the transition from one stage to another. Many ethnic communities in Kenya still practice the rite of circumcision. During circumcision ceremonies, prayers are offered to God for the well being of the initiates (those who are being circumcised) and the prosperity of the whole community. Initiates learn secrets of their community and society. They are taught myths, origin, religious beliefs, and sex education. In some

communities, initiates are given new names or ornaments to signify their new status.

JEWISH AND AFRICAN PRACTICES OF CIRCUMCISION

Similarities

In both Jewish and African communities, circumcision: (a) is a mark of identity (b) provided a sense of belonging (c) was observed as a religious experience (d) was compulsory (e) was a tradition passed from one generation to another (f) is a time for shedding blood (g) was a time for offering prayers to God for the well being of the initiates (h) was a time for giving gifts (i) was a ceremony for initiation (j) was a time for giving the initiates names (k) took place in sacred places.

Differences

In Jewish community,

Circumcision was a rite for boys while in African society it was for both boys and girls. But it was for boys in a few communities.
Boys were circumcised when aged 8 days while in the African society; it was between 15 to 25 years old.

iii. Circumcision was for boy’s organ while in African societies several forms of initiation were done, for example, removal of teeth, and body piercing among others.

Circumcision was a command from God while for the African communities it was in obedience to customary law where ancestors were invoked to protect the initiates.

Among the African societies

Circumcision was a rite of passage from childhood to adulthood while for the Jews it was not.
The initiates were given specialized education while the Jews were not.

vii. The initiates were grouped into age groups, and were secluded from the community while among the Jews it was not so.

viii. The rite of circumcision according to seasons while the Jews once a child is born, they are circumcised on the 8th day.

After circumcision, the initiates were allowed to marry, enter a warrior group, own property but for the Jews the initiate was still a child.

Revision questions

1.Explain why Abraham is referred to as the father of faith

Give five actions from the life of Abraham that shows his faith to God
List some of the promises God gave to Abraham
Compare and contrast the Jewish and traditional African practice of circumcision
What is the importance of faith to Christians?
State the elements of a covenant
Give examples of covenants in the bible and the modern society
Discuss the circumstances that led God to enter into a covenant relationship with Abraham.

SINAI COVENANT

THE CALL OF MOSES

One day, Moses was looking after or tending the flock of Jethro his father-in-law. Jethro was a priest of Midian. When Moses came to mount Horeb, the mountain of God, the angel of the Lord appeared to him in flames of fire from within a bush. Moses saw that although the bush was on fire, it was not burning.

Moses went over to the burning bush to look. God called him out within the bush… “Moses! Moses!” He replied, “Here I am”. God then told Moses not to come closer and to take off his sandals for the place where he was standing was a holy ground.

God introduced himself as the God of his father, the God of Abraham, the God of Isaac and the God of Jacob. God then said he had seen the misery and sufferings of the Israelites in Egypt. He had heard their cry. God had come down to rescue Israelites from the hand of Egyptians. God was to take them to their home, the land of the Canaanites, a land flowing with milk and honey.

God told Moses that He was sending him to go to Pharaoh and bring out the Israelites, the people of God, from Egypt. Moses resisted the call. He asked God “Who am I, that is should go to Pharaoh and bring the Israe-lites out of Egypt?” God promised to be with him. God said to Moses… Say to the Israelites… the Lord. The God of their fathers, God of Abraham, God of Isaac and God of Jacob has sent me to you.

Moses was told to assemble the elders of Israel and inform them that God was going to deliver them from Egypt. Moses was then to go to the king of Egypt with the elders. He was to tell the king “the Lord, the God of the Hebrews has met with us. (EXODUS 3:1 – 22)

God’s sign to Moses

Moses was given several signs by God In case the people of Israel did not believe in him.

a) First sign was his staff turning into a snake when he threw it down. When he touched the snake’s tail it turned into his staff
b) Second sign was God asked Moses to put his hand inside his cloak and it was as white as a snow – leprous. He was asked to put it back into his cloak and it was restored.
c) Moses further complained that he was a stammerer. God then appoi-nted Aaron, his brother, as his spokesman.

Reasons Moses gave against the call

He felt unworthy of the call.
He wondered who he was to tell the Israelites that God had sent him
Moses said that he was a stammerer so he let God choose a spokesperson.

Moses however heeded to the call and went back to Egypt together with his family. God promised to be with him and perform signs before Phara-oh.

What does the name Moses mean?

It means drawn out of water.

What did Moses learn about God from his Calling?

Moses learnt that:

God is caring, merciful and concerned about the welfare of his people – Israelites.
God is transcendent – he is beyond human understanding. He cannot be limited to time and space.
God chooses whomever he wills to carry out his plans. He chose Abraham an old man, a moon worshipper and now Moses, a murderer, a fugitive and a stammerer.
God expects total obedience and faith from those that He chooses
God is powerful, eternal and omnipresent
God is holy.
God is a God of history, which means He is concerned with His people’s welfare.
God is mysterious – He manifested Himself in the burning bush that was not being consumed.

How did God prepare Moses to be the future leader of Israelites?

His life was spared when he was rescued by Pharaoh’s daughter
He was nursed by his own mother who taught him about Yahweh and his own true identity
Life in the wilderness hardened him to be bold and to persevere hardships
He learnt to be patient, keen, and responsible as a shepherd
He acquired leadership skills while living at pharaoh’s palace
He learnt literacy and numeracy skills (Educational skills) at the palace.
He was not a stranger to Pharaoh hence he could approach him freely.

THE TEN PLAGUES EXODUS 7:14-11:10

During the call of Moses at Mount Sinai, God gave Moses a rod with which he could perform mighty signs before the Israelites and before Pharaoh. Aaron was to be his spokesman. Moses and Aaron gathered the Israelite elders and leaders to tell them what God had said to them. After Moses had performed the miracles that God had showed him; the Israelite leaders believed him.

They then approached Pharaoh so that he may release the Israelites. However instead of releasing the Israelites, Pharaoh became crueler. He gave Israelites harder work.

When Pharaoh refused to release Israelites, God instructed Moses to bring ten plagues upon Egypt.

These plagues brought; great trouble and suffering to Israelites.

Ten plagues

1) The plague of blood (Exodus 7: 14 – 25)

Moses and Aaron used the rod. They struck the waters of the river as God instructed them. All the water in the rivers, canals, and pools in Egypt turned into blood. All the fish died and there was no water to drink. This situation lasted for seven days. However Pharaoh’s heart was hardened. He did not release the Israelites.

2) The plague of frogs (Exodus 8:1 – 15)

God then sent Moses to tell Pharaoh that if he refused to release the Israelites the whole land would be covered with frogs. At the command of Moses, Aaron held out the rod of Moses and frogs covered the whole land. On seeing this, Pharaoh pleaded with Moses and Aaron to pray to the Lord to get rid of the frogs and he would release them. They prayed and all the frogs died. Pharaoh, however, changed his mind and refused to release the Israelites.

3) Plague of gnats (Exodus 8:16 – 19)

The lord instructed Moses to tell Aaron to strike the ground and Aaron did so and all the dust in Egypt turned into gnats or small flies that bites. The magicians of Egypt could perform the first two plagues.

They could not bring the plague of gnats. Egyptians acknowledged that the presence of gnats or small flies that bites was God’s work. But even with this information, Pharaoh still refused to release the Israelites.

4) Plague of flies (Exodus 8:20 – 32)

The Lord warned Pharaoh through Moses once more. He was told that God would send swarms of flies to the Egyptian houses. The Israelites houses would be spared. Even after bringing the plague of flies, Pharaoh’s heart hardened even more

5) Death of cattle (Exodus 8:1 – 7)

A plague of disease befell the Egyptian cattle. Not a single Israelites’ animal died. Pharaoh was not moved; and he refused to let Jews go home.

6) Plague of boils (Exodus 9:8 – 12)

Moses threw ashes into the air as God had instructed. This produced boils, which became open sores on the skin of the Egyptians. Unmoved by the suffering of his people, Pharaoh still refused to let the Israelites leave.

7) Plague of hail (Exodus 9:13 – 35)

Moses raised his rod and there was a hailstorm with lighting and thunder. The people, animals and plants that were struck by the lightning died. Pharaoh then promised to let the Israelites go but as soon as Moses prayed for the hailstorm to stop, pharaoh hardened his heart and refused to let the Israelites leave.

8) Plague of Locusts (Exodus 19:1 – 20)

Locusts covered the whole land and ate all the crops in the fields. The locusts ate all that had not been destroyed by the hailstorm. When Moses prayed to God, for locusts to leave; Pharaoh hardened his heart and refu-sed to let the Israelites leave.

9) Plague of darkness (Exodus 10: 21 – 29)

God then instructed Moses to stretch out his hand to heaven. There was total darkness in Egypt for three days. But there was light where the Israe-lites they were living. Pharaoh remained unmoved and would not release the Israelites out of Egypt.

10) Death of Egyptian first-born males (Exodus 11: 1 – 31).

After the plague of darkness, God sent Moses once more to Pharaoh. He was told that this time even his family would be affected. The Lord would kill all the first-born Egyptian sons and first-born male animals at mid-night. This plague occurred during the night of Passover. Pharaoh was moved and allowed Israelites to leave Egypt.

What do the plagues tell us about God’s attributes?

GOD:

Empowers His people to perform miracles and to do His work
Is Almighty and more powerful than the Egyptian gods.
Is determined to fulfil His plans.
Is a God of justice. He protects the oppressed.
Gives everyone a chance to repent. Notice that each time Pharaoh promised to release the Israelites; God relieved the Egyptians from the plagues.
Fulfils His promises – He had promised Abraham to deliver his descen-dants from foreign lands.
Expects total obedience and faith.
Communicates His will through natural events.
Is caring and loving.

PASSOVER (EXODUS 12:1-30, 19, 20, 34)

The tenth plague is called the Passover. It happened on the fourteenth day of the month. The Israelites were to offer one-year-old lamb per family. If a family was too small, they were to share the lamb with their neighbours. If a lamb was not available, a one-year-old goat could also be used. They were told to:

Slaughter the lamb/goat; smear some of the blood on the sides and tops of the door- frames of their houses.
Roast the meat and eat it with bitter herbs and unleavened bread (bread without yeast). If there were any leftovers they were to burn them with fire.
Eat in a hurry while fully dressed and having packed their belongings. They were told to borrow silver, clothings, jewellery, and gold from the Egyptians.
That on the same night, the ‘angel of death’ would kill every first born both males and animals in the houses without blood.
The angel of death would pass over the houses with blood sparing them. The blood was a sign to indicate this is a house of Israelites. When the Lord sees the blood, He will pass over that house (V.13)
The Israelites were told to celebrate / commemorate from generation to generation the Passover as a festival to the Lord.
The Israelites were not allowed to come out of their houses on the night of Passover.
At midnight, the Lord struck down all firstborn in Egypt from Phara-oh’s household to the firstborn of the prisoners and firstborn of livestock.
There was loud wailing over Egypt. Every house had someone dead.

Significance of items used during the Passover

1) Roasted Meat – this is the easiest method of preparing food since the Israelites were to leave in a short time.

2) Bitter herbs – was a reminder of the suffering and hardships and slavery experienced in Egypt.

3) Eating while standing. Deliverance was near, hence the need to leave in a hurry.

4) Eating while fully dressed with their stuff at hand. This signified a quick deliverance; hence Israelites should be ready to leave Egypt at once.

5) Eating unleavened bread – the bread was to be eaten and none left over hence there was no need to add yeast for preservation.

6) Collecting Jewellery – God had promised Abraham that after slavery for four hundred and thirty years, his descendants shall be freed with great possessions.

7) Remaining indoors – for security from death. Anyone outside was killed.

Blood on doorposts – a sign for deliverance. The angel of death would pass over doors with blood.

THE EXODUS

Introduction

Exodus means movement of a large number of people.

Crossing the Red Sea

During the night of the Passover, Pharaoh summoned Moses and Aaron and told them to leave, to go and worship their Lord. All the Israelites, their flocks and herds were urged to leave in a hurry. Pharaoh took his chariot army and followed the Israelites and found them camped by the Red Sea.

God led the Israelites over the desert towards the Red Sea. Moses took the body (bones) of Joseph, as Joseph had requested the Israelites to do. “When God rescues you, you must carry my body with you from this place” (Ex 13 vs. 19)

During the day the Lord went in front of them in a pillar of cloud (angel of God) to show them the way, and during the night the lord went in front in a pillar of fire to give them light, so that they could travel night and day. This pillar of cloud led the Israelites by day and night.

The Egyptian army followed Israelites and caught up with them by the Red Sea where they had camped.

Moses asked the scared Israelites to move near the sea.

God told Moses to lift up his stick, and hold it over the sea. The waters of the Red Sea divided and the Israelites crossed the sea on dry ground with walls of water on both sides. The angel of God, and the pillar of cloud (who had been in front of the army of Israel) moved behind the Israelites and provided light to them as they cross.

The Egyptians army pursued Israelites. The pillar of cloud made it dark for Egyptians who could not see where they were going. Just before daylight, the Lord looked at the Egyptians from the pillar of cloud and fire and God threw the army of the Egyptians into confusion. Moses was asked by the Lord to stretch out his hand. He did so and waters returned to its normal level drowning Egyptian army and their horses.

God protected the Israelites during the Exodus by:

1) Making them cross the red sea on dry ground.

2) Providing water in the wilderness.

3) Providing manna and quails.

4) Defeating Amalekites – their enemies.

5) Protecting them from snakes and diseases in the wilderness.

Provision of water in the wilderness

Israelites travelled in the desert for three days without water. The water, which they found at Marah was bitter and could not be drunk. They called the place ‘Marah’ meaning ‘bitter’. This made them complain. Moses prayed to the Lord.

The Lord showed Moses a piece of wood. Moses threw it into the water and it became fit to drink. God continued providing Israelites with water.

Again the Israelites lacked water and complained bitterly (Ex.17:1 – 9). God instructed Moses to strike a rock and water came out of it. Moses called that place ‘Massah’ – which means ‘testing ‘and ‘Meribah’ – meaning ‘rebellion’. This was because the Israelites quarreled and tested God.

Provision of manna and quails (EX 16:1 – 35)

As the Israelites were travelling through the desert, they ran out of food. They were hungry and complained to Moses. Their complaints displeased the Lord for they often told Moses they wished he had let them die in Egypt instead of dying in the wilderness. This showed that the Israelites did not trust God to provide for them.

In the morning, they were given Manna, which is a Hebrew word for the type of bread given to Israelites by God. The bread looked like wafers or flakes and tasted like coriander seed.

In the evening, GOD provided Israelites with quail’s meat. The provision of manna and quails (meat) lasted for 40 years.

On the 6th day of each week, God gave them food for two days one for the 6th day and the other for the 7th day (Sabbath).

DEFEAT OF THE AMALEKITES (Exodus 17: 8 – 16)

Challenges faced by the Israelites during the Exodus

During the Exodus, the Israelites faced the challenge of the Amalekites. These were desert Nomads who attacked the Israelites in the wilderness. When the Amalekite army came against Israelites, Moses ordered Joshua to gather men and fight.

God promised to destroy the Amalekites forever. During the battle, Moses held up his rod. And each time he raised his hands with the rod, the Amalekites were defeated. When he brought his hands down, the Israe-lites were defeated. Because of this, Aaron and Hur supported Moses’ hands until the Amalekites were defeated.

In the wilderness God protected the Israelites form snakebites. He also used a cloud to protect the Israelites from the scorching heat during the day. At night, the pillar of fire provided warmth to protect them from the harsh cold of the wilderness.

The importance of the exodus in the history of the Israelites

The exodus showed Israelites that:

1) God loves and tolerates His people.

2) God did not abandon the Israelites despite their lack of faith.

3) God gave the Israelites encouragement through his servant Moses.

4) It was the end of the oppression of Israelites in Egypt.

5) Moses was God’s chosen leader.

MAKING THE SINAI COVENANT (EXODUS 19: 24 1 –

The Sinai covenant

God and Israelites. God had specific instructions on how the Israelites were to prepare to make the new covenant. Before making the covenant, God brought Israelites to the foot of Mt. Sinai and asked Moses to ask them if they were willing to make the covenant with HIM. GOD asked them to enter into a personal relationship as a community with HIM. The Israelites agreed to make a covenant. They agreed to obey all God’s com-m.ands. God then promised to make them;

i His people

A kingdom of priests

iii. A holy nation

God and Moses. God wanted to confirm that Moses was His true pro-phet. He therefore told Moses that He would come in a thick cloud to meet Israelites. In preparation for God’s coming on Mt. Sinai the

Israelites were to:

Make themselves holy by washing their clothes (garments)
Mark the boundaries on the foot of the mountain to prevent any person or animal from climbing the mountain.

III. To abstain from sexual relations

At Mt Sinai, God manifested His presence in the form of thunder, lightening, earthquake and a thick cloud of smoke that covered the whole mountain. In addition, there was a loud trumpet blast that made the people tremble. Moses climbed the mountain. God gave Moses the Ten Comma-ndments after sealing the covenant.

Sealing of the covenant. The Lord told Moses “Come up the mountain to me, you and Aaron, Nadab, Abibu and 70 of Israel leaders. At a distance bow down in worship, and come alone to me.”

A ceremony was then prepared to seal the covenant. This is how it was sealed:

Moses built an altar at the foot of the mountain.
He set up twelve stones, which represented the twelve tribes of Israel.
He then sent young men to burn sacrifices to the Lord and sacrificed some cattle as fellowship offering and peace offerings to God (EX 24 vs. 5).
Moses took half the blood of animals and poured it in bowls; and the other half he threw against the altar (vs. 6). He then took the book of the covenant, and read it aloud to the Israelites who responded by saying “all that the Lord has spoken we will do; and we shall be obedient”
Moses then took the blood in the bowls and sprinkled it over the people; saying “This is the blood that seals the covenant which the Lord made with you when he gave all these commands.”

Theophany. God’s presence manifested itself in several ways such as:

The burning bush (during the call of Moses)

Pillar of fire and a pillar of cloud – Exodus story

The mighty wind, earthquake, still small voice – story of Elijah

Thunder, lighting, smoking mountain – Exodus of Israelites from the wilderness

These were physical manifestations of God’s presence.

BREAKING THE SINAI COVENANT (Exodus 32:1 – 35; 34:6 –8)

Israelites dishonored their pledge to obey God upon sealing the covenant; Moses went back to talk to God in the mountain. He left Aaron in charge of Israelites’ affairs. He stayed in the mountain for forty days. The lord revealed His glory to Moses at Mt. Sinai and declared His character. ”The Lord the compassionate and glorious God, slow to anger and forgiving wickedness, rebellion and sin (Ex 34:6 –

The Israelites urged Aaron to make them gods that they could see. Aaron agreed. He melted the rings of gold and moulded a bull calf god. Israelites were happy and said “this is our god who took us out of Egypt”. They offered burnt offerings and peace offerings to it and indulged themselves in eating, drinking and sex. By accepting a bull calf as their god, the Israelites expected bull calf of gold to give them the same strength and fertility like the Egyptian gods. Through this act, they broke their covenant

with God.

When Moses came down from the mountain, he found Israelites worshipping the gold bull calf. He got

annoyed. He threw down the stone tablets he was holding; on which the 10 commandments were

written. Moses then took the golden calf, and burnt it into powder and mixed it with water. He then

made those worshipping the calf to drink the mixture. Moses ordered those who had sinned to be killed.

LESSON EIGHT: RENEWAL OF THE COVENANT (Exodus 34:1 – 14).

Learning outcomes. After studying this lesson, describe conditions for the renewal of the covenant

The renewal of the covenant came after Moses pleaded with God not to destroy the Israelites after they

broke the covenant. God spared the Israelites. God agreed to renew the covenant with the Israelites. He

gave them several conditions for its renewal.

Conditions for the renewal of the covenant

The Israelites were:

a) To obey God’s commandments
b) Not to make any treaty with those who lived in the land where they were going.
c) To break down their altar, smash their sacred stones and cut down their Asherah (Idols). Not to

worship any other god and not to make idols for worship.

d) To keep the feast of unleavened bread (Passover).
e) Not to marry people form other tribes.
f) To rest on the Sabbath day.
g) To sacrifice and offer their best produce and animals to God.

God in turn promised to

a) Bless them. Protect and preserve the Israelites.
b) Make them prosper so much that the surrounding nations would enquire about their source of

wealth and success.

With these conditions, the covenant between God and the Israelites was renewed. From the making and

renewal of the covenant, it is clear that:

(i) God expected the Israelites to obey and have faith in Him

(ii) God wanted a personal relationship with Israelites.

(iii) God is the only one to be worshipped.

(iv) God is powerful.

LESSON NINE: WORSHIPING GOD IN THE WILDERNESS

Learning outcomes. After reading this lesson

Explain God’s purpose in delivering the Israelites from Egypt
Describe features of worship
God’s purpose in delivering the Israelites from Egypt was to worship and offer sacrifices to Him in the

wilderness. He also intended to fulfil his promises to Abraham.

Features of worshipping God in the wilderness.

(i) The Israelites: Worshipped God through intermediaries. These were the priests who came from the

tribe of Levi.

(ii) The Israelites: Were guided in their worship and in daily living by the Ten Commandments and other

ordinances

(iii) The Ark of the Covenant was made in the wilderness. It was God’s dwelling place. It was a special

box put into the tabernacle. A tabernacle was a portable tent. The ark symbolized the presence of God

and the Israelites carried it wherever they went.

(iv) Offerings of farm products or agricultural produce were given to God. These included among other

farm products; vegetables, flour. Oil and fruits.

(v) Other offerings to God were drinks, and incense. The offerings could be burnt, baked, boiled or

roasted.

(vi) There were several Sacrifices. They included:

Burnt offerings (Holocaust) – burning a whole animal completely

Sin offering /atonement – sacrifice offered when one had sinned and wanted to have his sins

forgiven.

Peace offering – part of an animal was offered, while the people ate part of the meat.

Gift offering – the best animal was given to God. It was offered as a thanksgiving

Animals such as sheep, goats, bulls and birds were sacrificed to God.

(vii) Festivals and feasts. Israelites observed several festivals and feasts. These included:

Feast of Passover and unleavened bread.

Harvest festival – feast of weeks or Pentecost. It marked the celebration of the harvest of wheat.

Feast of gathering / shelters. It was celebrated during the season when the Israelites gathered the

fruits from the Orchards.

Feast of tabernacles that was celebrated to remember when the Israelites dwelt in tents.

The Israelites kept the Sabbath day. They worshipped God through singing, worship and dancing.

LESSON TEN: THE TEN COMMANDMENTS (Exodus. 20: 1 – 17)

Learning outcomes. After reading this lesson,

Recite the ten commandments
Apply the ten commandments in your life
Describe Israelites new understanding of the nature of God
Explain to yourself and others the nature of God
The Ten Commandments

While on Mount Sinai, God gave Moses Ten Commandments written on a stone tablet. The first four

commandments deal with relationship between man and God. God said:

You shall have no other gods but me.
You shall not make yourself a graven image.
You shall not mention Gods’ name in vain.
Remember the Sabbath day and keep it holy.

The last six commandments give man’s relationship with fellow human beings. God said:

Honor you father and mother that your days may be long on earth.
You shall not kill.
You shall not commit adultery.
You shall not steal.
You shall not bear false witness against your neighbour.
You shall not covet your neighbor’s property.

These are my thoughts. (1) Worshipping God (2) Being faithful to God (3) Resting (4) respecting parental

authority (5) love humanity (6) Be faithful to your wife or husband (7) respect other people’s property

(8) be truthful always (9) be satisfied with what God has given you.

Israelites understand the nature of god

The Israelites had a new and wider revelation about God. Besides GOD being a caring, loving, and a

provider, they learnt that:

God is a jealous God. He does not allow the worship of others gods. He alone should be worshipped.
God does not condone evil. He punishes those who cause/engage in it.
God values a personal relationship with his people.
God wants people to live in harmony among them.
God forgives those who repent. He is loving, merciful and compassionate
God is a healer – he healed Israelites in the wilderness when a snake attacked them
God is a God of victory. He defeated the Amalekites, perizzites, and Hittites etc.
God is faithful and can be depended upon.
God is holy, slow to anger, powerful and just.
God demands obedience to His commands.

Revision questions

What are the qualities of Moses as a leader?

b (i). Describe the call of Moses (exodus 3:1-22)

(ii). Why was Moses hesitant to God’s call?

c (i). What is the significance of the items used for the Passover feast (similar to what is the meaning of

the Passover meal)

(ii). Compare the lord’s supper to the Passover feast

Describe how the Sinai covenant was made
Describe the circumstances that lead to the breaking of the Sinai covenant
How was the broken covenant renewed?
Describe how the Israelites worshipped God in the wilderness
What is the relevance of the ten commandments?
What did the Israelites learn about god in the wilderness?

TOPIC FIVE: LEADERSHIP IN ISRAEL: DAVID AND SOLOMON

Learning outcomes. By the end of this topic, you should be able to:

Explain the reasons for and against kingship in Israel
State king Saul’s achievements, failures and lessons learnt from Saul.
Explain the importance of David as King of Israel and ancestor of Jesus Christ.
Describe the qualities of a good leader drawn from King David’s leadership
State King Solomon’s achievements and failures
Explain the importance of the temple in Israel.

LESSON ONE: REASONS FOR AND AGAINST KINGSHIP IN ISRAEL

Introduction

Yahweh remained the God of Israel and the sovereign ruler of his people.

Learning outcomes. By the end of this lesson, you should

Define leadership
Name Israel judges in Canaan

Leadership refers to the manner in which a community’s way of life is ruled or controlled. When

Israelites settled in Canaan, Judges ruled them for the first 200 years. Some of the judges were (i)

Othniel, (ii) Ehud (iii) Samson (iv) Deborah (v) Gideon

(vi) Shamgar (vii). Samuel (viii). Barak

Duties of judges

Leading Israelites to war against their enemies
Settling disputes among the people
Acting as religious leaders and leading Israelites in worship –
Offering sacrifices on behalf of the people.
Some of the judges acted as God’s prophets
They anointed kings, for example Samuel anointed King David.

Demands for a King in Israel

After Israelites settled in Canaan, the Promised Land, they started demanding for an earthly king to rule

over them. These demands for a king ruler were brought about by:

i Samuel’s sons Joel and Abijah were corrupt and took bribes. The sons of Samuel, who were judges,

lacked his good leadership qualities.

ii The Israelites wanted a warrior king who could lead them to war against their enemies.

iii The Israelites wanted to be like the other nations around them who had kings.

iv The Israelites wanted a human leader whom they could see, approach, and talk to him face to face.

v The Israelites wanted security, which could be provided by a stable political government ruled by law

and order.

vi They wanted a government that had a regular army,

vii They also wanted an established law court system.

Reasons against Kingship in Israel (Samuel 8:10 – 20)

By demanding for a king, the Israelites were seen as rejecting Yahweh – their unseen ruler. Two, there

would be danger of hereditary kingship which would lead to oppression / dictatorship. God told Samuel

to give Israelites strict warnings against Kingship by explaining how the king would treat them. A king

would: –

(a) Recruit Israelites sons forcefully into the army.

(b) Grab peoples land.

(d) Turn people into slaves.

(e) Introduce forced labour.

(f) Force their daughters to work for his wives, sons, and for the royal house in general.

The people of Israel were distinct from other nations. Asking for a king meant rejecting God as their

unseen king. Further to this, Israel could become like other nations, which did not worship Yahweh.

Then the covenant with God and the people of Israel would cease.

LESSON TWO: ACHIEVEMENTS AND FAILURES OF KING SAUL

(Israel 13:8 – 14; 15:7 – 25)

Learning outcomes. After reading about King Saul, you should

State his achievements
Identify his failures
Suggest lesson we can learn from his failures

Samuel was directed by God to choose and anoint Saul as the king of Israel. Saul was from the tribe of

Benjamin. He became the first human king of the nation of Israel. He accomplished several things.

Successes of King Saul

1) He was anointed by God; as king to rule the Israelites

2) He was chosen even though it was not God’s idea for a king over his people.

3) He was a great warrior. He led the Israelites to war and defeated their enemies

Failures of King Saul

1) God told Saul through Samuel to destroy the Amalekites completely. Saul however disobeyed God. He

spared the king and the fat livestock. He claimed to have spared the fat animals for sacrifice to God.

Because of this disobedience, God rejected Saul as king.

2) The Israelites were faced with many enemies. The worst were the Philistines. It was a custom for the

king of Israel to enquire from God whether to go to the battle or not. The priest/prophet gave

permission to the king to go to war. When Saul was faced with the dilemma whether to fight or not,

Samuel enquired from God. Saul did not wait for permission to go to war from Samuel the priest. He

decided to bypass Samuel by offering a sacrifice to God before going to war. This action displeased God

because it was not his work to offer sacrifice to God. It was the work of priests.

3) After God rejected Saul as the king of Israel, Samuel was guided by God to go to Bethlehem. He was

asked to go to the home of Jesse who had eight (8) sons. In that home, God was to show Samuel the

next king of Israel. Samuel would then anoint the chosen son of Jesse. Seven of Jesse’s sons were

brought before Samuel one by one. God told Samuel that he had not chosen any of them. When David, a

shepherd, was brought before Samuel God said to him ’this is the one – anoint him!” (1 Samuel 16:12).

David was anointed (poured oil on) as the next king of Israel. However he had to wait until Saul died

before he could take over kingship.

4) After Samuel anointed David to become the next king of Israel, Saul was jealous and plotted many

times to kill him. David was employed to serve Saul. He played the harp, lyre wherever an evil spirit

possessed Saul.

5) When Samuel died; the Philistines gathered to fight Israel. Saul was filled with terror. Saul enquired

from God whether he should go to war, but did not get an answer. Saul disobeyed God by asking a

medium (witch) to consult the dead for him. This act led to the death of Saul together with his son

Jonathan in battle.

6) Saul was concerned with what people thought of him than pleasing God. He wanted to please people

and not God. He was disobedient with God (1 Samuel 15:24)

Lessons, which Christians can learn from King Saul’s failures

1) Value of being patient.

2) Christian should obey God, follow His commands and not be afraid of people.

3) Christian should obey religious leaders placed over them by God.

4) Christian leaders should be humble

5) It is against the teachings of God, against the will of God to consult the spirits of the dead through

mediums.

7) Without faith, it is impossible to please God.

God desires sincere worship.

9) Political leaders should consult and listen to religious leaders.

10) Christians should not turn against their enemies or rivals. They should not plot to have them

destroyed and killed.

LESSON THREE: IMPORTANCE OF DAVID (1 Samuel 16: 1 – 23, 2 Samuel 6:1 – 15)

Learning outcomes. After reading about King David, you should

State his importance to God and the Israelites
Analyse achievements and failures of King David
Trace David lineage up to Jesus Christ
Narrate fulfillment of the promises to David in the New Testament
Give reasons why God rejected David’s offer to build him a temple

David took over kingship of Israel though some people resisted his rule. At first he ruled the house of

Judah. Later on the other tribes rallied behind him.

Importance of King David

David became king after the death of Saul. He ruled for over 40 years as king of Judah and Israel.

Achievements of David

1) He was a brilliant military commander

2) He captured the old fortress of Jerusalem from the Jebusites and made it his capital city.

3) He removed the ark of covenant from the house of Abinadab in Shiloh and brought it to Jerusalem.

4) He expressed great faith in God. Through his faith in God, he was able to kill Goliath, the great

Philistine warrior.

5) He was a skilled musician and composed marry psalms that were used and are still being used in

temple and church worship.

6) David respected the prophets of God and always consulted them whenever he wanted to do

anything.

7) He expanded the geographical boundaries of Israel through conquests.

He was a great diplomat and established good political relations with the neighboring kings.

9) He was a shrewd administrator who chose wise elders and counselors to advice him.

10) God promised to establish an everlasting kingdom for David

11) David ruled over Israel, administering law and justice to all people.

12) He took a census of the Israelites and used the information to (a) recruit young men into military

service and (2) decide on the policy of taxation.

13) David had remarkable leadership qualities. He was kind. He spared mephibosheth, Saul’s grandson.

14) David was humble. He was ready to accept sins he had committed and repent e.g. he repented after

committing adultery with Bathsheba.

David as an ancestor of Jesus Christ (2 Samuel 1 – 29, LK 1:26 – 33)

David intended to build a splendid temple for God in Jerusalem. He felt it was not fair for the Ark of the

Covenant to continue dwelling in a tent while he himself lived in a magnificent palace. To achieve this

goal, David consulted Nathan, the prophet on whether to build the temple. The prophet approved the

idea. But that night, Nathan received a revelation form God that stated that David was not to build a

house (temple) for God. David’s son would build the temple of God (2 Samuel 7:5 – 6). Prophet Nathan

gave David God’s message to David.

The message was that

a) His son will build the temple
b) God would give David’s descendants a place to settle
c) God promised to raise up an heir from the house of David to sit on the throne
d) God promised to make David’s name great or famous among all other leaders of the earth.

Reasons why God rejected David’s offer to build him a temple

Here are some of the reasons:

David had been involved in a lot of wars with the Israelites’ enemies and had thus shed a lot of blood.
God was a God of the people and could not be confined to a house.
It was the will of God to establish the house of David (build David a house) rather than David builds a

house for him (God). The human body is the temple of God. God dwells in the hearts of people.

David had grown old. God wanted him to rest.
God had planned that David’s son would build a house for him – a place to house the Ark of the

Covenant. King Solomon, David’s son built the temple and fulfilled God’s promises to David. Solomon’s

rule was peaceful and prosperous.

The New Testament is a fulfillment of God’s promises to David

1) The gospel writers tell us that Jesus was born in the family of David (Luke 1:26 – 27)

2) The angel of God during the annunciation of the birth of Jesus said that He will be like his ancestor

David (Luke 1:32 – 33)

3) Jesus was born in Bethlehem which was also the birthplace of David (Luke 2:4)

4) Bartimaeus the blind man of Jericho hailed Jesus as the son of David

5) During his triumphal entry to Jerusalem, Jesus was hailed by the crowd as the messiah descended

from David.

6) In his genealogy, saint Mathew says that Jesus was a descendant of David (Matt.1: 1)

Failures of King David.

Although David had many virtues:

1) He ordered Uriah to be placed at the battle forefront so that he can be killed.

2) Uriah was the husband of Bathsheba. David had committed adultery with her.

3) He took Bathsheba as his wife

LESSON FOUR: LEADERSHIP OF KING DAVID

Lesson outcomes. By the end of this lesson, you should assess leadership qualities demonstrated by king

David

David showed

1) Courage and bravery. David was courageous and brave. Modern leaders should be ready to die with

and for their subjects.

2) Gratitude – thankful and grateful. David always thanked God for any success or favors he received.

Good leaders should be thankful and grateful to God as well as to their fellow human beings.

3) Loyalty. David was loyal to God and to the Israelites. A good leader should be loyal, and never betray

his people.

4) Justice. David administered justice to all his subjects without favoring anyone. No tribalism or

nepotism. A leader should be fair to all (2 Samuel 8:15).

5) God – fearing, having faith. David was God fearing. He expressed his total trust in God. Modern

leaders need to emulate this quality.

6) Humility. A leader should be a humble person. Though David had been appointed as the king, he

continued to serve Saul until Saul died. He accepted his failures and asked for forgiveness

7) Kind. David was a kind leader. Leaders should be kind. David spared the life of Saul twice yet Saul

wanted to kill him.

Wisdom. David was careful when choosing legal advisors to assist him in his rule. He was also wise. He

reduced tribal jealousies by choosing Jerusalem; a neutral spot for administrative purposes.

9) Delegation – a shrewd administrator. A good elder should be able to delegate duties. David delegated

duties. He involved others in advising, and administering

LESSON FIVE: ACHIEVEMENTS AND FAILURES OF KING SOLOMON (1 KING 3 – 12)

Learning outcomes. By the end of this lesson, you should:

Analyse achievements of king Solomon
State failures of king Solomon

After David died, his son Solomon became the next king. Kingship in Israel was hereditary. Solomon was

chosen by David to be his successor. He took over from David at a time of peace and security established

by David.

Achievements

1) He made Israel rich by establishing trade with other countries

2) He was a good trader and a successful merchant. He traded in copper, horses, timber, silver and gold.

He established international trade with the neighboring countries. For example, he traded with Tyre in

cedar and pine logs.

3) He established a well equipped large army for Israel

4) He was a builder. He built a magnificent temple for God in line with God’s promise to David. He also

constructed other cities (Megiddo) and a palace for himself.

5) He is remembered for his amazing administrative skills. He had 550 officials in charge of labour force.

6) He was a diplomatic ruler. He established friendly ties with his neighbours. This ensured continued

peace. For instance he married the daughters of the kings of Egypt, Moab, Eden and Sidon so as to

establish strong ties with those nations.

7) He had great wisdom. He judged a difficult case between two women who were claiming ownership

of the same child.

He composed many wise sayings known as the proverbs of Solomon. He also composed songs like Song

of Solomon and Song of Songs and poems in Ecclesiastes.

9) He dedicated the temple of God with great rejoicing.

10) He brought the Ark of the Covenant to the temple of Jerusalem.

Failures of King Solomon

1) He married women from many foreign countries. These actions made Solomon break the Torah as

Israelites were not supposed to marry foreigners. Through these marriages, idol worship started in

Israel. This was because he allowed his wives to worship their gods, build temples and altars for them.

This led to introduction of idolatry in Israel.

2) Solomon constructed his palace for 13 years. He then built God’s temple for 7 years. This showed that

he probably loved himself more than God.

3) He killed his own half brother Adonija on suspicion that he could be a rival to the throne.

4) Solomon lived lavishly, and expensively. He thus burdened the Israelites with high taxes.

5) He used forced labour. This was the same as enslaving the Israelites.

6) He worshipped idols. Solomon’s heart was turned to such other gods as Ashtoreth / ashitarte –

goddess of Sidon and Molech – the god of the Ammonites. This was breaking God’s commandments

7) He sold part of Israelite territory to the king of Tyre

He used pagan skills when designing, decorating, and furnishing the temple.

9) He made treaties with other nations inspite of the fact that God had forbidden Israel from making

treaties

10) He was extravagant. He used a lot of state wealth to entertain and please his many wives and

concubines.

Activity. Many husbands in Kenya practice polygamy. I want you to find out from your neighbours what

are the advantages and disadvantages of polygamy. Then write a paper arguing either for polygamy or

monogamy.

LESSON SIX: IMPORTANCE OF THE TEMPLE IN ISRAEL

Learning outcomes. By the end of this lesson, you should

a) Define a temple
b) State the importance of the temple to Israelites.

Definition of a temple

This is a building dedicated to the worship of God. Solomon built the temple as a fulfillment of the

promises that God gave to David, that his son would build a house for him.

Importance and uses of a temple

1) It was a centre of worship. Prayers and sacrifices were offered to God from the temple.

2) It symbolized the presence of God among the Israelites.

3) The Ark of the Covenant was kept in the temple as a symbol of God’s presence among his people.

4) The temple acted as a symbol of unity in Israel. Every year all the Israelites had to go to Jerusalem to

celebrate such feasts as the Passover, feast of tabernacles’ day of atonement. This led to the unity of the

Israelites.

5) Dedication of children and purification were done in the temple.

6) It was a residence for the priest.

7) It was a business centre where people bought and sold animals needed for sacrifice.

The temple acted as a school to the scribes, rabbis and others who studied and interpreted the Mosaic

Law.

9) The temple also acted as the judicial court of Israel. Judges worked from the temple

10) It is where religious ceremonies like naming and circumcision of baby boys took place.

11) It was a house of prayer.

Revision questions

Explain the reasons against kingship in Israel 1 Sam 8: 10-20
Explain the importance of David as king of Israel
How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. areas where

Jesus is mentioned as coming from David)

What are the failures of king Solomon?
Which leadership qualities can modern leaders learn from David?

TOPIC SIX: LOYALTY TO GOD – ELIJAH

LESSON ONE: EFFECTS OF IDOLATRY IN ISRAEL

Introduction

After the death of Solomon, the kingdom of Israel split into two countries. the southern kingdom called

Judah ruled by King Rehoboam and the Northern kingdom called Israel led by King Jeroboam. Other

kings who ruled these two nations were King Abijah, King Asa of Judah, and king Nadab, Baasha, Elah,

Zimri, Omri, and Ahab of Israel. During the time of Elijah king Ahab ruled – Israel.

Learning outcomes. After studying this lesson on idolatry, you should

State factors that led to spread of idolatry in Israel
Analyse religious schism between Judah and Israel
Describe King Ahab’s marriage to the Phoenician princess (Tyre)
Explain the failure to completely destroy temples, and places of worship
State effects of idolatry in Israel
Factors that led to spread of idolatry in Israel

When Israelites intermarried with other communities, they worshipped their gods. The Bible makes it

clear that

i There was a lot of influence by Canaanite religion

ii There was division /schism of Israel into 2 kingdoms

iii Ahab’s married the Phoenician princess

iv Israelites did not destroy all gods after settling in Canaan.

Influence of the local Canaanite religion

Idolatry is the worship of idols. An idol is an image representing a god made using precious materials

such as gold, bronze, stone, and hardwood images kept in the places of worship. God had forbidden

Israelites from bowing down to images and worshipping idols, intermarrying with non-Israelites, and

making treaties. When Israelites settled in Canaan, they forgot God’s commandments. They

intermarried and were greatly influenced by the local religion.

Israelites changed from being pastoralist to farmers. They therefore worshipped Baal the god of rain,

agricultural fertility, and storms. Israelites worshipped Baal, for rain for their crops. The Israelites were

also attracted to the visible gods of Canaan as opposed to the invisible Yahweh. This is how idolatry

spread in Israel. However some Israelites maintained worship of Yahweh only (monotheistic) while

others worshipped Yahweh and Baal (syncretism).

Characteristics of the Canaanite religion. Canaanite religion was:

Polytheistic. They worshipped many gods. The Israelites religion was monotheistic. They worshipped

Yahweh and no other God. They abandoned their religion and worshipped many gods like Canaanite.

This influenced the Israelites.

A nature religion. The gods were related with the forces of nature such as rain, sun, storms, drought,

famine, wind, water and death.

Ensured continued fertility of land, people, animals
Based on many families of gods. There was
EL – Chief god – who was their father, king, creator
Asherah – wife of El – the goddess of motherhood and fertility
Baal – also referred to as Baal Hadad, son of El and Asherah – the god of rain, agricultural fertility,

storms

Astarte – wife of Baal -the goddess of war
Anat – sister of Baal – the goddess of war and love
Maat – the goddess of love
Mot – most feared. The god of drought, famine and death
Free and temple of prostitution. Israelites turned to temple prostitution. Women who wanted to

increase vitality of their husbands had sexual relations with the male priests in the Baal temples.

Had many places of worship. One could pray in the temple, under sacred trees, and on top of the hills

among others.

Based on offerings and sacrifices of human beings.

Exercise. State differences between Israel and Canaanite religion

Religious schism between Judah and Israel

Schism occurred among the Israelites because there were sharp differences within them. These

differences were religious, political and social. After the death of Solomon, the nation of Israel was split.

Rehoboam ruled one group while the other was ruled by Jeroboam. Because of this split, Jeroboam

could not go to Jerusalem to worship in the temple. He thus set up other places of worship one at

Bethel, and another at Dan. Jeroboam also set up images to represent Yahweh. Though he had no

intention of Idol worship, it turned out to be so because he made his subjects to offer sacrifices to these

golden calves, which he had designed as images representing Yahweh. He also built places of worship on

hilltops like the Canaanites. He chose priests from other families in addition to the Levite Family.

Furthermore, he organised religious festivals and feasts in the month of his choice. As it were, they

coincided with the Canaanites calendars. He then burnt incense at the altar of idols. Jeroboam therefore

started idol worship and gave room for idolatry. Kings who succeeded him followed this idol worship.

King Ahab’s marriage to the Phoenician/Tyre princess

Ahab married Jezebel, the daughter of the King Ethbaal of Sidon (Tyre) to strengthen ties with

Tyre/Phoenicia. Queen Jezebel was ambitious, and a strong follower of Baal religion. Ahab allowed her

to bring her gods to Israel. She forced Israelites to worship Baal and not Yahweh. She imported 450

prophets of Baal and supported them using public treasury. Ahab built a temple to Baal In Samaria. He

also put up an image of goddess – Asherah.

When Israelites settled in Canaan, they did not destroy temples, places of worship, idols, images that

they found there. As a result Canaanite’s religious practices influenced Israelites’ worship of Yahweh

leading to idolatry.

The effects of idolatry harmed Israelites as:

1) Syncretism developed. This was a process of mixing beliefs and practices from different religions.

Israelites worshipped Yahweh and the gods of Canaan.

2) Former places of worship for the Canaanite gods were used as places of worship for Yahweh

3) The Canaanite agricultural calendar was adopted by Israelites

4) Names of the Canaanite gods were used for Yahweh. For example, EL was referred to as Yahweh

5) Parents began naming their children after Baal.

6) Feasts and celebrations were changed to correspond with those of Canaanites when they celebrated

their feasts.

7) King Ahab declared worship of Baal as the state religion

Queen Jezebel ordered the destruction of the altars of Yahweh

9) Prophets of Yahweh were killed. Elijah went into hiding.

10) The 450 prophets of Baal were made the officials of the royal court in order to promote and protect

Baal religion

11) Israel started to experience long droughts because Yahweh withdrew his blessings. This made Israel

worshippers of El

LESSON TWO: ELIJAH’S FIGHT AGAINST CORRUPTION AND FALSE RELIGION IN ISRAEL

Learning outcomes. After studying Elijah, you should

Describe the contest at Mount Carmel
Explain how Elijah fought against corruption
Explain the relationship between Ahab and Naboth
Describe God’s sentence to Ahab.
Relate Elijah’s encounter with Yahweh at Mt. Horeb
Identify forms of corruption
a) The contest at Mount Carmel (1 King 18:17 – 46). Carmel refers to the vineyard of the Lord. King Ahab

brought trouble to Israel because of worshipping the idols of Baal. Elijah told Ahab that the problems

Israel was facing were due to worship of Baal,

The decision. Elijah requested king Ahab to call a meeting at Mt Carmel. In attendance would be all

Israelites, 450 prophets of Baal, and 400 prophets of the goddess Asherah who were supported by

Queen Jezebel and Elijah

Elijah told Israelites it was decision time. They had to choose their God. Would it be Yahweh, the God of

Israel or Baal the god of Jezebel of Phoenician/Tyre. If it was to be Baal, then they were told to follow

him, if they select Yahweh as their God then they were to follow him (1 kings 18 vs. 21).

The choice. Elijah proposed a contest between him and Baal prophets. He asked for two bulls one for

him, the other for 450 prophets of Baal. The contest was who can light fire? Yahweh or Baal? He

proposed that Baal prophets and himself be given each a bullock. Both shall cut the bull into pieces and

put them on wood without lighting fire. The Baal prophets shall pray to their god and Elijah shall pray to

the Lord. The one who sends fire to consume the sacrifices .. he is God. The people of Israel accepted

Elijah’s proposal.

Actions. The prophets of Baal prayed first because they were many. They took the bull, prepared it and

prayed to Baal until noon (vs. 26). They prayed louder, and cut themselves with knives and daggers; but

there were no answer. The prophets of Baal kept on ranting and raving until evening but there was no

answer (vs. 29).

Elijah asked people to gather near him. He prepared the altar of the Lord to repair work. He took 12

stones representing the 12 tribes of Israel (who were named after the 12 sons of Jacob or Israel) and

used them to rebuild the altar. He then dug a trench around the altar. This trench could hold 14 litres of

water. He placed the wood on the altar; cut the bull into pieces and laid them on the wood. He asked for

four barrels of water and poured it on the offering and wood. He poured water on the altar three times

until the water overflowed, run around the altar and filled the trenches. Elijah then called on the Lord

“O Lord, the God of Abraham, …prove now that you are the God of Israel and that am your servant and

have done all this at your command” (vs. 29).

The Lord sent fire down and it burnt up the sacrifice, wood, stones, and dust and licked up the water

that was in the trench. When people saw this, they proclaimed ‘The Lord, is God; the Lord alone is God”.

Elijah asked people to arrest the prophets of Baal, led them down to the river Kishon and killed them.

And after this there was rain in Israel (vs.40).

Lessons learnt from Mt. Carmel. Israelites acknowledged that Yahweh is:

i Is their only God and that Baal was not God

ii Is powerful

iii Is a merciful God

iv Is a jealous God as He will have no other gods but him

v Is a God of justice who punishes idolaters and sinners

vi Answers prayer

vii Is a forgiving true God

viii Protects his servants

b) Elijah’s fight against corruption (1 Kings 21: 1 – 29)

Corruption is defined as dishonesty. It’s a form of injustice when dealing with either an individual or the

community for selfish gain and benefit. In a corrupt society people in leadership or with wealth take

advantage of the weak, and the poor. The powerful exploit the poor and the powerless by denying them

their rights. An example of corruption in Israel is the story of the Naboth’s Vineyard.

Naboth’s vineyard. Ahab wanted Naboth to either sell to him his vineyard or exchange it with another

vineyard. Naboth refused to sell his inheritance. Jezebel, on seeing that Ahab was sorrowful told him

that she will get him Naboth’s vineyard. Jezebel sent out letters in Ahab’s name to the elders of the city.

She found two witnesses who could bear witness that Naboth had blasphemed God and king Ahab.

Witnesses testified that Naboth had blasphemed God. He was stoned to death. God then sent Elijah to

meet with Ahab as he went to possess the vineyard of Naboth.

God’s sentence to Ahab. God pronounced to Ahab through Elijah that (1) dogs shall lick his own blood

from the place where dogs licked the blood of Naboth (2) His sons shall be killed (3) Dogs shall eat

Jezebel by the wall of Jezreel (4) Evil shall be brought upon Ahab’s house.

This was because Ahab had broken these commandments:

The 6th commandment – which forbids murder

The 9th commandment which forbids bearing of false witness. Ahab allowed his wife to bear false

witness against Naboth

10th Commandments – you shall not covet your neighbor’s property.

Elijah’s encounter with Yahweh at Mt. Horeb (Mr. Sinai) 1 Kings 19

After killing the prophets of Baal, Elijah was threatened by Jezebel. She vowed to kill him. Elijah ran

away to the wilderness. The angel of God fed him with a loaf of bread and a jar of water. After eating

and drinking Elijah walked to Mt. Sinai – the holy mountain of God. He stayed there for 40 days and 40

nights. In the mountain God appeared to him.

There was a strong wind, an earthquake, a fire but the Lord was not in them. Then the lord spoke to

Elijah in a still small voice. God told Elijah “ return and anoint Hazael as king of Syria, Jehu as king of

Israel, and anoint Elisha as a prophet and your successor.

Self-assessment question. How can Christians help reduce corruption in Kenya?

Answer

First is to recognize the various forms of corruption like: tribalism, bribery, cheating in business, stealing,

misuse of public funds, grabbing public land, robbery with violence and dishonesty

Self-assessment question. How can Christians fight corruption? Christians can fight corruption by:

a). Employing life skills

a) Applying their critical thinking. This is the ability to make appropriate decisions; by weighing in the

consequences of actions before taking decisions.

b) Creative thinking and being imaginative. This is the ability to explore new ways of handling issues,
c) Decision making which is the ability to make the right choices
d) Assertiveness. This is the ability to express ones opinion with confidence
e) Praying for the corrupt to change their behaviour
f) Setting a good example by acting as a good role model
g) Educating people on the evils of corruption
h) Reporting those who are engaged in corrupt dealings / practices to the relevant authorities.
i) Obeying the laws of the society /country

Voting for morally upright leaders.

LESSON THREE: REASONS WHY ELIJAH FACED DANGER AND HOSTILITY AS A PROPHET OF GOD

Learning outcomes. By the end of this lesson, you shall

Explain why Elijah, faced hostility
Show relevance of Elijah’s prophetic mission to Christianity today

It’s not easy for a person to oppose the government and its policies. The person normally faces danger

and hatred. Elijah faced hostility from King Ahab, his wife Jezebel and the 450 prophets of Baal.

Elijah faced hostility because

He pronounced a three years drought in Israel, which brought sufferings.
He put to death 450 prophets of Baal
He boldly condemned king Ahab for taking away Naboth’s vineyard
He preached at a time when there was idolatry, and Baal was the official religion in Israel
He identified himself with Yahweh in the midst of prosecution of God’s prophets by Jezebel.

Relevance of Elijah’s prophetic mission to Christians today

Lessons Christians learn from the life of Elijah

1) Elijah was courageous. Church leaders should remain courageous and condemn any form of social

injustice

2) Modern Christians learn to remain faithful to God through word and deed even if it would cost them

their lives

3) As God helped Elijah in difficult times he will also help the Christians hence they should not despair.

4) Elijah was a man of prayer Christians should pray to God always.

5) Christians should advocate for the rights of the poor and speak out against any form of oppression.

6) Christians should not give false evidence against their neighbours

7) Christians should be persistent like Elijah was in their struggle against injustice

God communicated with Elijah in a still small voice indicating his intimacy with the prophet. This means

that God is able to establish an intimate relationship with his faithful.

Review questions

a) Describe the qualities of Elijah that led to his achievements
b) What is schism and syncretism
c) What are some of the characteristics of Elijah that a modern Christian should strive to emulate?
d) What are the effects of idolatry in Israel today?
e) Describe Elijah’s fight against false religion in Israel
f) Describe Elijah’s fight against corruption 1 kings 21
g) What can Christians learn from the teachings of Elijah?

TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE.

Introduction

All Traditional African Communities believe in a Supreme Being who is the origin and sustainer of all

things: He is the creator of the university and all that it contains.

All Africans agree that nobody has ever seen God. Therefore, nobody can really describe Him, yet

through their religious insights, Africans have formulated ideal about the nature of God. These ideas

concern His real being and His activities.

“Traditional religion” refers to African culture that existed in the sub – Saharan Africa. African traditional

culture had no scriptures or texts because most of it was oral. It was preserved and handed down from

generation to generation-through oral traditions; ceremonies; rituals, and leading personalities.

Learning outcomes. By the end of this topic, you should be able to

a) Explain and appreciate the African concept of God spirits and ancestors
b) Identify attributes of God
c) Explain the African understanding of the hierarchy of beings
d) Describe the role of God, spirits and ancestors
e) Explain the responsibilities of the living towards God, spirits and ancestors
f) Describe the traditional African way of worshipping God, venerating and communicating with the

ancestors and spirits.

LESSON ONE: AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS

Learning outcomes. By the end of this lesson, you should

Describe the African concept of his/her religion
State attributes of God
Draw a diagram showing hierarchy of beings

Africans believed in existence of a supreme being who lived in mountains, clouds and the sky. God was

the creator of the universe. In African traditions, religion was integrated in every aspect of life and daily

activities. For example, farming activities involved God, spirits and ancestors. People would pray to God,

spirits ancestors so as to ask for blessings in order to have a good harvest. Livestock keepers believed

that fertility of their animals is a result of the blessings of God. If God was appeased, animals would

increase.

Natural phenomena such as thunder, lightning, rain; good harvest, and birth were linked to the Supreme

Being and the invisible world. If there were calamities such as drought, disease, famine, and death, it

was an indication that God, spirits and ancestors were displeased with humankind. Many communities

have invocations uttered through out the day

Nature or Attributes of god

God is described with many names, which are God’s attributes. These are among others:

a) God is Good – Nearly all-African communities describe God as being good to all people and things. He

gives rain, sunshine and life among many other gifts.

b) God is merciful. The Akamba refer to God as “God of pity”, the ‘merciful one’. God shows mercy in

times of danger, illness, difficulty or anxiety.

c) God is holy. He is pure, holy and does not make mistakes. Yoruba call him God who is pure, without

blemish. The Kikuyu say God is “Possessor of whiteness” and the Bukusu – ‘master whitewash’. African

traditions all approach God with reverence, fear, respect and honor. For example when offering

sacrifices, they would offer a one-colour animal either white, black, or brown and not a spotted animal.

d) God is powerful i.e. Omnipotent. God is described as almighty. His power is expressed in natural

occurrences like thunder, lighting, earthquakes, rains, and floods.

e) God is all knowing (Omniscient). God knew all things; nothing can be hidden from him. He discerns

hearts.

f) God is all present (Omnipresent).He is present everywhere in the universe
g) God is limitless. God has no limit. He is both very far and very near, beyond and within.
h) God is transcendent .God cannot be exhausted by human imagination. He is unexplainable, beyond

human experience and understanding.

i) God is all understanding
j) God is self – existent .He made all things but he himself is not made. He exists on his own. Zulu explain

that God is ‘he who is of himself.

k) God is a spirit He is invisible, and everlasting.. Shilluk of Sudan refer to him as ‘great spirit’ ‘the

formless spirit.

l) God is everlasting. God is eternal, never changes, and never dies. The Yoruba call him ”the mighty

immovable rock that never dies.

m) God is God created the creator .The world Kikuyu call him “Mumbi”
n) God is just. Kikuyu refer to God as “Mugai” meaning “divider”. ‘One who shares out’. God judges

fairly, punishes those who do wrong and rewards the good with blessings.

o) God is the provider. All communities acknowledge that God provides them with everything they have.

Africans built representation of the power of God. They identified sites, places and things that

represented the presence and power of God. For example things like big trees, thick forest, high

mountains, unique rock formations and large rivers and animals. In these places they built sites, and

shrines. Shrines were regarded as holy and people approached them with reverence

Spirits. They were believed to exist between God and human beings in the universe. Spirits were diverse

and created by God. Some spirits were dead human beings. Spirits were divided into nature, sky, earth

and human spirits that were either long dead (ghosts) or recently dead (ancestors).

There were different types of spirits. These were:

Divinities. These are spirits created by God. They are close to God and act as his agents. They are in

charge of natural phenomena like the sun, moon and stars. They are intermediaries between God and

ancestral spirits, human beings and other creatures. They reveal God’s plans through diviners and

mediums

Human spirits / common spirits. These are inferior to divinities but higher than human kind. They are

remains of human beings after their death. These spirits monitor human activities. Human spirits have

lost their names and are not longer remembered by the living. They are believed to live in the under

world, undergrounds, in thick bushes, forests, rivers, mountains, lakes, skies, and caves among other

places. These spirits can bring harm to the living if disrespected. They appear to people in dreams or in

form of shadows. They can also enter or possess a person and cause abnormalities.

Ancestors / living dead

These are spirits of the recently dead. They are remembered by the living when children are named

after them. They are actively involved in the lives and activities of the living. Their offerings (food or

drink) are poured on the ground for them to receive.

Ancestors are in a period of transition between the living and the higher categories. They are believed to

know the problems of the living and therefore consulted constantly. They are also associated with evil

such as revenge for burying them without honor, or not following the instructions they gave before they

died or failing to pour them libations. When they are happy with the living, they are a source of

blessings. Ancestors who did evil things or committed suicide are forgotten and ignored.

Hierarchy of beings. Hierarchy means the order or ranking from the highest to the lowest of created

beings. At the top is

Divinities



Ancestors



Human Beings



Animals and Plants



Non-living Things

LESSON TWO: THE ROLE OF GOD, SPIRITS AND ANCESTORS

Learning outcomes. By the end of this lesson: –

Write a description of God from an African perspective

God is the creator. The Akamba community believed that God whom they called Mulungu created man

and woman. He then tossed them to the earth. The Luhya claim God created them from the black

topsoil hence their skin complexion.

God is the source of life and giver of life. Barren women pray to God to ask for children. Human beings

depend on God for life, rain, air, and sunshine.

God is the provider. He gave domestic animals to human beings for their use. Domestic animals have

many uses such as repayment of dowry, food, and sacrifices to God, payment of a fine by an offender.

Many wild animals are used in folk songs and tales to discourage cowardice, and laziness

God is a protector of human beings from evil.

God is the giver of moral laws and a judge of people

God offers solutions to man’s problems through mediums, and prophets

God gives power to the specialists such as medicine men, women and priests.

God punishes people for wrongdoing

Wild animals such as hyena are used in folk stories to discourage cowardice. Stories of tortoise illustrate

the importance of being slow but sure. Snakes in some communities such as the Luhya were not killed.

The community believed snakes were immortal ancestors coming to visit the living.

Plants were used as food for people and animals. Trees were used for fuel and building materials. Some

trees were used as sacred places of worship.

Non-living things such as the rain, rocks, and rivers had a religious importance. Rain is seen as a blessing

from God. When rain fails, diviner/rain maker was consulted. Rocks, and mountains were believed to be

dwelling places for the living, the dead and the spirits.

The spirits were viewed as neither good nor evil. Human beings feared them. Their roles were many.

They;

i Appeared in dreams especially to diviners, priests, medicine men and women, and rain makers to relay

information

ii Were consulted by religious specialists to find the cause of a problem in a given situation.

iii Were bad (naughty) spirits, which disturbed people. African communities believed that bad sprits

could call out one’s name but on turning there’s no one.

iv Were manipulated by some human beings to cause harm to others

v Relayed God’s messages to human beings.

vi Sometimes possessed a person causing the person to be sent away from the village to the forest, or a

way from home.

vii Acted as intermediaries between humans,’ divinities and God.

Role of ancestors is to: –

1) Appear to families in dreams, and visions.

2) Give family instructions i.e. what should be done.

3) Rebuke those who fail to honor them and warn them of impending punishment

4) Act as mediators between the living and God.

5) Enquire about family affairs as they considered as members of the family

6) Request for sacrifice of an animal which is slaughtered for them

7) Cause illness or mental disturbance to members of a family if they are disregarded or disobeyed.

Preserve the culture of a community

9) Welcome those who die to the spirit world.

LESSON THREE: RESPONSIBILITY OF THE LIVING TOWARDS GOD, SPIRITS, AND ANCESTORS

Learning outcome. After studying this lesson, you should

State responsibilities of the living to God, spirits, and ancestors
Explain the various forms of worship

Responsibilities of living include

Human beings are expected to worship God, spirits and ancestors and show (i) reverence and respect or

veneration to God. They are also expected to (i) pray (ii) sing and (iii) dance.

Worship. This is our major responsibility as God expects us to meet and communicate with the spiritual

world and God. There are several ways of worshipping God. These include among others:

(a) Sacrifices and offerings. Sacrifices include shedding of blood of animals and birds. Offerings are in the

form of foodstuffs, milk, water and honey. God was worshipped because He is recognized as the

absolute owner of life and property. We also worship God in order to (i) invoke Him for special blessings

(ii) thank Him (iii) express our personal fellowship and communion with God (iv) avert or prevent evil.

Evils bring about epidemics, famine, floods, and drought.

(b) Singing and dancing. Africans worshipped God through singing, dancing, clapping of hands,

drumming, and use of musical instruments.

(c)Prayers, invocations and blessings.

Prayers were accompanied with sacrifices or offerings. Community leaders prayed to God, spirits and

ancestors.

(d) Invocations are shortened form of prayers e.g. “Help me oh God” ‘Oh great God”. These are prayers

at the spur of the moment. They are few words full of meaning and calling for help form God.

(e) Formal blessings. An elder or older person gave blessings. It is believed that the person blessing the

other one is doing so on behalf of God.

(f) Venerations. Africans treated their ancestors with great respect and honor. They for example

worshiped ancestors daily. Worshipping included placing food or pouring libation of beer, milk, water

and honey for the spirits. As this act was done, they uttered words to accompany the offerings. Libations

were done daily by some communities.

(g). Ancestors were honored by:

Mentioning their names at prayers was offered to God.

Naming children after them.

Inviting them to participate in family ceremonies and rituals. For example during birth, and initiation.

Maintaining their graves well.

Giving the dead a decent burial

Communication with spirits

Diviners and mediums talk with ‘spirits”. To do so, they sit quietly in a place; singing, dancing and

clapping their hands. As they dance, sit and sing, diviners lose their senses and get possessed by the

spirit. The spirits speak give them messages for individuals and communities. Spirits communicate on

issues such as (i) lost property (ii) revealing by name the enemy in the society (iii) making demands on

the living (iv) giving advice (v) giving warnings on impending danger and (vi) making promises to bless a

family or clan. Spirits that possess mediums are not harmful.

There are bad evil spirits harmful to people whom they possess. Some evil spirits cut themselves; others

throw themselves into a fire, river, and lake.

Revision questions

a) Explain African beliefs about god ( or qualities)
b) Describe the African understanding of the hierarchy of being
c) Describe the role of the ancestors to the living
d) What was the responsibility of the living towards God?
e) Describe the T.A. ways of worshipping God.

TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES

Learning Outcomes

By the end of the topic, you should be able to

a Explain the meaning of life and its wholeness in the traditional African society

b Explain the African concept of community and kingship system

c Outline the factors contributing to harmony and mutual responsibility in the African communities

d Describe rites of passage and their role inculcating moral values in the traditional African society

e Explain the role of religious specialist and their relevance in modern society

f Explain the African moral values

g Discuss and evaluate continuity and change in the African understanding of leisure, dress, old age,

widows, orphans, dowry, community, land, medicine, worship and property.

LESSON ONE: MEANING OF LIFE AND ITS WHOLENESS IN THE TRADITIONAL AFRICAN SOCIETY

Learning outcomes. By the end of the lesson you should be able to:-

Describe the meaning and wholeness of life in the traditional African society
Describe the African understanding of a community

Life originates from God and it progress from one stage to another with a certain rhythm each person

has to follow. Each stage of life is marked by rites of passage. Life is continuous and unending. Each

person is expected to value life and to be responsible. Life involves sharing. It is immoral to be greedy

and self centred. People are to be hospitable, warm and caring toward other people. Unity and harmony

are to be upheld. Life is viewed as whole only if a person went through all the stages or rites of passage

Life was propagated through bearing children. Life cannot be divided into religious and secular. Every

element of life has a religious meaning. Life is communal. Life was celebrated at every stage. Everyone

depends on others. Labour was divided. There were duties for men, children and women.

In African traditional society, human life is precious. Murder was condemned harshly. Suicide was

considered the worst thing anyone could do. It was seen as a curse on the family. If one died at

childhood, it was regarded as abortion. Death did not mark the end of life. Death is referred to as ‘saying

goodbye to food”, “sleeping,” “going home”, “being called by the ancestors”.

African concept of a community

A community is a group of people who share a common language, religion, and culture and may live in

the same geographical location. This group of people or an ethnic group shares common interests and

characteristics. For example, African communities:

Share common features, and interests

Have the same origin and are likely to be related by blood.

Share a common language.

Live together and inhabit the same geographical location.

Are divided into smaller units called clans

A clan is made up of people who have the same forefather. A clan is composed of families. A family is

made up of members (living or dead) who are related by blood and marriage. Family members therefore

include the ancestors and the unborn.

LESSON TWO: KINSHIP SYSTEM IN AFRICAN COMMUNITIES

Learning outcomes. After studying African kinship system in African communities, you should be able to:

Explain the importance of kinship system
Give factors that contribute to harmony and mutual responsibility

Kinship refers to the relationships between people. These can be by blood, marriage or adoption. People

that belong to the same kinship system are referred to as kin.

Importance of kinship system and ties

Kinship relationships were and still are important among African communities. This is because these

ties:

i Provided company. This ensured that people were not lonely.

ii Provided a sense of belonging which one of the human needs. We all want to belong

iii Controlled social relationships between people related by blood or marriage.

iv Promoted mutual responsibility and help

v Enhanced a sense of security which is a human need

vi Regulated marital customs, rules and regulations.

vii Enabled people to live peacefully and in harmony.

viii Bind the community together enhancing social cohesion and loyalty to each other

ix Facilitated care for the disadvantaged members of community.

x Ensured that all members of the community are have knowledge of community beliefs and practices

xi Provided a peaceful way of settling disputes.

xii Provided mechanisms for proper inheritance of property for example land.

Factors contributing to harmony and mutual responsibility in African communities. These are many.

Some of them are (i) rites of passage (2) good morals (3) participation in communal activities such as

ceremonies, work, leisure activities and worship (4) sharing of property and ideas (5) division of labour.

Tasks were distributed according to one’s age, gender and status. (6) rules/social norms regulated how

people grew up; knowing what is wrong and right. Good morals help people to live in peace and

harmony

LESSON THREE: RITES OF PASSAGE

Learning outcomes. I expect you to read this lesson and

Name the main stages of human life
Explain the rite of circumcision in your community
Narrate initiation rituals
Discuss the importance of marriage in your community with peers
State the importance of funeral and burial rites.

In traditional African society, there were four main stages of life. These were (i) birth and naming (ii)

initiation (iii) marriage and (iv) old age and death

Birth and naming

When a woman conceived, and pregnancy was visible, she was treated specially. She wore charms to

keep away evil eyes. She ate special food and avoided sexual relations. The family and husband did not

expect her to perform heavy task. When she was ready to deliver, mid wives helped in delivery. After

delivery, the placenta was seen as a sign of fertility hence it was buried in the fertile land such as a

banana plantation. Some communities preserved placenta while others threw it into a running stream.

Birth

The arrival of a baby and its sex was announced through ululations or shouts. The placenta was disposed

off ceremoniously. The mother was purified and baby protection rites were conducted. Once purified, a

mother could wear charms to protect herself and the baby from malicious spirits, sorcery, witchcraft,

and evil eyes.

Thanksgiving ceremonies were performed to show gratitude to God. The hair of the mother and child

was shaved as a sign of purification and newness of life.

Naming

Naming of babies was carefully chosen. A baby could be named after either a season, weather,

ancestors, place or time of delivery, occasion, experience of mother during delivery, significance events

such as war, and drought, personality of the child, and names of heroes and gods. A good example is the

name ‘Were’ amongst the Luhya.

Twins had special names.

Initiation – the second rite of passage.

There were different types of initiations such as circumcision for boys and clitorisdectomy for girls,

excision of teeth and body marks. Initiation rites were important and every individual was expected to

go through them or be rendered an outcast. Initiation practices were seen as tests for courage and

bravery. They helped the communities when identifying future leaders and warriors.

Initiation was very important in communities where it was practiced. Initiation marked a transition from

childhood to adulthood. In this transition, the initiate acquired new rights, new status in life, and

privileges. For example the new initiates were allowed to marry, own property, and inherit the father’s

property. In addition the initiates received specialized education. They were taught how to behave as

adults, warriors, future husbands and parents.

The education brought families, relatives and friends together. This act strengthened kinship ties. It also

prepared the initiates to face the difficulties and challenges of adult life. In addition, initiation helped to

structure the community. Initiation was programmed to fit an age set; and it marked passage of specific

time. Thus each initiation ceremony was held regularly, normally between 16 – 21 years of age. If you

calculate, you can see that 16 to 21 years introduced a new age set or group of young people. The age

set held power for 16 to 21 years and handed over to the new generation. Initiation was therefore a

mark of identity. It gave the initiate a sense of belonging. It bonded the initiates together with the

ancestors.

Initiation rituals are not popular today as they were in the past. This is because many communities have

undergone social and cultural changes because of modern education. As a result some families take

their sons to hospitals to be circumcised to prevent HIV/AIDs and to avoid infections because of

unhygienic traditional initiation practices.

Other reasons are (i) urbanization and migration, (ii) individualization (iii) Christians religious values.

These have made some communities abandon some rites e.g. clitorisdectomy and (iv) some countries

have made girl’s circumcision illegal and an issue of human and health rights.

Attitude to birth and naming

There has been a change in attitude to birth and naming. This is because initiation is no longer a

community but a family affair. In addition, pregnant women attend antenatal clinics. Majority of

pregnant women give birth in hospitals and health centres. Thus a doctor and not a midwife announce

the sex of the baby. In modern society, the mother and child are no longer secluded. Lastly most parents

prefer western names for their babies.

Marriage was a requirement for all members of the community. It was a source of status in the

community. Since a leader had to be married.

Young men and women married after initiation. Marriage was a happy occasion and a source of wealth.

The father gave young initiates some animals for dowry. Fathers of girls received dowry payments, as

bride price was mandatory. It was given to the parents of the girl in form of (a) Cows (b) Goats (c)

Camels (d) Jewellery (e) Poultry. The young men inherited the father’s property.

Importance of dowry. Dowry unified the community. When young women were married, their parents

lost their labour. Dowry payments compensated for this loss. Men paid dowry as a sign of commitment

to their wife and parents.

Importance of marriage

Marriage was sacred. It was and ordained by God. Marriage created new social relationships and

expanded web of kinships. During the marriage ceremonies the whole community rejoiced, and feasted

together. The newly married couple learnt new knowledge and skills. The community and society

respected the newly married couple. Children born from this union propagated and ensured continuity

of family, and the community.

Modern community and marriage. There has been a change in attitude towards marriage. As a result:

marriage is no longer seen as sacred and divorce is common. In addition, dowry has been

commercialized, as it is no longer seen as important. Some young men do not pay dowry. In fact

marriage is no longer seen as a sign of status

Children were important in marriage. Barren women were frowned upon. Polygamy solved issues of

childlessness. Couples without children can now adopt them from the Child Welfare society.

Divorce. This was very rare. It happened only if the girl (i) was not a virgin (ii) practiced witchcraft (iii)

and did not show respect towards her husband.

Old age and death. This is the age of wisdom. Old people were respected. Grey hair was a sign of respect

and wisdom. In all culture, the elders were the custodians of the law, norms and regulations. Social and

religious specialists were seers, rainmakers, priests, diviners, and medicine men among others

Death. Old age is followed by death. It was seen as a transition into the spiritual life. Besides old age,

many cultures believed that death was due to either breaking of the traditional customs and taboos,

curses, evil spirits, witchcraft, war, diseases and epidemics. Burial rites were performed in many African

communities.

Disposing of the dead body. Several methods were used to dispose the body. These were burials, leaving

bodies in the forest, and throwing body to animals or placing the body in an abandoned house. African

communities believed that animals carried the spirit of the dead person to the next life. Burial rites were

performed by the bereaved. They buried the body with ones person belongings and tools. Thus if a

person was a great warrior, he was buried with a war coat. Celebrations accompanied funeral rites.

Funeral songs (dirges) were performed. There was drinking and eating.

Importance of funeral and burial rites

Burial rites created a good relationship between the dead and the living. They were therefore given to

appease the world of spirits, express unity in the society, cleanse the remaining relatives and obey the

customs of the community. Rituals that were performed depended on the community. Some of the

rituals for the dead included.

a) Shaving of heads. Some mourners shaved their hair completely, while others shaved in a specific

pattern.

b) Dancing and singing, and giving gifts to the bereaved family
c) Mourning (d) Drum beating (e) Horn blowing 9f) Grave side fires

Here are some questions to make you think about marriages

In your opinion, what has brought changes in modern marriages?
Explain why divorce is rising in Kenya and Africa.
What changes do we see in contemporary marriages?
What has brought about these changes?
What are the major causes of death in Kenya today?

LESSON FOUR: RELIGIOUS SPECIALISTS AND THEIR RELEVANCE IN MODERN SOCIETY

Learning outcome. After studying this lesson,

Identify religious specialists
State the role of medicine men, priests, mediums, prophets, diviners, and seers
Describe roles of herbalists, elders, and rainmakers
Explain the role of religious specialists in your culture

Religious specialists include Medicine men / healers, Herbalists, Diviners, Mediums, Prophets / Seers,

Rainmakers, Priests and Elders. Religious specialists were given power by their parents who taught them

religious duties. Others received divine call through dreams and visions. A few learnt from experts via

apprenticeship. This is learning by observing and practicing what one sees the master teacher doing.

Roles of the medicine women/men in the Community. Medicine women/men are healers who were and

are respected by the community. This is because they were and are able to:

1) Treat and heal the sick

2) Solve serious and complicated chronic illnesses

3) Give medicine in form of powder, herbs, minerals or liquid form and observed patients swallowing,

drinking, sniffing, and applying on the skin.

4) Offer prayers and sacrifices to God

5) Give charms to protect individual persons from evil spirits.

6) Perform specialized medical roles in some communities in spite of the fact that we have modern

hospitals, counselors and psychologists.

Elders were and still are community leaders. They were not religious specialists but the community gave

elders duties, which made them close to religious leaders.

Herbalists and their relevance. Herbalists were synonymous with witch doctors. They cured people

through herbs just like the medicine women/men. Communities’ belief: that herbalists are witchdoctors

and possess magical powers. Herbalists continue to be consulted as ‘witch doctors’ or “waganga”. Today

herbalists do religious tasks that were traditionally done by diviners.

Diviners were able to find hidden secrets and knowledge; reveal witches and thieves. They

communicated with spirits and enhanced the work of healers and medicine people. They worked as

medicine people and were healers of people. They used magic powers and predicted future

occurrences. They used items such as pebbles, water, bones or gourds in divination. They also warned of

future calamities. They were mediators between God, ancestors and the people. To be a diviner, one

had to be trained. There was a specialized curriculum prepared by diviners.

Relevance of diviners in modern society. Diviners (‘witchdoctor’ “mganga”) are not popular today and

are hardly consulted. But the unfortunate Kenyans consult them who: need a job, promotion, and

children. This consultation is secret.

Mediums were channels of communication between the living and the spirits of people’s ancestors. The

ancestor spirits possessed mediums and through them ancestors gave information and messages to

their relatives.

Priests were religious leaders and functionaries. They were intermediaries between people, ancestors,

spirits and God. Their work was to make sacrifices and give offerings on behalf of the people. They

officiated during planting and harvesting rituals. They offered prayers and blessed the needy. They cared

for the shrines and poured libations to the ancestors. They led the community in public worship. They

were political heads and judges. Today, traditional priests are not relevant since most Kenyans follow

several religious practices like Christianity, Hindus, Islam and many others. But there are however, a few

traditional priests who take care of community shrines.

Prophets / Seers predicted the future. They foretold events such as invasions, wars, drought, and

epidemics. They gave advice. They also performed religious duties. They could bless and curse. Religious

prophets are common today but traditional prophets are not common.

Rainmakers were responsible for bringing or withholding rain to a community. They interpreted weather

conditions. They performed certain rituals like asking God for rains. They were highly respected in the

society. Modern science has replaced rainmakers

Meteorological departments have made the rainmakers redundant.

Elders were custodians of community values and secrets. They acted as educators. They gave

punishment to offenders of social norms/rules. They acted as counselors and guided the youth on

matters of sex and marriage. They helped in maintaining roles for important religious functions, such as

rites of passage. They were political leaders in the community. They were negotiators and solved

conflicts since they settled family disputes especially agreements concerning land. They were custodians

of the traditional values, customs and history of the people.

Relevance. Elders are relevant in modern society. They are referred to as village elders and are

recognized by the government of Kenya.

LESSON FIVE: AFRICAN MORAL VALUES

Introduction. African communities were regulated by a strict code of laws and moral values. In this

lesson we shall study moral values, which regulated individual members of society as well as the

community itself.

Learning outcomes. After reading this lesson, you should

Give examples of cultural values
Define moral values
Identify forms of misconduct
State a punishment for each misconduct

What is a cultural value? These are community practices and beliefs. Each community has cultural values

that it accepts and upholds. These cultural values are laws, customs, and forms of behaviour,

regulations, rules, observances and taboos. The cultural values form a moral code, which regulates the

community. For example, if the culture, values private property, it will have laws that forbid theft of

property. These laws are cultural values. Cultural values influence the social order and peace. God gives

peace and harmony. God is seen as the giver and guardian of the law. Disobedience was and still is

regarded as evil, wrong and was and still is punishable by law.

What is a moral value? Moral values are standards of behaviour towards others. They are based on what

is valued by the community. Moral values are also positive attitudes. Each community decided what is

important to it and what is desirable for its members to practice and uphold.

The moral values that communities observed were many. They included amongst others:

Hospitality and Love for self and others. This is the habit of welcoming all people, treating oneself and

others well. Members of the community were taught how to be hospitable to visitors, strangers and

how to assist the needy.

Honesty. This is developing good habits like telling the truth, Loyalty, Respect, Co – operation with all.
Obedience to parents, elders, community leaders and elders. Cultural regulations were followed and

adhered to leading

Caring for others. This is being responsible to members of the community
Developing social moral behaviour like Humility, Sharing, Responsibility, Chastity, Integrity, Tolerance,

Perseverance, and Courtesy

Working Hard. Do chores. These were according to sex, age and social-economic status.
Cooperation. Members cooperated and worked together with others.

Moral values were learnt in the process of socialization. Leisure activities helped in acquisition of moral

values. Learning moral values was a lifelong process. The most valued behaviour was obedience.

Children were to obey their parents; wives obey their husbands; community obeys their leaders, and

elders.

Learning to obey was a life long process. An obedient person was respected and rewarded.

Misconducts. There were taboos that the community observed. Failure to obey community laws

resulted in punishments. The community did not allow stealing of livestock. Domestic animals were the

most valued private property. Individuals owned livestock while land ownership was communal. There

were many forms of punishment for stealing livestock and committing other crimes. For example

Payment of heavy fines to replace stolen livestock
Being beaten in a sack
Thrown down a hill
Cast out of community. Thieves and murders built their homes at the outskirts of the community.

They were not allowed to interact anymore with the members of the community.

Being covered with dry banana leaves and then set on fire.

LESSON SIX: CONTINUITY AND CHANGE

Introduction

Learning outcome. From this lesson, you should be able to:

Compare traditional and modern way of life
Trace property ownership in traditional and modern communities
Explain how money economy has affected the traditional way of life
State how communities can look after orphans, widows, and old people

Community. Formal education introduced the western way of life. Employment and trade forced

Africans to leave their villages to look for employment and markets in towns. These actions led to

urbanization and pluralism. As a result different communities came to towns and lived together.

Paid employment. Workers were paid by money. The concept of money changed community life.

Individualism ownership of money replaced communalism

Land used to be communal. There was plenty of land for everyone. But changes were brought by

modern life. For example, health improved and people lived longer. There were fewer deaths and

population increased. With money, there was an expansion of trade. Individuals started buying land

with money instead of clearing forests.

Modern life changed the concept of land. Individual started owning land. The colonial governments

introduced policies about land ownership in different African countries. In communities where

education was accepted and money economy took over from livestock economy, communal land

disappeared.

Parents did not have land for inheritance. As a result, people moved and bought land away from their

ancestral birthplaces. This resulted in both migrations and immigrations.

Property. Traditionally property included land, cattle (Livestock), women/ wives, and children. In

African traditional culture, this property belonged to men or the first-born son in paternal societies. In

maternal communities, it belonged to wives and daughters.

Today property or wealth is in different forms such as money, buildings, vehicles, land, shares, stock,

jewels, insurance, and others. Women, men and children own property. Because of this, the status of a

person is measured by property.

Dowry – Bride price / bride wealth

In African societies, bride price was very important. It was given in various forms. For example cows,

animals skin, and camels. Today dowry is commercialized. It’s mainly in form of cash money. This has

made marriage costly for the poor. Some young people are staying together without a formal wedding

in church or in the community. Others do not want to pay dowry. Young couples are living together in

what is called – come – we – stay arrangements.

Health Medicine

In traditional society, Illness was caused by witchcraft, sorcery, bad omen, or curses. Diviners, herbalists,

and healers treated the sick people.

Today bacterial, viruses, or environmental factors, cause illnesses. These are treated by nurses, and

doctors; in hospitals and health centres. There is however a craze for herbalists. The communities are

consulting herbalists and are taking herbal tea, and medicine

Dress

Mode of dressing varied between countries. It was dependent on the type of climate. African

communities were clothes made from skins or hides, leaves of bananas and trees. Women wore beads,

and necklaces for decoration.

Modern mode of dressing is a mixture of African, Asian and European wear. There are clothes for men,

women, and unisex. African and western ornaments are worn for beauty and style.

Worship. Worship is an important activity in African communities. There are different forms of

worship, which are done in various places. Those who were converted to Islam worship in Mosques.

Those converted to Hinduism worship in temples. Christians worship in churches. The few traditional

African communities continue to worship their ancestors in shrines. These are very few.

But a few groups are turning back to traditional worship and reviving worship of ancestors and spirits,

and their traditional God. For example “Mungiki” a cult in Kenya, made up of young people, worship the

traditional Ngai and practice traditional culture.

Traditional religions have many offerings such as foodstuffs and sacrifices such as goats, cows, sheep

and chicken. Human sacrifice has been discarded.

It is illegal, and it is murder. In the news, we have heard of cases of body parts being stolen from a dead

body in mortuary probably for religious rituals. This is illegal and a criminal offence.

Modern offerings in most religious institutions consist of money.

Death changes immediately the status of families. Mothers and fathers become widows and

widowers. Children become orphans. Many parents, wives and husbands have died because of HIV /

AIDS, road accidents, diseases and other modern calamities. They have left orphans, widows and

widowers.

Orphans used to be looked after by grandmothers, brothers and uncles. Today government, churches,

charities, NGOs, well-wishers, and guardians, the elder sibling looks after orphans. Some orphan sisters

and brothers drop out of school to look after the rest. Some orphans have ended up in the streets

because there is no one to look after them

Widows. Traditionally brothers inherited widows. However, widow inheritance is being discouraged to

prevent HIV / AIDS. But on the other hand, widows are encouraged to remarry as society has become

individualistic and no longer assists community members as an obligation.

Widowers are not inherited and many of them remarry soon after the death of their wives.

Old age. In traditional African communities, old people were respected. But now old age is not

respected. The aged are seen as a burden to their children. This is because the need medical care, food,

and other forms of care to meet their needs. Most of them are neglected and mistreated. In traditional

communities, children took care of their aged parents. Today some children care for their parents.

Fortunately, churches have set up homes for the aged. An example is “Nyumba za wazee”. A few old

people can look after themselves since they have pension schemes, life insurance policies, income

generating projects, investments and bank deposits. They can care for themselves.

Revision questions

a) What is the significance of the kingship system
b) Outline and explain factors contributing to harmony and mutual responsibility in the traditional

African society

c) What was the purpose of the bride wealth in the traditional African society?
d) Explain the role of medicine men in the African communities and their relevance today.

STUDY ACTIVITIES

Read the Bible quotations given

Carry out role-plays e.g. the sacrifice of Isaac by Abraham

Consult the aged to assist in the understanding of African traditional practices

Form one answers

Topic: one

1.What is the importance of reading the Bible?

Strengthens people’s faith.

Helps in spreading the gospel.

Helps in composition of songs and hymns.

Acts as a reference when we write its translations and other books.

Promotes good relationship between God and man.

In society, people in schools, crusades, churches, lodgings, homes, and hospitals read the Bible.

3.In the government, the Bible is used for swearing in the Courts, Parliament and Cabinet when

members of parliament are nominated to become ministers of the government.

4.The major divisions of the Bible are the old and the new testaments.

Read 1.3.4. Above for more information

What are the effects of Bible translation on African languages?

The Effects of Bible translation into African languages

The translations increased and deepened people’s faith in God. They also led to the establishment of

schools. The Gospel spread to local communities and many of them became Christians. The missionaries

and colonialists learnt African Languages. This led to the promotion of African languages. This helped the

African converts to judge when the missionaries were unfair or when they practiced inequality of races.

Why is the Bible referred to as (a) a Library and (b) the Word of God

(a) The Bible is referred to as a Library because its:

Books are arranged in a series and in order.
A reference book
Is a book of literary works
Books were written under different situations and circumstances
Books are many
Inspiration is a process through which God took the initiative to prompt and enlighten the writers of

the Bible its Godly influence.

TOPIC TWO: CREATION AND THE FALL OF MAN

Find answers on the differences between the two creation stories in lesson four
Traditional African view of creation is in lesson four. Africans’ view was that:

God is the architect of the world

God existed from the very beginning of time

God created everything from nothing

God provides for the needs of human beings, animals, and all creation

God continues to create through human beings

Human beings continue with the work of creation in lesson four
The origin of sin and evil read again lesson five
Consequences of sin in lesson five

When Adam and Eve sinned

Man’s friendship with God changed to fear of GOD

What had been innocent and good became shameful

Relationship between GOD and man was damaged and became spoilt

Man began to toil for food, safety and other basic needs

Pain became part of human experience

Death sentence was passed

Consequences of evil are in lesson six

Africans understand evil as barrenness, war, drought, epidemics, madness, sickness, death, burning in a

house and others

God’s plan of salvation is lesson seven. The lesson tells us that GOD saved human kind by providing:

Clothing for Adam and Eve

Means to find food

A decree to defeat serpent through the seed of the woman

A solution in which he choose Abraham and separated him from others

A delivery of Israelites from Egypt

Prophets with messages for Israelites

The Messiah to die on the Cross to save humankind

Compare the biblical concept of sin and the African concept of evil.

Similarities:

Both agree that God is good and did not create evil.

In both, sin is a result of disobedience, greed and selfishness of humankind.

In both cases, sin leads to human suffering.

Both hold the view that sin/evil befalls humankind in the form of a curse.

Sin brings separation between God and man.

In both, there is reconciliation and forgiveness between God and man. Thus sin does not end a

relationship.

Differences

In the bible, the serpent is seen as the cause of sin whereas in many Traditional African communities,

the spirits of the dead causes evil.

In the bible, there is external punishment (hell) for sinners while the African communities believe that

punishment is here on earth.

Biblically, human beings are born sinners because they are descendants of Adam (1st parents’ sin). In

Traditional African Community, a child is born free of evil.

Biblically had taken the initiative to end sin but in Traditional African Community, man does through

sacrifice to the ancestral spirits.

Subdue the earth in genesis 1 verse 28

TOPIC THREE: FAITH AND GOD’S PROMISES TO ABRAHAM.

Qn 1. Explain why Abraham is referred to as the Father of Faith

Faith is complete trust in somebody or something. This is because he demonstrated faith in his life’s

actions.

Accepting to move from his homeland to an unknown land.

By accepting circumcision at an old age and change of name.

Being ready to sacrifice his only son – Isaac.

He made altars for the worship of God at Bethel etc.

He believed in a God he did not know/see.

By accepting to enter into a covenant relationship with God where he gave his best animals as a

sacrifice.

Qn 2. Give five (5) actions from the life of Abraham that shows his faith in God

Abraham obeyed God’s call and left his homeland Haran to go to an unknown land.

He believed in the promises God gave him.

Build altars for the worship of God, one at Schecher and the other at Bethel.

Covenant – accepted to make a covenant with God where he sacrificed the best of his animals.

Circumcision – accepting the command to circumcise himself and all male children in his household.

Sacrifice of son – willing to offer his only son Isaac as a burnt offering to God.

Qn 3. List some of the promises God gave to Abraham.

Abraham and his wife Sarah would have a son.

Abraham would be famous.

He would become the father of a great nation.

God would curse those who cursed him and bless those who blessed him.

God assured Abraham of a personal protection.

Many descendants – like stars on the sky.

The descendants would be slaves in a foreign land but God would deliver them.

He would live to a ripe old age and die in peace.

God would establish an everlasting covenant with him and his descendants.

Some of his descendants would be kings.

God would give him and his descendants land.

Qn 4. Compare and contrast Jewish and Traditional African practice of circumcision

Similarities

In both communities, circumcision is taken as a physical sign of membership to the community.

It involves the cutting of the foreskin.

Members who refuse to be circumcised are treated as outcasts in the community.

The shedding of blood is symbolic as it binds the people with God and ancestors.

It has a religious significance.

Special people in both do circumcision.

The occasions are accompanied by a ceremony which being kinsmen together.

The rite is compulsory for males.

The practice is handed down from one generation to the next.

Names are given during the occasion.

In both cases, it is done in special or religious places e.g. temple/under mugumo tree/ shrine etc.

It is a command from God/ancestors.

Differences

For African, initiation leads to adult responsibilities such as marriage, becoming a warrior, decision-

making and property ownership. In Jewish community, the boys are too young to take up responsibility.

In the Jewish community, only males are circumcised while in the Traditional African Community,

both boys and girls are.

For Jews, one remains a child while in the Traditional African Community, they move from childhood

to adulthood.

Jewish community circumcise at the age of eight days while in the Traditional African Community, it is

at puberty.

Among the Jews, it is a sign that they have become God’s people, but in Traditional African

Community, one is bound to the ancestors.

The Jewish circumcision is a command from God as a sign of their covenant with him while Traditional

African Communities do it in obedience to the customs and traditions of their duty.

The rite, taken place on the 8th day of both in Jewish community while in the Traditional African

Communities, it occurs after every four – six years.

Done to individuals in Jewish community while it is done to a group of age mates in the Traditional

African Communities.

No seclusion period among Jews as is the case in most African communities.

In African communities, the ceremony enables them to choose future leaders, which is not the case

with the Jews.

Helps one endure suffering (pain) in future in the African communities unlike in the Jewish

communities.

Only one form of initiation (cutting of foreskin) is done. Various forms are practiced in the Traditional

African communities. These include:

Cutting of foreskin

Lib/ear piercing

Removal of lower teeth

Scarification (putting marks on face/body)

Qn 5. What is the importance of faith to Christians?

Faith is the foundation of Christian life today. It makes Christians part of the great nation of God.

Through faith in Jesus, Christians became the chosen people of God.

Faith enables Christians make correct choices in life e.g. When choosing a career, marriage partners

etc.

Faiths help them to face temptations and challenges in their lives and are able to overcome them.

It gives them perseverance in prayer as they wait for God’s answer.

It gives them the courage to commit their lives to God totally.

It is through faith that Christians obey God.

They are able to achieve impossible things through faith.

They are able to believe what they have not seen through faith.

They are able to serve the world, help the needy because of their faith in Christ.

Qn 6. State the elements of a covenant

Partners two or more partners are involved.

A physical reminder – a certificate/sign.

Promises: – given by both partners.

Ceremony – whose blood seals it or an oath taken.

Witnesses – must be present

It requires faithfulness, obedience and loyalty to the regulations

It spells out serious consequences for those who break it.

Qn 7. Give examples of covenant in the bible and the modern society

The Bible

God’s covenant with Noah: where he promised never to destroy the earth with flood – rainbow is the

sign of the covenant (Gen 9).

God’s covenant with Abraham: God promised to fulfil the promises he made to Abraham. The sign

was circumcision (Gen 15 & 17).

The covenant between God and the Israelites on Mt Sinai – sign was the Law – 10 commandments

(Exd 24).

The covenant between God and King David – promise to David’s kingdom would last forever (2

Sam:7).

Jeremiah’s covenant: The new covenant with God’s people (Jr 31: 31 – 34).

Modern Society

Baptism
Marriage
Oath of allegiance/loyalty
Ordination
The National Anthem binds all
The loyalty pledge
Employment contract

Qn 9. Discuss the circumstances that led God to enter into a covenant relationship with Abraham

To seal the promises given unto Abraham e.g. a great nation, son, many descendants.

It was an assurance of the fulfillment of God’s promises to Abraham.

It was to unite God and the Israelites.

It was to be a source of blessings to all.

A starting point for the salvation of mankind, whereby he would renew the relationship between

himself and man after the separation by the 1st parents.

TOPIC FOUR: SINAI COVENANT.

Qn a. What are the qualities of Moses as a leader?

Education: he received education while in the pharaoh’s palace where he grew up.

Jewish religion knowledge: his own mother who was his maid taught him the history of Israel.

He learned leadership skills from the King as he grew up.

Shepherd: herding the father-in-law’s herds made him gain experience of shepherding people.

Life in the wilderness where he lived after killing an Egyptian gave him experience in desert life

through where he would lead the Israelites.

Father/parent: his marriage to Zipporah helped him learn family leadership. Later he applied this to

his work.

Prophet: Enabled him to foresee the future and inform the community.

Miracle-maker: helped him solve problem facing his people in the wilderness e.g. lack of food, water.

Lawgiver: gave laws that were used to govern the community of Israel i.e. the Ten Commandments.

Hard work: worked for his father-in-law serving the family e.g. fetching water. Later he was able to

serve the Jews.

Qn b (i) Describe the call of Moses: Exodus 3: 1 – 22

God called Moses as he herded his father-in-law’s flock at Mt Sinai.

Moses saw a burning bush, which was not consumed. He drew nearer to get a better look.

God called Moses by name from the middle of the burning bush and told him to remove his shoes

because he was standing on holy ground.

God told Moses that he had seen the suffering of his people in Egypt and heard their cry.

He told Moses that he had chosen him to go to Pharaoh and release them from bondage.

Moses objected to the task because he felt inadequate.

God promised to be with Moses and to protect him.

Moses asked for the name of God so that he would have a point of reference when asked who sent

him.

God revealed himself to Moses saying, “IAM WHO I AM”

God gave Moses power to perform miracles that he would use as proof of his work.

Moses protested further saying he was a stammerer.

God commissioned Aaron, Moses’ brother as his spokesman.

Moses then told God he was afraid to go to Egypt.

God assured him that the man he was afraid of was already dead.

Qn b (ii) Why was Moses hesitant to God’s call?

It is because he was already a criminal and wanted in Egypt after having killed and Egyptian and ran

away.

He was not a good speaker (stammerer).

He did not know the name of God who was sending him.

Qn c (i) what is the significance of the items used for the Passover feast (similar to what is the meaning

of the Passover meal)?

The Lamb: reminded the Israelite of the sacrificial lamb whose blood saved their 1st born from the

angel of death.

The unleavened bread signified purity.

It too signified the hurry they had to leave Egypt, as unleavened bread is easy to bake.

Roasting the meat was the easiest method of cooking.

Not breaking bones and spilt blood signified forgiveness.

Bitter herbs symbolized the bitterness of slavery in Egypt.

Other Meanings:

Eating while standing symbolized the haste with which the Israelites were to leave Egypt.

They were not to leave any meal to avoid profanation in the form of flies. Burning was the simplest

way of disposal & sacred.

Qn c (ii) Compare the Lord’s Supper to the Passover feast

Similarities:

Both are acts of salvation from suffering. Passover saved Israelites from slavery while the Lord’s

Supper saved people from bondage of sin.

Both are celebrated in memory of a past event – suffering.

Lambs offered in both Hebrews – the Passover lamb in the Lord’s Supper Jesus is the paschal lamb.

In both a symbolic meal was taken.

In both cases each group is saved through a mediator – Moses and Jesus respectfully.

God’s covenant is remembered in both cases i.e. Old testament and new covenant respectfully.

In both the religious significance of the feasts is taught and emphasized.

Differences:

In the Passover feast, animal sacrifice is offered while in the Lord’s Supper, Jesus was the last sacrifice

and instead bread and wine are offered to represent his blood and body.

Whereas the Jewish Passover was compulsory for every few, the Lord’s Supper is not compulsory in

all Christian churches.

The blood shed in the Jewish Passover is for the salvation of the Jews only while the blood of Jesus

shed on the cross is for the salvation of the whole human race.

Passover lamb offered in Hebrew while Jesus was the lamb offered in the Lord’s Supper.

Qn d. Describe how the Sinai covenant was made

The Israelites arrived at Mt Sinai through God’s saving power.

Moses was instructed by God to tell the elders to do the following in preparation for the making of

the covenant.

All Israelites were to cleanse themselves and wash their garments.

Mark the boundaries of the mountain and avoid going near or crossing the border.

Avoid sexual relations between married couple.

Note: All these happened after Moses had gone up the mountain and God had promised to make the

Israelites the following if they obeyed him.

His people
A kingdom of priests

iii. A holy nation

On the third day after cleansing, Moses took the Israelites to meet their God. God manifested himself

in the following forms: thunder, lightening, earthquake and a thick cloud that filled the mountain and a

loud trumpet blast.

Moses came down and told people about the laws which was to guide them as a covenant people.

The people agreed to obey all the words the Lord had spoken (Ex 24: 3 – 4)

Thus the covenant was made.

Qn e. Describe the circumstances that led to the breaking of the Sinai covenant

Moses went up the mountain to receive the stone tablets on which the Ten Commandments where

written. He delayed (40 days) thus forgetting God.

The Israelites became impatient. They forgot the saving power of God that had delivered them from

Egypt.

Aaron was a weak leader who failed to lead the people to uphold the covenant. He yielded to their

demands to make and worship idols.

Availability of gold jewellery: used to make the calf image.

Idolatry was a practice done while in Egypt so they copied/continued with it.

They were used to God’s (idols). They could see while in Egypt unlike the Yahweh who was invisible.

Qn f. How was the broken covenant renewed?

Moses pleaded to God not to destroy the Israelites.

God spared them.

God commanded the Israelites to cut two stone tablets where he would rewrite the commandments.

God gave conditions to be fulfilled by the Israelites in the renewal of the covenant.

These were:

a) To obey God’s command.
b) Not to make treaties with other nations.
c) To tear down the altars of the gods of other nations and temples.
d) Not to worship idols.
e) Not to make images to represent God.
f) Not to marry foreign wives.
g) To keep and celebrate the three festivals namely, Passover, feast of weeks and the feast of in

gathering.

h) To keep the Sabbath day holy.
i) Dedicate to God 1st born male children and animals.

God promised that if they obeyed Him, He would:

a) Protect and preserve them
b) Bless them
c) Make them prosper

After this Moses was ordered by God to write a new set of Laws on the stone tablets.

Thus the covenant was renewed.

Qn g. Describe how the Israelites worshipped God in the wilderness

Worship is the practice of showing respect and love for God.

The Israelites showed their respect and love for God in the wilderness in the following ways: –

1) The Ark and the Tabernacle: The Ark was a wooden box where the Ten Commandments were kept.

They signified the presence of God. The tabernacle was a portable tent for meeting between God and

the Israelites.

2) The Sabbath: They observed the Sabbath as a sacred day for resting and worshipping God.

3) Festivals: Celebrated many festivals as one way of worshipping God. E.g. Passover.

4) Altars – built them when there was need to worship God – meeting place between God and the

people and sacrifice to God.

5) Observance of the Ten Commandments. These guided them on how to live with God and man.

6) Religious leaders: God chose priest from the tribe of Levi to organize worship.

Qn h. What is the relevance of the Ten Commandments to Christian today?

Christians learn that God is a jealous God. They avoid holding other things in their lives strong in the

place of God.

Christians learn that God is unique and cannot be represented by visible man-made objects or

described in human terms.

They are reminded to observe the Sabbath by worshipping God.

They strive to have a good relationship with God.

They are taught to respect other people and their property.

They learn that long life is a result of honoring and respecting their parents.

They strive to live upright and moral lives.

They learn that lust for money and other property is sinful.

Qn i. What did the Israelites learn about God in the wilderness?

They learned that God is faithful. He keeps promises.

A provider – provided manna, water etc.

God is the controller of natural forces e.g. Red sea, a pillar of cloud & fire, earthquakes etc.

A jealous God – no worship of other gods.

Just – forgave those who broke the covenant and punished those who refused to repent.

Merciful and compassionate. Give them a 2nd chance after breaking the covenant.

A God of victory – helped them defeat Amalekites.

God valued a personal relationship – commandments given.

TOPIC FIVE: LEADERSHIP IN ISRAEL

Qn a. Explain the reasons against Kingship in Israel (1 Sam 8:10 – 20)

The King would force the sons of the Israelites to serve him as soldiers in the army.

The King would create forced labour and enslavement by making the young men work in his farms

and in making weapons. Daughters would work in his house.

He would also grab their land and give it to his loyal servants.

He would overtax them in order to maintain his administration.

It would be seen as a rejection of Yahweh as their King.

Israel would be like other nations who did not know Yahweh.

Yahweh would reject them when they cried to him.

Qn b. Explain the importance of David as King of Israel

David was important because he was chosen by God and publicly anointed by elders in a religion

ceremony. He too became ancestor of many communities.

David was a great musician and wrote many songs for promising God.

He killed Goliath the philistine soldier.

He conquered the enemies of Israel such as Amalekites, Ammonites etc.

He expanded Israel through his military conquests and marked the boundaries of the nation.

He captured Jerusalem from the Jebusites and made it a capital city.

He too made it a religious centre by placing the Ark of the Covenant there, which had been housed –

Abidjab’s.

He had good diplomatic relationship with other nations.

He encouraged trade with other nations thus making Israel prosperous.

He was a shrewd administrator who chose wise elders to advise him.

He was filled with the Holy Spirit.

He established the largest and most enduring dynasty that lasted 400 years.

He composed the books of Psalms used to praise God.

Whenever he wronged God, he genuinely repented and humbled himself before God.

He was a just ruler.

He respected the prophets of God and consulted them before making decisions.

He was prayerful and consulted God in his undertakings.

He united the twelve (12) tribes of Israel.

He set a good example of faithfulness to Yahweh that he wanted all the Israelites to emulate.

Qn c. How did Jesus fulfil the prophecies of prophet Nathan as a descendant of David? (i.e. Areas where

Jesus is mentioned as coming from David)

Angel Gabriel announced the birth of Jesus to Mary who was engaged to Joseph, a descendant of

David. The Angel referred to Jesus as the King whose wisdom would last forever (Lk 1:26-33).

Jesus was born in Bethlehem – the birth place of David (Lk 2: 4 – 5)

Abraham and David are mentioned as the ancestors of Jesus.

During the triumphant entry into Jerusalem, the crowds who met him sang with joy and shouted

‘Hosanna to the son of David.’

On the days of Pentecost when Peter addressed the crowd, he referred to Jesus as a descendant of

David (Acts:2 29-35).

Zechariah in his Benedictus, says that God has promised a savior descended from the house of David

(Lk 1:69)

The blind man at Jericho referred to Jesus as the son of David (Lk 18:38).

Qn d. What was the failure of King Solomon?

Solomon was the 2nd King of Israel, succeeding his father King David. He failed to live according to

the covenant way of life in the following ways.

He married foreign wives thus breaking the Toral that clearly stated that the Israelites should not

marry foreigners because they can come with their gods – idols.

He allowed the wives to worship their gods (idols) thus leading to spread of idolatry in Israel.

He not only worshipped the gods of his wives but also built temple for their worship.

He, by worshipping the gods became a bad example to Israel, as King. They copied him.

Although he built God’s temple, he erred in many ways:

He built his palace for 13 years but took only 7 years to build God’s temple. Shows he loved himself

more the God.

He used foreign designs and materials in the construction of the temple, ignoring God’s specifications

on how to build it.

iii. He liaised pagan craftsmen from Tyre to design, decorate and furnish the temple.

He broke the sixth commandment by killing his half brother, Adonijah. He suspected that Adonijah

would become his rival to the throne.

He spent a lot of Israel’s money on his lavish lifestyle. He had a large army and servants.

He overtaxed the people to meet the amount.

He used forced labour in his development projects.

He enslaved young men and women who went to work in the palace as servants for the wives.

He practiced nepotism. He exempted them from forced labour.

He sold part of Israel – sold 20 towns of Galilee to King of Tyre as payment of a debt he could not pay

contrary to God’s command.

He made treaties with other nations that were against the condition set during the renewal of the

Sinai covenant.

In the above ways, he oppressed the people of God.

Qn e. Which leadership qualities can modern leaders learn from David?

Justice: A good leader is one who does not favour some people like David (I Sam 24: 1 – 12).

Courage: David showed this while fighting Goliath. Leaders need to be brave and courageous in their

work (I Sam 17:41 – 54).

Fear of God and Faith: David consulted God before any undertaking. Leaders should do the same.

Gratitude: David was thankful to blessings he received. Leaders should be happy and grateful to God.

Loyalty: Modern leaders should remain loyal to their office. David was loyal to God and his people (2

Sam 2:7)

Kindness: Good leaders should show mercy to their people like David did e.g. he forgave Saul twice (2

Sam 19: 9 – 39).

Humility: Leaders should not hesitate to ask for forgiveness from God and people. David was humble

and asked for forgiveness any time he went wrong.

Willingness to delegate: Learn to delegate future as David did (2 Sam 20: 23 – 26)

Wisdom: Be wise in choosing legal advisers as David did.

Respect: Leaders should show respect to God and preaches those they serve as David did to the

prophets and his people.

TOPIC SIX: LOYALTY TO GOD- ELIJAH.

Qn a. Qualities of Elijah that led to his achievements

Elijah was fearless and courageous. His courage helped him to face king Ahab and queen Jezebel and

condemn them for their wickedness such as corruption and idolatry

He was faithful to God. Yahweh guided him in his dealings with Baal prophets and king Ahab.
He lived a simple life. For example, he wore simple clothing made of carmel’s skin.
He stood for the covenant at a time when the religion of Yahweh was in danger
He had the power of God in him and was able to control rain.
He confirmed that Yahweh had authority over land and over the people.

b) Schism is sharp religious, social, political differences within a group or organization

Syncretism is the process of mixing religious beliefs and practices

c) Some characteristics of Elijah that a modern Christian should strive to emulate

1) Courage

2) Faithfulness

3) Zealousness for God

4) Concern for the needy / poor

5) Provision of social justice

6) Patience

Qn d. What were the effects of idolatry in Israel?

Syncretism developed where the Israelites worshipped Yahweh alongside the gods of Canaan.

The Israelites started calling Yahweh by the names used for Canaanites gods e.g. El.

The Israelites started naming their children after Canaanite gods like Baal.

They changed their religion calendar and celebration to correspond with their Canaanite celebrations

and feasts.

They converted the high places used for worshipping Baal to Yahweh’s shrines without removing the

graven images of idols.

The unity that existed between the two tribes of Israel was destroyed. They no longer treated one

another as brothers.

The Kings of Israel behaved like the Canaanites leaders by oppressing the weak and grabbing other

people’s property.

The people neglected Yahweh’s holy places.

God’s prophets were mistreated, persecuted and even killed.

God withdrew his blessings from the Israelites because they angered Him by worshipping other gods.

They broke God’s commandments, which forbade worship of other god a part from Yahweh.

The Israelites practiced temple prostitution and other Canaanites rituals and sacrifices.

Qn e. Describe Elijah’s fight against false religion in Israel

Elijah rose to challenge false religion at a time when Baalism had become the official religion.

He prophesied a three and a half years drought because the people had turned away from Yahweh.

After the drought God appeared to Elijah and told him to go to King Ahab and tell him that the

drought was as a result of idolatry in Israel.

Elijah requested the King to order all the people to meet at Mt Carmel to hold a contest.

Elijah asked the King to invite the 400 prophets of Asherah and Baal’s 450, saw that they could prove

who the true God is.

Elijah would sacrifice a bull and the false prophets would too sacrifice their own to call on their Gods

to send fire. The one who could send is the true God.

The prophets of Baal were the 1st to pray to their god but he never sent fire.

The prophets cut themselves with knives to please their god but he never sent it.

Elijah then prepared the altar with 12 pillars representing the 12 tribes of Israel.

He dug a trench around the altar, placed wood and put the cut bull on top of the wood.

He ordered for water to be poured around the trenches until it flooded.

Then in the evening Elijah prayed and called upon the God of Abraham, Isaac and Jacob to send fire.

Fire came and consumed the whole sacrifice, including the water in the trenches.

As a result, the Israelites bowed down and declared that Yahweh was the true God.

Then Elijah ordered the killing of all the prophets of Baal and the prophetesses of Asherah.

Elijah went to the top of the Mt Carmel and prayed for rain. Yahweh sent His servant to watch for the

sign of rain from the sea.

The servant looked towards the sea seven times after, which he saw a small cloud forming.

Then heavy rain fell, signaling end of drought.

Qn f. Describe Elijah’s fight against corruption – 1 Kings 21

Corruption: Can be defined as dishonesty or misuse of power for personal gain.

In a corrupt society, the rich and powerful people tend to take advantage of the weak/poor by

exploiting them and denying them their rights.

King Ahab of Israel desired a fruitful vineyard owned by a man named Naboth.

King Ahab approached Naboth to sell him the vineyard or exchange with another one.

Naboth declined the offer because in Israel, selling ancestral land was against the covenant law. The

land belonged to God.

Jezebel, Ahab’s wife, soon learned, Naboth’s refusal and she arranged Naboth’s murder through false

accusations.

After Naboth was killed, Ahab possessed the vineyard.

God commanded Elijah to go and declare His judgement on Ahab for committing such an evil act in

Israel.

Elijah declared the following judgement on Ahab:

Dogs would lick Ahab’s blood at the same place where they had licked Naboth’s.
Ahab’s dynasty would fall kike those of the Kings before him who had disobeyed God.

iii. All family members of Ahab would face violent deaths.

On hearing this, Ahab humbled himself before God and repented. God postponed Ahab’s punishment

to the days of his son.

Qn g. What can Christian learn from the teachings of Elijah?

From the Mt Carmel incident, they learn that Yahweh controls the forces of nature – can bring rain or

stop it.

Yahweh is the only true and living God – Mt Carmel.

Yahweh is forgiving – pardoned those who repented on Mt Carmel.

Yahweh is a jealous God. He will not share honor with any God – killed the 450 prophets worshipping

Baal.

A prosecutor – protected Elijah.

A provider – provided Elijah with food.

Yahweh answers prayers. He is faithful.

They also learn that church leaders should condemn evil like Elijah did in the case of Ahab and

Naboth.

Christians should work to protect the poor from exploitation.

They should be prayerful so that God can help them overcome difficulties like Elijah.

They should strive to lead lives free from corruption.

They should remain faithful even if it means costing their lives to Naboth.

Leaders should realize authority comes from God and are accountable to Him.

They should avoid idolatry, which Elijah condemned.

Perform tasks given by God however had they may be as Elijah did – facing Ahab, killing the 450 false

prophets etc.

Finally, they should invite sinners to repeat and bring them back to God.

TOPIC SEVEN: SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE

Question a: Explain African beliefs about God (or qualities)

African beliefs about their God are found in their proverbs, myths, songs, prayers, narratives and

religious ceremonies.

God was believed to be a supreme being who was beyond human understanding.

The African communities believed that God was all-powerful – omnipotent.

They believed that God’s power is expressed in natural occurrences such as thunder, earthquake

floods and volcanic eruptions.

God is believed to be all-knowing omniscient.

He is limitless and knows hears and sees everything.

He is also omnipresent – meaning he is everywhere at all times.

Transcendent – beyond human understanding. Because of the transcendent nature, Africans found it

impossible to represent him using physical representations. They viewed him as being far yet too near

them.

He was seen as the provider and sustainer of creation.

They believed that God is everlasting. He has no beginning or end.

God is merciful.

They believed he is incorruptible.

African communities associated God with justice.

Physical features were often seen as a representation of awesome power of God. This is why large

mountains, thick forest, unique rock formation were used as shrines.

African viewed God to be mysterious.

Qb. Describe the African understanding of the Hierarchy of Beings

Hierarchy of Beings

Divinities



Ancestors



Human Beings



Animals and Plants



Non-living Things

God as the creator occupies the highest rank in the hierarchy of being – creator.

The Divinities: Came next and control natural forces in the universe, created by God.

The Common Spirits: Comprise spirits of people who died long time ago.

Ancestors: (living dead): Spirits of those who died recently and are still remembered by the living.

Human Beings: Consist of the living and the unborn.

Animals and Plants: Come next – for man’s use as food and sacrifice to God.

Last (7th) are Non-living things: Such as mountains, rocks, rivers, caves, dwelling places of God and

Spirits.

Qc. Describe the Role of the ancestors to the living

The ancestors acted as intermediaries between God and human beings.

They communicated the problems and wishes of human beings to God.

God and the spirits used the ancestors to express their wishes concerning human beings.

The ancestors welcomed those who died to the spirit world.

They helped to preserve the culture and standards of a community.

The ancestors blessed the living and corrected them through punishment.

Qd. What was the responsibility of the living towards God?

To show gratitude to God and give thanks to him as an acknowledgement that He is the giver of life.

To honor, worship and adore God by praying to Him for their needs.

To pray to Him during or before a war, before planting, etc.

To obey and trust Him.

To take care of God’s creation

To teach children about God.

Appease him through sacrifice.

Qe. Describe the Traditional African ways of worshipping God

Sacrifice: They were used to ask God’s favour, thanksgiving, to avert evil and ask for forgiveness,

before planting and after harvest, epidemics, birth, naming, invitation, weddings, funerals etc for

different reasons.

Offerings: Foodstuffs e.g. grain, honey, beer, milk was offered in recognition of God as owner of

property and provider.

Prayers and invocations: Commonest act of worship. A continuation activity done anytime as the

need arises.

Song and dance: People were involved both physically and spiritually. This brought the city together.

Blessings and Salutations: Expressed in greetings and farewells e.g. “Go with God”, God be with you”.

Qf. What were the African ways of venerating and communicating with the spirits and ancestors?

Venerating means showing respect to somebody.

Spirits and ancestors were venerated because they were believed to be senior to human beings and

closer to God.

Sacrifices were offered to them as the ways of venerating them.

Pouring libation was done.

The living invited them during ceremonies such as birth, invitation, marriage and burial.

They consulted diviners, mediums and medicine men to keep in contact.

The living named after them – thus they became immortal and members in the physical world again.

Their names were mentioned during prayer.

By maintaining their graves.

Giving them proper burial ceremonies.

TOPIC EIGHT: AFRICAN MORAL AND CULTURAL VALUES.

Qa. What is the significance of the kinship system?

Kinship means being related either by blood or marriages.

The kinship system was important in the traditional African society because of the following factors.

The kinship system regulated people’s behavior towards each other. This promoted peaceful and

harmonious relationships.

It promoted co-operation among community members especially in times of difficulty.

It helped to ensure that the disadvantaged members of the community were taken care of.

The living dead and the ancestors were part of the African kinship system. This showed concern or

the families or relatives they left behind.

The kinship system led to the preservation of cultural identity.

It provided a peaceful way of settling disputes with the elders acting as arbitrators.

It ensured fairness and transparency in sharing out inheritance.

The kinship system united the members of a family and clan by giving them a sense of belonging.

It helped people to establish new relationship, especially through marriage.

Kinship ties regulated marital customs rules and regulations. People who were related in any way

could not be allowed to marry.

Qb. Outline and explain factors contributing to harmony and mutual responsibility in the Traditional

African Society

Good morals: Every member of the community was expected to do the right thing according to the

norms of the community.

Participation in communal activities: Means of the community were expected to participate in

communal activities e.g. wrestling, dances and communal work.

Sharing: People shared ideas and even property, which created harmony among the people.

Division of labour: Tasks were distributed according to one’s age; gender to avoid conflicts in roles.

Rules: In Traditional African Communities, elders, men youth, and women had their respective roles

to play that enhanced harmony in the community.

Virtues: Virtues like generosity, obedience, kindness and honesty were encouraged since they

contributed towards harmonious living.

Religious beliefs and practices: A common belief in God, the spirits and ancestors created a sense of

togetherness.

Qc. What was the purpose of bride wealth in the Traditional African Society?

It was a way of thanking the bride’s family for taking good care of her.

It was a form of compensation to the bride’s parents because the woman would now belong to

another family.

It was a sign of contract that the man would marry the girl and they would live together until death.

It represented evidence of the groom’s ability to take care of a wife and a family.

It was a sign of generosity on the side of the man.

It initiated a long-lasting friendship between the families of the groom and the bride.

It cemented a marriage.

It was a symbol of the marriage covenant between the bride and the groom.

Bride wealth served as an outward seal of the marriage contract.

Qd. Explain the role of medicine-men in the African Communities and their relevant today

1) Medicine men

They are also referred to as healers, herbalists or traditional doctors.

They identified illness and their causes.

They identified appropriate treatment and prevention measures for the illness.

They averted the effects of a curse.

They offered sacrifices and prayers to God and the ancestors.

They prepared charms for protection against witchcraft and evil spirits.

They gave medicine to increase fertility in both people and animals.

They acted as counselors, guiding people on all issues of life.

2) Relevance of Modern Society

Modern medicine has not fully displaced herbalists.

Medical doctors and scientific researchers today work side by side with traditional healers since herbs

are used to make modern medicine.

Some people still believe that there are some illnesses that cannot be treated in hospitals hence; they

turn to herbalists.

Some people also believe that medicine people who practice magic have the power to change their

fate.

FORM TWO

GOD MEETS US IN JESUS CHRIST

LUKE’S GOSPEL

INTRODUCTION

Matthew, Mark, Luke and John record the life of Jesus Christ and his ministry in the four Gospel books.

We shall trace the life, and ministry of Jesus Christ as written by St Luke to Theophilus. St Luke was a

medical doctor.

TOPIC ONE: OLD TESTAMENT PROPHESIES ABOUT THE MESSIAH

Introduction: Read 2 Samuel 7:13, Isaiah 7:10-16

Messiah

Meaning: The word Messiah is from a Hebrew word meshiach, which means the anointed: thus a

Messiah is one called, anointed and appointed by God to serve Him.

Prophecy:

A prophecy refers to a prediction of what will happen in future.

Messianic Prophecies: These are those predictions that were made by the prophets to describe the

coming of a righteous King who will rule Israel according to God’s will.

The origin of the Messianic prophecies in the Bible starts with prophet Nathan’s prophecy to King

David.

NOTE:

The Roman ruled the Israelites before the birth of Jesus. They hated the Roman leadership and longed

for somebody of their own to lead them into victory over the Roman rule.

The prophet of Israel (the Old Testament) communicated a message that God would send a messiah to

bring all people into a lasting relationship with Him. The prophets who were sent had different ideas

about the Messiah. Their ideas about the Messiah were different from the Jewish expectations –

whereby they hoped for political King to lead them into victory over the Roman rule. But the prophets

were talking about a religious one – to free them from sin.

Topic Outcomes. By the end of this topic, you should be able to:

a) Explain the Old Testament prophecies about the coming of the Messiah.
b) Relate the concept of the Messiah in the Old and New testaments.
c) Explain the link between the Old and the New Testament
d) Discuss the role of John the Baptist.

LESSON ONE. OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH.

Learning Outcomes. By the end of this lesson, you should be able to describe prophesies of Nathan,

Isaiah, Jeremiah, Psalmist prophecy (David) and Micah concerning the Messiah

(i) NATHAN’S PROPHECY (2 Samuel 7:3 – 17) and (Psalms 89: 20 – 38).

David proposed to build God a house. Nathan, the prophet was given a message (an oracle) for David. In

this prophecy, God told Nathan to tell King David that:

God would ensure that the Kingdom of David would last forever.

An heir from David’s lineage would rule

David’s heir shall build a house for God’s name. God would establish the throne of his Kingdom

forever.

David heir shall be God’s son and God shall be his father.

David house and Kingdom shall be established forever.

David died. But God’s mercy shall not depart from the heir of David. Hence the promise that the

Kingdom of David, shall last forever referred to the messiah who was to come. David is an ancestor of

Christ.

(ii) ISAIAH’S PROPHECY – Isaiah 7: 10 – 16; 9: 1- 7; 61:1 –2; and 63.

In these readings, Isaiah prophesied that the Messiah would be:

Born of a virgin

A boy, born of a virgin and called ‘Emmanuel’ that is ” God with us”

A Wonderful, Counselor, Mighty God, The everlasting Father, and the Prince of Peace.

The Spirit of God inside him

Anointed of God

Sent to preach the good news to the poor, to bring liberty to the captives, proclaim the year of favour

from God.

Isaiah also prophesied that the Messiah would be the suffering servant (Isaiah 53)

CHARACTERISTICS OF THE SUFFERING SERVANT – ISAIAH 53

He would bear the sins of human kind

He was oppressed, afflicted, despised, rejected of men

He bore suffering and disgrace submissively

He was mocked and spat on and wounded

He was innocent of sin and yet treated as a criminal.

He was pierced and wounded in the sides

He was crucified with thieves and made intercession for the sinners

He was buried in a rich man’s tomb.

iii. JEREMIAH’S PROPHECY- JEREMIAH 23: 5 – 6.

God promised to rise up a (branch) who shall:

Choose as King, a righteous descendant of David

Prosper

Rule wisely, do what is right, and just in the world

Execute justice on the earth

Ensure that Judah and Israel are safe and live in peace.

Be called ‘the God our righteousness” – “The Lord our salvation’

What does the term a ‘righteous branch ‘means?

MICAH’S PROPHESY, (MICAH 5: 1 – 5).

Micah prophesied that:

The Messianic King shall come from Bethlehem

He shall lead with authority

He will bring peace

THE PSALMIST PROPHECY (Psalm 41:9 and 110:1 –2).

David spoke of

Betrayal by a close friend

Messiah is referred to as ‘ the Lord’

The messiah shall rule/reign in the midst of enemies.

Summary

Nathan, Isaiah, Jeremiah, Psalmist prophecy (David) and Micah prophesied of a Messiah to come. The

Jews expected a Messiah who would be a political leader, a victorious ruler and a King. They expected a

Messiah:

Who would lead his people into a time of great national power and prosperity;

In whose reign, there shall be no illness, no sorrow, no injustice,

In whose reign, there shall be no fear

In whose reign, land shall be filled with joy and peace

Who shall rule forever.

Revision questions

1) Describe the prophecy of Jeremiah concerning the Messiah

2) What does the term Messiah mean?

3) Highlight the Jewish expectations of the Messiah in the Old Testament?

4) Did Jesus Christ fulfill the O.T. prophecies concerning the Messiah? How?

5) Which prophets in the Old Testament prophesied about the expected Messiah?

LESSON TWO. THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT

Learning Outcomes. By the end of this lesson, you should be able to explain the concept of the Messiah

in the New Testament

The concept of messiah is found in Luke 1:26 – 38; 2:1-23; 23:1 – 35; 24:50 – 51. The writer of Luke’s

Gospel makes it clear that Jesus fulfilled the Old Testament prophecies concerning the coming of the

Messiah. How did He do this? Well Jesus fulfilled the Old Testament prophecies because;

Jesus was born from the lineage of David (Mathew 1)

Angle Gabriel said the child to be born shall rule forever (Luke 1:32) Nathan’s prophecy

Jesus was born of Mary a Virgin, as pre told by Isaiah 7:14

Messiah is called Emmanuel, Isaiah’s prophecy. Mathew 1:18 – 25

Jesus was born in Bethlehem – Micah’s prophecy

The Messiah would be a ‘Son of David’ – Nathan, and Jeremiah prophesies. Jesus was referred to as a

‘Son of David’ (Luke 18:38)

Jesus would bring salvation said by Simeon during dedication of Jesus. Luke 2:29 – 32. This was a

fulfillment of Isaiah’s prophecy.

Jesus referred to himself as the Messiah by reading the scroll. Isaiah 61:1 – 2. and Luke 4: 18 – 19

Isaiah prophesied that the Messiah would perform miracles. Jesus performed many miracles.

The prophecy of the suffering servant (Isaiah 53) was fulfilled through the passion, death and

crucifixion of Jesus Christ.

We see Jesus betrayed by one of his disciples – friend, fulfilling the Psalmist prophecy.

Note that the Jews in the New Testament expected a messiah who would deliver them from the rule of

the Romans. Jews expected Jesus to be a political leader or king. However, Peter called him ‘the Christ of

God’ (Luke 9:20). Matthew called him King of the Jews in chapter (2 verse 2). Hence, Jesus came as a

Spiritual Leader and King, and not as a political Leader / King.

Self-Assessment Questions

What does the name Emmanuel mean?
Explain the concept of the Messiah in the New Testament?

LESSON THREE. ANNUNCIATION OF THE BIRTH OF JOHN THE BAPTIST

Introduction

The parents of John the Baptist were Zechariah and his wife Elizabeth. Zechariah’s name meant ‘God has

remembered’. Elizabeth’s name meant ‘God has sworn’.

Learning outcome. By the end of this lesson, you should be able to describe the annunciation of the

birth of John the Baptist and Jesus.

John the Baptist

The Annunciation – Read – Luke 1:5 – 25.

Zechariah was a priest. He and his wife Elizabeth were old, good and righteous people of God. But they

did not have a child. They were barren. But God gave them a child, John the Baptist. His birth was

announced to his father, Zechariah, when he was in the temple offering incense. An Angel appeared to

Zechariah and told him that his prayers had been heard. His wife Elizabeth will bear a son. The angel said

the child would be called John, which means that ‘God is gracious’. The child

Will be set aside to serve God.

Will be filled with the Holy Spirit

As an adult, John

Will be a Nazarite. He should neither cut his hair nor drink wine.

Shall turn many hearts of people to the Lord their God.

Shall also turn the hearts of the fathers to their children

Zachariah expressed unbelief to these words. Angel Gabriel told him that he shall be dumb until the

fulfillment of the God’s words.

The Birth, Circumcision and Naming Of John the Baptist

Elizabeth brought forth a son. This brought great joy to her and Zachariah. The cousins, and neighbours

of Elizabeth wanted the Child to be named Zechariah after the father. But Elizabeth insisted on the

name John. When Zechariah was asked to name the child, he wrote down the name John. On the 8th

day, the child was named John as the angel had said. John was circumcised on the 8th day according to

the Jewish traditions.

After naming his Child John, the mouth of Zechariah opened immediately and he started to speak. He

sung a song – referred to as Benedictus in Luke 1:67 – 79. As he sung the Benedictus, Zechariah

prophesied that God has:

Raised up a horn of salvation on the house of David

Remembered his covenant with Abraham

Zechariah said this about his Child John:

He shall be the prophet of the most high

The child/John shall prepare the way of the lord by

(i) Calling men to forgiveness

(ii) Showing men the light of salvation

(iii) Guiding people into peace.

LESSON FOUR. THE ROLE OF JOHN THE BAPTIST

The role of John the Baptist is found in Isaiah 40: 3 – 5, Malachi 3:1, 4:5 – 6, and

Luke 7: 20 – 35.

Learning Outcomes. By the end of this lesson, you should be able to describe the role of John the Baptist

in the Gospel.

John the Baptist had an important role to play according to the Angel who announced his coming birth.

His role was to: .

Be a Prophet with qualities of Elijah (see Malachi 3:1, 4:5)

Announce the good news to come just like Elijah did.

Be the link between the Old Testament and New Testament

Prepare the way for the Lord.

Announce the coming of God’s reign that was near.

Preach a baptism of repentance

Baptize with water

Introduce people, and his disciples to the Messiah – Jesus Christ.

Fulfil the Prophecy of Elijah that a messenger was sent before the coming of the Messiah. John the

Baptist was likened to Elijah.

Topic review questions

Outline the qualities of John as described by angel Gabriel to Zechariah
Why was John referred to as the second Elijah?
What lessons do Christians learn from annunciation of the birth of John the Baptist?

4.describe the birth of John the Baptist

TOPIC TWO: THE INFANCY AND EARLY LIFE OF JESUS – LUKE 1:26 – 38

Learning Outcomes. By the end of this lesson, you should:

Explain events leading to the birth of Jesus
Describe the meeting between Mary and Elizabeth
Describe the birth of Jesus
Explain the dedication of JESUS
Describe Jesus at the Temple
Angel Gabriel announces the birth of Jesus. Angel Gabriel said that Mary would conceive and bear a

child. Angel Gabriel called Mary ‘ the highly favoured one’. Mary was an ordinary virgin girl in Galilee

engaged to marry Joseph, a descendant of David. The Angel said that Mary will bear (i) A Son (ii) called

Jesus (which means God serves. (iii) The child shall be great (iv) He shall be called the son of the highest.

(v) He shall be given the throne of his father David (vi) He shall reign forever (vii) His kingdom will never

end.

Read again and explain what angel Gabriel said concerning the child to be born to Mary?

Mary visits Elizabeth. Luke 1:39-56

Angel Gabriel had told Mary that her cousin Elizabeth was also going to have a child. Mary went to visit

her. The child in Elizabeth’s womb leaped when Mary greeted Elizabeth. The Holy Spirit revealed to

Elizabeth that Mary is the mother of her Lord, the Messiah. Mary answered Elizabeth by singing the

hymn “The Protector” in Psalm 121:3, The Love of God. Psalm 103:17, 98:3.

The Magnificent. In this hymn Mary says:

Her soul magnifies the Lord.

The Lord has regarded the poor and those of low estate.

God’s mercy is on them that fear him from generation to generation.

God humbles the proud and mighty, and exalts those of low estate (the lowly)

God has filled the hungry and sent the rich away empty

Through the magnificent, Mary, expresses her joy, gratitude and favour given to her and the world.

The birth of Jesus Christ. Luke.2: 1 – 20

The birth of Jesus took place in Bethlehem, in Judea, during the reign of Augustus Caesar, a Roman

Emperor. During that time, Rome was conducting a census of the people / citizens for the purpose of

collecting taxes. The census was ordered by the emperor to determine payment of taxes. The method

that Rome was using was counting. Joseph, of the house of David went to his hometown, called

Bethlehem; for the census. Jesus was born during this time. He was wrapped in swaddling clothes and

laid in a manger because there was no accommodation in Bethlehem.

The first people to receive the news that a Savior was born were the shepherds. An angel announced

the birth of the Savior, Christ the lord, to the shepherds. The shepherds went to Bethlehem and saw the

child Jesus. They spread the word concerning what had been told them about the child.

How was the annunciation of the birth of Jesus extraordinary?

The dedication of JESUS – LUKE.2: 22 – 38

Like John the Baptist, Jesus was circumcised, and named on the 8th day. He was named Jesus which

means ‘the savior’ or Yahweh or save’s. Mary and Joseph observed the Jewish customs according to the

Law of Moses. For her purification and dedication of the child Jesus, Mary brought a pair of turtledoves

as an offering. The fist born males were dedicated to God as Holy. Simeon took the child up in his arms

for dedication and said that:

“The child is set for the fall and rising of many in Israel. A Sword will pierce Mary’s soul on account of the

child.” Prophet Anna also came to the temple and prophesied that the child shall bring deliverance.

Jesus at the Temple Luke 2:42 – 52

The parents of Jesus Mary and Joseph, went to Jerusalem every year for the feast of the Passover. When

Jesus was 12, he accompanied them to Jerusalem. After the feast the parents went home without

realizing that their child, Jesus was not with them. But while on the way, they realized he was not

amongst them.

They returned to Jerusalem, and looked for him for 3 days. They found him sitting in the temple;

listening and asking teachers questions. All those who were in the temple were astonished by his

wisdom and intelligence. It is in the temple that Jesus is revealed, first as a true son of his people and

also as light and salvation for all people. On being questioned by Mary and Joseph, Jesus answered thus:

”Didn’t you know I had to be in my Father’s house, about my Father’s business?” This was an echo of

Malachi 3:1 “the Lord whom you seek will suddenly come to his temple”.

Answer these questions

1 Trace occasions when angels appeared to people in the new testament

2 How did Jesus follow the customs and traditions of the Jewish people?

Answers

Occasions when angels appeared to people in the New Testament

(a) Angel appeared to Zechariah to announce birth of John the Baptist

(b) Angel appeared to Mary to announce the birth of Jesus Christ

(d) Angel appeared to Joseph in a dream warning him to flee to Egypt with the child and Mary

How Jesus followed the customs and traditions of the Jewish people

(i) He was named on the 8th day

(ii) He was circumcised on the 8th day

(iii) His parents took him to the temple for the annual cerebrations of the. Passover

(iv) He went to the synagogue

(v) In his dedication as a first male, his parents offered the sacrifices expected from them.

Topic Review Questions

Explain events leading to the birth of Jesus
Describe the meeting between Mary and Elizabeth
Describe the birth of Jesus
Explain the dedication of JESUS
Describe Jesus at the Temple

TOPIC THREE. THE GALILEAN MINISTRY – LUKE 3-8

John the Baptist and Jesus Christ

Learning Outcomes. By the end of this topic, you should:

a) Explain the teachings of John the Baptist
b) Describe the baptism and temptation of Jesus and its relevance to Christians today.
c) Give reasons as to why Jesus was rejected at Nazareth
d) Describe the first miracles of Jesus at Capernaum

LESSON ONE. THE PREACHING OF JOHN THE BAPTIST (Luke3: 1 – 20)

John the Baptist preached about

Baptism of repentance for the forgiveness of sins. Baptism means to dip in water’. Repentance means

‘change of heart/mind, turning around. Baptism was a symbol of repentance, which means a total

change heart/mind, a confession of sins). Baptism of water was a preparation of the baptism of fire and

Holy Spirit by Jesus.

He warned people of God’s coming Judgment. The religious leaders stressed outward observance of

the law rather than inner righteousness. John the Baptist told them to bear fruits worthy of repentance.

He told them to live righteous lives and not as hypocrites (brood of vipers). Religious leaders also

assumed that since they were descendants of Abraham, God would not punish them. He warned them

that God could raise descendants of Abraham from stones.

c) He announced the coming of the Messiah as Judge. John the Baptist became famous that some

thought he is the promised messiah. He however pointed to a messiah who will not baptize with water

but with the Holy Ghost and fire (Jesus Christ).

d) He preached on social justice. He taught, emphasized, advised:

That those who have should share with those who do not have

The need for fairness and honesty for example tax collectors not to collect more than what was

required.

That soldiers should not to abuse their power by accusing others falsely, robbing. They were told to

be content with their wages.

e). He condemned King Herod’s immoral behaviour. King Herod had married Herodians – his own

brother’s wife. Herod imprisoned John the Baptist and this led to his death (Luke 3 v.22)

What does the term social justice mean?

Find the answer in (d).

Summary of the teachings of John the Baptist

He taught on repentance and forgiveness of sins.

He warned people of God’s coming judgment.

He announced the coming of the messiah who would be judge.

He preached on social justice. Those who have should share with the poor.

He emphasized the need for fairness and honesty.

He warned against abuse of power by those in power and authority.

He condemned taking of bribes, corruption and over taxation.

He condemned sexual immorality (adultery).

Relevance of the teachings of John the Baptist to Christians today

The teachings challenge Christians to be fair, honest, and just in their dealings with other people.

Christians should avoid being hypocritical to one another. Christians need to know that God will judge

them for their wrongdoing. Hence Christian should repent their sins sincerely and seek forgiveness.

Christians should warn non-believers of the coming judgment. They should preach against evils without

fear; and avoid corruption, and sexual immorality. Christians should live together in harmony. Baptism

was important to Christians.

Group Activity. Read Luke and find out how John the Baptist was killed, why and by whom

LESSON TWO. THE BAPTISM OF JESUS AND ITS RELEVANCE TODAY

Learning Outcomes. By the end of this lesson, you should be able to:

Describe the baptism of Jesus Christ
Give reasons why Jesus was baptized
State relevance or the importance of the baptism of Jesus to Christians
The baptism of Jesus Christ (Luke 3: 21 – 22)

When Jesus was around 30 years of age, He went to be baptized by John the Baptist. Jesus was the last

to be baptized. Although he did not need to repent as He did not sin ; He nevertheless was baptized

even though He was without sin.

When he was baptized, the heaven opened and the Holy Ghost descended on Him in the form of a dove.

At the same time, a voice from heaven said, “This is my beloved son, in whom I am well pleased”.

Reasons why Jesus was baptized. He was baptized because:
Jesus wanted to show his approval of John’s Ministry of baptism
Jesus accepted the work of redemption of human kind to be completed through suffering and death
Jesus identified himself with the sinful humankind who needed redemption through baptism
Jesus carried all the sins of humankind (baptized last)
He wanted to carry sins of people/humankind upon himself in order to bring about reconciliation

between people and God.

God can confirm to the people that Jesus Christ was the messiah (Ps 2:7)
It was an act of preparing those who were ready to receive the Messiah.
Baptism was a way of fulfilling the Old Testament prophecy.
Relevance or the Importance of the baptism of Jesus to Christians

1) Christians practice baptism. They follow example of Jesus baptism. There are many forms of baptism

such as full immersion in water, sprinkling of water on the forehead, partial immersion (head only) and

passing under a flag.

2) Christians teach importance of baptism. It qualifies a new convert to become a member of Christian

fellowship.

3) Through baptism, Christians receive the power of the Holy Ghost.

4) Through baptism, Christians identify themselves with Jesus Christ and all that he stands for.

5) Baptism unites Christians in the body of Christ.

6) Baptism is a symbol of death and resurrection. In some denominations, the baptized are given new

names of other Christians and Jews.

7) Baptism signifies the forgiveness of sins

Through baptism one is considered a child of God.

9) Baptism is a form of preparation for the kingdom of God.

10) Baptism is a sign of Christ’s forgiveness of sins.

Lesson Revision questions

What is the relevance of john the Baptist teaching to Christians today?
Give reasons why Jesus accepted to be baptized
Describe the baptism of Jesus
What is the significance of the baptism of Jesus to Christians today

LESSON THREE. TEMPTATIONS OF JESUS: RELEVANCE TO CHRISTIANS TODAY

Learning Outcomes. By the end of the lesson, you should

Narrate temptations of Jesus
State relevance of the temptations of Jesus to modern Christians
State lessons that Christians can learn from temptations of Jesus
The temptations of Jesus (Luke 4:1 – 13). Jesus, full of the Holy Spirit returned from Jordan into the

desert. Like Elijah, Moses, He ate and drunk nothing for 40 days and nights. He was hungry after 40 days.

It is at this time of weakness when the devil tempted Him.

First temptation. The devil told Jesus to proof that He was the Son of God by turning the stones to

become bread. Jesus however replied that it is written man does not live on bread alone to sustain him

but on everything that the Lord says (Deut 8:3). Satan was telling Jesus to use his Messianic power and

Spirit to obtain material security for himself and his followers for selfish, materialistic purposes.

What can we learn from this temptation? Jesus was not seeking to establish a material paradise on

earth.

Second temptation. The devil led Jesus up to a high place (High Mountain) and showed Him in an instant

all the Kingdoms of the world. He told Him that he would give Him all their authority and splendor, if He

bows and worships Satan. Jesus replied… it is written worship the Lord your God and serve him only. Do

not worship other gods (Deut.6: 13-14). Satan wanted Jesus to use Godly power and influence. This was

idolatry i.e. worshipping other gods.

What can we learn from this temptation? Jesus did not come to seek a worldwide political military reign

as many Jews expected Him to do.

Third Temptation. The Devil led Jesus to Jerusalem and had Him stand on the highest point of the

temple. He told Jesus to throw Himself down if He was the Son of God for it is written that the Lord will

command angels to guard him (Psalm 91:11 – 12). Jesus replied and said it is written, do not put the

Lord your God to the test. Satan wanted Jesus to presume on God’s good care by jumping from the roof

of the temple.

What can we learn from this temptation? Jesus will not force belief in His Messiah ship through a

spectacular sign.

Notice that the temptations came after Jesus’ Baptism, where he had solemnly accepted the opening of

his public ministry and God confirmed it. Therefore the temptations were a testing of his loyalty to God’s

chosen way of life.

Relevance of Jesus temptations to Christians

Jesus, though without sin was tempted. His followers must expect to be tested in their faith. Christians

learn that it is not sinful to be tempted. Since Jesus was tempted, he understands Christian’s difficulties

when they are tempted. Jesus is always ready to help Christians to cope with temptations.

Why do you think Christians are tempted?

Through temptations and trials, Christian’s faith in God is strengthened. Christians learn to refer to the

Bible for guidance when tempted. Jesus said that it is written… in reference to scripture. Christians

should seek the Holy Spirit to give them strength to fight any form of trials and temptations.

Jesus, full of the Holy Spirit went to the wilderness and was tempted by the devil……………” In

temptation, God does provide a way out. Thus followers of Jesus Christ (Christians) should not be

seekers of spectacular signs.

LESSON FOUR. REJECTION OF JESUS AT NAZARETH

Learning Outcomes. By the end of the lesson, you should

Describe rejection of Jesus at Nazareth
Suggest possible reasons for rejection
Rejection of Jesus at Nazareth (Luke 4:14 – 30).

After the temptation, Jesus went to Galilee, His home district to begin his ministry. As a faithful Israelite,

Jesus attended service in the synagogue every Sabbath day. During that time, it was customary for

visiting Rabbis (Teachers of the law) to be given the honor of reading from the law or to address the

congregation. When Jesus was given this opportunity, He opened the scroll and read from Isaiah 61: 1 –

3 …’The Sovereign Lord has filled me with his spirit. He has chosen me and sent me.’ Luke writes in 4 v

18 “ The Spirit of the Lord is upon me, because he has chosen me to bring good news to the poor”. On

completion of the reading, Jesus told them that today this scripture has been fulfilled in their hearing.

From this reading Jesus referred to himself as the Messiah. The people of Nazareth in indignation

wanted to kill Jesus by throwing him over a cliff.

Possible Reasons for Rejection. Jews of Nazareth rejected Jesus because one, they knew him as the

son of Mary and Joseph. They did not know Him as the Son of God. Two, Jesus did not fit into the idea of

a political King that the Jews were expecting. They were waiting for a King with an army and horses.

Three, Jesus preaching was seen as being against that of Pharisees, Scribes and Sadducees: the religious

leaders at that time. Four, Jesus pointed out evils of religious leaders. Five, a leader is never accepted at

home especially in a superior or senior position. Six, Jesus did not follow the general rules of the Mosaic

Law. These were fasting, healing and working on the Sabbath day. Worse still Jesus associated Himself

with Jewish outcasts such as sinners, and the sick.

Discussion question

What are the possible reasons for rejection of Jesus at Nazareth?

Answers

(i) He was known by people as son of Mary and Joseph

(ii) He did not fit in the idea of a political king that Jews were expecting

(iii) Often times one is not accepted at home and at a senior position

(iv) He did not follow the general rules of the law of Moses

(v) He associated with sinners, and outcasts

LESSON FIVE. HEALING AT CAPERNAUM

Learning Outcomes. By the end of this lesson:

Describe Jesus’ healing at Capernaum
Explain healing of a man possessed with an evil spirit
Describe Jesus healing of Simon’s mother – in law
Jesus’ healing at Capernaum LK. 4:31 – 44

After his rejection in Nazareth and an attempt to throw him down a hill, Jesus went on to Capernaum.

Here he cast out demons (Luke 4: 40 – 41). He was teaching people. He performed many miracles of

healing. For example:

Healing a man possessed by an evil spirit. A man was possessed by an unclean demon/spirit. He was in

the synagogue. When he saw Jesus, the evil spirit shouted, “Ah! What do you want with us, Jesus of

Nazareth? Have you come to destroy us? I know who you are, the Holy one of God” (Luke 4:34). Jesus

replied, “Be silent and come out of him.” The Demon threw the man down and came out without doing

any harm. The man was made whole.

Jesus heals Simon’s mother – in law. After Jesus left the synagogue, he went to the house of Simon

Peter’s mother in law. She had a fever, Jesus commanded the fever to leave and she was made whole

immediately.

Which lessons do Christians learn from the healings at Capernaum

There are many lessons. These are that

1) Jesus is the son of God

2) Jesus came to establish the Kingdom of God and destroy the kingdom of Satan.

3) Jesus has power over evil spirits / demons.

4) Jesus came to save human beings from the slavery of sin

5) God cares for his people.

LESSON SIX. THE CALLING OF THE FIRST DISCIPLES

Luke 5: 1 – 11

Introduction: A disciple is a learner, a student or a follower. Learners followed a master so as to learn

about religious matters. Disciples were followers of Christ.

Learning Outcomes. By the end of the lesson, you should be able to describe the call of the first

disciples.

Rabbis. These were teachers of law. They had special schools where they taught law. In these schools,

learning was by memorization and repetition what students heard from the rabbis.

The disciples of Jesus did not memorize. They learnt by observation. They were witnesses – and they

spoke what they heard and described or explained what they saw.

Call of the first disciples

Jesus entered into Simon’s ship and started to teach people who were there. Later, He told Simon to

“push off a little from the shore”. Jesus sat in the boat and taught the crowd. After speaking, he told

Simon, and his partners James and John; “Push the boat out further to the deep water…and let down

your nets for a catch of fish”. Simon told Jesus that they had toiled all night, and caught nothing. But if

you say so, I will let down the nets. Simon obeyed. They let down the nets and caught a multitude of

fish. They called for assistance from other fishermen. When Simon Peter saw this, he told Jesus “Go

away from me, Lord! I am a sinful man!” Jesus said to Simon “Don’t be afraid, from now on you will be

catching people”. On getting to the shore, Peter and his friends James and John sons of Zebedee forsook

all and followed Jesus

Thus the first disciples of Jesus were Simon Peter; James and John.

Lessons from the call of the first disciples

1) God can choose anybody to serve him regardless of his or her social status.

2) God still calls people to serve him in various capacities as evangelists, pastors and others.

3) Those called should repent their sins as Peter did

4) Christians should trust in God – Simon Peter trusted Jesus and cast his nets even though they had

caught no fish from the same spot.

5) God can intervene in people’s lives through miracles (miraculous catch of fish)

6) Christians should work together as a team. Fishermen worked together.

7) There is hope for those who follow Jesus. He told them ‘follow me and I will make you fishers of men’

God reveals himself to people in everyday activities as Jesus revealed himself to Simon Peter, and his

friends James and John through fishing.

9) Christian’s vocation may require renunciation of family ties and occupations or a change of life.

10) Those called to serve God are expected to be humble

LESSON SEVEN. OPPOSITION IN GALILEE

Learning Outcomes. By the end of the lesson, you should

Describe the Pharisees? Scribes? Sadducees.
Identify the differences between the Pharisees and the Sadducees.
Explain why Jesus faced opposition from Pharisees, Sadducees, and Scribes

Jesus ministry consisted of teaching, healing and doing many miracles. Because of this work, Jesus faced

opposition from the Pharisees, Sadducees and Scribes. These were Jewish religious leaders.

Opposition by Pharisees and Sadducees. Luke 5:12- 6:11

Why did Jewish religious leaders; the Pharisees? Scribes? Sadducees oppose Jesus? There were many

reasons for Jewish opposition to Jesus. These were:

1) Jesus was becoming more famous than the religious leaders

2) His claim to forgive sins. This was reserved only for God.

3) His association with tax collectors / publicans and sinners. For example, Jesus ate with Levi.

4) His failure to observe the law of fasting. Jesus disciples did not fast like the disciples of the Pharisees

and John the Baptist.

5) Doing what religious leaders regarded as unlawful things on the Sabbath day. For example,

Eating on Sabbath with unwashed hands (disciples),
Plucking corn on the Sabbath day
Working. Jesus healed on the Sabbath day. This was considered as work, which was unlawful. Jesus

healed a man with a paralyzed hand on the Sabbath day.

Touching the unclean. Jesus reached out his hand and touched a leper and healed him. Religious

leaders were not allowed to touch the unclean lepers.

Associating with tax collectors who were regarded as sinners because they were corrupt. They

collected more tax than the required amount. Jesus was supposed not to associate with them or support

them in any way.

Who were the Pharisees? These were

Referred to as the ‘separated ones’

Religious leaders who expected people to respect and honour them.

Pious leaders and wanted everybody to recognize them.

Rich Jews and looked at their riches as blessings from God.

Called ones and thought of themselves as the ‘righteous’ ones.

Popular to the poor who respected them.

Characteristics of Pharisees

They believed in the Law of Moses and accepted the first five books of the Bible as God inspired. They

insisted on strict observance of the law.

They upheld and insisted on the observance of the oral traditions of the elders.
They followed strictly 632 distinct rules and regulations broken down from the ten commandments
They believed in the teachings of the prophets and other writings of the Old Testament.
They passed religious traditions of the Jews from generation to generation and regarded this as a duty

or obligation.

They believed in the existence of angels and regarded them as intermediaries between God and

human beings.

They believed in the existence of demons and Satan
They believed in and waited for the Messiah of God to come
The believed in the resurrection of the dead
The believed in the judgment of God at the end of time for all human kind
They were strong nationalists and political leaders who resisted all foreign influences and power.

Who were the Scribes?

The word Scribe means ‘a writer. The work of a scribe was to rewrite by hand – new manuscripts of the

Jewish scriptures. The copied the word exactly as it was. The scribes were either Pharisees or Sadducees.

At the time of Jesus, majority of the Scribes were associated with the Pharisees. A scribe was also a

‘Rabbi’ – teacher. Some scribes managed schools called ‘Rabbinical Schools’. In these schools, Jewish

male youth learnt the Mosaic Law from the age of 13 years. Scribes were represented in the Jewish

religious council called the Sanhedrin. Sanhedrin was the Jewish Court of Justice, which tried those who

committed religious sins.

Who were the Sadducees?

Sadducees were the wealthy people. They were an influential group. These were the majority in the

Sanhedrin, the Jewish Court of Justice. The poor hated them. They were also members of the Jerusalem

priesthood. The chief priests were mainly drawn from the Sadducees. They believed in the divine

authority of the Law of Moses and the Pentateuch’s first five Books of the bible. They believed that

Moses wrote the first 5 books of the Bible. They regarded all the other books in the Old Testament as

not divinely inspired. Hence they rejected them. They rejected and did not believe in (a) The

resurrection of the dead (b) Last judgment (c) Coming of the Messiah (d) Angels and demons and (e) the

oral traditions of the Pharisees. They were enemies of the Pharisees particularly because of religious

matters. However, they joined with the Pharisees and Scribes to oppose Jesus Christ.

LESSON EIGHT. THE SERMON ON THE PLAIN (Luke. 6:12–16, 27– 49)

Review

In the previous section, we learnt that Jesus chose His apostles. He came down the hill and stood on a

level place. He gave a sermon to those present. This address is referred to as the sermon on the plain in

Luke’s Gospel.

The people had come to hear Jesus’ word to receive healing and for Jesus to exercise unclean spirits

from them. In the sermon, Jesus talked of the characteristics of the new community. All those who

would listen to His word would be the “New Israel”.

Learning Outcomes. By the end of the lesson, you should be able to

(a) Name the12 disciples

(b) Summarize the teachings of Jesus on true discipleship

Selection of 12 disciples (Luke. 6:12 – 16)

Jesus went into a mountain to pray. In the morning, he called his disciples. From them, he selected 12

disciples, whom he also called apostles. Apostle means one who is sent, a missionary. The 12 disciples

were: (1) Simon Peter (2) Andrew (3) James (4) John (5) Phillip (6) Bartholomew (7) Mathew (Levi) (8)

Thomas (9) James son of Alphaeus (10) Simon who was called the Patriot (11) Judas son of James and

(12) Judas Iscariot who became the traitor (Luke vs. 14-16)

Jesus teachings’ on true discipleship

Jesus taught that a follower or disciple of Christ should:

(a) Have unshakeable faith

(b) Be obedient to God’s word

(d) Be kind, loyal, objective, fair, and generous

(e) Accept others without discrimination.

(f) Be a disciple and show concern for others.

The Sermon on the plain (Luke 6: 17 – 49)

The Sermon on the plain is a lecture or lesson that Jesus gave to “ a large number of his disciples and a

large crowd of people who had come from Judea, Jerusalem, tyre, and Sidon. They came to listen to the

sermon of Jesus and to be healed of diseases, evil sprits. The purpose of the sermon was to teach the

crowd the meaning of following Christ. Jesus covered 6 beatitudes or topics in his sermon. These are.

1) Blessings and woes – beatitudes (2) Love for enemies (3) Judging others (4) Giving to the needy (5) A

tree and its fruits (6) Wise and foolish builders – hearing and doing the words of Jesus.

We shall now discuss each of these beatitudes in detail.

Blessings and woes. Jesus taught that:

(i) Blessed are the poor for theirs is the Kingdom of God.

(ii) Blessed are the hungry for they shall be filled

(iii) Blessed are those who weep now for they shall laugh

(iv) Blessed are those who men shall hate, reject, reproach for the sake of Christ’s for their great reward

is kept in heaven.

(v) Woe to those who are rich, for they have already received their reward.

(vi) Woe to those who are full for they shall go hungry

(vii) Woe to those who laugh now for they shall mourn and weep

(viii) Woe to those whom people speak well, for ancestors said the same about the false prophets.

Those who accept to be followers of Christ are promised blessings while those who reject Christ are to

suffer in future.

Love your enemies. Luke. 6: 27 – 36.

Love is often defined as a warm feeling / affection towards somebody or something. Jesus taught his

followers to love their enemies and do well to those who hate you. Bless those who curse you. Pray for

those who mistreat you. Do unto men as you expect them to do unto you. Lend also to your enemies.

Love your enemies and do good to them. Lend and expect nothing back. Be merciful.

From these teachings: true discipleship of Jesus Christ:

a) Entails unconditional love even for enemies
b) Doing good without expecting any returns
c) Praying for those who mistreat us
d) Showing love to our enemies by exhibiting God’s love in us.
e) Is love; because those who love are children of the most high who is kind and merciful to the sinners.

(3) Judging others Luke. 6: 37– 42

Jesus taught his followers not to judge others lest they are also judged. They should not condemn others

lest they are also condemned. He asked disciples to forgive others and they shall also be forgiven. True

discipleship requires acknowledging one’s shortcomings and avoiding criticism of others.

(4) Giving to the needy.

A true disciple should share what they have with the needy. Those who share shall be rewarded. He also

said that the blind couldn’t lead the blind. There is a master and a follower. The disciple is not above his

master.

(5) A tree and its fruits.

A healthy tree bears good fruits. A poor tree bears poor fruit. Neither does a corrupt tree bring forth

good fruits. A tree is known by its fruits. Followers of Christ are evident to others by their actions. They

are not hypocritical or fault finding.

(6) Wise and foolish builders.

A wise builder digs a deep foundation on a rock. When floods come, the house is able to stand. A foolish

builder builds his house upon the sand. Without a foundation, when floods come, the house falls and is

ruined. Wise builders are those who hear the word of God and do what is required. Those who do not

adhere to the teachings are the unwise builders. True discipleship entails obedience to the teachings of

Jesus Christ.

Relevance of the lessons of the Sermon on the Plain to Christian Life

Christians are urged to love even those that hate them. The challenges that followers of Christ

encountered in the New Testament are not different from those that Christians experience today.

Christians should forgive others, share with the needy, avoid judging others, and follow the teachings of

Christ.

Lesson Revision questions

Give the main teaching of Jesus on the sermon on the plain
What is the relevance of the (beatitudes) sermon on the plain to Christians today?

LESSON NINE. JESUS’ WORKS OF COMPASSION

In this lesson, Jesus’ works of compassion is discussed. These include the works of mercy for those in

distress and pity for the suffering. Jesus’ mission lays its foundation in these works of compassion,

because He came to establish the kingdom of God by conquering all forms of suffering caused by Satan.

Compassion is a feeling of empathy for other people’s sufferings. It’s being merciful, showing concern

and affection for others.

Learning Outcomes. By the end of this lesson, you should be able to:

a) Give examples of Jesus works of compassion
b) Narrate Jesus works of compassion
c) Give reasons why Jesus used parables
d) Identify categories of the miracles of Jesus
e) Give lessons learnt from each example in each category
Examples of Jesus works of compassion. There are many examples of compassion
i) Healing of the centurion’s servant (Luke 7:1 – 10)

Centurion is an officer in charge of 100 men. Jesus healed the servant of a Roman soldier and a Gentile.

The Centurion showed love and concern for his servant. The centurion sent Jewish elders to Jesus with a

request to heal his servant. The leaders said ‘this man deserves to have you do this, because he loves

our nation and has built our synagogue’ (Luke 7:5). Jesus agreed and went with the elders. But before

Jesus reached the centurion’s house, the centurion sent his friends to stop him from coming to his

house. He said that he was not worthy to have Jesus under his roof. He said that he was a man of

authority. Hence Jesus could give an order and the servant would be healed. On hearing this, Jesus

declared to the crowd ‘ I tell you, I have not found such great faith even in Israel’. When the men

returned, they found the servant well.

Lessons Christians can learn from the healing of the centurion servant.

Faith in God is important for healing to occur
We should confess our faith in Jesus. The centurion declared his faith in Jesus by saying he believed

that Jesus could heal his servant by his word.

Christians should have compassion like Jesus. He took compassion on the servant and was ready to go

and heal him.

Salvation was not for Jews alone, but for all who believed in Jesus. Centurion was not a Jew but a

gentile officer in the Roman army. But he had faith in Jesus healing.

Christians should love each other regardless of their background or social status – the centurion loved

his servant dearly.

Christians should learn to relate well with all around them – the centurion related well with the

Jewish elders and others.

Jesus has power to heal any form of sickness.
ii) The raising of the widows son – Luke 7:11 – 17. A widow is a woman whose husband is dead. The

widow was of the city of Nain. When Jesus neared the gates of the city, he saw the funeral procession of

the widow’s son, the only son of his mother. Jesus had compassion on the widow and told her ‘ weep

not’. Jesus then touched the casket and said ‘young man I say unto you, arise’. The dead sat up and

began to speak. All the people were filled with fear and glorified God, saying God has visited his people.

Lessons Christians learn from the raising of the widow’s son

1) Jesus has power over death

2) Jesus empathizes with the suffering

3) Acts of love should not be hindered by traditions – Jesus touched the casket even though Jewish

traditions forbid it.

4) The Widow of Nain was a gentile. This is a sign that salvation was universal.

5) The crowd acknowledged Jesus’ lordship; Christians should acknowledge the lordship of Jesus.

What are the practices pertaining to the disposal of the dead in your culture? and community?

iii) Assurance to John the Baptist (Luke 7:20 – 30).

A question arose whether Jesus Christ was the Messiah. John the Baptist wanted to assure his disciples

that Christ; was the expected messiah: and not him (John the Baptist). He sent his disciples to Jesus to

ask “if you are the one he said was going to come, or if we should expect someone else?” (Vs. 20). Jesus

told the disciples of John to go back and tell John of the miracles works they saw and heard. Jesus then

gave a testimony of John the Baptist as a prophet, whose life and missions is beyond that of ordinary

prophets. Jesus testified that John the Baptist; was the forerunner or messenger of Jesus Christ: as the

prophets in the Old Testament had written. The Pharisees and the publicans (teaches of the law)

however rejected the testimony about John the Baptist. They had refused to be baptized by John. Those

baptized by John the Baptist, the tax collectors acknowledged the testimony of Jesus. Jesus rebuked the

Pharisees and teachers of law for their hypocrisy.

In what ways were the Pharisees and teaches of law hypocritical?

iv) The forgiveness of the sinful woman (Luke 7: 36 – 50)

Jesus was invited by one of the Pharisees called Simon to his house to dine with him. In that city, there

was a sinful woman. She went to the house of Simon when she learnt that Jesus was in the Pharisees

house. She brought with her an alabaster jar full of perfume. She stood behind Jesus. She was weeping

and washing his feet with her fears. She then wiped the tears from the feet of Jesus with her hair, kissed

his feet, and anointed them with oil (an alabaster box of ointment). When Simon, the host saw this he

said within himself, ‘if this man was a prophet, he would know who this woman is who is touching him”

a sinful woman. Jesus told Simon a parable of a man who forgave two people that owed him money –

one 500, the other 50. Jesus asked which of the two debtors would love him most. Simon said the one

that was forgiven much, Jesus then told Simon that when he came to his house, Simon did not give him

water for his feet; neither did he welcome Jesus with a kiss; nor provide him with olive oil. But the

woman washed his feet with her tears, and wiped them with her hair. She also kissed his feet. Jesus told

the people that her sins, being many are forgiven for she loved much. Jesus turned to the woman and

told her ‘thy sins are forgiven’. ‘Thy faith has saved thee, go in peace’. The people who were eating with

Jesus murmured. Who was Jesus? He forgives sins.

Lessons from the forgiveness of the sinful woman

The Jews believed that by associating with sinners, one becomes virtually defiled. Jesus however

allowed the sinful woman to touch him.

By her actions, the woman acknowledged that she was a sinner, and repented. This was in contrast to

the Pharisees who were self-righteous and therefore did not repent.

The Woman’s great love for Jesus led to her being forgiven of her sins.
Christians need to accept their sinful nature and seek forgiveness from God.
Faith in Jesus is necessary.

Summary. Jesus is accepted women to be his followers unlike the Jewish customs which viewed women

as lesser than men. Other women that played a key role in the ministry of Jesus include Mary

Magdalene, Joann Joanna and Susanna among many others.

Lesson Revision questions

What role do women play in the church ministry?
Narrate the story of the forgiveness of the sinful woman (Lk 7: 36, 8:3)
What lessons do you learn from the above story?
Describe the story of the raising of the widow’s son at Nain (Lk 7: 11-17)

Answers

Women play many roles in the church ministry. Some of these are:

(i) Carrying out duties of pastors, bishops, and deacons

(ii) Management. Some are heads of the women groups

(iii) Leading in church service

(iv) Participating as church ushers, choir singers, and youth leaders

(v) Attending church. Women are part of the congregations

LESSON TEN. JESUS TEACHING IN PARABLES (LK. 8: 4- 21)

Introduction

Jesus used parables to teach. A parable is a Greek word. It means comparing or ‘putting side by side’ in

order to understand. A parable is defined as a short story or description, which teaches something or

answers some questions. It is an allegory – an earthly story with a hidden or heavenly meaning.

Use of parables. Jesus used parables in his teachings in order to explain unfamiliar messages in a

language that his hearers could understand. Other reasons were because Jesus wanted to:

1) Provoke critical thinking

2) Make the audience understand issues from a different point of view

3) Explain the nature of the kingdom of God by giving real life examples.

4) Explain the nature of God. The parables brought out the attributes of an invisible God. For example,

the parable of the prodigal son who had been lost.

5) Attract the attention of his audiences so that they could listen and understand.

6) Make people understand how they should relate to one another. Read the parable of the good

Samaritan

7) Teach God’s love to mankind. The parable of the lost sheep, lost coin.

Separate / identify those who were sincere in seeking the kingdom of God from the onlookers.

9) Challenge the imagination of his hearers since entry to God’s kingdom was a personal decision.

10) Make an indirect attack on his opponents like the Pharisees, the scribes and the Sadducees.

11) Teach his disciples that they should be persistent and never be discouraged.

12) Make his teachings interesting and easy to understand.

The parable of the sower Lk 8:4 – 15

Jesus told this parable to the crowd that followed him. He said that a farmer went out to sow corn. He

scattered seeds in the field. As he did so, some of them fell on the path, and they were trampled on and

eaten by birds. Other seeds fell on the rock ground. When they germinated, they withered because they

lacked moisture. Some seed fell among thorns bushes. They grew with bushes, which choked them as

they grew. Some other seeds fell on fertile soil. They grew up in fertile soil and their yield was100 seed

for each seed sown.

Meaning or interpretation of the parable

Jesus gave the meaning of the parable to his disciples. He said that the seed is the word of God.

Seed that fell on the path represents people who hear the word of God, and then the devil comes and

takes away the word from their hearts so that they do not believe. Such listeners are like the seeds that

fell on the path. They hear the word but soon after the devil takes away the message to stop them from

believing and being saved.

Seed that fell on the rocky ground are people who receive the word with joy but it does not stay with

them. They believe for a while but when faced with trials and temptations they stop believing and fall

away.

iii. Seed that fell on the thorny bushes stands for people who receive the word. However, they fail to

follow their beliefs because of interference by life’s worries, riches and pressures of the world. They fail

to mature as believers.

Seed that fell on the good soil are those people with a noble and good heart. They hear the word, and

retain it in their hearts. Such people persevere and produce good harvest.

Interpretation. The different types of soil in this parable refer to different kinds of Hearts of people.

The farmer is Jesus, God or Preacher. We learn that:

One should not despair and

It’s important to receive the word of God, practice it and persevere so as to bear fruits.

The parable of a lamp under a bowl (Lk.8: 16 – 18). Jesus taught that no one lights a lamp, then covers

it with a bowl or hide it under a bed. When one lights a lamp, they put it on the lamp stand so as to

illuminate a room and for people to see the light. For whatever is hidden or covered up shall be

revealed. In this parable Jesus is the light. The disciples had a duty to pass on to others messages they

had learnt from Jesus. They should not keep messages to themselves.

Interpretation. From this parable of a lamp under a bowl, we learn that:

i A Christian has a duty to share the knowledge of God with others

ii One cannot be a Christian if this knowledge is hidden

iii Those who do not share may loose their beliefs.

Jesus mother and brothers. Luke 8:19 – 21

The mother of Jesus and brothers came to see him. Someone told Jesus that they were there. He told

the crowd. “My mother and brothers are those who hear the word of God and obey “. Accepters and

believers are the members of the family of Jesus.

Lesson Revision Questions

Give reasons why Jesus used parables
Identify various methods used by Christians in spreading the gospel today
Discuss the reasons why Jesus faced opposition fro the Jewish leaders.

LESSON ELEVEN: MIGHTY WORKS OF JESUS

Learning outcomes. By the end of this lesson

Organise in categories miracles performed by Jesus
Narrate each miracle
Discuss the significance of the miracle and lessons to learn

Jesus continued to do miracles; and teach. His work is referred to as the mighty works of Jesus in various

books. Miracles can be defined as acts of power whose purpose is to establish the kingdom of God.

Miracles can also mean extraordinary events that go against the laws of nature.

Categories / types of miracles

Jesus performed four types of miracles. These were:

1) Nature miracles – miracles that dealt with nature e.g. calming of the storm

2) Raising of the dead e.g. Jairus daughter

3) Healing miracles – healing Simon’s mother in law of fever, healing of the woman with the flow of

blood.

4) Exorcism miracles – casting out of evil spirits e.g. the Gerasene demonic

i) The calming of the storm

One day, Jesus entered a boat with his disciples to go across Lake Galilee. As they sailed Jesus was

asleep in the ship. Suddenly, there was a strong wind and the boat began to sink. The disciples woke him

up saying, “ Master, we are about to die”. Jesus woke up and gave an order to the winds and the raging

waters. They obeyed and there was calm. He then said to his disciples ‘where is your faith?’ Disciples

were afraid and amazed and wondered, “Who is this man?” Winds and waves obey him.

This miracle teaches Christians to have faith and to depend on Jesus when they face raging temptations

and persecutions. Jesus has power over nature.

ii) Jesus Heals a Man with demons (Lk8: 26 – 39)

Jesus and his disciples sailed to Gerasa town across Lake Galilee. On arrival a man who had demons in

him for a long time met Jesus. He lived naked in tombs, and wilderness. On seeing Jesus, he cried out,

threw himself down at the feet of Jesus and shouted; “Jesus son of the Most High God! What do you

want with me?” ” I beseech thee, torment me not’. Jesus had ordered the demons to go out of him.

Jesus asked him “what is your name?” He replied Legion or Mob. This was because the man had been

possessed by many demons. The demons begged Jesus not to send them into the deep but to let them

go into some pigs (swine) that were feeding by. Jesus allowed them and the devils went out of the man,

into the pigs. The herd ran down the cliff into the lake and drowned. The herders run to the city and

spread the news. The multitude found the man sitting at the feet of Jesus clothed, and in his right mind.

The multitude asked Jesus to leave their country region. The healed man wanted to follow Jesus but

Jesus declined and told him to go and tell others of the great things that God had done for him. The man

went to town and told all “what Jesus had done for him”.

This miracle teaches Christians that:

The mission of Jesus’ was universal.
Jesus mission is to teach all the people irrespective of their race, tribe or geographical location. The

demon man was healed in a Gentile area.

Jesus has power over evil
Powers of evil (demons) are real
Human life is more valuable than man’s material things
The demons – evil spirits identified Jesus as the Son of the most High
Christians need to fight the power of evil

SAQ. What were the causes of mental illness and spirit possession in traditional African society and in

modern society?

iii) Jairus daughter is raised. Lk.8: 40 – 42, 49 – 56

Jairus was an official in the local synagogue. He begged Jesus to come to his house and heal his only

daughter who was 12 was dying.

iv) Woman with the flow of blood is Healed (Lk. 8:43 – 48)

When Jesus was on route to Jairus house, great crowds followed him and pressed him on either side.

Amongst them was a woman who had suffered from severe bleeding for 12 years. She consulted doctors

and spent all her savings on physicians. But she was not cured. The society considered the woman

unclean. It blamed her for her illness. She herself was embarrassed by her condition. This woman

walked behind Jesus and she touched the hem of the garment of Jesus. Her bleeding stopped at once.

Jesus asked, who touched me? Everyone denied it. Peter replied the multitude was around Jesus and it

was difficult to know who had touched him. Jesus persisted someone touched him. The woman who had

touched Jesus the woman came forward, and fell at his feet and confessed to all her sickness and

explained why she touched Jesus and how she was healed at once. Jesus said to her “My daughter, your

faith has made you well. Go in peace”.

Jairus daughter is raised. Lk.8: 40 – 42, 49 – 56

As Jesus was talking to her, Jairus was told that his little girl was dead. “Don’t bother the teacher

anymore. Jesus told Jairus not to fear but to believe and she will be well. When he got to the house he

went into the room with Peter, John and James and the parents of the girl. People around were weeping

and wailing. But Jesus told them not to weep. She is not dead but asleep. They scorned and laughed at

him for saying that she is asleep because they knew she was dead. Jesus took the girl by hand and called

out “Get up, my child” – ‘little girl arise’. She immediately got up and Jesus ordered the parent to give

her food. He commanded them not to tell what had happened.

Teachings from these two miracles

The miracle of raising Jairus daughter teaches Christians that Jesus is compassionate and the author of

life. He has power over death, resurrection and life.

In the miracle of healing the Woman with the flow of blood:

Jesus made her healing public. This was probably because He wanted to acknowledge the woman’s

faith in the public. Jesus made it clear that her faith made her whole.

Jesus wanted to challenge the cultural practices that kept women in bandage and could not

participate in public life.

Jesus made her healing public so that the community can receive her back and shall not isolate her

again.

From this miracle of healing this woman, Christians learn that one; Jesus is the healer. He has power

over all sicknesses even those without cure. Two, Christians should have faith in Jesus Christ.

Lesson Revision Questions

Narrate the healing of the Gerasene demoniac Lk 8: 26-39
What lessons can Christians learn fro the healing of the demoniac man above?
What do the miracles of Jesus teach us about him?
Compare the raising of Jairus daughter and the healing of the woman with the flow of blood

Answers.

A comparison of the raising of Jairus daughter and the healing of the woman with flow of blood

(i) Jairus daughter was 12 years old and the woman sick with the flow of blood had suffered for 12 years.

(ii) Jesus referred to both of them as daughter

(iii) Their situation – death and flow of blood did not have a cure

(iv) The public witnessed the miracle of the woman with the flow of blood.

(v) Jesus commanded Jairus to keep secret raising of his daughter

LESSON TWELVE. COMMISSIONING OF THE TWELVE DISCIPLES

Lk 9:1 – 10

Introduction. Commission means to officially ask someone to do something.

Learning Outcomes: By the end of the lesson, you should be able to:

a Describe the commissioning of the twelve disciples.

b Explain the story of the feeding of the 5000

c Describe the transfiguration of Jesus

d Explain the teachings of Jesus on faith and humility.

The commissioning of the twelve disciples

The twelve disciples or followers accompanied Jesus wherever he went. They were regarded as apostles.

An apostle comes from a Greek word ‘Apostols’ which means ‘send out’ one who is sent or a

‘missionary’. The commissioning of the 12 disciples meant that they were given four main duties, power

and authority to:

a) Exorcise or cast out demons
b) Cure diseases
c) Heal the sick
d) Preach the Kingdom of God and proclaim the arrival of God’s

Instructions. They were told to:

i) Take nothing for the journey
ii) Initiate attack on the forces of evil

iii) Depend entirely on God to take care of them

iv) Take no stick, no beggars’ bag, no food, no money and not even an extra shirt for their journey
v) Whatever house they entered they were to stay there until they leave the town.
vi) If they were not welcomed, they were to leave that town and shake the dust off their feet as a

warning to that city or town.

With these instructions, the disciples left and travelled to all villages preaching the Good News and

healing people everywhere. King Herod was perplexed by the work of the disciples and he desired to see

Jesus.

Feeding of the five thousand.

Please open your Bible and read Luke chapter 9. Verses 11-17)

After reading these verses, about feeding of the five thousand (5000) people we learn that

Jesus is concerned about people’s physical needs
Jesus demonstrated that he is the bread of life
Jesus has divine power
The Church has the duty of continuing to feed its followers both spiritually and physically.
The feeding of the 5000 people points to the Messianic banquet
Christians must learn to share whatever they have with one another
From this miracle, Jesus expected his disciples to appreciate their responsibility. Their work was not

only to preach and heal but also feed the hungry. Feeding was both physical and spiritual.

The personality of Jesus and his identity Lk. 9:18 – 27

When Jesus was alone with his disciples, he asked them who people say he is. The disciples told him that

some say he is John the Baptist, others say he is Elijah and others say he is one of the old prophets who

have risen again. Jesus asked them who they, disciples say he is. Peter replied that he is Christ of God.

Jesus then told them not to tell people who he is for he Son of man has first to suffer many things be

rejected by the elders chief, priests and scribes, be killed and be raised the third day. Jesus announced

to the disciples of his passion (great sufferings) Jesus is the Christ (anointed) of God – Messiah as well as

the son of man. A divine nature and a human nature. Jesus went on ahead to tell his disciples that they

should deny themselves (self – denial) take up their cross daily and be ready to lose their lives for Jesus.

However, great is the reward for the faithful.

LESSON THRTEEN: THE TRANSFIGURATION (LK.9: 28 – 36)

Instructions. Read. Luke chapter 9, verse 28 to 36. Then answer revision questions that follow.

A brief summary from the Bible

Transfiguration is change or transformation of form or appearance. Jesus was transformed in

appearance when he took Peter, John and James to the mountain to pray. During the transfiguration,

Moses and Elijah came down from heaven to talk with Jesus about his coming death in Jerusalem.

Moses, Elijah and Jesus were in heavenly glory and glorious splendor. Peter, John and James were

asleep. When they woke up, they saw Jesus’ glory. They also saw Elijah and Moses with Jesus. Peter

suggested to Jesus that they build three tents for Jesus, Elijah and Moses. As he spoke a cloud

overshadowed them. A voice from the cloud said ‘this is my son, whom I have chosen——– listen to

him”. The cloud left and the disciples found themselves with Jesus. They kept what they saw and heard

to themselves.

Significance and importance of transfiguration

The voice from heaven confirmed that Jesus is the Christ of God, or the Messiah
Moses represented the Old Testament law. Jesus came to fulfil the Law of Moses. It showed that

Jesus was not against the Law of Moses.

Elijah represented the Old Testament Prophets. This meant that Jesus had fulfilled the Old Testament

prophecies. He is above the prophets.

Jesus is above or greater than the law and the prophets.
Transfiguration was a way of preparing the disciples for the death and resurrection of Jesus. Death is

not the end of life (Moses and Elijah appeared to confirm this)

The transfiguration prepared and gave strength to Jesus for what lay ahead of him
Dazzling appearance showed the glory of Jesus
The transfiguration also shows the importance of encouraging each other.

5.0 Revision questions

Explain the teachings of John the Baptist
Describe the baptism and temptation of Jesus and its relevance to Christians today.
Give reasons as to why Jesus was rejected at Nazareth
Describe the first miracles of Jesus at Capernaum
Narrate and dramatize the temptations of Jesus from the gospel according to St Luke,
Identify five occasions when Jesus was tempted
Explain ways in which Christians can be tempted today
Outline ways in which Christians can overcome temptations in the contemporary world
Identify lessons that Christians can learn from the temptations of Jesus?
What is the role of the clergy in Kenya?
How does the church participate in the upkeep of the clergy?
Define and describe the transfiguration of Jesus

TOPIC FOUR: THE JOURNEY TO JERUSALEM – LUKE ch. 9-18

Introduction

As Jesus travelled to Jerusalem, He prepared His disciples for the life they were to lead after He leaves

them.

Learning Outcomes. By the end of the topic, you should be able to

a Identify duties and privileges and cost of a disciple.

b Describe the teachings of Jesus on prayer, hypocrisy, wealth and watchfulness’.

c Describe parables Jesus used to teach about prayer, hypocrisy, wealth and watchfulness.

LESSON ONE. DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP

Lesson Outcomes. When you read this lesson, you should:

Explain discipleship
List duties given to disciples by Jesus Christ
Explain relevance of Christian discipleship to modern Church

Jesus’ teaching on faith and humility

A brief summary from the Bible. Read (Luke 9: 37 – 50) for details. After the transfiguration, Jesus used

two incidents to teach his disciples about faith and humility. One incident was the healing of a boy

possessed by an evil spirit (Luke 9: 37 –43). Jesus rebuked the unclean spirit out of the boy and the boy

was healed. Jesus told His disciples that their lack of faith was the reason why they did not cure the boy.

Jesus informed his disciples that faith in him was important when carrying out his work.

Jesus’ teaching on His Work

The next question was ….. who is to work for Jesus? All Christians can work for Jesus even believers who

are gentiles. Read (Luke 9 vs. 49 – 50). Jesus told his disciples not to forbid others from carrying out his

work for whoever is not against Him is for Him. This means that whoever had faith; even the Gentiles

could carry out Jesus work.

Jesus’ teaching on His followers

Jesus was determined to go to Jerusalem. As He travelled, men volunteered to follow him wherever he

was going. Jesus replied that foxes have holes, birds of the air have nests but the Son of Man has

nowhere to lay his head. Jesus had no earthly home. His mission on earth was only for a time. A man

requested to follow Jesus but asked permission to bury his father. Jesus told him to let the dead bury

their dead. Disciples of Jesus have to leave their families in order to do His Work.

Mission of the 72 men. Read Luke 10:1 – 24

On the way to Jerusalem, Jesus sent out 72 disciples on a mission to promote the Gospel of the Kingdom

of God through preaching and service. The 72 disciples were sent in 2s in order to encourage or help

each other. The 72 were given instructions. Jesus told them that He has given them power over demons,

serpents, scorpion. They have power over all the powers of Satan. When disciples returned, they

reported that demons obeyed them. In Luke 10 verse 20, Jesus asked the 72 to rejoice not because

demons flee but because their names are written in heaven. Out of the many followers, Jesus chose 12

apostles who learnt from Jesus and became His witnesses.

Jesus’ teaching on the greatest disciple

Read (Luke 9: 46- 48). The disciples asked themselves– who is the greatest amongst disciples amongst

the 12 disciples? In response Jesus took a child by His side and said to the disciples. Whoever welcomes

this child in my name, welcomes me, as well as the one who sent me. For the one who is least amongst

you shall be the greatest in Heaven. Lessons from this example. Jesus explained that His disciples

needed values of humility and simplicity. These virtues were needed to carry out the work of

discipleship.

Teaching about Discipleship

True followers of Jesus Christ must
Be ready to detach themselves from families and material possessions.
Be ready to face rejections because not all people will accept them or their message.
Be ready to serve.
Be ready to cater for people’s physical needs.
Be self – less.
Not be hypocrites and should accept hospitality whenever it is given.
Be able to exercise self-evaluation.
Duties of a disciple were:
a) To preach the good news of salvation to other people and be ready to suffer for the sake of Christ.
b) Obey God’s commandments and follow teachings of Jesus.
c) To help the needy spiritually and with material needs.
d) To teach others about the Kingdom of God.
e) To heal the sick.
f) To cast out demons.
g) Be prepared to suffer for the sake of the gospel.
h) Being loyal to Jesus and faithful to the gospel.
i) Commitment and loyalty
Privileges of a disciple
a) One becomes a member of the Kingdom of God.
b) They get an assurance of eternal life.
c) They receive joy of winning other people to follow Jesus.
d) They receive peace, and blessings of God.

How are these teachings relevant to modern church leaders and members?

Modern church leaders have a duty to continue preaching God’s word to all people. They should serve

God in several ministries such as visiting the sick, caring for orphans, the destitute, widows, widowers,

and the aged. They should also be ready to suffer and even face rejection for the sake of the Christ.

Exercise

What are the characteristics of a true follower of Christ?
State the privileges of being a disciple of Jesus Christ
Why did Jesus choose the 12 disciples?

LESSON TWO: A COMMITTED FOLLOWER OF CHRIST

Read Luke 10: 25-37, and Luke 11: 1-13

The parable of the Good Samaritan

A teacher of law asked Jesus questions in order to tempt him. One was “ what must I do to receive

eternal life? (Read Luke 10: 25 to 28). Jesus replied with a question. What do the scriptures say? He

replied and Jesus told him to do as the scripture say. . He asked another question. Who is my neighbour?

(Luke 10 v 29). Jesus answered with the parable of the Good Samaritan. In this parable, the righteous

people among the Jews, Levites and priests, did not help the injured man. A Samaritan whom Jews

considered unclean and sinners helped him. After narrating this parable Jesus asked the lawyer, who of

the 3 travelers was a good neighbour? The lawyer said the Samaritan.

Lessons learnt from the parable of the Good Samaritan

In the above parable, Jesus stressed that a follower of Jesus should be:

(1) Committed

(2) Show love of God by loving people in need and their neighbours. A neighbour is anybody who

requires assistance or help regardless of race, ethnicity, creed, colour or gender. Jesus wants his

followers to show love and concern to all people regardless of their background. A neighbour uses

his/her resources selflessly to help the needy. A neighbour is also compassionate, kind, and generous to

the needy.

Jesus Visit to Martha and Mary (Read Luke 10: 38 – 42)

Martha welcomed Jesus in her home where she lived with her sister Mary. While Martha prepared food,

Mary sat at Jesus’ feet listening to his teaching. Martha complained. She was doing all the work while

Mary sat listening to Jesus teaching. Jesus told Martha that Mary had made the right choice to listen to

His teaching.

Lessons we can learn from Jesus Visit to Martha and Mary

A committed follower of Jesus is one who creates time to study and listen to God’s word.
A follower of Christ should ensure that their commitment to God is not overshadowed by daily duties,

worries and responsibilities.

Jesus visit to Mary and Martha was also to teach disciples on the characteristics of a true disciple.

Revision exercise

From the teachings of Jesus, on the parable of the good Samaritan; who do you think is a committed

follower of Jesus?

LESSON THREE. JESUS’ TEACHING ON PRAYER (Read Luke 11:1 – 13)

Prayer is communication with God. It is talking with God. People pray to God all the time. For example,

people pray to God when:

They are in problems and in happiness;
Seeking healing and wealth,
Giving thanks to God,
Identifying the needs to be met, and asking for favors from God
Repenting and confessing their sins
Thanking God

There are many forms or types of prayers. These are:

Intercessory prayer – Praying for the needs of others.
Prayer for repentance – for forgiveness of sins.
Thanksgiving prayer – giving thanks to God for what he has done.
Worship prayer – prayers to worship God.
Praise prayers – to praise God, Honor God.
Supplication and petition prayer – whereby an individual makes their needs known to God and asks

for divine intervention.

Jesus prayed often during his life’s Ministry. The disciples asked him to show them how to pray. Jesus

responded by teaching them the Lords Prayer.

“Our Father who art in Heaven

Hallowed be thy name

Thy Kingdom come

Thy will be done on earth as

It is in heaven

Give us this day our daily bread

Forgive us our trespasses

As we forgive those who trespass against us

Lead us not into temptation

But deliver us from evil”

a) Our Father who art in heaven – The disciples were told to address God as ‘Our father’. God is to be

seen and addressed as a Father.

b) Hallowed be thy name – The name of God should be respected and revered.
c) Thy Kingdom come – In Prayer, Christians/disciples are to pray that the rulership of God reign

amongst them.

d) Thy will be done on earth as it is in heaven – Christians to obey the will of God.
e) Give us this day our daily bread – Christians to pray for their needs.
Forgive us our trespasses – we ask for forgiveness of our sins and those of others.
Jesus taught that one should be persistent in prayer. If a man goes to his friend at midnight and asks

for bread to give to his visitor, the friend will open the door and give his friend all that he needs. This is

because his friend was persistent in knocking on the door.

In conclusion, if prayers are to be effective, one must have faith and be persistent. Believe that God shall

answer prayers. A committed follower of Jesus should pray at all times. In prayer, one should

acknowledge that God is the Father and that all prayers should be addressed to him. Two, one should

have faith that God answers prayers. Therefore we should be persistent in prayer.

Reasons why Christians should pray

To honor God

To request for favors

To offer thanksgiving

To confess their sins and seek for forgiveness of sins

To seek God’s protection

To intercede on behalf of others

To strengthen their relationship with God

Revision exercise

What did Jesus teach about prayer?
What is the importance of prayer?

LESSON FOUR: USE OF GOD’S POWER TO OVERCOME EVIL. Read Luke 11:14 – 28

Learning outcomes. By the end of the lesson, you should be able to:

Narrate Jesus teaching about demons
Explain why the sign of Jonah was important
Describe how God’s power overcomes evil
Jesus and Beelzebub. (Read Luke 11: 14 to 28)

Jesus drove out a mute demon. The possessed man began to talk. The crowd said that Jesus was casting

out demons using the power of Beelzebub (the price of demons). Beelzebul was an evil spirit. However

Jesus replied “Any country that divides itself into groups which fight each other will not last very long,

and a family divided against itself will fall. Jesus said it is by the power of God that drives out demons.

Lessons learnt

Satan cannot fight against himself therefore Jesus cannot be an agent of Beelzebub / Satan.
Gods Kingdom and that of Satan were two separate Kingdoms and could not co exist.

iii. The destruction of Satan’s power meant that the Kingdom of God was in Israel and it was powerful.

God’s power destroyed Satan’s kingdom. It is impossible to be neutral in the battle between Christ and

Satan. One has to belong to either Christ or Satan.

Jesus has power to drive out demons.
Demons occupy people. They bring disabilities and diseases.

What makes people to be insane? Mentally sick

The sign of Jonah. (Read Luke 11: 29 – 32)

After Jesus drove out the dumb spirit, Jews demanded performance of greater miracles. They wanted

Jesus to prove that he was their expected messiah. Jesus said that Jonah was a great miracle. But Jesus

was greater miracle than that of Jonah, and King Solomon. King Solomon was full of wisdom. He was so

great that Queen of Sheba came to listen to his wisdom. Jesus like Jonah had brought a message of

judgment. Jesus is greater than Jonah or Solomon. If Jews refuse to receive and listen to Jesus, the

Gentiles like Queen of Sheba, will bear testimony against the Jews and receive God’s salvation.

The light of the body. Read Luke: 11: 33 – 36

Jesus taught that no one lights a lamp and hides it under a bowl. A lamp is placed where all can see its

light. He said that the human eye is the lamp or the light of the body. Jesus asked the listeners to make

sure that “the light in you is not darkness” (vs. 35).

What is the main message in this story?

LESSON FIVE: JESUS TEACHING ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS

Introduction

Hypocrisy is being dishonest and insincere or pretending to someone else or people. What did Jesus

teach about hypocrisy?

Learning outcomes. After reading these verses in Luke:

State what Jesus taught on hypocrisy
Explain value of wealth
Discuss how modern Christians can be watchful and ready for the coming of Jesus Christ
Hypocrisy. Read Luke 12: 1- 12

A Pharisee invited Jesus to his house for a meal. When Jesus did not wash before eating the meal, the

Pharisee was surprised. Jesus told him “.. you Pharisees clean the outside of your cup and plate, but

inside you are full violence and evil”, greed and wickedness (vs. 39). Jesus condemned the Pharisees for

their hypocrisy. They were concerned with outward appearances and traditions such as ceremonial

washing of cups, hands, and dishes but not the souls of people. They loved the outward show and public

recognition. Pharisees tithed, “but neglected justice and love of God” (vs. 42). They imposed rules and

regulations for people to follow, yet they themselves did not practice what they preached. They refused

to confess their sins but pointed out sins in others. They hinder others from entering the kingdom of

God. They had failed to make people understand the true interpretation of the law. They were like

unmarked graves – dead to people yet the people trusted them. After this teaching, the Pharisees and

the teachers of the law began to oppose Jesus fiercely.

What do we learn from Jesus teachings? Followers of Jesus should be

Sincere and upright (honest); (2) obey God’s commands; (3), live to please God but not other people;

(4) confess publicly their loyalty to God and (5) love God without fear and (6) be dependent on the Holy

Spirit

The Parable of the Rich Fool. (Read Luke 12:13 to 21).

Someone wanted justice. His brother had refused to share with him his father’s wealth. He wanted Jesus

to order his brother to divide their father’s inheritance between him. In response, Jesus answered him

with the parable of the rich fool.

A rich man expected a good harvest of his crops. He thought he did not have storage for the crop he

expected to harvest. The man said to himself. i will demolish my granaries and stores, then build bigger

ones to store all my corn, and other goods. He expected to have enough food to last him a lifetime. Then

he can enjoy his wealth; eating, drinking and making merry. But God told him that his life would be

demanded from him that same night. What will happen to his wealth, as he was not rich in God’s sight?

Lessons to learn

i Followers of Jesus should not put their trust in material wealth but in God

ii Life consists of food, other material wealth and trust in God

iii Whoever seeks God’s kingdom, will receive material blessings from God

iv Jesus did not condemn material possessions but rather the attitude towards material possessions.

v Jesus condemned attachment to material wealth instead of trust in God who controls our lives.

Watchfulness, Readiness, and Instructions. (Read Luke 12: 35 – 59)

Jesus told his disciples to be:

i Watchful and ready for the return of the Son of Man i.e. Jesus.

ii Faithful servants so that when Jesus returns, he will find them ready and acting responsibly

iii Watchful of possible divisions in families

iv Royal to Christ

v Ready for the coming of the Son of Man. He will come at unexpected time; like a thief who comes

when the owner of the house is not aware.

vi Observing things of the kingdom of God, which were present in the person of Jesus.

vii Like good servants, and watch over the affairs of the master.

viii Be decision makers and follow the teachings of Jesus without being watched.

Review questions

In what ways were the Pharisees hypocritical?

LESSON SIX: THE KINGDOM OF GOD

Learning Outcomes. By the end of this topic, you should be able to

Explain the teachings of Jesus about the kingdom of God
Narrate the parables of
The unfaithful fig tree
The mustard seed
Parable of the feast
Parable of the great feast
Parable of the lost sheep and the lost son

The Kingdom of God

Kingdom of God refers to rule of God, or God’s authority on people’s lives and the world He created. The

kingdom of God was present in Jesus. It is now and in the future reality. The teachings, and miracles of

Jesus were a manifestation of the Kingdom of God. For anyone to enter God’s kingdom, one has to

repent and ask for forgiveness. The Kingdom of God continues to grow and spread through the work of

the Church. Those who accept the teachings of Jesus Christ about God’s Kingdom are members of the

Kingdom of God. Now to enter the Kingdom of God, one has to repent and not judge others.

Read Luke 13:1-5. Luke has explained the kingdom of God and outlined who will enter it.

The Kingdom of God has unfruitful fig tree (Read Luke, 13: 6 – 9). A farmer had a fig tree that was

unproductive for 3 years. He ordered the gardener to cut it down. The gardener requested for the fig

tree to be given another chance. He promised to dig around the fig tree and add fertilizer. If it bears

fruits well, it can survive, if it doesn’t bear fruit, then it should be cut down.

Lessons learnt from the parable

The unproductive fig tree represents followers of Jesus who are unproductive because they do not

follow the teachings of Jesus Christ. God gives people chances to repent just like the fig tree was given a

second chance to bear fruit. Jesus is the gardener who pleads for people before God. The followers of

Jesus are expected to be fruitful.

What are the figs used for?

Parable of the mustard seed. Read Luke, 13:18 – 19

Jesus likened the kingdom of God to a mustard seed, which is very small. When a mustard seed is

planted, it grows fast to become a big tree. It is difficult to control its growth. When mature, the fig tree

attracts many birds, which feed on its seeds.

Lesson learnt from the parable.

The Kingdom of God

Begins as a small seed and grows quietly and humbly

Then it grows and spreads to all corners of the earth

And It attracts many people

Parable of the Yeast. Read Luke, 13: 20 – 21

The Kingdom of God is like yeast. Yeast makes dough rise and the bread big. The Kingdom of God grows

secretly and slowly just like the dough rises without being noticed. It is only God who knows how a

kingdom grows. The Kingdom of God grows as a small unit that eventually grows, spreads and reaches

out to many people in many nations.

The narrow door. Read Luke, 13: 22 – 30

As Jesus was teaching in towns and villages, a person asked him whether a few people would be saved.

Jesus replied that his followers should make every effort to go through the narrow door as it leads to the

Kingdom of God. The narrow door will not remain open forever.

Lesson learnt from the parable

Those who wish to follow Jesus must repent immediately

Entrance to God’s Kingdom is through repentance

Everybody is invited to enter into the Kingdom of God.

Jesus heals a crippled woman on the Sabbath. Luke, 13:10 – 12

Jesus was teaching in the synagogue on Sabbath. Jesus healed a woman who had an evil spirit, which

had bent her back (Hunch back) for 18 years. Jesus saw her and told her “woman, you are free from your

illness!” She was made straight and immediately glorified God. The official of the synagogue was

annoyed that Jesus was healing on a Sabbath. He and others were hostile to Jesus for healing/working

on the Sabbath. Jesus told him, you hypocrite. You feed and look after your animals on the Sabbath day.

Jesus emphasized that human life is more important than animal life or even observing the Sabbath.

Lessons learnt from the parable

Jesus came to set people free from the bondage of sickness and Satan. Jesus work of liberation is

continuous. It has to be performed even on a Sabbath day because human life is more important than

animal life or even observing the Sabbath.

Jesus’ Love for Jerusalem. (Read Luke13: 31 – 35)

As Jesus continued with his teachings, he reached Jerusalem. Pharisees informed him that Herod

wanted to kill him. His response was ‘go and tell that fox ” I will continue healing the sick and casting out

demons. Jesus however, lamented over Jerusalem for rejecting God’s messengers. God would abandon

Jerusalem for rejecting Jesus. Jerusalem was the site of Jesus death. It would eventually acknowledge

Jesus as the Messiah who brings salvation to Israel and to the rest of the world.

Man with dropsy healed (Read Luke 14:1 – 6).

Jesus was invited to the house of the leading Pharisees for a meal on a Sabbath. A man with dropsy

(swollen legs and arms) came to Jesus for healing. The Pharisees watched Jesus closely to see what he

would do. Jesus asked the Pharisees “ does our Law allow healing on the Sabbath or not?” They kept

quiet. Jesus healed the man who then left. Jesus asked the Pharisees, would they save their son or an ox

if it fell in a well on a Sabbath. They kept quiet.

Humility and Hospitality. (Read Luke 14: 7 – 14)

Jesus was in the house of a leading Pharisees and observed that some of the invited guests were

choosing the best places to sit at the table. He taught the disciples how to be humble. He said, when

invited for a meal, let the owner give you a seat of honor that is reserved for important and honorable

guests. Read verse 11.

Jesus advised his host to invite the poor, cripples, and the blind who cannot invite you, as they have

nothing to give back for generosity.

Lessons learnt from the parable

Jesus is teaching about humility and hospitality. Those who are humble shall be elevated. Those who

elevate themselves shall be humbled. Followers of Jesus should extend invitations to the poor and the

underprivileged in the society. The Kingdom of God belongs to the humble people.

The parable of the Great Feast. Read Luke, 14: 15 – 24.

A man said to Jesus, “How happy are those who will sit down at the feast in the Kingdom of God” (verse

15). In response Jesus told him that a man made a great feast and invited many friends and colleagues

to the feast. The invited guests failed to come and a servant was sent to inform them that the feast was

ready. All the invited guests gave personal excuses explaining why they could not come.

The master was angry and asked the servant to invite the poor, crippled, lame, the blind and anyone

willing to come to the feast.

Lessons learnt from the parable

God has invited all people to the great feast of the Kingdom of God. Those who honor his invitation will

be blessed. Those who reject the invitation will be excluded from the feast. Jesus explained that the

Kingdom of God is like a great feast open to all Jews and Gentiles.

To enter the Kingdom of God, one has to make a personal decision because following Jesus means

sacrificing activities that we consider important to us.

The Cost of Being a Disciple

Read Luke 14: 25 – 33

True discipleship means loving Jesus more than ones family. This is a great sacrifice to detach oneself

from the family. A disciple must be ready to suffer for the sake of following Jesus. Following Jesus

requires skills of careful thinking, planning and detailed preparations. Jesus compared true discipleship

to the planning required when building a tower or engaging in a military operation.

Lessons / teachings learnt from the parable

True discipleship means making great sacrifices, “none of you can be my disciple unless you give up

everything you have” (verse 33). Jesus disciples are expected to do careful planning before deciding to

follow him because they are required to love God more than anyone else even their relatives and

friends.

The parable of the Lost Sheep

Read Luke, 15:1 – 7

Pharisees and teachers of law complained to Jesus because Jesus was teaching ordinary people such as

tax collectors, and outcasts considered sinners by them.

Jesus told the Pharisees and teachers of law the parable of the lost sheep. He told them that if a

shepherd with 100 sheep lost one of them, what action would he take? Wouldn’t he leave the 99 sheep

and go out to look for the lost sheep? And on finding it, wouldn’t the shepherd celebrate with friends

and neighbours? Jesus said that God celebrates if “over one sinner who repents than over 99

respectable people who do not need to repent.”

Lessons / teachings learnt from the parable

iii God is a shepherd and takes care of all his people.

iv He does not want any of his people to be lost.

v God searches for those lost in sin until he finds them.

vi When one sinner repents, God is overjoyed and rejoices.

vii God is the good shepherd who has come to seek and save the lost.

Parable of the Lost Coin.

Read Luke, 15: 8 – 10

If a woman losses one of her ten silver coins, she searches until she finds it. And if it is found, she invites

her friends and neighbours to celebrate.

Lessons learnt from the parable

God and the angels in heaven search make every effort to seek the lost sinner until they find them. Jesus

lights the world, looking for sinners who are lost because they are precious in God’s sight.

Parable of the Lost Son (prodigal son)

Read Luke 15:11 – 32

Jesus then told the story of a father who had two sons. The younger was given his share of inheritance

he had requested. He went to foreign lands and wasted his inheritance. He became poor and decided to

return home and ask his father to forgive him and employ him as a servant.

His father kissed him and celebrated his return. The father announced to his guests that the son who

was lost is now found. – – The one who was dead is now live.

The elder son was angry and unhappy because his father had never held a celebration for him, inspite of

his hard work and obedience.

His father told him “my son you are always here with me, and everything I have is yours”. We are just

celebrating the return of the lost son.

Lessons learnt from the parable

A person dies spiritually if they sin
God loves all people including sinners
God is ready to forgive every sinner who repents
There is no sin that God cannot give
Jesus taught that both the righteous and unrighteous require God’s forgiveness
There is joy and happiness in heaven when one sinner repents.
Christians should confess their sins and acknowledge that Jesus saves repentant sinners
God accepts unconditionally any sinner who comes back to him in repentance
Confession of sins is a condition for entering the Kingdom of God.

A GREAT FEAST FOR ALL WHO ARE PREPARED Luke 14: 1 – 35

SAQ. What are the qualities of those who belong to the kingdom of God?

Answer. Qualities of people who belong to the Kingdom of God

Those who belong to the Kingdom of God:

Obey God’s commandments
Accept God’s rule in their lives

iii Show God’s love to others

iv Are ready to make sacrifices so as to be followers of Jesus

v Read God’s word and preach to others

vi Confess their sins and seek forgiveness of their sins through repentance.

Review questions

Give an explanation of the term Kingdom of God
What did Jesus teach about the kingdom of God?
What lessons do Christians learn from the parables of the lost son?

Answer

The term Kingdom of God means the role of God or God’s authority in people’s lives and the world.

LESSON SEVEN: TEACHINGS ON WEALTH AND POVERTY. LK 16:1 – 32

Learning Outcomes. By the end of the topic, you should be able to:

a) Explain the teachings of Jesus on wealth, and poverty
b) Narrate the teachings of Jesus on repentance

Introduction

While wealth is possession of material things such as money or occupation of a high social economic

status, poverty is the opposite. It is lack of basic needs such as water, education, food, shelter, clothing,

and health.

When teaching about wealth, Jesus taught using two parables. These were: (1) parable of the shrewd

manager (2) parable of the rich man and Lazarus

Parable of the shrewd manager

Read Luke, 16: 1 – 18

When the shrewd manager realized that his master was going to sack him due to his dishonesty, he

asked the debtors to change the amounts they owed their master to smaller amounts. He did this to

make friends with a few people who would give him a place to stay after he was sacked. The master

praised the shrewd manager and did not sack him. The shrewd manager is praised not because of his

dishonesty but because he acted promptly and with great presence of mind in a moment of crisis.

Jesus is encouraging his disciples and followers to make prompt (quick, appropriate, timely) decisions.

They should use wealth to serve God. It should not be allowed to take the place of God. Followers of

Jesus should be honest in small and big things.

The Rich Man and Lazarus. Read Luke, 16: 19 – 31.

A rich man lived in luxury. At his gates was a poor man, called Lazarus whose body was covered by sores.

The rich man did not feed Lazarus. He ate food remains together with the rich man’s dogs.

When rich man died, he went to hell. When Lazarus died, he went to heaven and sat at Abraham/s

bosom. When in hell, the rich man was tormented while Lazarus was at peace.

Lessons to learn from this parable.

The rich isn’t condemned for being rich but because of his altitude towards Lazarus. He used his wealth

for self-gratification and not for service to the needy. The wealthy should realize that it is God who gives

wealth and he should be given honor. Riches can hinder the wealthy from inheriting eternal life,

especially if they put their trust in riches instead of God who is the source of all wealth and blessings.

Revision exercise

From the parable of the rich fool what can Christians learn about the use of wealth?
Narrate the parable of the shrewd manager

LESSON EIGHT. JESUS TEACHING ON FORGIVENESS

Read Luke 17: 1 – 4

Learning outcomes. By the end of this lesson, you shall explain the power of Christian faith.

Sin. Read Luke 17: 1-4.

Jesus taught his disciples to forgive offenders who repent. Those who sin should seek forgiveness. If they

offend 7 times in a day, forgive them 7 times. Followers of Jesus need faith to forgive others.

The power of faith. Read Luke, 17: 5 – 11.

Faith is defined as complete trust or confidence in God. It is absolute truthfulness and trust in everything

that comes from God. The apostles asked Jesus to increase their faith. Followers of Jesus should have

faith. Faith has no measure. Faith as big as a mustard seed can empower Christians to perform miracles

that serve God. Faith is necessary. With faith, Christians can forgive others and be servants of God.

Disciples should have faith. Christians understand that they owe everything to God.

Jesus heals ten lepers. Read Luke, 17:11- 19

Jesus was on his way to Jerusalem when he met ten lepers. They requested Jesus to heal them.

Jesus told them to go and show themselves to the priests. On the way, they were healed. One of them, a

Samaritan, returned to thank Jesus for healing him. The Samaritans and the Jews did not associate. Jesus

told the Samaritan that his faith has made him whole. Faith is necessary for healing any disease.

Leprosy is a disease that leads to loss of fingers, toes and other parts of the body. It was a dreadful skin

disease, which Jews feared. Lepers were isolated from other people. They lived dejected lives

The coming of the kingdom. Read Luke 17: 20 – 37

The Pharisee demanded to know when the kingdom of God would come. Jesus replied that the kingdom

of God was within those who had accepted Jesus and his teachings. Those who wanted had received the

kingdom. Faith is necessary to discover the power of God’s kingdom.

The coming of the son of man, i.e. Jesus will bring the kingdom to reality.

The coming of the son of man is also referred to as the day of the Lord, Day of Judgment. Read Luke, 21:

27- 28. Those who obey Jesus will be saved but those who reject him will be punished.

Lessons to learn. God expects Christians to have faith in him. Christians should have faith in Jesus so that

they can inherit eternal life. Faith is needed to strengthen Christians. Faith is important in the life of a

Christian until Jesus returns, i.e. the second coming.

Revision exercise

What did Jesus teach on forgiveness

LESSON NINE. PERSISTENCE IN PRAYER, Read Luke, 18:1 – 14

Learning outcomes. By the end of this lesson, discuss the values of persistence in prayer

To teach about persistence in prayer, Jesus used two parables. These were the parables of: the widow

and a corrupt judge and examples of prayer by a Pharisee and a tax collector.

The widow and the unjust judge. Read Luke, 18: 1 – 9

Jesus had already taught the disciples how to pray. He now tells them that they ought to pray and not

faint. He gives a parable to explain his point.

A widow went to a corrupt judge to have her adversaries judged. The judge was corrupt and ignored

her. He however gave in to her demands since she was persistent and wearing him down. The judge

helped her because of her persistence and courage.

Lessons learnt from the parable

Followers of Jesus should pray with courage and be persistent in prayer. God hears and answers prayers.

Christians should pray without ceasing and with faith and trust that their prayers will be answered.

Parable of the Pharisee, and tax collector, Read Luke, 18:9 – 14

A Pharisee and tax collector went to the temple to pray. The Pharisee offered a long prayer focusing on

his achievements. The tax collector (publican) did not have much to say except asking for mercy, as he

was a sinner. Followers of Jesus should acknowledge they are sinners and seek forgiveness. They should

approach God in humility and avoid spiritual pride, and self-righteousness.

Revision exercise

State the parable of the widow and the unjust judge

LESSON TEN. THE WAY TO SALVATION, Read Luke, 18: 15 – 19: 1 – 27.

Introduction: The word ‘salvation’ refers to the act of saving or being saved from sin. Those who have

received salvation area assured of eternal life. To receive salvation a person must acknowledge that he

is a sinner and repent their sins. In this way, they receive forgiveness and are reconciled to God.

Learning outcomes. By the end of this lesson, you should

State the meaning of salvation
Discuss characteristics of salvation
Give examples of those who will enter the Kingdom of God.
Explain how Jesus predicted his death

Introduction

Salvation means being saved from a life-threatening situation. In Christianity, salvation refers to the

process of being delivered from sin and its consequences. Those who are saved are assured of eternal

life.

Jesus taught about salvation using children to illustrate his message. This is what happened. Some

people brought their children to Jesus so that he could bless them. The disciples scolded them. Jesus

asked the children to come to him and he blessed them.

Jesus taught his disciples that they must be humble like children in order to enter the kingdom of God.

The road to salvation is by being simple, humble, and trusting like little children. The kingdom of God

belongs to those who humble themselves like the little children.

The rich man. Read Luke, 18:18 – 30

The entry into the kingdom of God was further explained through the story of the rich man. The rich

man came to Jesus wanting to know how he could inherit eternal life and be saved. Jesus reminded him

of the importance of keeping the commandments. The young man responded that he had observed the

commandments since he was young. Jesus told him there is one thing remaining to do; sell everything

he has, and give it to the poor, and then follow Jesus.

The rich man was very sorrowful for he was very wealthy. Wealth can hinder the rich from receiving

salvation. Jesus acknowledged the sacrifice made by his disciples. He emphasized that disciples shall

receive salvation in the present and in life to come. Salvation is a gift from God. Salvation is received; by

those who accept to follow Jesus. Trusting in wealth can be a hindrance to salvation. The rich may find it

difficult to inherit eternal life.

Jesus predicts his death, a 3rd time. Read Luke, 18: 31 – 34.

Jesus predicted his death a three times. First was after asking his disciples who they say he was. The

second time was after transfiguration when his face was set towards Jerusalem. The third prediction

shall be in Jerusalem (Luke 18:31-34). Jesus told the disciples that previous prophecies would be fulfilled

in Jerusalem. His death was going to take place in Jerusalem according to the writings of the prophets. It

was going to be a painful death. He shall be beaten, mocked, spit upon and put to death. But on the

third day, he shall rise again.

The disciples did not understand what Jesus was telling them. Jesus had to die so that those who

believed in him may receive eternal life. The death and resurrection of Jesus gives Christians hope of

eternal life.

Jesus heals a blood beggar. Read Luke, 18: 35 – 43

As Jesus neared Jericho, a blind man sat by the roadside begging. When he heard the multitude pass by,

he inquired what was going on and he was told that Jesus of Nazareth was passing by. He then cried out

“Jesus, Son of David, have mercy on me”

The crowds rebuked him but he cried out louder to Jesus to have mercy on him. Jesus asked him what

he wanted. He said he wanted to see. Jesus told him to receive his sight for his faith had made him

whole. The beggar was joyful and he followed Jesus rejoicing.

Lessons learnt.

Christians should have faith in Jesus. They should also be persistent and make specific requests.

LESSON THIRTEEN: JESUS AND ZACCHAEUS LK 19:1 – 9

Learning outcomes. By the end of this lesson,

Narrate events leading to salvation of Zacchaeus
Explain meanings of the story of the man who gave gold coins to his servants

Zacchaeus was short. His profession was a tax collector. He was rich. He wanted to be saved.

When Jesus was passing by Jericho, he wanted to see Jesus. He couldn’t because he was short. He ran

and climbed a sycamore tree to see Jesus. When Jesus came to the place where Zacchaeus was, he

looked up and said “Hurry down, Zacchaeus, because I must stay in your house today” (verse 5).

Jesus then went with Zacchaeus to his house. When people saw this they grumbled, and murmured.

They said that Jesus was going to a house of a sinner.

Jesus told them that salvation has come to the house of Zacchaeus, a son of Abraham … the Son of man

came to seek and save the lost. There is no sin that God cannot forgive, even that of a tax collector.

Zacchaeus told Jesus that he was going to give to the poor half of his wealth and whatever he took from

any man and woman wrongfully, he will restore four times. From this salvation, we learn that the rich

should share their wealth with the needy.

The Parable of the Gold Coins: Luke, 19: 11 – 27.

A certain nobleman went to a far country. Before he left he called his ten servants and gave each a gold

coin (ten pounds in total). He told them to trade with the coins until he returns.

When he returned, he called the servants to report profits they had made. The first servant said that

one-pound coin had made profit of 10 pounds (gold coins). He made the manager of ten cities. The

second servant had traded and gained 5 pounds. He was made the manager of 5 cities. The third one

had hidden the pound. He did not trade. He accused the master of being mean, and cruel. He returned

the pound, which was given to the servant with 10 pounds.

Lessons to learn.

This parable was about the kingdom of God. God expects us to use opportunities he has given to us for

his work. Each one of us shall account for the use of the abilities and skills that God gave to us –

students, workers, and other professionals. To receive eternal life, Christians should repent and be

obedient to God’s instructions.

Revision questions

What did Jesus teach by using the example of little children?
Give an account of how Jesus healed the blind beggar
Explain the relevance of Jesus’ teachings on salvation to Christians

TOPIC FIVE: THE JERUSALEM MINISTRY. Luke, 19: 28 – 21: 38

Lesson Outcomes. By the end of this topic, you should:

Describe the triumphant entry of Jesus into Jerusalem
Narrate events in the cleansing of the temple
Discuss Jesus’ teachings about eschatology

LESSON ONE: THE TRIUMPHANT ENTRY OF JESUS TO JERUSALEM LK. 19:28 – 40

Learning outcomes. By the end of this lesson, you should

Explain why Jesus rode on a young colt into Jerusalem
Discuss why Jesus wept over Jerusalem
Describe what Jesus did when he went to the temple
The triumphant approach to Jerusalem. Luke 19: 28- 40.

Jesus death had to happen in Jerusalem. Hence Jesus went to Jerusalem. He sent two disciples to a place

where there was a colt (young donkey) that no person had ever ridden. They took it to Jesus. They threw

their garments on the colt, and Jesus sat on it. As Jesus rode, people spread their clothes on the road. As

Jesus neared Jerusalem, a “large crowd of his disciples began to” praise God (vs37). The crowd said

‘blessed be the king who comes in the name of the lord’.

The Pharisees told Jesus to rebuke the disciples. Jesus told them if the disciples kept quiet the stones

would start shouting.

Jesus made his entry into Jerusalem in a royal (kingly) procession. He was Israel’s humble king who came

with peace and not a political leader. He rode on a donkey – a symbol of peace. This was unlike the

political kings who rode on the horses during that time.

Jesus weeps over Jerusalem. Read, Luke 41- 44.

When Jesus was near Jerusalem he wept. He then foretold the coming destruction of Jerusalem due to

its rejection of the messiah.

The rejoicing of his triumphant entry to Jerusalem turned to mourning as he foretold the destruction of

Jerusalem by Romans in 70 A.D.

Jesus goes to the temple. Read Luke 19:45 – 48.

Jesus went to Jerusalem temple and evicted traders. He told them that the house of God is a house of

prayer not a den of thieves. Jeremiah spoke these same words during his temple sermon. The chief

priests and scribes began planning how to kill Jesus.

LESSON TWO. PHARISEES, SCRIBES QUESTION JESUS. LUKE 20 1-47

Learning outcomes. By the end of the lesson you should be able to: –

Describe the question about the authority of Jesus
Describe the parable of the tenants in the vineyard
Describe the question about paying taxes
Describe the question about resurrection
Describe Jesus’ teachings against the teachers of law
Describe the parable of the widow’s offering
The question about Jesus’ authority. Read Luke, 20:1 – 8.

The Jewish leaders wanted to know from Jesus by whose authority he was doing all the things he was

doing. In response Jesus asked them “did John’s right to baptize come from God or from human

beings?” (Vs4).

They discussed among themselves and decided not answer. Jesus told them “neither will I tell you”. In

response to his authority being questioned he told a parable.

The parable of the Tenants in the Vineyard.

Read the parable in Luke, 20: 9 – 18. The tenants refused to pay the owner of the vineyard his share of

the harvest. They threw out the servants he sent to collect his share of the harvest. When he sent his

son, they killed him so that they can own the vineyard. Jesus asked the people… “What will the owner of

the vineyard do to the tenants?”

The Question about paying taxes. Read Luke 20:19-28

Pharisees, and scribes (teachers of the law) and chief priests planned to arrest Jesus but they were

afraid of the people. They sent spies to trick Jesus by asking this question -” …is it against our law for us

to pay taxes to the Roman Empire, or not?

Jesus used the currency and told them “pay the Emperor Caesar what belongs to him and pay God what

belongs to God.” (Verse 25)

This was a tricky question. Jesus here teachers people to obey the rules of the land and to obey God’s

rules.

The Question about Resurrection

The Sadducees who did not believe in resurrection tempted Jesus with another question. They wanted

to know this. When resurrection comes, who shall be the husband to a woman who was married to the

first brother and inherited as a widow by the other six brothers?

Jesus told them the men and women who shall be worthy of resurrection shall not marry. They shall be

like angels and cannot die (verse 34 to 38)

Jesus warns against the Teachers of the law

Jesus warned his disciples. Be careful and guard yourselves against teachers of the law, the scribes. They

were hypocritical. They wore long robes, said long prayers, looked for positions of honor and exploited

the widows.

The Widow’s Offering. Luke, 21: 1- 4

When people were giving offerings in the temple, a widow gave “two little copper coins”. Jesus said the

poor widow had given all she had. Likewise Christians should give to God not to be seen but from their

hearts. It is not the quantity of the gift that matters but the attitude of the giver.

LESSON THREE: THE TEACHINGS OF JESUS ABOUT ESCHATOLOGY LK. 21: 5 – 38

Eschatology is from two Greek words, ‘eschatus’ and ‘logos’. Eschatus means end, Logos means study.

Eschatology means the study of the end times or in CRE the last days of Jesus. For biblical information,

read Luke 21:5-38 and Mathew 24: 1 – 36 and Mark 13:1-31.

Learning outcomes. After this lesson, you should:

Identify signs of end times
State uses of the temple during the time of Jesus
Discuss ways in which Christians can apply the parable of the fig tree
State relevance of Jesus’ teachings on eschatology
Signs of the end times. Jesus gave many signs that will inform Christians that end of the time has

come. These were to happen at different times. The signs were:

a) Destruction of the temple of Jerusalem by invading armies which shall surrounded it
b) Hatred of disciples and Christians because they were followers of Christ
c) Rejection of disciples by families because they were followers of Christ
d) Betrayal of the followers of Christ
e) Prosecution and imprisonment of Christians.
f) Many false messiahs. People would come claiming to be the Messiah, the Son God
g) Wars as nation rise against nations
h) Eruption of natural calamities such as plagues, earthquakes, famines, great fear among people.
i) Disruption in the sky and seas. Fall of strange heavenly beings from the sky and rise of seas.
j) Natural calamities such as earthquakes, plagues, famines bringing despair and distress in all nations
k) The times shall be announced by signs in the stars, moon, sun and sea
l) Appear of the ‘Son of man ‘ in power and glory at the end of times.
Uses of the temple during the time of Jesus

During the time of Jesus, the temple was used for (a) Child dedication (b) Circumcision (c) Purification (d)

Trading and business centre (e) Worshiping and prayer (f) a place for celebrating festivals such as the

Passover and other major feasts (g) a learning centre or school for religious purposes. For example

disciples of the scribes learnt law in the temple.

The destruction of the temple symbolized the birth of Christianity. From that time Christians became the

new temple of God.

The parable of the fig tree Lk.21: 29 – 33

Jesus used the parable of the fig tree to explain more about the end times. Appearance of leaves in the

fig tree and other trees inform us that summer will soon come. When Christians see signs of the end

times, they should know that the kingdom of God is about to come. Jesus told disciples to be watchful,

alert, and praying for strength to endure the coming tribulations. See the previous teachings on

watchfulness and readiness. Christians are to watch out and be ready for the end times.

Relevance of Jesus’ teachings on eschatology

These teachings assure and continue to tell Christians these messages from Jesus:

a) There is life after death
b) Christ will return to receive the faithful
c) Christians are to be watchful, prayerful, and hopeful despite trials and tribulations
d) Christians are assured of God’s protection from evil.
e) Christians should prepare for the coming of Christ by leading a righteous life
f) Do not lose hope
g) Do not be pre occupied with the cares of this would for they never end
h) Preach and spread the word of God
i) Obey God’s commandment
j) Help the needy

Revision questions

Describe Jesus triumphant entry into Jerusalem according to Luke chapter 19:29- 30
What does the manner of Jesus entry into Jerusalem reveal about the nature of his kingdom?
What lessons can Christians learn from Jesus’ triumphant entry into Jerusalem
State and explain why Jesus wept over Jerusalem
Explain the cleansing of the temple
Give reasons why Jesus cleansed the temple of Jerusalem
What lessons can Christians learn from the cleansing of the temple?
Explain Jesus’ conflict with the Jewish leaders
Describe the parable of the tenants in the vineyard
Explain the relevance of the parable of the of tenants in the vineyard
Explain the question about paying taxes
Explain the question about the resurrection
What is eschatology?
What will happen at the end of the world (eschatology) according to Jesus’ teaching in Luke’s gospel

21; 5-38

How do Christians prepare for the second coming of Christ?

TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS

22 – 24

Passion is a strong feeling of love, hate or anger. Passion of Jesus is the great sufferings of Jesus, which

was a deep emotional anguish.

Learning outcomes

By the end of this topic, you should be able to:

(a) Discuss the events of the Lord’s supper

(b) State relevance of the Lord’s supper to Christians today

(d) Describe the events that took place between the arrest and burial of Jesus

(e) Relate the relevance of the sufferings and death of Jesus to Christians today

(f) Explain the importance of resurrection of Jesus to Christians

(g) Describe the resurrection of Jesus – the evidence of his resurrection

(h) Narrate the ascension of Jesus

The plot against Jesus

The Jewish religious leaders were determined to ensure that Jesus was either arrested or killed (Lk.22: 1

– 6)

They were helped by Satan who entered into Judas Iscariot one of the twelve disciples of Jesus. Judas

decided to betray Jesus. He communed with the Jewish leaders who agreed to pay him money to betray

Jesus. He searched for a way to betray Jesus without knowledge of Jesus. He forgot who was Jesus.

Judas agreed to betray Jesus probably because:

He belonged to the party of Zealots who wanted political changes
He was probably frustrated by Jesus’ approach to the Kingdom of God which was establishing a

peaceful spiritual kingdom

He expected Jesus to establish a political kingdom
He was greedy for money
Satan entered him

LESSON ONE: THE LORDS SUPPERS/ THE LAST SUPPER. LK 22: 7 – 13

The last supper was the lost Passover meal that Jesus took before his arrest. Passover is celebrated in

obedience to God’s command to Moses. It is a remembrance of Israel’s deliverance by God from slavery

in Egypt.

The Passover meal

Preparations for the Passover, Read Luke 22: 7 – 23.

Peter and John were sent by Jesus to go and prepare the Passover meal. They were to do so in a house

in the city. They were taken to the house by, a man who was carrying a vessel of water. They were given

a big furnished upper room upstairs. They prepared the Passover meal as instructed by Jesus.

Passover meal

During the meal with the 12 disciples / apostles Jesus told them that this was going to be his last meal

with them before his death. He took a cup of wine gave thanks to God and said “Take this and share it

among yourselves. I tell you that from now on I will not drink this wine until the Kingdom of God

comes.” The cup of wine was his blood that he was going to shed for them. Wine therefore symbolized

the blood of Jesus, shed for the purification of humankind and forgiveness of sins. This blood is the New

Testament and covenant with Christians.

After drinking of wine, He “took a piece of bread, gave thanks to God “ and shared it and told them that

the piece of bread represented his body which is “given for them”.

He presented his death as a sacrifice whose blood sealed the new covenant. His death replaced the

sacrifices of the Old law, those of animals, which sealed the Sinai covenant. The new covenant will be for

all people including Gentiles. This is to fulfil God’s promise of salvation for all people.

Jesus and disciples ate Passover together so that henceforth Christians would eat the meal together in

remembrance of Jesus. Passover was initially taken to remind them of the deliverance from Egypt. But

during the last supper, Jesus gave the Passover a new meaning.

As they ate, Jesus foretold of his betrayal by one of his disciple.

SAQ.

Which items were used to celebrate the Passover in the Old Testament?
What items do modern Christians use to celebrate the Lord’s Supper?

Comparisons of the Lord’s Supper and the Passover

(a) The Passover commemorates the divine act of redemption of the Jews from their bondage in Egypt

while the Last Supper commemorates the deliverance of human kind from sin.

(b) The Passover feast reminded the Israelites that they were free, redeemed people while the Lords

Suppers is to remind Christians of their forgiveness of sins. The death of Jesus set Christians free from

sins.

based on the death of Jesus for sins of humankind

(d) Passover (Old testament) was sealed by the blood of Lambs while New Covenant (Lords suppers) is

sealed by the blood of Jesus on the cross.

(e) Items for celebrating in Passover (old testament) are different from the cup of wine and pieces of

bread used by Jesus to celebrate his last supper with the disciples.

Relevance of the Lord’s Supper today

Christians celebrate the Lords supper. This celebration is called the Eucharist, the Lords suppers, or

Lords meal. Christians celebrate it as an act of repentance; through which they receive assurance of

forgiveness of their sins. The presence of Jesus becomes a reality when Christians share bread and wine.

Bread and wine are symbols of heavenly feast, which Christians will partake in God’s kingdom.

The Lords supper is also a sacrifice of praise and thanksgiving to God. It is a time for rededication to

Christ and self-renewal. Through the celebration of the Lords supper, Christians anticipate the second

coming of Jesus and the establishment of Gods Kingdom. It is also a time to remember the death and

resurrection of Jesus and reflect on God’s love for humankind.

The Argument about Greatness. Read Luke, 22: 24 – 30

A question arose among the disciples. They wanted to know who among them was the greatest? Jesus

told them that they do not belong to the world system of authority given on the basis of wealth and

fame.

The authority among the disciples will be determined on the basis of their service to others. The

greatest is the servant. Jesus likened himself to a servant hence disciples are called to serve. By sharing

in trials and sufferings of Jesus, the disciples will share in his ruling power over the new Israel.

Leadership in church should be understood in terms of service – being a servant of people. In the

community of Christians, all people who are followers of Jesus are all equal.

SAQ. In your opinion, which are the signs of greatness in the world?

Jesus Predicts Peters’ Denial. Read Luke, 22: 31 – 38

Jesus told peter that Satan had received permission to test or tempt all the disciples but Jesus had

prayed for Peter’s faith not to fail. Jesus told Peter that he shall deny Jesus three times before the cock

crows.

Jesus was telling his disciples that they will encounter hostility in their evangelism hence they should be

prepared for suffering and opposition because of Him as Isaiah 53:12 says ‘he shared the fate of evil

men.’

Jesus death was imminent inevitable. The disciples were expected to be strong

LESSON TWO: PRAYER, ARREST OF JESUS AND DENIAL BY PETER

Learning Outcomes. By the end of this lesson, you shall:

Narrate the events that took place at Mount of Olives
Describe the arrest of Jesus
Discuss Peter’s denial of Jesus
Describe the arrest of Jesus
Prayer on the Mount of Olives. Read Luke. 22: 39 – 46

After celebrating the last supper, Jesus went to the Mount of Olives with his disciples to pray to resist

temptation. Jesus went ahead of his disciples, knelt down and prayed.

Jesus left them to pray by himself. He said” Father if you will, take this cup of suffering away from me.

Not my will, however, but your will to be done” (42). An angel came to strengthen him. He prayed

earnestly, in agony and turmoil great than the physical pain. He sweated great drops of blood.

After praying, Jesus found his disciples asleep “worn out by their grief” vs. 45). Jesus asked them to

wake up and pray to avoid temptation.

Significance

The disciples fell asleep. This was a sign of moral and physical exhaustion. Jesus expressed inner struggle

about the fulfillment of his messianic mission. He prayed for God’s help. Christians should always pray to

avoid temptation and seek God’s help.

Betrayal and arrest of Jesus. Read Luke, 22: 47 – 53

Jesus was arrested by: the chief priest, elders, officers of the temple guard, and a crowd of people as he

talked to his disciples. He was taken to the house of the high priest. Judas had identified Jesus with a

kiss. Jesus asked Judas” him “Judas, is it with a kiss that you betray the Son of man?”

Jewish religious leaders had come to arrest Jesus as they arrested other criminals. Jesus told his disciples

not to resist his arrest. He rejected armed resistance refusing the role of a political messiah. Peter

followed him from a distance.

Peters Denies Jesus. Read Luke, 22: 54 – 65

After Jesus was arrested he was taken to the house of the High Priest. As Peter sat warming himself with

others, a maid identified Peter. She said, “This man too was with Jesus. Peter denied knowing Jesus

three times. After the third denial, the cock crowed just as Jesus predicted.

Jesus turned and looked at Peter who remembered the words of Jesus. “Peter went out and wept

bitterly” (Vs. 62). Weeping was a sign of repentance

LESSON THREE: THE TRIALS AND CRUCIFIXION OF JESUS

Lesson Outcomes. By the end of this lesson. You should

Describe trials of Jesus by the various authorities
Explain the importance of the judgement by Pilate
Narrate events leading to crucifixion of Jesus
Trials of Jesus by the various authorities
Trial by the Sanhedrin Lk.22: 66 – 71

After being taken to the house of the High Priest, the next morning Jesus was taken to the Jewish

religious council or court; called the Sanhedrin. They all asked him if he was the messiah. Jesus told they

wouldn’t believe whatever he says. But “ the Son of Man will be seated on the right hand of Almighty

God.” (Vs. 69). Jesus told them he was the Son of God. The Sanhedrin accused Jesus of blasphemy, a sin

punishable by death.

Trial before Pilate. Read Luke 23: 1 – 5

The second court was the Roman court. The judge was Pilate, the Roman Governor. In this court the

Sanhedrin accused Jesus of:

Inciting people to revolt, and rebelling against Roman authority

Forbidding people to pay taxes to the Emperor

Claiming to be the king, a Messiah,

They could not accuse him of blasphemy before Pilate since this offence was not acceptable under the

Roman law. Pilate asked Jesus if he was the king, Jesus replied, “ So you say”. (vs.3). Pilate found no fault

with Jesus so he sent him to Herod.

iii. Trial by Herod. Read Luke, 23: 6 – 12

Herod was in Jerusalem. When Jesus was brought before him, he expected Jesus to perform miracles to

impress him. He asked Jesus many questions and Jesus kept quiet. Herod and his soldiers mocked Jesus,

and ridiculed him. They put on him royal clothes; then sent Jesus back to Pilate.

Jesus is sentenced to Death. Read Luke 23: 13 – 25

Jesus was brought back to Pilate a second time. Pilate repeated that Jesus was not guilty (innocent) of

any crime. Pilate offered to have Jesus beaten and then released.

The crowds, leaders and chief priests gave their judgement. “Kill him!” and release Barabbas, who was a

rioter and a murderer. Pilate did not find Jesus guilty. But he did what they wanted. He released

Barabbas and “ handed Jesus over for them to do as they wished” (vs. 25).

The crucifixion of Jesus. Read Luke 22: 26-43

Jesus was led away to be crucified. Solders forced Simon of Cyrene to carry the cross for Jesus. Women

followed Jesus and weeping. Jesus told them not to weep for Him but for themselves and their children.

Jesus was then crucified at a place called Golgotha (place of skull) or Calvary together with two male

criminal; one on His right and the other on His Left. Jesus asked God to forgive them (persecutors) for

they did not know what they were doing.

The Jewish leaders, said “He saved others; let him save himself if he is the Messiah whom God has

chosen” (vs. 35); Solders mocked Jesus and said “Save yourself if you are the king of Jews” and one

criminal hanged with Jesus mocked Jesus and told Him “Aren’t you the Messiah? Save yourself and me”.

The other thief rebuked him saying they deserved the punishment for their deeds but Jesus had done

nothing. This thief repented and told Jesus, “Remember me, Jesus, when you come as King”. Jesus told

him that he would be in paradise with Jesus on that day (vs. 42 – 43).

On top of the cross, Jews wrote, “This is the King of the Jews” (vs. 38).

LESSON FOUR: DEATH OF JESUS. Read Luke. 23: 44 – 50

Learning outcomes. By the end of this lesson,

Describe the death of Jesus
Narrate the burial of Jesus
State relevance of the suffering and death of Jesus to Christian life today
The death of Jesus. There was darkness from 12 o’clock until thee o’clock. The veil/curtain of the

temple tore into two. Jesus cried out with a loud voice “ Father, into they hands I commit my spirit”. At

this shout Jesus died.

The Roman centurion saw and praised God. He declared, “Certainly this was an innocent man”. The

multitude that watched the crucifixion and death went home beating their breasts, a sign of repentance.

The women, who knew Jesus from Galilee, stood at a distance watching all these things.

The burial of Jesus. Read Luke 23: 50 – 56.

Joseph from Arimathea, a town in Judea sought permission from Pilate to bury the body of Jesus. He

was waiting for the coming of the Kingdom of God, a likely secret disciple of Jesus. He was a good and

honorable man.

The body of Jesus was laid in a sepulchre (Tomb) where nobody had ever been laid. Jesus’ burial in

Joseph’s tomb fulfilled Isaiah’s prophecy that the suffering servant of Yahweh was buried in a rich man’s

tomb (Isaiah 53:9)

The Galilean women and Joseph saw where the body of Jesus was laid. They went home, and prepared

spices to use to wash Jesus’ body. They rested on the Sabbath.

Relevance of the suffering and death of Jesus Christ to Christian life today

Christians today should practice or do the following activities.

Pray in times of sorrow, pain, trials and temptations.

iii They should not give up when rejected.

iv They should be aware of hypocrites and traitors amongst them.

v They should be willing to suffer for the sake of the Kingdom of God.

vi They should be ready to fight for a just cause

vii They should never condemn the innocent.

viii They should go through their suffering bravely.

ix They should know and accept suffering as a part of the Christian calling

x They should not be afraid of rejection by people l

xi They should be encouraged that Jesus suffered for them.

In which ways can Christians prepare for their death?

Death is inevitable. Hence, Christians should at all times: live a holy life, repent sins, forgive those who

have wronged them, make a will, accept death as inevitable, and read the word of God

LESSON FIVE: THE RESURRECTION OF JESUS. Read Luke 24: 1 – 53

The Resurrection. Resurrection refers to the event of Jesus rising from the dead

After the Sabbath day, on Sunday morning; Mary Magdalene, Mary the mother of James, Salome

(Joanna) and other women, went to the tomb with the spices they has prepared. They found the

entrance open. The stone covering the tomb was rolled away. The tomb was empty. The body of Jesus

was not in the tomb.

Suddenly, two men, who were angels, appeared dresses in dazzling and shining clothes. They said “ Why

are you looking among the dead for one who is alive? He is not here; he has been raised. ”

The women went and told the 11 disciples, who did not believe them. Peter ran to the tomb and found

it empty.

Women were the first to witness the resurrection of Jesus Christ. This is significant as they (women)

were empowered to become witnesses of Christ as evangelists beyond the Jewish culture.

Witnesses of the resurrection of Jesus

The disciples en route to Emmaus

Two disciples were traveling to Emmaus, which was 11 km from Jerusalem discussing Jesus suffering,

death and the empty tomb. Jesus met them but their eyes were blinded and they did not recognize him.

The disciples explained to Jesus the events that had taken place and how they had hoped that Jesus

would liberate Israel from the Roman rule.

Jesus explained to them the scriptures concerning the messiah. When they got to Emmaus, they invited

him to dine with them for it was evening. When Jesus, “took the bread and said the blessings; then he

broke the bread and gave it to them”, the disciples recognized Jesus but he vanished out of their sight

(vs. 30-31). They returned to Jerusalem and told the 11 disciples that Jesus has risen.

Jesus appears to his Disciples. Read Luke 24: 36 – 49. As the two disciples explained the event that

happened on the journey to Emmaus, Jesus came and said to them ‘Peace be with you’ (vs. 36). Disciples

were terrified and frightened. He asked them to look and touch his hands, and feet. He was not a ghost.

He has flesh and bones unlike ghosts, which do not have.

He explained to the apostles his mission, which was prophesied by prophets, and written in the Law of

Moses, and Psalms (v.44).

He commissioned the disciples to preach repentance and remission of sins and be his witnesses. He also

promised to send them the promise of the father (Holy Spirit)

SAQ. What was the nature of the resurrected body of Jesus?

The ascension of Jesus, Luke, 24: 50 – 53

From Jerusalem, Jesus took his disciples to Bethany, a town outside Jerusalem. He lifted his hands and

blessed them. As he blessed them, he was lifted up and carried to heaven.

The disciples worshipped him and returned to Jerusalem with great joy. They continued to go to the

temple to praise and give thanks to God.

The disciples were now confident about their mission and who Jesus was

The importance of the resurrection of Jesus to Christian

Resurrection is the foundation of Christian faith. Christianity is based on the fact that Jesus resurrected

and was taken up to heaven. Further to this:

Resurrection proved that Jesus is the Son of God.
Through resurrection, Christians have hope of eternal life
Through resurrections, Christians are assured of a new life in Christ
Sin and death were conquered by resurrection, giving hope of victory to Christians over death and sin.
Resurrection is a fulfillment of the writings of the prophets. It fulfilled Old Testament prophesies by

Moses, Elijah, Elisha and others.

It is a proof that there is life after death.
Through resurrection, man was reconciled to God.
Jesus has power over death, over Satan and his Kingdom of darkness
It led to the coming of the Holy Spirit.

Revision questions

Give the different names used in reference to the lord’s supper by Christians in different churches
Describe the institution of the lord’s supper

c, State the Christian teaching about the lord’s supper

What is the meaning of the lord’s supper to Christians?
Compare the Passover feast with the practice of the lord’s supper
Describe the prayer on mount olives
Describe the betrayal and arrest of Jesus
State the reasons that made Judas Iscariot to betray Jesus
Describe the trial of Jesus under the following headings:-

the council of Sanhedrin, the trial before Pilate, the trial before Herod and Pilate’s judgement.

Why do you think Pilate agreed to have Jesus crucified?
Identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus
Actions taken by the Jewish leaders to ensure that Jesus was put to death
Explain the crucifixion of Jesus
Describe the death of Jesus
The burial of Jesus
Define the term resurrection
Describe the four witnesses of the risen Christ
Describe Jesus’ appearance to the disciples
Describe the ascension of Jesus
Give five evidences from the bible to show that Jesus rose from the dead
Explain the significance of passion, death and the resurrection of Christ
What is the significance of Jesus resurrection to Christians today
Explain five importance of eulogy of death of the society.

Revision question and answers

OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH

Lesson one:

The prophecy of Jeremiah about the Messiah
a) He shall be a descendant of David
b) He shall be a king
c) He shall prosper
d) He shall execute judgment and justice
e) He shall ensure Judah/Israel is safe and lives in peace
f) He shall be called the lord our righteousness
Meaning of Messiah mean?

Messiah is a Hebrew word ‘Meshiach’ which means ‘the anointed one’. It is equivalent to ‘Christ’, a

Greek word, which also means the ‘Anointed one’. A Messiah is therefore someone called, anointed and

appointed by God to serve Him in a special way.

In the Old Testament, the Priests and Kings were the only people who were anointed. When a person is

anointed oil is poured on them. The anointed person was set aside from the rest of the people in order

to serve God and His people. Examples of anointed people are Aaron (Priest) and King David. In addition,

God himself anointed Prophets: for example, Samuel, Elijah, Jeremiah, and Nathan among others.

Jewish expectations of the Messiah in the Old Testament

The messiah shall be a political leader, a victorious ruler, a king to lead people to a time of great power

and prosperity, a king in whose reign there shall be no sorrow or injustice nor fear, a king to rule forever

How Jesus Christ fulfilled the Old Testament prophetic of the messiah
a) He was born from the lineage of David
b) He was born of Mary, a virgin as foretold by Isaiah
c) The messiah was called Immanuel (Jesus) Isaiah prophecy
d) He was born in Bethlehem – Micah’s prophecy
e) He was referred to as “son of David” – Nathan/Jeremiah/s prophesies
f) He suffered – suffering servant prophecy by Isaiah
Prophets in the Old Testament who prophesied about the expected Messiah

Isaiah, Nathan, Jeremiah, Micah and psalmist prophecy.

Answers.

Qn 1. The qualities of john as described by angel Gabriel

He would be a prophet of god
He would prepare the way for the messiah
He would bring joy to Zachariah and others
He would be a nazarite
He would call people to repentance

Qn 2. Why john was referred to as the second Elijah

Like Elijah john had also lived in the wilderness
John was also filled with the holy spirit and proclaimed god’s message to the people
He also met opposition from the king just like Elijah
He was beheaded and Elijah was threatened with death by jezebel
He stood firmly for the covenant way of life
He was a great prophet of his time
He led a simple life and faced many problems like hunger just like Elijah

Qn 3. What lessons do Christians learn from annunciation of the birth of john the Baptist?

God answers prayers however long it may take
Christians should not doubt God’s messages
We should be persistent, faithful and patient in prayers
Christians should be devoted to God in prayer
Children are a gift from God and a source of joy to their parents
God has a purpose for every child’s life

Qn 4. Describe the birth of john the Baptist

Elizabeth was very happy and so was Zachariah
John was circumcised after eight days in accordance with the Jewish customs
Elizabeth named the child john
Zachariah affirmed the name of their son in writing
They were surprised at the name because it was not in Zechariah’s lineage
Zechariah was now able to talk
He broke into a hymn called the Benedictus
Zechariah expressed his feelings of joy, gratitude and praise
Zechariah told of the mission of his son.

TOPIC TWO: INFANCY AND EARLY LIFE OF JESUS

Qn 1. What lessons can Christians learn from the annunciation of the birth of Jesus Christ?

God exalts the humble and rejects the proud
Christians should humbly accept god’s plan for their lives
God has a purpose for the life of every one
Nothing is impossible with god
God wanted Jesus Christ to be part of the human family for him to identify with the human race

Qn2. describe Mary’s visit to Elizabeth

Mary went to visit Elizabeth after angel Gabriel told her that Elizabeth was expecting a baby
Mary greeted Elizabeth and the baby in the Elizabeth’s womb leapt with joy
The spirit also revealed that Mary was the most blessed of all women
Mary sang a song known as the magnificent

Qn3. identify the main ideas in the magnificent

Mary thanks god for
Being good to her
His goodness and love for all human beings
Fulfilling his promises to the people
Delivering the oppressed from the oppressors

Qn 4. Describe the dedication ceremony during the infancy of Jesus

The parents of Jesus offered the purification sacrifices according to the law of Moses
Simon was moved by the holy spirit and took Jesus into his arm and praised God
Simon prophesied about the mission of Jesus
Prophetess Ann thanked God for sending Jesus who would bring redemption
The things Simon and Anne said about their child amazed the parents of Jesus.

TOPIC TWO: THE GALILEAN MINISTRY

Qn a. What is the relevance of John the Baptist teachings to Christians today?

Christians should not fear to condemn the evils in the society
Christians should commit their lives wholly to the work of God
Christians should accept their role with humility and preach the gospel
Christians should be ready to proclaim the gospel even harsh environment for the people to know God
Christians should share their resources with the less fortunate
Christians should be contended with their pay and thus not accept bribes
Christians should learn to be truthful in their work environment
Christians should pronounce the consequences of judgement to those willing to repent

Qn b. Give reasons why Jesus accepted to be baptized

To be identified as the messiah
To identify himself with the sinful human kind
To receive the Holy Spirit
For God to manifest the trinity
It was a cleansing ritual
To acknowledge the work of John the Baptist
He saw it as a way of fulfilling the old testament prophesies about the Messiah
It was his final acceptance of the work of salvation

Qn c. describe the baptism of Jesus

When all the people were baptized Jesus was also baptized
He was baptized by John the Baptist in river Jordan at a place called Bethbora
Jesus was praying when the heavens opened
The holy spirit descended from heaven upon him inform of a dove
A voice came from heaven saying “ thou art my beloved son with thee I am well pleased

Qn d. what is the significance of the baptism of Jesus to Christians today?

Christians get new names that symbolizes new life in Christ
Christians receive the Holy Spirit who gives them guidance in their lives
Christians identify themselves with Jesus and the church
Water is symbolically used as a cleanser as it wipes away one’s sins and gives a new life
Christians are brought together as members of the church of Christ
During baptism Christians receive the Holy Spirit who guides them in their lives
The old self dies and becomes a new person as a Christian
It is the first step of being accepted into the Christian brotherhood

LESSON THREE: TEMPTATIONS

Qn a. describe the temptations of Jesus

Satan told Jesus to turn stones into bread
Jesus answered that man does not live on bread alone
Satan then took Jesus to a high place and showed him all the kingdoms of the world. Satan promised

to give Jesus everything if Jesus worshipped him

Jesus answered that one should worship God and serve him alone
Hastily, satin took Jesus to the pinnacle of the temple. He asked Jesus to throw himself down since

God would send his angles to ensure that he did not get hurt. Jesus answered that no one should tempt

God

Qn b. from the gospel of St. Luke, identify five occasions when Jesus was tempted

In the wilderness
When he healed a dumb man the commanded a sign
Jesus was tempted to arbitrate between two brothers
When the rich young ruler called Jesus a good teacher
When he was asked whether it was right to pay taxes to Caesar
In the garden of Gethsemane, he was tempted to escape the cup of suffering
During his trial he was asked whether he was the Messiah
During crucifixion he was spat on but did not fight back
On the cross one of the thieves wanted him to deliver them
He was questioned by the Sadducees about resurrection

Qn c. Outline ways in which Christians can overcome temptations in the contemporary world

They should depend on Jesus
They should be well versed with the scripture so that they can refer to the bible
They should seek guidance and counseling
They should attend bible classes for the right interpretation of the bible
They should have faith or believe in God to help them during trials
They should avoid bad company
The should take part in active leisure
They should avoid circumstances that can lead them to sin
They should resist Satan

Qn d. Explain ways in which Christians can be tempted

To give a bribe in order to get a job
To engage in irresponsible sexual behaviour due to peer pressure
To steal money entrusted to them
To cheat in examinations
To take drugs/alcohol
To exploit those who serve under them in their places of work
To keep excess change from a shopkeeper or tout
To show off

Qn e. What lessons can Christians learn fro the temptations of Jesus?

Since Jesus was tempted, he fully understands our difficulties
God does not tempt us beyond our strength
Through temptations we will also be tempted
Through temptations and trials our faith is strengthened
When we are tempted we should turn to the bible for guidance
We should seek the holy spirit who enabled Jesus to conquer evil

LESSON EIGHT: THESERMON ON THE PLAIN:

Give the main teachings of Jesus on the sermon on the plain

The sermon on the plain consisted of five main parts namely:

Blessings (Lk 6: 20 – 26) and woes

These are also referred to as the beatitudes. Here, Jesus had a message for the poor, the rich, those who

hunger and those who are full, those who weep and those who laugh. His concern is to show the social

differences and mystery of Christian suffering. Persecution seems to be a common phenomenon for

followers of Christ. The poor are those who cannot meet their basic needs and Luke depicts them as

hungry and weeping.

The disciples are included in the poor because they have given up everything. But Jesus gives hope.

Jesus warns the rich against using their economic points to oppress the poor. They have an opportunity,

however to belong to the Kingdom by using their riches to help the needy.

Love of Enemies: (6:27-37)

Followers of Jesus are supposed to “Love your enemies, do good to those who hate, bless those who

curse you, and pray for those who abuse you”.

Judging Others (6:37-43)

Disciples are expected to acknowledge their own shortcomings before they can condemn the faults in

others. Failure to recognize one’s fault is a hindrance to becoming a member of the Kingdom of God.

Evidence to Good Discipleship

The proof of a person’s goodness is seen in his deeds. The true nature of a person cannot be hidden

because what they do and say will reveal their nature.

Hearing and Doing (6: 47-49)

It is not enough for His followers to proclaim Christ as Lord. They must also do what He tells them.

Q2. What is the relevance of the (beatitudes) sermon on the plain to Christians today?

The teachings on blessings and woes tell us that the goal of a person should be to inherit the Kingdom of

God.

Christians should love their enemies as Jesus loved them sinful as they were.

Human beings are self-centered. It is easier to see other people’s mistakes than our own Christian

should examine them before passing judgement on others. By so doing we appreciate that we are all

sinners who should seek forgiveness from God and we should always appreciate others however sinful

they may be.

Be steadfast in faith and do good all the time.

LESSION 9: JESUS’ WORKS OF COMPASSION

Q2 Narrate the story of the forgiveness of the sinful woman (Lk 7:36-8:3)

On one occasion, Jesus was invited by Simon the Pharisee to his house to eat with him.

While this is a sinful woman walked into the house weeping.

She began to wet Jesus’ feet with her tears and wiped them with her hair.

She kissed his feet and anointed them with an ointment.

When Simon saw this, he questioned Jesus’ power. If he were a prophet, He would have noticed that

the woman was a sinner.

And Jesus answered him the telling him about a certain creditor who has two debtors, one owed him

hundred denarii and the other fifty.

When asked Simon which of the two debtors would love the creditors more.

Simon said the one who was forgiven more.

Jesus said you have judged rightly.

Then he had not given Him even water to wash His feet.

But the woman used her tears to wet Jesus’ feet and wiped them using her hair and oiled them.

Therefore her sins, which are many, are forgiven for she loved much, one with little love receives little

more.

Jesus told Simon he gave him no kiss but the woman had not stopped kissing Him.

Those at table began to ask who Jesus was who ever forgiven sins?

And He said to the woman, “Your faith has saved you, go in peace.”

Q3. What lessons do Christians learn from the above story?

Christians should accept their sins and seek for forgiveness as the sinful woman did.

Faith is important for one to be forgiven. Jesus told the woman “Your faith has save you.”

A repentant sinner is greater than a righteous man (the Jewish religious leaders).

It is not the magnitude of sin that matters but the attitude of a person towards his sins.

Shows the importance of women in the ministry of Jesus.

Q4. Describe the story of the raising of the widow’s son at Nain (Lk 7:11-17)

After His preaching in Capernaum, Jesus went to the city of Nain.

He found a man being carried out near the gate.

He was the only son of a widow.

When the Lord saw her, He had compassionate on her and said to her, “Do not weep.’

Then He came and touched the open coffin.

And those who carried him stood still.

Jesus said, “Young man, arise.”

And he who was dead sat up and began to speak.

Jesus presented him to his mother.

Then fear came among all and they glorified God.

They said a great prophet has come among us. God has visited His people.

LESSON 10: JESUS’ TEACHING – WHAT IS THE IMPORTANCE OF PARABLES?

Give reasons why Jesus used parables

To attract the attention of his listeners
To help his listeners understand better
To separate the serious people from the onlookers
To enrich his teachings
To avoid direct confrontation with his enemies
It was a common way of teaching those days
To teach about God’s mercy to sinners
To make people think critically out issues concerning God’s kingdom
To relate patent issues with those of the future kingdom positively

Qn 2. Identify various methods used by Christians in spreading the gospel today

Preaching
Teaching
Being role models
Holding crusades
Organizing seminars and conferences
Electronic mechanisms e.g. sms and emails
Print media e.g. posters and magazines
Door to door evangelism
Through demonstration and role play
Through the mass media e.g. radios and TVs
Through Christian music e.g. cassettes and C.Ds

Qn 3. Discuss the reasons why Jesus faced opposition from the Jewish leaders

His popularity
His interpretation of the Sabbath
His failure to observe the law of fasting
He associated with tax collectors
He claimed to be the messiah
He out rightly condemned them
Teaching with authority
His claims to forgive sins.

LESSON 11: MIGHTY WORKS OF JESUS

Q1 Narrate the healing of the Gerasene demoniac – Lk 8:26-39.

After crossing the Sea of Galilee, Jesus came across a demon – possessed man in a gentile town called

Gerasa.

The man had been living in the caves used for burial of the dead.

He wore no clothes.

When the man saw Jesus, he asked Him not to torment him.

When Jesus asked him what his name was, he responded that he was called “Legion” – which stands

for 2000 – 6000 soldiers.

This meant that this man possessed by many demons.

Jesus had sympathy and ordered the unclean spirits to leave him.

Jesus let the evil spirits to go to the pigs, which were grazing nearby.

They then fell into the lake and drowned.

Q2. What lesson can Christian learn from the healing of the demoniac man above?

Jesus valued human life. That is why He led the evil/spirits into the pigs, which drowned into the lake

and saved the man.

It shows Jesus came for all regardless of tribe. This man was a gentile.

Jesus heals the whole person – physically and spiritually.

That Jesus has power over evil spirits.

Shows that Jesus came to destroy the power of evil.

It teaches that Christians have to fight the power of evil constantly. But with Jesus’ help they will

overcome it.

God will never allow them to be defeated. He will come to their aid, however, much.

They should give out their material possession to save those in need. This man needed help.

They should tell their people about God as this man went to in his village etc.

Q3. What do the miracle of Jesus teach us about Him?

They show that Jesus is the Son of God.

That Jesus gets power from God.

That Jesus shares his power with His disciples.

The miracles show Jesus compassion to suffering people e.g. the raising of the widow’s son.

They also show that Jesus is Lord. He is the life and the resurrection.

That affirms that Jesus came to save man from sin.

They show that Jesus is a universal savior e.g. the Gesarone demoniac who was a gentile.

They were part of His teaching – they helped Him teach.

Through them He showed the concern for human life, physically, spiritually and mentally.

LESSON 12: COMMISSIONING OF THE TWELVE DISCIPLES (LK 1:1-10)

Q1. What is the role of the clergy in Kenya?

To preach the word of God.

To advise the leaders.

To warn evildoers against their sins.

To condemn evil.

Pray for the needy.

Help the needy e.g. give them food, shelter etc.

Hold seminars/workshops where they lead people into forgiveness.

Being a good example for emulation.

Q2. How does the church participate in the upkeep of the clergy?

By giving sadaka.

By giving 1/10 of their income.

They pay for their training.

Fundraisings for building theological institutions.

Building their residential houses in the church compound.

Giving ‘matega’ – foodstuffs as part of sadaka during service.

LESSON 13: THE TRANSFIGURATION

Q2. Describe the transfiguration of Jesus (Luke 9:28-37)

Jesus needed encouragement and reassurance that what He was about to do was the will of His

Father.

Therefore He took with Him Peter, James and John and went to Mount Hermon to pray.

As He prayed, His appearance was changed and His face became dazzling white.

Two men, Elijah & Moses appeared and talked of His departure (death), which He was to accomplish

in Jerusalem.

The disciples were asleep as this happened.

When they woke up, they saw glory and the two men who stood with Him.

And as the men were parting form Him, Peter said to Jesus, ‘Master, it is well that we are here, Let us

make booths, one for you, one for Elijah and one for Moses.

As he said this, a cloud cursed the whole area and they were afraid.

A voice came out of the cloud saying, ‘this is my only son, my chosen, Listen to Him.’

Q3. What is the significance of the transfiguration of Jesus (Lk 9:28-37)?

A voice from heaven confirmed that Jesus was the Son of God.

It strengthened the faith of the disciples so that they would continue with His work after death.

It showed that Jesus had fulfilled the Old Testament prophecies and God. This is seen with the

appearance of Elijah and Moses.

The cloud was a symbol of God’s presence.

It was a sign that Jesus’ mission was no longer a secret. It marked the onset of His passion, which

would lead to His death.

It confirmed to Jesus that He was doing the right thing and God was in support of His suffering.

It shows that faith in prayer can lead us to God’s presence.

TOPIC FOUR: THE JOURNEY TO JERUSALEM

LESSON 1: DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP

Q1. What are the characteristics of a true follower of Jesus?

Following Jesus means accepting homelessness and enduring hardship because Jesus did not have a

permanent home.

Being a disciple of Jesus means self-denial and suffering.

Being ready to give e.g. to the needy.

To spread Christianity and make Jesus known.

Following Jesus means being loyal to Him.

Q2. State the privileges of being a disciple of Jesus

One becomes a member of the Kingdom of God.

One is assured of eternal life.

He has the joy of winning others to the Kingdom of God through preaching.

Q3 Why did Jesus choose the 12 disciples?

In order to help Him in the work of spreading the good news.

So as to belong to the Kingdom of God and get eternal life.

To witness to his work.

To share with them the power of God e.g. in performing miracles.

For company as He worked.

A COMMITED FOLLOWER OF JESUS Lk 10:25 11:1-13

(Note: Not the parable of the Samaritans)

Q1. From the teaching of Jesus on the parable of the Good Samaritan, who do you think is a committed

follower of Jesus?

One who understands the law and obeys it.

One who understands that a neighbor is anybody who requires help regardless of their social status

One who uses his resources selflessly to help the needy

One who is not restricted by cultural and religious practices in responding to a needy situation

One who is compassionate, kind and generous

One who shows solidarity with the suffering. This includes identifying with the needy and being ready

to experience their suffering.

LESSON 3: JESUS’ TEACHING ON PRAYER

Q1. What did Jesus teach about prayer?

Jesus taught that prayer must be persistent, use the parable of Friend at Midnight.

Prayer should be done in a private place.

It should be genuine.

One should not be proud when praying e.g. the parable of the tax collector and the Pharisee.

One should have faith during prayer.

One should pray always/continuously.

There is no formula in prayer. One should address God as a father.

Honestly confess sin as they pray.

Qs 1 & 2 are out of topic.

LESSON 5: JESUS’ TEACHINGS ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS

Q1. Hypocrisy – In what areas were the Pharisees hypocritical?

In the washing of hands, cups and dishes which were done ceremoniously. The Pharisees were too

strict on this, which was not important. He told them to pay attention to issues of charity than external

appearance.

Tithing habits – They paid this well for the support of priests but neglected justice and love for God.

He criticized them for recognition in the synagogues by taking reserved seats and their desire to be

noticed at market places by wearing long white robes.

He accused them of being like their ancestors who persecuted the prophets of God.

LESSON 6: (Lesson 6 will come later)

AKUKA FIND THEY ARE IN THE TEXT

LESSON 7: JESUS’ TEACHINGS ON WEALTH AND POVERTY

Read Lk: 11:13-34 : Parable of the rich fool

Q1. From the parable of the rich fool, what can Christians learn about the use of wealth?

Material wealth should come second after God.

We should try to help the poor.

It teaches that wealth comes from God.

Wealth should not be misused e.g. in drinking, etc.

We should thank God for wealth received.

It can make Christians to forget God.

Q2. Narrate the parable of the shrewd manager

Jesus taught the following parable about a rich man and his servant.

A rich man wanted to sack his manager. He called the manager and asked him for a full account of

how the property was being managed.

The manager knew he was going to be sacked. He made friends with some of his master’s debtors so

that they would take care of him if he got sacked.

One debtor who owed 100 barrels of olive oil was asked to pay 50 barrels and one who owed 1000

was asked to pay 800 barrels.

The master praised him for being wise and acting property in his moment of crisis.

LESSION 8: TEACHING ON FORGIVENESS

What were the teachings of Jesus on forgiveness?

Jesus taught that one should forgive and forget

All sins are equal before the eyes of God.

One ought to ask for forgiveness after he has wronged.

One should forgive as many times as he is offended.

One should have faith when asking for forgiveness.

PERSISTENT IN PRAYER

Q1. State the parable of the widow and the unjust judge 18: 1-8

Jesus told the Pharisees a parable to the effect that they ought always to pray and not lose heart.

In a certain city there was a judge who neither feared God nor regarded man.

And there was a widow in that city which kept coming to him and wanted her right given.

For a while he refused, but afterwards he said to himself, though I neither fear God nor regard man,

yet because this widow bothers me, I will allow her set her right or she will wear me out by her continual

coming.

And the Lord said, “Hear what the unrighteous judge says, and will he not vindicate His elect who cry

to Him day and night?

Will he delay long over them, I, you, He will vindicate them speedily.

LESSON 10: THE WAY TO SALVATION Lk 18: 15 – 19

Q1: What did Jesus teach by using the example of little children?

Jesus said, ‘Let little children come to me because the kingdom of God belongs to such as them.

He went on to tell them that for one to enter God’s kingdom, he must humble himself like children.

This is because children are powerless, innocent and open.

Jesus taught that the kingdom of God is for those who are simple, humble, innocent and trusting like

children.

Q2. Give an account of how Jesus healed the blind beggar (18:35-43)

A blind man recognized Jesus as the messiah.

The blind man asked Jesus to heal him.

He received his sight because of his faith.

He followed Jesus, giving thanks to God.

To receive salvation one needs to be bold and determined.

We should seek Christ to heal our physical and spiritual blindness.

Q3. Explain the relevance of Jesus’ teaching on salvation to Christians

Christians learn that they need to repent their sins and seek forgiveness in order to receive salvation

and eternal life.

They need to humble themselves like children in order to earn salvation.

They learn to obey the commandments of God so as to receive salvation.

Use their abilities to glorify God e.g. the rich man’s parable.

They too learn that wealth can be a hindrance to salvation.

They learn that salvation is given to all by God.

TOPIC FIVE: THE JERUSALEM MINISTRY

Qn a. describe Jesus’ triumphant entry into Jerusalem according to Luke chapter 19: 29-30

After his journey from Galilee ended, Jesus approached Jerusalem passing through Bethaphage,

Bethany and the mount olives

He sent two of his disciples to a village to get him a donkey on which nobody had ridden
He gave the disciples instructions that if the owner of the donkey demanded to know why they were

untying it, they were to respond, “ The lord has need for it”

When they got the donkey, they threw their garments on it and helped Jesus to sit on it
As Jesus rode along, they spread their garments on the road
The crowds following him rejoiced and praised God for all the wonderful work Jesus had done this

included: teaching, healing and feeding the hungry

The crowds sang, “ Blessed is the king who comes in the name of the lord. Peace in heaven and glory in

the highest”. By singing, the crowds acclaimed Jesus as king.

The Pharisees objected to the crowds singing and asked Jesus to silence them
Jesus responded that if his followers were silent, “ the very stones would cry out”. Insensitive than

stones not to know what was happening, that is, the Messiah has come

Qn b. what does the manner of Jesus’ entry into Jerusalem reveal about the nature of the kingdom of

God?

Jesus was a descendant of David, prophesied Messiah and son of God
Jesus is a triumphant, victorious yet a humble king. A donkey is a symbol of humility and peace. So he

came to establish a peaceful kingdom

Jesus wanted to proclaim the coming of his kingdom but not as an earthly/ military leader, thus

leading them to lay their garments for him to step on. In doing this, they were acknowledging Jesus as

Jerusalem’s promised king

Jesus was greeted as a king the same way the kings of Israel were greeted with acclamation and joy
By riding on a donkey, Jesus fulfilled the prophesy of Zechariah which says, the king is coming riding on

a donkey triumphant, humble and victorious

Christianity is not propagated through violent means but peace

Qn c. what lessons can Christians learn fro Jesus’ triumphant entry into Jerusalem?

Christians learn that they should be prepared to receive Jesus into their lives like the crowd which

escorted him to Jerusalem

Christians also learn that they should emulate Jesus and be channels of peace in their communities
They also learn that they should expect opposition and resistance as they witness to Christ. They

should not give up hope

Christians learn that they should be humble like Jesus in their service to others
Christians should thank and praise God for his intervention in their lives by sending Jesus
They should be bold in their witnessing to Christ like the crowds that followed Jesus to Jerusalem and

declared him king

Qn d. state and explain why Jesus wept over Jerusalem.

When Jesus came close to the city of Jerusalem he wept over it saying, “ If you only knew what is

needed for peace! But now you cannot see it! The time will come when your enemies will surround you

with barricades block you and close in on you from every side. They will completely destroy you and the

people within your walls, not a single stone will they leave in its place because you did not recognize the

time when God came to save you”.

According to Luke, all song and rejoicing stopped suddenly when Jesus was deeply distressed at the

sight of Jerusalem

Jesus knew that Jerusalem (the city of peace) would reject his final appeal and by so doing would bring

judgement down on itself. The destruction of the city is viewed as the consequence of its rejection of

Jesus. They cannot see when the true peace comes in the person of Jesus. The coming destruction is a

symbol of God’s judgement on lack of trust. The tears of Jerusalem are the tears of tragedy.

The heart of the tragedy is that Jerusalem did not recognize the time when God came to save them
Now Jesus says that Jerusalem was not ready to receive him as their savior and this would lead to her

ruin

Just like the Babylonians were God’s instrument of destruction of Jerusalem during the time of

Jeremiah, so will the Romans be instruments of destruction of Jerusalem

Jerusalem was completely destroyed by the Roman armies in the year A.D 70

Qn e. Explain the cleansing of the temple.

While in Jerusalem, Jesus entered the temple where he found people buying and selling
He drove them out and overturned their tables saying that they had turned his father’s house into a

den of robbers

Here Luke uses this incidence to show how Jerusalem was still unprepared for the day of God’s visit
Jesus carried out a symbolic act by driving out those who were buying and selling in the temple
Jesus used the words of Jeremiah who too attacked the in his time for turning the temple into a

hideout for thieves

According to Jesus the temple will no longer give them the sense of security because it will be

destroyed

Although the temple will be destroyed, a new one will be built. This is the Christian community, which

will be a house o prayer for all nations. The new temple will not be limited to Jesus alone but to all

people

In short Jesus is the Messiah. He exposed the unrighteousness of public life in Jerusalem by attacking

the merchants in the temple

Qn f. Give reasons why Jesus cleansed the temple of Jerusalem

The temple authorities had allowed a market in the court of the gentiles where the everyday money

issued by the Roman government could be exchanged for the special temple coins which had to be used

for paying the temple tax

In the same place they could also buy the animals needed for sacrifice. This animals had to be certified

as acceptable

But both the changing of money and the certifying of animals gave ample opportunity for making

exorbitant profits

Jesus made his protest because all this trading was hiding for the real purpose of the temple and

prevented Israel from being a light to the gentiles. For this reason, the temple would be destroyed

because it was no longer serving as “ a house of prayer”.

Qn g. what lessons can Christians learn from the cleansing of the temple?

Christians learn that they should respect the house of God and use it appropriately
Christian leaders should avoid exploiting members through asking for excessive contributions
Christians should pay more attention to inward righteousness than external observance of rituals
Christians should have more courage like Jesus to condemn evil practices by leaders in the church and

society

Christians should be exemplary with their life styles so as to win others to the kingdom
Finally the cleansing of the temple by Jesus provides valuable lesson to Christians who are called upon

to be Christ’s ambassadors. There are many incidents where churches have been subjected to disrespect

and dishonor and this discourages many people from knowing God. Christians should also avoid

leadership wrangles, corruption, sexual abuse, gossip and many others that have caused churches to

split

Qn h. explain Jesus’ conflict with the Jewish leaders

In a series of conflicts in and around the temple between Jesus and the official leaders of the Jewish

nation, the public ministry of Jesus came to its close

After the cleansing the temple, he daily dominated the temple area teaching large crowds. His

popularity grew steadily and the leaders felt the threat against their own position. They could not allow

this to go on but they were afraid to arrest Jesus. In the end they tried to trap him into making

statements which would either get him into trouble with the Roman authorities or discredit him before

the people

First Jesus was challenged about his authority. The Jewish religious leaders wondered whose authority

Jesus used. They wanted to know which Rabii taught him or to which Jewish religious groups he

belonged to i.e. the Pharisees or the Sadducees

If Jesus proclaimed himself as the Messiah he could be accused before the Roman authorities for

rebellion

If he refused to make his claim the crowds would soon leave him alone
But Jesus skillfully defeated his adversaries. He invited them to answer their own question. “ Tell me,

did John’s right to baptize come from God or human beings?”

Whatever answer they gave to Jesus’ question about John the Baptist would apply in even stronger

measures to their own question about Jesus

But they had never supported John and they could no now admit that his right to baptize came from

God

If they did they would also have to accept Jesus whom John had announced. Neither could they say

John was a prophet for that would bring trouble from the people who held John in high self-esteem

Qn i. Describe the parable of the tenants in the vineyard

After the question of Jesus’ authority, Jesus challenged the Jewish leaders by telling them the parable

of the wicked tenants. He said that there was once a man who planted a vineyard, let it to the tenants

and then left home for a long time

When the time came to gather the grapes, he sent a slave to the tenants to receive from them his

share of the harvest but the tenants beat the slaves and sent him back without a thing. The same

treatment was given to the second and the third slave

The owner decided to send his own son whom they killed. He therefore decided to come by himself,

killed the tenants and handed over the vineyard to other men

When the people heard this they said, “surely not” but Jesus explained to them “the stone which the

builders rejected as worthless turned out to be the most important of all. And every one who falls on

the stone will be cut to pieces and if that stone falls on someone, it will crush him to dust

In this parable, the vineyard represents God’s kingdom, Israel. The servants are the prophets sent to

Israel and they are rejected. The son here represents Jesus and the owner is God who will bring

judgement on Israel

The stone that the builders rejected has become the cornerstone this shows that Jesus saw himself as

the rejected but most important. He makes a new foundation of Israel for both Jews and Gentiles. On

hearing this, the Pharisees wanted to seize Jesus but were afraid of the people

Qn j. what is the relevance of the parable of the tenants?

Over the centuries the situation has not changed. Jesus is still rejected by nations and by men
What happened to Jesus happened as he foretold those who follow him
Church history reveals many examples of men rejected by political and religious leaders and by the

people their time and who have later been seen as the key man in the revelation of God’s purpose

As Christians we should also pray for strength and guidance from God to be able to deal with rejection
As Christians we should not fear rejection but stand firm for the truth
Christians should also seek pastoral counseling fro the church leaders and other Christians. When we

endure persecution we may be finally proved right

Qn k. the question about paying taxes

The teachers of law and the chief priest, after falling to arrest Jesus bribed some spies to ask whether

it was right for the to pay taxes to Caesar or not

The Israelites were compelled to pay taxes to the Romans who controlled them
Many resented this because according to them payment of taxes using coins which had some

emperors image was a violation of the Jewish law which forbade the use of images

If Jesus would tell them to pay, the people would be against him for supporting Roman rule over them
Many resented this because according to them people would be against him for supporting Roman

rule over them

If he told them not to pay, they would accuse him to the Roman authorities
Jesus knew their trick and wanted his questioners to make their own decision about the issue
According to him it was right for the Roman government to exert the tax payments without

demeaning God’s authority

In other words, by having the silver coin in their possession, the Jews accepted Roman authority
They had a duty to pay tax to the emperor because they enjoyed the benefit of the Roman rule
At the same time they had a duty to be loyal to God. A person’s loyalty should not be owed to the

state or Caesar

Qn l. explain the question about resurrection

The Sadducees raised the question concerning marriage an resurrection or life after death
They asked Jesus whose wife a woman would be in the resurrection when she married seven brothers

who had died without bearing children

The question was meant or designed to make Jesus look foolish thus to shame him. This would

undermine the popular support that we had prevented action against Jesus

In his response, Jesus made the following observations
He does not accept the assumption that marriage continues after resurrection
Quoting from exodus a book that the Sadducees accepted, Jesus confirms that there is life after death
The resurrection life is different from earthly life
It is a new existence where those who resurrect, live with God as his children in eternity

Qn m. what is eschatology?

The term eschatology is derived from two Greek words ’Eschatus’ and ‘Lagos’, which means end and

study respectively

Eschatology therefore is the study of the last things such as death, judgement, life after death and th

end of the world

Jesus talked about the end of the world to his disciples just before he was arrested

Qn n. what will happen at the end of the world (eschatology) according to Jesus’ teaching in Luke’s

gospel 21: 5-38?

Jesus taught hi disciples about the end times in the temple of Jerusalem
In his speech, he talked about what will happen to the city of Jerusalem and the world at the end of

time

Jerusalem was going to be destroyed because of her refusal to recognize and accept the Messiah
Jesus told the disciples of the signs that would accompany the end of the world
People come claiming to be Jesus the Messiah, the son of God
There will be wars between nations
Natural calamities like earthquakes, famines and plagues will occur
Strange heavenly beings will come from the sky
There will be disruption in the sky and in the sea
All nations will be in despair
People will faint from fear as they witness these signs
At the end of all these, the son of man will appear in power and glory
Jesus’ teaching of the end times was meant to provide encouragement to the disciples in difficult

times

They were expected to have hope

Qn o. how do Christians prepare for the second coming of Christ?

Christians should prepare for the second coming of Christ by not losing hope in the face of trials and

tribulations because the kingdom of God with its promises of a new life will definitely come

They prepare for his second coming by leading a righteous life. They are to avoid too much feasting

and drinking

They should prepare by being watchful through prayers so that God will give them courage and

strength to stand firm in their faith

They should prepare by preaching the word of God to those who have not heard it
They should prepare by being obedient to God’s commandments
They should prepare by helping the needy
They should prepare by preaching and evangelizing and converting others

TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS CHRIST

THE LORD’S SUPPER

Qn a. give the different names used in reference to the Lord’s Supper by Christians in different churches

The holy Eucharist
The mass
The lord’s table or the table of the lord
The Holy Communion
The Last Supper
The breaking of bread
The sacrament

Qn b. describe the institution of the Lord’s Supper

Jesus was at the last supper with his disciples the night he was betrayed
In the room which had been arranged by Jesus. He told his disciples how much he had longed to eat

the Passover meal with them before he suffered death

He took a piece of bread and gave thanks to God and broke it. He gave it to them saying, “ this is my

body which is given for you. So do this in memory of me”

He took a cup of wine and gave thanks to God and said “ take this and share it among yourselves”
He also gave them a cup of wine after supper saying “ this cup is God’s new covenant sealed with my

blood which is poured out for you

Qn c. state the Christian teachings about the Lord’s Supper

The Last Supper was inaugurated by Jesus
It’s celebration of the crucified and rise Christ
The Lord’s Supper is a gift from God
It is a sacrifice of praise and thanks giving
It is the church’s effective proclamation of God’s mighty works acts and promises
It is a sign of the unity of the church or the believers
It is a new paschal meal of the church. The meal, which by visible signs communicates God’s love in

Jesus Christ. It is the sacrament of Christ’s real presence

The bread is a symbol of the body of Christ which was crucified
The wine or cup is a symbol of his blood, which was shed. It is the blood of the new covenant
It is a fore state of Christ’s passion and of the final kingdom. It is symbolic of the heavenly banquet
It is central to Christian worship. (Eucharist)

Qn d. what is the meaning of the Lord’s Supper to Christians?

The sacramental meal communicates God’s love in Christ
The washing of the disciples feet by Jesus signifies humble service to and love for one another
They proclaim the lord’s death until his second coming
They share in the body of Christ
The unity of Christians is evidenced
The bread symbolizes the body of Jesus which was crucified on the cross for the sins of human kind

and for the healing of their diseases

The wine symbolizes the blood of Jesus which was shed for forgiveness of sins
The wine also symbolizes the sealing of a new covenant
The partaking of the Lord’s Supper strengthens the faith of believers in that, Christ’s presence is felt

and in this way they constantly keep in touch with him

The lord’s supper enhances a personal relationship between the individual believer ad Christ
It is thanksgiving to God for everything accomplished in creation, redemption and sanctification
Through the Holy Communion, Christians offer themselves as a holy and living sacrifice. They

rededicate and renew themselves. Those who share in the sacred meal declare their loyalty to Christ

The Lord’s Supper is an act of repentance. The partakers receive re-assurance of the forgiveness of sins

and are assured of salvation

The bread and the wine which represents the body and blood of Jesus become the final sacrifice

replacing all O.T sacrifices that were offered for the salvation of the human race

Qn f. Prayer on mount olives

After celebrating the last supper, Jesus and his disciples went to mount olives
He knelt down and prayed and asked his disciples to join him
In response, God sent an angel from heaven to encourage him
Jesus prayed in agony until his sweat was like drops of blood
This sweat which was like blood was an indication of the struggle and agony he went through to

accept the will of his father

Though Jesus suffered agony and turmoil, he approached it with great courage and composure
His suffering was even greater for it involved more than physical pain. It meant bearing the sin of the

world

So he prayed to God, his father to give him strength for his coming mission
When he went back to his disciples, he found them asleep a sign of moral and physical exhaustion or

maybe it was an indication that they were in sorrow because Jesus had told them he was about to be

crucified

In conclusion, we can say that Jesus expressed an inner struggle about the fulfillment of his Messianic

mission. So he prayed to God to help him bear the suffering. Prayer was very important in Jesus’

ministry

Qn g. describe the betrayal and arrest of Jesus

When Jesus came down from Mt. Olives he met a multitude of people
Judas Iscariot appeared accompanied by a large crowd, the chief priest, elders and the temple guards

who had ordered to arrest Jesus

Judas Iscariot came forth and kissed Jesus. This was a sign identifying Jesus as the man they were

looking for. That kiss was the betrayal

When the disciples noticed what was happening one of them used his sword to cut off the ear of a

high priest’s slave

In other words Jesus stopped his disciples from resisting his arrest
By rejecting armed assistance, Jesus was refusing the role of a political Messiah
Jesus was arrested and taken to the house of the chief priest Annas

Qn h. state the reasons that made Judas Iscariot to betray Jesus

He lacked moral courage to stand by Jesus during his moment
He could have been an informer of the Jewish religious leaders
He was overcome by the power of evil
He was disappointed by Jesus’ teaching on spiritual kingdom rather than fulfilling the Jewish

expectation of a political Messiah who could liberate them from the Roman rule

He was a mercenary motivated by greed for money
He had little faith in Jesus or lost his trust in Jesus Christ
He was not loyal to the master
He was a northerner who felt foreign and thus was jealous against other disciples
He was a zealot who believed in war rather than peace

Qn i. Describe the trial of Jesus under the following

The council of Sanhedrin

Jesus was brought to the Sanhedrin council early in the morning following his arrest
The council of elders asked him if he was the Messiah
Jesus responded by speaking of the son of the man coming in triumph
The Sanhedrin accused him of the sin of blasphemy for allegedly claiming to be the son of God
He was condemned to die for alleged blasphemy
In the Jewish law, blasphemy was punishable by death

The trial before Pilate

Since the Sanhedrin could not carry out the death sentence, they took Jesus to the Roman governor

Pilate

They accused Jesus of inciting the people to revolt, forbidding payment of taxes and claiming to be a

king in rebellion to Roman authority

They could not accuse Jesus of blasphemy. This charge would not be accepted under Roman law
However, by taking Jesus to Pilate, the Jewish religious leaders wanted the Roman authority to take

responsibility for Jesus’ death

The trial before Herod

Jesus’ ministry works had mesmerized Herod. So when Pilate learned that Jesus was from Galilee, he

handed him over to Herod who was the district officer of Galilee and happened to be in Jerusalem at

that time

The trial of Jesus before Herod (only mentioned in St. Luke’s gospel) is not really a trial because king

Herod only wanted to satisfy his curiosity about Jesus

He joined the soldiers in mocking Jesus
Jesus refused to answer Herod’s questions and he consequently sent Jesus back to Pilate
Interestingly the mockery by Herod and his soldiers as another step in the public ridicule of Jesus. It

will continue as he hangs on the cross

Pilate’s judgement

Jesus was brought to Pilate a second time
Pilate reiterated that he found Jesus not guilty of any crime
The chief priests prevailed upon Pilate who passed a sentence of death on Jesus to die by crucifixion.

This was the punishment of high treason according to the Roman law

The Jewish leaders asked that Barnabas a criminal be released instead of Jesus
It was customary for a convicted person to be released during the Passover
So the Jewish leaders and not the Jewish people or Pilate were responsible for Jesus’ death
Jesus was killed because of the blind hatred of the Jewish leaders

Qn j. why do you think Pilate agreed to have Jesus crucified?

He was afraid of a Jew revolt. It was his duty to maintain peace in his territory in accordance with the

expectations of the Roman emperor. If he had released Jesus, the Jew would have caused a disturbance

He did not want to be disloyal to the Roman emperor after learning that Jesus had been accused of

treason. Disloyalty could have resulted in losing favor with the emperor and consequently his job

He washed his hands. This means that he was absolving himself of the guilt of having Jesus crucified.

This is because he had learnt from the Jewish leaders that Jesus was the Son of God. His wife had also

cautioned him about Jesus’ innocence. Pilate himself had found no evidence to convict Jesus

Qn k. identify and explain the lessons that Christians learn from the actions of Pilate during the trial of

Jesus

Jesus is the king of the Jews
Jesus is without sin. Pilate found no guilt in Jesus and he sent him to Herod
Pilate gave in to their demands on the grounds of treason- Christians should refrain from giving false

witness

Pilate was afraid of a revolt. It was his duty to maintain peace as a Roman officer. Christians learn that

they should not be compromised by worldly standards

Christians should stand firm for the truth because the truth will always prevail
Christians should strive not to loose favour with God. They should desire to please God rather than

man

Pilate washed his hands he learnt that Jesus is truly the son of God (innocent)
Great evil can happen when the truth is at the mercy of political pressure
Christians should take time before making decisions
Resisting the truth leaves a person without purpose or direction

Qn l. actions taken by the Jewish leaders to ensure that Jesus was put to death

They paid Judas Iscariot to betray him
They bought false witnesses to accuse him of blasphemy before Sanhedrin/ blasphemy was punishable

by stoning to death

They hurriedly tried Jesus at night before people knew what was happening
They framed treason charge against Jesus when he appeared before Pilate/ treason carried a death

sentence

They employed armed temple guards and armored soldiers to deal with those who would fight for

Jesus

They blackmailed Pilate to have Jesus crucified
They organized a mob to shout for the death of Jesus and release of Barnabas
They crucified him dead when they got permission from Pilate

Qn m. explain the crucifixion of Jesus

Jesus was given the cross beam to carry to his crucifixion site
Simon of Cyrene helped him carry it
A group of women followed Jesus and wept over his plight
Jesus asked them to weep over themselves and their children
He talked about the impending destruction coming over Jerusalem
Jesus eventually arrived at Golgotha and was nailed on the cross
Two criminals were crucified on either of his sides
After his crucifixion, the soldiers cast lots to divide his garments. This action fulfilled psalms 22: 18,

Jesus is the righteous Messiah who suffers unjustly and is mocked by people as he cries to God

The soldiers, Jewish leaders and one of the thieves mocked Jesus for claiming to be the royal Messiah
Jesus is mocked with the challenge to save himself
One of the criminals crucified with Jesus usually referred to as the repentant thief acknowledged Jesus

as the Messiah and admitted the justness of his own condemnation

Above Jesus it was written, “ this is the king of Jews”
Jesus forgave his killers and all those who had accused him falsely. He promised one of the thieves

hanging on the cross a place in paradise

Qn n. describe the death of Jesus

The death of Jesus was preceded by extra ordinary happenings
Darkness covered the land for three hours
The curtain in the temple tore into two
Jesus died after crying “ father into thy hands I commit my spirit”
On seeing Jesus die, the Roman centurion who was present testified to Jesus’ innocence. As he

recognized Jesus’ lordship

In his death, Jesus showed total commitment to God’s will

Qn o. the burial of Jesus

Joseph of Arimathea, a rich and righteous member of the Sanhedrin asked Pilate to allow him bury

Jesus

Joseph could have been a secret disciple of Jesus
Jesus’ burial in Joseph’s grave fulfilled Isaiah’s prophesy concerning the suffering servant of Yahweh

who was buried in a rich man’s tomb

A group of women followed Joseph and saw where he buried Jesus
They went back home to prepare spices with which to wash Jesus’ body after the Sabbath
Jesus was indeed a king judged by the way he was buried

THE RESURRECTION:

Qn p. define the term resurrection

The term resurrection refers to the event of Jesus rising from the dead. This event took place on the

third day i.e. the Sunday morning after Jesus was crucified on Friday afternoon

Qn q. the witnesses of the risen Christ

The testimony of the repentant thief

He rebuked his unrepentant companion
He recognized his own sinful condition
He declared Jesus to be sinless
He professed in Jesus’ true Messiah-ship and Lordship
He recognized that Jesus would live and exercise his saving power after he died

The testimony of Joseph of Arimathea

Joseph of Arimathea was a secret disciple of Christ
He witnessed to the lordship of Jesus Christ after his death by his actions
He did this by seeking permission from Pilate to bury the body of Jesus
By giving Jesus this royal burial he was witnessing to the truth that Jesus was king

Testimony of the holy woman

On the day after the Sabbath, Mary Magdalene and Mary the mother of Jesus went to the tomb

planning to prepare Jesus’ body for a proper burial

On arrival, they found the stone covering the tomb had been rolled away
The tomb was also empty
Two men in dazzling clothes confirmed that Jesus had risen as he had prophesied. The two men were

angles

When the women learnt of Jesus’ resurrection, they broke the news to the apostils and all the others.

The apostles rejected the women’s testimony

The testimony of disciples on their way to Emmaus

Jesus appeared to the disciples who were on their way to Emmaus
They were discussing Jesus’ suffering, death and the empty tomb
They regarded Jesus’ death as a tragedy, for they had hoped he would liberate the Jews from the

Roman rule

Jesus explained to the scriptures, which say the messiah would suffer to reach his glory.
They invited Jesus to dine with them
Jesus shared the Holy Eucharist with them before they recognized whom he was at the breaking of the

bread

The disciples at Emmaus thus became the second witnesses to the risen Christ. The effect of this

testimony is that the disciples went and told the eleven apostles about their encounter with the risen

Christ

Qn r. the appearance of Jesus to the disciples

As the disciples narrated their encounter with Jesus to the eleven apostles, Jesus appeared to them
Jesus asked them to confirm that he had risen by touching his body
He explained to the apostles his mission through telling them the prophesies about him in the law of

Moses, prophets and psalms

Jesus brought his disciples to be witnesses by proclaiming repentance and forgiveness of sins
He tested some cooked fish
He promised that he was going to be with them through the power of the Holy Spirit

THE ASCENSION OF JESUS

Qn s. Describe the ascension of Jesus

From Jerusalem Jesus led his disciples to Bethany
He raised his hands blessed the disciples and lifted to heaven
The disciples returned and witnessed Jesus’ ascension with joy
They continued to go to the temple to pray to God waiting for the holy spirit that Jesus had promised

them

From this incidence where Jesus blessed the disciples, we learn that the disciples became confident

about their mission. This earlier disbelief and blindness to who Jesus was now overcome

Qn t. Give five evidences from the bible that show that Jesus Christ rose from the dead

The tomb was empty
Assurance of the angle to the women that Jesus had risen
Thomas witnessed the resurrection by feeling the scars on Jesus’ hands
The women who had gone to the tomb had found it empty
The disciples witnessed his resurrection when he appeared to the two disciples at Emmaus
Jesus shared a meal with his disciples after his resurrection in Jerusalem
Jesus walked with the disciples up to Bethany prior to his ascension

Qn t. explain the significance of passion, death and the resurrection of Jesus to Christian life

The passion deed and resurrection refers to seven incidences namely, Jesus’ last supper, suffering in

the garden, suffering before Sanhedrin, Pilate and Herod; mocking by the soldiers, death on the cross,

resurrection and ascension

Those events are of great significance to the modern Christians. First they proof that Jesus was indeed

the son of God and the Messiah

The passion, death and resurrection of Jesus Christ was a fulfillment of the old testament prophesies

and Psalms

The resurrection resulted in the rapid spread of the church. The spread of the church is as a result of

the risen Christ and the influence of the Holy Spirit

The resurrection is thus the basis/ the central idea or foundation in the Christian faith and missionary

activity; if Christ has not been raised, then our preaching is useless and you believing it is useless

The passion, death and resurrection reveal the power of God to those who believe in him. They also

prove that Jesus who was God’s triumphant envoy is alive and Christians are assured living again after

the physical death

The raising of Jesus from the dead proved that Jesus was not only man but lord over human life so that

Christians share in his life on earth by believing in him and living according to the fruits of the holy spirit

The resurrection of Jesus is a source of inspiration and confidence in Christians. It also points to the

fact that Jesus was a man of his word i.e. he fore told the resurrection and it came to pass. His

resurrection was a real fact because he showed his disciples the crucifixion marks

All that happened during the passion, death and resurrection of Christ was just a completion of God’s

revelation through Christ

They also point to the power and glory of God in which those who believe share in the hope of their

own resurrection in the second coming of Jesus

Qn v. the significance of Jesus’ resurrection to Christians today

It is the foundation of the Christian faith and hope which their belief would be useless
Christian faith would be in vain (futile) if Jesus had not resurrected
Through resurrection Christians have confidence and hope in God because the one they believe in has

been exalted and sits at the right hand of God almighty

Through the resurrection, Christians are given hope of eternal life
The resurrection of Jesus led to the coming of the holy spirit which helps Christians to live according to

the teachings of Christ, preach the gospel and speak boldly against the evils in the society

The resurrection give meaning to baptism in that one dies in sin and is raised with Christ to new life
The resurrection confirms the divinity of Jesus as the true son of God
The resurrection gives Christians courage to face death because they have hope of resurrecting at his

second return

It is remembered by Christians during the Eucharist

Qn w. explain five importance of Eulogy of death in the society today

It enables mourners to know the cause or nature of death
It enables the mourners to forgive the dead person incase of any grudge between them and the dead

person

It enables the mourners to ask for forgiveness from the dead person
It enables the mourners know the wish or last words of the deceased before he/ she died
Mourners have an opportunity to declare what they owe or are owed by the dead
It enables mourners to know the contribution of work of the dead to the society
It provides the mourners with an opportunity to know the nature or character of the dead and his/her

social life

It enables mourners to know the background or life history of the deceased e.g. education.

FORM THREE

SELECTED TEACHINGS FROM THE NEW AND THE OLD TESTAMENTS

TOPIC ONE: GIFTS OF THE HOLY SPIRIT

Learning Outcomes. By the end of this topic, you should be able to: –

a) Discuss what Jesus taught about the role and gifts of the Holy Spirit.
b) Describe the manifestations of the Holy Spirit in Christianity today.
c) Identify the fruits of the Holy Spirit
d) Interpret the message of Peter on the day of Pentecost.

LESSON ONE: TEACHINGS OF JESUS ON THE ROLE OF THE HOLY SPIRIT. Read JOHN 14:15-26, 16: 5-15,

and ACTS 1: 7- 8

Introduction

The Holy Spirit is the third person in the trinity. There is the power of Christ, the power of God, and the

Holy Spirit who gives gifts such as prophecy and healing. The Holy Spirit is mentioned several times in

the Bible; (1) during creation in Genesis, (2) at the annunciation of the birth of Jesus, (3) at the beginning

of the ministry of Jesus, (4) during baptism, (5) revelation of Jesus in the temple (6) Jesus spoke of the

Holy Spirit during his mission or ministry, after resurrection and before ascension

Learning outcomes. By the end of this lesson:

State the role of Holy Spirit in the church and in Christian lives today
Enumerate the gifts of the Holy Spirit
Analyse the Manifestation of the Holy Spirit in the church and Christians today
Give the role of love in church and in Christian lives today
The role of Holy Spirit in Church and in Christian lives today.

Read JOHN 14:15-26 and JOHN 16: 5-15, ACTS 1: 7- 8

The Holy Spirit has many roles in the church and in Christian lives today. These roles are to:

Teach Christians on a daily basis messages of Jesus

Live in the hearts of believers of Christ

Be an advocate, a counselor, helper and a comforter to those who love Jesus Christ and obey God’s

commandments.

He would remind the disciples the words said by Jesus Christ and introduce them to their deeper

meanings.

Interpret the deeper meaning of the messages of Jesus Christ.

Reveal the truth and mysteries of and about God.

Affirm the right of Jesus as the Son of God.

Reveal the glory of Jesus death.

Reveal what is right and wrong

Give the disciples of Jesus power to become witnesses of Christ.

Give courage to the disciples of Jesus and modern Christians to face prosecution on the account of

following Jesus.

Enable the disciples to expose the secret lives and heart of sinful people.

Guide Christians; help believers to cast away evils spirits, to heal, to preach the word of God, to

encourage, and to condemn evil in the society.

Paul teaching about the Gifts of the Holy Spirit.

Read 1 Corinthians chapters 12, 13, and 14.

Spiritual gifts are extra-ordinary favors, talents, abilities, and dispositions given to Christians by God for

the benefit of all believers. The gifts are used for the service of others and not for self-glorification and

gratification.

The message of Peter on the day of the Pentecost

Peter told the disciple that what was happening was the fulfillment of Jesus’ prophecy.

– He said that Jesus of Nazareth was the Son of God.

– He said that the suffering and death of Jesus was according to God’s plans.

Death was the fulfillment of the Old Testament prophecy.

Gifts of the Holy Spirit

Gift of wisdom: – having deep understanding of issues- ‘seeing far’, being perceptive.
Gift of knowledge: – ability to understand the basic facts about Jesus, His mission and knowledge

about spiritual issues.

The gift of faith: – refers to the confidence in God’s help. It is deep trust in God.
The Gift of healing: – ability, and power to heal all forms of sickness by calling upon the name of Jesus

Christ.

The gift of performing miracles: – gift of healing miracles, creative miracles for example, dead legs

becoming alive.

The gift of preaching
The gift of prophecy: – the ability to interpret God’s word. The ability to foresee what will happen in

the future as revealed by God.

The gift of distinguishing spirits or discernment: – the ability to know whether a spiritual gift is from

God, the Holy Spirit or from the evil spirit

The gift of speaking in tongues. The ability to utter, speak in a tongue, language unknown to the

believer. Tongues are used when addressing God for self-edifications. It is personal growth.

The gift of interpretation of tongues: – the ability to understand and interpret the messages of those

speaking in tongues.

The gift of love. (Read 1 Corinthians 13)

Paul stressed that all the gifts of the Holy Spirit are to be demonstrated with love. He stressed that love,

a fruit of the Holy Spirit is supreme over other spiritual gifts possessed by Christians. It’s the greatest of

all. Speaking in tongues, preaching, and martyrdom without love is useless.

Components of Love

Love is patient, kind, not jealous or boastful, not arrogant or rude, is not ill mannered or selfish, and

does not insist on its own way. It is not disrespectful. It is not irritable or resentful. It does not rejoice at

wrong but rejoices in truth. It bears all things.

Love believes all things, hopes all things, and endures all things. Love is eternal. Love never fails. The

other gifts are temporary but love, faith and hope are eternal.

Manifestation of the Holy Spirit in the church and Christians today

Gifts of the Holy Spirit have been manifested in churches today. We see this manifestation through

people possessing the gifts of the Holy Spirit. For example, leaders in church have displayed the gift of

wisdom. Preachers, and Christian’s ministers have been casting out demons and performing healing.

There are reported cases of interpretation of tongues and gift of prophecy in churches today.

When Christians display the gifts of the Holy Spirit such as speaking in tongues the Holy Spirit is

manifested. Other manifestations of the Holy Spirit are:

Through healing, prophecy, gifts of discernment, boldness in preaching, and casting out demons

among others

Christians helping the poor by giving generosity and in kindness.

Through singing, dancing, shouting (fruit of joy)

Through unity of believes and fellowships.

Through praying,

Christian’s persecutions/temptations.

Criteria for Discerning the Gifts of the Holy Spirit.

Christians who have the Holy Spirit and are guided by Jesus have certain characteristics. These are:

They will confess that Jesus is Lord

They cannot say a curse.

They speak the truth. They worship God and behave in accordance with Jesus teaching.

They led by the Holy Spirit and are known by the fruits of the Holy Spirit. These fruits are love, joy,

peace, and patience.

Such persons serve all Christians without discrimination and strife.

They do not do sinful acts such as sexual immorality. They do not practice idolatry, and sorcery. They

do not have in their hearts and minds hatred, and jealously or any other negative feelings and actions.

The fruits of the HOLY SPIRIT (GALATIANS 5:16-26)

Paul taught that the fruit of the spirit are: Love, Joy, Patience, Long suffering, Goodness or Generosity,

Faith and faithfulness, Peace, Meekness and kindness, gentleness, self- control and temperance.

Answer these questions after reading – JOHN 14:15-26 and JOHN 16: 5-15, ACTS 1: 7- 8 and 1

Corinthians chapters 12, 13, and 14.

What is the role of the Holy Spirit among Christians? (Read a)
Discuss the gifts of the Holy Spirit
Write a talk about the Holy Spirit
Define love?
Describe the different types of love
Why do Christians need the Holy Spirit today?
State the role of love in church and in Christian lives today.
How has the gift of the Holy Spirit been manifested in Christian lives?
Which activities show that the Holy Spirit is working among Christian in Kenya.
How have the gifts of the Holy Spirit been misused in the church today?

Answers are also in the text. Read sections with answers

The role of the holy spirit

An advocate, a counsellor and a comforter.

He would remind and introduce the disciples to the deeper meaning of the word of Jesus Christ.

To reveal the myth and mysteries of God.

He would affirm the right of Jesus as the Son of God.

He would reveal the glory of Jesus’ death.

He would enable the disciples to discern and expose the secret heart of sinful men.

The gift of the Holy Spirit has been misused today by pride and public manifestation of the gift as a

way of show off. Some Christians have misused the gift of Holy Sprit of prophecy by prophesying for

money.

LESSON TWO. PETER’S MESSAGE ON THE DAY OF PENTECOST. Read ACTS 2: 14-41

Introduction

Jews commemorate Pentecost day. This is the day that God gave Moses his laws on mount Sinai. It is

also referred to as the festival of weeks. Pentecost day was celebrated 50 days after the Passover. It was

compulsory for all Jews. On this day, Jews brought offering, the first fruits of harvest, to the temple in

Jerusalem.

Learning outcomes. By the end of this lesson You should be able: –

Describe Pentecost day
Narrate Peters’ Message.
Explain the relevance of the Pentecostal Experience
Pentecost a day

On the Pentecostal day, the disciples were gathered in Jerusalem awaiting the promise of the Holy

Spirit. And as promised, the Holy Spirit came in the form of a strong wind, and tongues of fire. The Holy

Spirit rested on the head of each disciple. The disciples received the gift of the Holy Spirit. They spoke in

new tongues. Some of the observers mistook this experience. They thought that the disciples were

drunk with wine.

Peter stood up to explain what was happening and defend the disciples. He told those who saw the

experience that the disciples were not drunk. It was in the morning.

Peter’s Message. Read Joel 2: 28 – 32

Peter told the onlookers that; what was happening is fulfillment of Joel’s prophesies about the

outpouring of Gods spirit. He said that Jesus of Nazareth was the Son of God. This was proved by the

miracles that Jesus performed. He emphasized that the suffering and death of Jesus was according to

God’s plans. Jesus is a descendant of David. Death and the resurrection of Jesus fulfilled prophesies in

the Old Testament.

God raised Jesus from the dead. He taught that Jesus had both the nature of God and Man. The apostles

are the living witnesses of the resurrection of Jesus. Jesus has been exalted and sits on the right hand of

God where He is Lord and Judge. They holy Spirit is a gift from Jesus

Peter then invited the listeners to repentance so that they could be forgiven and receive the gift of the

Holy Spirit. Three thousand souls accepted salvation message and were added to the fellowship of the

disciples.

After the Holy Spirit infilling.

The disciples sold their possessions and goods and assisted the needy. They did many wonders and

signs. They continued to live in unity, worshiping God, fellowshipping together, and breaking the bread.

Lessons Christians learn from Leadership of Peter.

Christians should be:

Courageous and stand up for Jesus Christ all the times.
Ready to spread the Gospel of Christ.
Win new converts to Jesus by inviting them to repentance.
Have faith in the risen Christ.
Pray to be filled with the Holy Spirit like Peter and those in church leadership should take their roles

seriously.

Relevance of the Pentecostal Experience

Speaking in diverse tongues signified that Christianity is a universal religion. It pointed out the

importance of all languages when communicating to God. There were no specific languages for speaking

with God, as it was when Latin was the language of literacy and Christianity.

Christians should be bold in their preaching. They should not be afraid as they have the counsel and

helper, the Holy Spirit. Christians should understand that God chooses anyone as a leader, preacher, and

witness of Christ.

Pentecostal experience signifies that Christians need to receive and be filled with the Holy Spirit

Revision questions

a) Explain the meaning of the Pentecost
b) Describe the manifestations of the holy spirit on the day of the Pentecost (Acts 2: 1-40)(or narrate the

events that took place on the day of the Pentecost)

c) Write down five teachings about Jesus from Peter’s speech on the day of the Pentecost
d) What were the qualities of peter that made him a successful leader of the apostolic church?
e) What lessons can Christians learn from the events of the day of the Pentecost?
f) State the teachings of Jesus on the holy spirit (John 14:14-26) (acts 1:7-8)
g) What is the role of the holy spirit according to Jesus?
h) What is the role of the holy spirit in the believers or the church or Christians?
i) Outline the fruits of the holy spirit
j) State the criteria for discerning the spiritual gifts
k) List down the gifts of the holy spirit
l) Explain why Paul taught that love is the greatest of all spiritual gifts
m) Explain how the Holy spirit is manifested in the church today
n) State ways in which the gifts of the holy spirit are being abused in the church today

TOPIC TWO: THE UNITY OF BELIEVERS

Learning outcomes. By the end of this topic, you should be able to:

a) Explain teaching in selected New Testament texts of the unity of believers.
b) Identify the metaphors used to describe unity of believers.
c) Identify the causes of disunity in the early and modern church

LESSON ONE: TEACHINGS OF THE UNITY OF BELIEVERS IN SELECTED NEW TESTAMENT TEXTS

Unity of believers refers to oneness of those who have faith in Jesus Christ.

Learning outcomes. By the end of this lesson you should be able to: –

Describe activities of early Christians
Describe characteristics of the people of God

iii. Explain the meanings of these symbolic expressions

– The body of Christ

– The Vine and the Branches

– The Church / Assembly of God

– The Bride

Early Christians

The early Christians in Jerusalem demonstrated their unity by.

Holding joint prayer sessions

Sharing the Lords supper, that is Eucharist.

Sharing their possessions with the poor.

The showed oneness and unity as believers. They expressed their oneness using various terms, images,

metaphors and symbols. They regarded themselves as the people of God, the church and an Assembly

of God. When they celebrated the last supper, eating of bread was a symbol of the body of Christ. They

saw themselves as belonging to one tree with the vine and branches. As followers of Christ, the early

Church saw itself as the Bride of Christ.

Discussion of Symbolic Expressions
The people of God

Read 1 PETER 2: 9-10. Peter has outlined the characteristics of the people of God. He says that the

people of God are

Believers in God: through faith in Jesus Christ.

The ‘Chosen race’, ‘a royal priesthood’, a holy nation’ ‘a chosen people’

Those who stand out from the rest because they live a holy and righteous life.

Form a Holy nation chosen to proclaim the works of God.

Not just the descendants of Abraham but people who follow Jesus Christ and His teachings.

The body of Christ

Read 1 Corinthians 12:12-27, and Ephesians’ 4:1-12.

The Holy Spirit is the one who brings Christians together as one body of Christ to serve the church.

Christians are given gifts for the purpose of sharing the body of Christ.

Jesus Christ is the head of the church. And just as the body has many parts, playing different roles, so

has the Church. Every member of the church plays a vital role because different members have different

spiritual gifts and callings. Some are Apostles, Teachers, Prophets, Evangelists, Pastors and Miracle

performers, Administrators and those who show mercy to others and encourage (exhort) others.

All church activities should be directed to the welfare of the church, just as the function of each part of

the body is necessary for the well being of the whole body. To have a united body, members should be

meek, and patient in order to bear the fruit of the Holy Spirit. For a church to be united, or to be

considered as one body, Christians should have faith in God the father, one Lord Jesus Christ, one Holy

Spirit and have faith in God through Jesus Christ.

iii. The Vine and the Branches

Read John 15:1-10

The vine represents Jesus. Vine tree was a tree that bore grapes. The vine tree was a symbol of

prosperity and peace. Jesus is the vine and the Father is the vinedresser. Christians/ believers are the

branches. They are expected to produce good fruits by remaining faithful and united in Christ. Faithful

branches bear fruit like good Christians while unfruitful branches are like unfruitful Christians.

Christians should remain united to Christ who is the vine so as to bear fruits. The teachings of Jesus

purify the Christians. The dead branches of the Vine trees are cut off and the livings ones are trimmed or

pruned. This is done so that the vines may produce high yields. Likewise unfaithful Christians, believers

are rebuked and corrected so as to bear high yields.

The Church or Assembly of God. Read Ephesians 5: 21 – 32

Church is a Greek word “““ekklesia””, which means people. People who belong to the Lord. Assembly of

God is the coming together of people of diverse social and cultural backgrounds who recognize lordship

of Jesus. The church is likened to the relationship between a husband and a wife. Christians (the church)

are expected to be united with Christ just as a husband and wife are united in marriage. Just as

husbands and wives are expected to love one another, so too, are Christians called upon to express love

to one another and to love God.

A husband is the head of a family; Jesus is also the head of the church.

The Bride. Read 2 Corinthian 11: 2, and Revelations 21: 1 – 12

In the Old Testament, God calls Israel a bride. In the New Testament, Christians are referred to as “a

bride’ in the New Jerusalem’. God or Jesus Christ is the bridegroom. Christians are reminded that the life

on earth is a temporary home. Their real home is in heaven, the Holy city of God. Just as a bride is

expected to be faithful to her husband, so are Christians expected to be faithful to God by observing the

covenant way of life. Deviation from the covenant was portrayed as adultery.

John, who wrote the book of revelations, sees a vision of a new heaven and a new earth in which faithful

Christians will be rewarded. Christ will come to take His bride to eternity to live there forever. The

relationship between Christians and Jesus/ God is like a marriage. It is a covenant. It is a relationship

where the church (bride) is expected to submit to God. Jesus died for the church, a show of His or God’s

love. Likewise Christians should be committed in their relationship to God.

SAQ. 1. Discuss in twos who is a bride and what takes place in a wedding.

Discuss the significance of the symbols used to express the unity of the believers. These are “The

people of God”, “The body of Christ”, “The vine and the branches” “The church or assembly of God” and

“The bride”.

LESSON TWO: CAUSES OF DISUNITY IN THE EARLY CHURCH

The early church experienced some challenges, which led to divisions among the early disciples and

Christians.

Learning Outcomes. After reading this lesson,

i Identify causes of disunity in the early church

ii State causes of disunity in the modern church

iii Compare the causes of disunity in the early and modern church

iv Suggest possible solutions to disunity in modern church

Causes of Disunity in the Early Church

After Jesus ascended to his Father and left the Holy Spirit to look after his followers, the disciples

established congregations or communities to spread the Word of God. As believers of Christ met and

prayed together, there were disagreements and divisions brought about by several factors and issues.

These were:

Disputes, among early Christians; concerning leadership of the Church. Christians wanted different

leaders: Paul, Apollos, Cephas or Christ. Paul told them that Christ couldn’t be divided (1 Corinthians

1:10 -21).

Sexual immorality was another cause of disunity in the early church. Some Christians were doing or

having irresponsible sexual behaviours. These were incest, fornication, and prostitution. Paul

condemned such behaviours and told Christians to stop sinning and honor God with their bodies. The

body of a Christian is the temple of the Holy Ghost (1 Corinthian 5: 1-13, 6:12 – 20).

Christians settling disputes in civil courts. Paul advised they ought to talk over issues among themselves

and agree to solve problems on their own (1 Corinthians 6).

Dispute over marriage and divorce. Some Christians were opposed to marriage. Others were

encouraging divorce. Paul addressed these issues in 1 Corinthian, chapter 71-16. Paul advised Christians

that it was okay to marry or not to marry. But marriage was needed to stop immorality.

Eating of meat offered to idols. Some Christians were eating meat offered to idols while others were

against it. Paul advised Christians not to eat anything that will cause their faith to weaken or fail. (1

Corinthians 8 and10: 14 – 20.

There were disputes about dressing during worship. Should women cover their head during worship?

Should women shave hair? Should men wear long hair? (1 Corinthian 11:1-16).

Some Christians were overeating and over drinking during the Holy Communion – misuse of the Lord’s

Supper, (1 Corinthians 11:17 – 33).

Misuses of spiritual gift especially the gift of speaking in tongues. Paul taught that all gifts are equal (1

Corinthians 12).

There was a misunderstanding about the resurrection of the body and the dead. Some were saying

there is no resurrection. Paul preached that if there is no resurrection then their preaching was in vain

as they were witnesses to the resurrection of Jesus Christ (1 Corinthians 15).

Causes of disunity among believers and church in Kenya today

Leadership differences. Some Christians are struggling for power. This has led to formation of splinter

groups, divisions and enmity between these groups.

Cultural differences. Christians are divided by their African cultural beliefs from their backgrounds. This

culture is merged with Christianity and Western cultural practices forming a unique mixture of beliefs.

Some Christians are permissive, while others are conservative. This has led to disunity, for example in

the areas of dressing.

Discrimination. There is inequality within the church between the rich and the poor, the whites and

blacks. Some Christians are viewed as more spiritual than others, on basis of the tribe, gender, wealth

and social status among others.

Misuse of freedom of worship. Christians are starting sprinter churches, probably because they want to

control church finances without supervision by the wider church. To justify their departure, they spread

propaganda against the ‘mother’ church, and other churches in order to attract followers. The more

followers a church has the more tithe it collects.

Misuse of church funds. Some church leaders and followers misuse church funds

Differences in the practice of baptism

Arrogance and pride by some Christians.

Sins: sexual immorality in the church, divorce and marriage issues.

Some Christian denominations reject the human nature of the person of Jesus Christ; that Christ had

both a human and divine nature e.g. Nomiya church.

SAQ. Can you think of factors that led to disunity among Christians in the early church that you have

noted in the Kenyan church?

Reasons why Christians should work in Unity.

Christians face many problems and they therefore need to work together in unity to:

Promote oneness of Christians in Jesus Christ.

Promote the teachings of Jesus Christ.

Achieve effective evangelism or ministry.

Adopt a common attitude to the integration of African culture in worship.

Prevent the formation of sprinter groups and cults.

Reduce the internal wrangling.

Have a common stand in dealing with issues affecting the society.

Possible Solutions to disunity

The church should settle issues that divide its members by Christians:

Learning to appreciate and respect the practices and belief of other Christian’s denominations.

Having or forming a common goal

Striving to be guided by the principle of love in solving problems facing them.

Observing the teachings of disciples, prophets, apostles, God, laws of Moses, Jesus and the Bible.

Avoiding doing anything to their fellow Christians that would cause suffering and disharmony.

Activities that the early church did in order to remain united were that they:

Ate bread together.

Held fellowships together.

Shared with the needy.

Prayed together for each other

In the current worldwide Church, there is disunity amongst believers or Christians. The most common

ones are due.

Leadership differences and wrangles for power.

Cultural differences amongst Christians.

Some Christians are permissive while others are conservative.

Differences in the interpretation of the Bible.

Misuse of church funds

Pride and arrogance.

Revision questions

Write down terms used in the new testament to refer to believers in Christ
Identify five causes of disunity in the church today
Identify factors which cause disunity among the Christians today
Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live

together

Explain how the church strengthens family relationships today

TOPIC THREE. TEACHINGS FROM SELECTED OLD TESTAMENT

PROPHETS

INTRODUCTION

This chapter introduces one to the work of prophets in the Old Testament. In Form One, some prophets

were taught e.g. Moses, Elijah, Nathan and Samuel. Traditional African prophets were also taught.

In Form Three, we compare true and false prophets and the Traditional African prophets.

Learning outcomes. By the end of the topic, you should be able to:

Define a prophet, and prophecy
Identify categories of prophets
Explain the importance of prophets in Israel.
Describe the characteristics of prophets.
Explain how prophetic messages were written.
Compare the relationship between prophesies in the Old Testament and the New Testament

LESSON ONE: PROPHETS

Learning outcomes. After reading this lesson, you should be able to: –

Give a correct definition of a prophet, and prophecy
List prophets in categories
Definitions of a prophet, and prophecy

The word prophet comes from a Hebrew word “Rabii’ meaning ‘one who is called or one who

announces God’s message. A prophet is also referred to as a seer. A prophet is a person sent by God to

teach and give people messages about things to come in future from God. Prophets received divine

messages from God and communicated them to the people.

A prophet is therefore a person who foretells events as revealed to him or her by God. Examples of

prophets include Samuel, Elijah, Jeremiah and prophetesses (female prophet) Deborah, and Huidah.

Prophecy is a statement, a message of something that is going to happen in the future. The action of

giving future messages is called prophecy.

Categories of prophets

There were many categories of prophets. These were:

a) Major Prophets. These were Prophet’s whose messages covered a long period of time. Their

messages were long and detailed. For example Prophet Jeremiah, Ezekiel, and Daniel.

b) Minor prophets. There are 12 books of the Minor Prophets examples They are called minor because

their messages are short, brief and do not contain detailed information. The Minor Prophets are Amos,

and Hosea, Joel, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi.

c) Canonical prophets the term canon means law. Canonical prophets are law prophets. The individual

utterances of these prophets are laws. Both minor and major prophets are canonical prophets,

d) The early prophets are Moses, Nathan Elijah, and Elisha. These prophets belonged to guilds schools.

Their prophecies are not recorded under their names. Their prophecies are written in books, which do

not bear their names.

e) Cultic prophets like Hannah (N.T.) served in the places of worship. They assisted the priest officiating

worship

f) Professional / court prophets like Samuel, Micah, and Gad lived together in the temple and in groups.

They earned their living through their work. They did not work elsewhere

g) False prophets are pretenders to speak in the name of Yahweh but God did not call them. They spoke

lies in accordance with the messages people wanted to hear.

Characteristics of true prophets

There were two (2) major categories of prophets in the Old Testament, (1) true prophets and (2) false

prophets. True prophets are those whose prophecies occurred and were fulfilled. Prophesies of false

prophets did not occur. True prophets distinguished themselves from false prophets and ordinary

people.

They experienced God dramatically when He called them and in their ministry. They were God’s

spokesmen and women. They responded in faith to their call.

God gave them specific tasks in their commission and God’s assurance and support in their ministry.

They urged people to repent and turn back to God.

In their messages, they taught that God demands sincere worship and not elaborate rituals. They

understood God and taught about God righteousness, goodness, mercifulness, and loving care. They

condemned evil in the society and proclaimed God’s judgment and punishment to those who failed to

keep the covenant. They spoke with authority and acted with courage. They upheld God as a universal

God for all nations. They talked of a remnant that shall remain after punishment or those that have

continued to worship God sincerely. Their utterances were true because they were fulfilled

They spent a lot of their time in prayers. They prayed regularly. At such times they withdrew from

people in order to have a quiet time to seek God.

All the true prophets received opposition from their audiences and they were ready to suffer for telling

God’s word.

The Characteristics of false prophets.

Some of the prophecy of false prophets contradicted prophesies of the true prophets. False prophets

followed their own imaginations, and gave false hopes. They told people what they wanted to hear.

They had no personal knowledge of God. Hence, their prophecies were not in line with the divine

revelations.

They used evil forces such as magic, and divinations to call upon the spirits of the dead. They were paid

for prophesy and benefits materially from their clients. They served Baal and were mainly immoral. They

committed crime.

Review questions

How can we know true and false prophets today?

LESSON TWO: IMPORTANCE OF PROPHETS IN ISRAEL

Introduction

Learning outcomes. After reading this lesson, you should:

Describe the work of prophets in Israel
Explain how God communicated with prophets and Israelites
Analyse the content of the Prophetic messages
Work of prophets in Israel

Prophets kept Israelites in communication with God. They communicated God’s will to the people of

Israel. They foretold God’s judgments and punishment for sinners. They condemned the behaviour of

the rich towards the poor. Through their messages, people reformed their lives since they condemned

all forms of social evils and ritual sins.

They contributed to the writing of their messages leading to the compilation of the Bible.

Prophets guided and gave people hope. They taught people the laws of God. They warned people of

dangers to come. They condemned idolatry and stressed the worship of one true God, Yahweh.

They anointed the Kings in Israel. Kings consulted the prophets before any major undertaking such as

war among others.

They acted as conscience of kings. They advised them and challenged Kings when they went wrong.

God’s communication with prophets and Israelites

God communicated to Prophets through visions, voices that were audible and clear, events, prayers,

dreams, signs, ordinary things, and words which came to their minds with great power.

Writing messages of the prophets

The canonical prophets as mentioned earlier had their works and prophecies recorded under their

names. Canonical prophets are referred to as writing prophets. It’s possible that some prophets wrote

down their own prophecies. They wrote what God spoke to them as He dictated. An example is

Jeremiah who wrote what he was told …’Get a scroll and write on it everything that I have told you

about Israel, Judah and all nations. (Jeremiah 36:2, Isaiah 30:8).

Two, the prophet’s message were probably written by other people. These were their assistant,

secretary, scribe, and disciples or followers as the prophet prophesied.

Thirdly some of the prophetic messages could have been preserved as oral traditions and later written

as books. A good example is 2 Kings.

Content of the Prophetic messages

Prophetic messages contained lessons from God to Israel. For example, the:

Prophetic sayings were and still are oracles or poetic passages spoken by God himself through

prophets. The prophecies were addressed to different nations. They carried specific teachings to the

people, for example predicting future occurrences

Narratives in the first person give an account of the prophet’s testimony. They spoke of their

experiences with God, and responses to the call of God. They tell us about prophet’s impelling

compulsion to speak God’s word. The narratives are written in the first person. They have a format ‘ The

Lord said to me… The year that King Uzziah died, I was the Lord…”

iii. Narratives in the third 3rd person have messages written by a third party, i.e. not the prophet but

another person. For example, “Isaiah said to them, “Thus you shall say to your master, thus says the

Lord: “Do not be afraid of the words.” (Isaiah 37:6). The message recounts the prophets’ personal life,

and political background.

LESSON THREE: PROPHESIES IN THE OLD TESTAMENT, NEW TESTAMENT AND AFRICAN TRADITIONAL

SOCIETY

Introduction

The Israelites and the African traditional societies as well as other world communities had prophets who

foretold the future. Among the Israelites, there were prophets chosen by God and false prophets who

told messages which communities wanted to hear. Among the African traditional communities, there

were wise men and women who prophesied about the future.

In this lesson, we shall compare these prophecies and learn what was similar and different about these

them. The Old Testament prophecies are compared with those from the African traditional society and

the New Testament

Learning outcomes. After studying this lesson, you should be able to:

State relationships between Prophesies in the Old Testament New Testament and the African

Traditional Society

Discuss the similarities between prophets in the African traditional society and the Old Testament
Identify differences between prophets in the African traditional society and the Old Testament
Relationships between Prophesies

Several Old Testament (O.T.) prophecies were and are fulfilled in both the old and New Testament (N.T)

in the life and ministry of Jesus Christ. The Law of Moses is used in both the Old Testament and the New

Testament. However Jesus gave the law a deeper meaning.

The teachings and prophecies of the prophets provided the foundation for the message in the New

Testament. The prophecies of Prophet Nathan to King David that God would raise up an offspring from

the lineage of David was fulfilled in Jesus Christ, the expected messiah.

Jesus disciples in the New Testament referred a lot to messages in the Old Testament. The teachings of

Jesus in the New Testament are based in the Old Testament prophecies. They are therefore similar to

each other because New Testament is a continuation of the Old Testament.

The New Testament is the new covenant spoken of by Prophet Jeremiah and other Prophets like Isaiah,

Micah, and Nathan. Their prophecies about Messiah are fulfilled in the New Testament.

Similarities between prophets in the African traditional society and the Old Testament. In both

traditions, prophets:

Were endowed with divine powers and they dealt with religious matters.

Acted as intermediaries between God and people

Warned people of impending dangers and disasters due to disobedience

Had supernatural experiences

Encouraged morality and discouraged evil ways

In some cases, could heal

Withstood oppression and opposition by the political rulers

Encouraged people to fight injustices in society

Foretold future disasters such as drought and wars. They explained why they were going to occur.

Were consulted when things were not well in the society.

Received revelations through dreams, visions and thoughts

Were gender sensitive male prophets and female prophetesses.

Differences (O.T.) between prophets in the African traditional society and the Old Testament.

The Old Testament prophets had a personal relationship with God. They communicated God’s messages

to Israelites.

The prophets in the African traditional society communicated and received messages from the ancestor

spirits

Old Testament prophets were God’s mouthpieces. They began their prophesy with ‘thus saith the

lord’…. While the prophets in the African traditional society predicted what would happen to individuals,

and communities.

The authority of prophets in the Old Testament came from God while the authority of prophets in the

African traditional society came from their ancestors’ spirits.

In the Old Testament prophets were called directly by God while in some African traditional

communities the prophetic office was hereditary. The African traditional prophets dealt with family and

local community issues while Old Testament prophets dealt with national issues, and crises. African

traditional prophets were diviners while Old Testament prophets consulted God.

Relevance of Old Testament prophets to Christians today

Christian should be ready to be messengers of God. The call to be a Christian has a prophetic role. Some

Christians are called to the office of a prophet and should prophecy for the glory of God and for the

common good of the people. As God’s spokes person one should always stand for the truth. Christian

should proclaim God’s will even if the message is not pleasant to the people.

Once appointed as a prophet, one should pass the messages to who ever they are sent to without fear

or favour. God’s messengers should always condemn the social political economic evils in the society.

As God’s messengers Christians should live exemplary lives. They should stand for what they preach and

should expect persecutions because of their works as God’s messengers. They should be ready to suffer

for the sake of the gospel.

Christians should pray to God to give them guidance, wisdom, and inspiration to be able to handle

hardships in their lives. They should provide hope for the people in times of suffering.

Christians should realize that God calls both men and women to His service. They should be ready to

obey Gods’ prophetic call and not run away e.g. Jonah. They should be concerned and take care of the

welfare of the poor community members.

Revision questions

Define the terms prophet and prophecy
List five categories of true prophets
State the difference between true and false prophets
In what ways were God’s prophets called?
Outline the similarities and differences between the old testament prophets and the traditional

African ones.

What is the relevance of prophets to Christians today?

TOPIC FOUR: PROPHET AMOS

Introduction

Amos is one of the prophets God sent to Israel to warn the people because of their evil life.

Politically, the Nation of Israel had become rich. There grew classer, the rich and the poor. The rich

started oppressing the poor.

Socially, there was still the rich – poor gap. The rich exploited the poor. Merchants sold bad food,

expensive and used false measurer.

Religiously, the Israelites had turned away from God and were worshiping false gods. Syncretism was

practiced. Priests were paid and God’s prophets were rejected.

It is in this situation that Amos was called.

He is called through visions.

Amos is one of the canonical or writing prophets. The book of Amos is a temptation of oracles spoken by

the prophet on different occasions. Note that after the death of King Solomon, the kingdom of Israel

was split into two and rules by Rehoboam and Jeroboam. The northern Kingdom; called Judah was ruled

by Rehoboam and was inhabited by two tribes. The southern kingdom called Israel was ruled by

Jeroboam and was inhabited by 10 tribes. Amos came from Judah and prophesied in Israel.

Topic Learning Outcomes. By the end of this topic, you should be able to:

a) Analyse Prophet Amos work in Israel
b) Describe the call of Amos
c) Explain the teaching of Amos
d) Relate relevance of Amos teaching to Christianity today

LESSON ONE: Prophet Amos work in Israel

Read Amos 1:1

Learning outcomes. After reading this lesson, you should:

Describe the call of Amos
Describe the socio, political and economic situation in Israel during the time of Prophet Amos
Explain religious situation in Israel
The call of Amos (AMOS 1:1,3:8,7:10 – 15)

Prophet Amos was born in a village called Tekoa in Judah, the southern kingdom. Before his call, Amos

was a shepherd and a dresser of sycamore trees. He was not a professional prophet. But God called him

to be a prophet. He received his call in form of a vision around 758 BC. Amos responded to God’s call

with obedience. He felt a deep compulsion to prophesy (Amos 3:8). God directed him to give his

message to the people of Israel, the northern kingdom (Amos 7:15). He was asked to speak the will of

Yahweh. He was also to fore tell punishment if Israelites did not repent their sins. His message was

opposed, and challenged by Amaziah the priest of Bethel.

Religion. Israelites worshipped Yahweh and other gods. Idolatry was also present. This form of

worship is called Syncretism . There was religious hypocrisy. Like today, there was an emphasis on

external observances of religious practices and less concern for internal observances. The priests were

paid for religious work. Those who couldn’t pay did not have religious ceremonies. They were offered at

the expense of the poor. The prophets of God were rejected.

Social – economic – political situation. When Amos prophesied, King Jeroboam ruled Israel, the

northern kingdom while King Uzziah ruled Judah. Amos was sent to prophesy to the people of Israel in

the northern kingdom. He concentrated his work mainly in Bethel and Samaria – the capital city of Israel

and the main centres of worship.

When Amos started his prophesy, there was peace and prosper in Israel and Judah. Both kingdoms were

wealthy. However, the wealth did not reach the poor. This was because the wealth and power were in

the hands of the king, his family, his officials, and wealthy merchants. As a result, Israel citizens were

divided into two classes; the rich and the poor.

Unfortunately, the rich people owned big luxurious houses. They drunk wine, and used the most

expensive perfumes. They acquired their wealth at the expense of the poor. They oppressed and

exploited the poor. The merchants of trade for example, were dishonest in their trade businesses. They

sold bad wheat to unsuspecting customers and overcharged customers by measuring with false scales.

Because of the inflated prices, the poor borrowed money from the rich at high interest rates to buy

basic things like food. Hence, there was massive bribery and corruption in society and law courts.

As a result the poor lacked basic necessities or needs like food, shelter, and clothing. It was at this time

when God sent Amos to give prophesy to Israel.

SAQ. How did the rich oppress the poor in Israel?

LESSON TWO: VISIONS OF AMOS

Read AMOS 7: 1 – 9, 8:1 – 3. 9:1 – 4)

Vision is a picture we have in our mind. It is a future to come. Amos was shown many visions by God.

Lesson outcomes. After reading these verses in Amos you should be able to: –

Analyse all the visions and
State the message of each vision
Summaries things that God condemned through Amos
The vision of the locusts (Amos 7:1 – 3 )

Amos saw a swarm of locusts being sent by God to destroy all plants and food crops in the land. The

locusts were, a sign of disaster, which God was going to send to Israel as a punishment for their

disobedience. Amos cried to God to forgive the people. God heard and changed his mind.

The vision of a great fire (Amos 7:4 – 6)

Amos saw a vision of a supernatural fire that burnt up the land. He asked God to forgive the people and

God listened. The punishment was stopped.

The vision of a crooked wall/ the plumb line (Amos 7:7 – 9)

Amos saw the Lord standing beside the wall checked it with a plumb line. The wall represented the

Israelites. They stopped observing the laws of their covenant with God. God found Israelites disobeying

the covenant. God promised to destroy holy places of Israel..

The vision of a basket of ripe fruits (Amos 8:1 – 3)

In this vision, Amos saw a basket of ripe fruits. Fruits are harvested at the end of the summer. This

meant that Israel was ripe for punishment for her refusal to turn to God. Amos did not pray for

forgiveness. God would no longer withhold His judgment. Time for repentance was over.

The vision of the destruction of the altar. Read Amos 9:1 – 4.

Amos saw the Lord standing by the altar. The Lord ordered the destruction of the temple. The shrines of

Dan and Bethel were destroyed because they were the centres of idolatry. No one would escape

punishment no matter where they hide.

Summary of issues that God pointed out to Israel through Prophet Amos

Lack of social justice

There was lack of social justice and responsibility by the king of Israel. Social justice means dealing with

other people fairly. It implies showing concern for the needs of others.

Lack of responsibility. This refers to the rulers and people of Israel being accountable for their actions.

In modern life, it is doing ones duty and fulfilling ones obligation to God and others.

Practice of hypocritical religion in Israel. The Israelites were insincere in their worship. They made

empty sacrifices. They worshipped idols as well as God. They profaned the name of God (Yahweh). They

made idols of Baal and offered sacrifices to them. They worshipped other gods. This is syncretism and

God does not allow worship of any other God but himself.

God’s judgment against Israel and other nations. God promised to destroy Israel and leave a remnant

of them for restoration.

Oppressions of the poor by the rich

God condemned King Jeroboam rule of Israel because of the oppression of the poor, government

corruption and bribery of king’s officials. These officials sold the righteous for silver and the needy for a

pair of sandals (shoes) i.e. its like practising slavery. The rich trampled on the poor, despised them and

placed no value on the poor. The poor gave their garments as security for loan. This was contrary to

God’s commandments. The garment was supposed to be returned back to the owner before sunset. The

Samaritan women were ‘fat like the well fed cows of Bashan’ led luxurious lives and were very unkind to

the poor. The rich took an excessive share of the harvest from the farmers. Rulers loved luxury and were

arrogant. They loved material things and showed pride in material possessions. They used expensive

perfumes.

Corruption and bribery. The judges were corrupt. They accepted bribes. There was a conspiracy

between the rich and the judges against the poor

Pride in materials possessions

The capital city of Israel was Samaria. It was built on a mountain called Bethel, which was also a place of

worship. There was prosperity in the land. The Israelites prided themselves in their riches and materials

possessions. Amos told them God would destroy their wealth.

Dishonesty. This is telling lies, cheating or using unjust means to get certain things. The wealthy

merchants waited impatiently for the end of the holy days so that they could engage in lucrative

businesses. They cheated the poor by using false scales. They sold bad wheat to the poor. They mixed

good and bad grains and sold them to unsuspecting people.

Sexual immorality

Sexual immorality was prevalent or common in Israel. For example a father and son would have sex with

the same girl. There was temple (cultic) prostitution. There was dishonesty; sexual immorality. This

sexual behaviour made the temple unholy.

Drunkenness

They Israelites spent time drinking when the poor lacked the basic needs. They engaged in excessive

drinking of wine. They even forced the Nazarites to drink wine. They accepted drunkenness.

Profaning the name of the God

Israelites did not respect the name of God. They committed sin. They forced Nazirites to drink wine;

forcing it down their throats yet they knew that Nazirites were people set aside and chosen by God to

serve God. This act showed contempt of God’s commands. Nazirites were not supposed to drink wine or

cut their hair. Israelites did this to show their contempt of the Lord,

Hypocritical Religion and Idolatry in Israel

Hypocrisy is pretending to be something different from the person one is. It is also saying one thing, and

doing another thing. For example, Israelites did a lot of religious rites according to the laws of Moses

and yet majority of them were unjust, corrupt and oppressed the poor. They observed the external

religious activities while their hearts were corrupt and insincere. Amos condemned Israelites for this

hypocrisy, characterized by insincere worship, and mixture of religious beliefs leading to diverse

practices of religion i.e. syncretism. This is a combination or mixture of Israelites’ monotheism

(Yahwehism) and worship of idols and other gods especially Baal, the gods of their neighbours.

Empty sacrifices

The Israelites made elaborative offerings and sacrifices. Yet God was interested only in sincere worship

and free will offerings and not mere sacrifices, and tithes. ‘Take away from me the noise of your songs’

(Amos 5:21 – 23).

LESSON THREE. GOD’S JUDGMENT AGAINST ISRAEL AND OTHER NATIONS

Read Amos chapter 1 and 2

Learning outcomes. After studying this lesson, you should be able to:

State the sins committed by Israel and other nations
Identify how God punished Israel and other nations
i) Israel. She committed several crimes, which were condemned by Prophet Amos. Read lesson two

again before you go on and list down crimes that were pointed out by Amos. Okay, you have seen that

Israel committed crimes of injustice, disobedience to God, breaking their covenant with God, idolatry,

hypocrisy among other sins mentioned above. Israel was punished for these crimes.

Punishments were severe. Israelites would be exiled forcibly and painfully. Earthquakes, famines, fires,

oppression from foreign kings, epidemics and divine silence, would destroy their kingdom and holy

places.

ii) Syria. Its capital was Damascus. Syria committed war crimes. The soldiers were excessively cruel in

times of war. They murdered their prisoners brutally. For this cruelty, their punishment was to be

severe. Their palaces would be destroyed by fire and the people would be exiled in Kir.

iii) Gaza and philistines. Their crime was capturing other people and selling them into slavery. For this

sin, God’s punishment was destruction of their city by divine fire. It would burn down the wall of Gaza

city and destroy it. God would have no more association with them.

iv) Tyre. Their Crime was violation of a treaty of friendship they had made. They broke it by capturing a

“whole nation into exile in the land of Edom”. The punishment was …God would send fire to destroy city

of Tyre and its fortress (Amos 1:9-10).

Edom. Her people were descendants of Esau. Yet Edom was ruthless to the Israelite to whom they

were closely related. For this crime of ruthlessness, the punishment was … God would destroy them by

fire

vi) Ammon committed crime of brutal killings. The people of Ammon attacked and killed their

neighbours. They “ripped open pregnant woman in Gilead” (vs. 13). God’s punishment was destruction

of the fortress and wall of the city of Rabbah by fire. “Their king and his officers will go into exile: (vs.

15).

vii) Moab. The people of Moab; their crime was mishandling the body of the king of Edom. They burned

his bones to ashes. God’s punishment was destruction of the city of Kerioth by divine fire. The people,

their rulers and leaders would be killed in battle.

viii) Judah. Their crimes were (1) failure to obey God’s commands and (2) despising god’s teaching.

ix) Samaria, Egypt and Ashdod. Their crime was dishonesty and “filling their mansions with things taken

by crime and violence” (Amos 3:10). Women of Samaria committed the crime of drunkenness,

oppressing the weak and poor. The punishment for all these countries is destruction of their land,

mansions and army. But a remnant will not go to captivity, and shall not be destroyed. Amos said the

remnants are like … 2 legs, or a piece of an ear of a sheep rescued from the mouth of a lion (Amos 3:12)

x) Amaziah the priest of Bethel. He strongly opposed Amos and told him to go back and prophesy in

Judah. Amos told Amaziah God sent him to Israel. His punishment for opposing God’s messenger was..

Amaziah’s wife would be a harlot, his children will die in the war, his land will be given to others, and

Amaziah will die in a foreign land (Amos 7: 14-17).

Lessons to learn from God’s judgment of Israel and other nations

The Assyrians attacked Israel, occupied their land and exiled others. God is (a) universal, (b) God hates

sin (c) God is concerned about the welfare of his people

(d) God is merciful and spares a remnant

Israel’s election (Amos 2:9 – 11, 3:1 – 2, 9:7

Election: is an act of choosing a person or group of people for a purpose or action. Israel’s election refers

to God’s choice of the Israelites out of the entire human kind to be his people. God chose them to serve

him, be a Holy nation and to be the light of the world. God made a covenant with the Israelites. In the

covenant they agreed to live a holy life. In return, God looked after them. He led them out of Egypt to

the wilderness and finally to Canaan. God chose His prophets from the Israelites and raised Nazirites.

Despite God’s favour, the Israelites rebelled and sinned against God. And although Israelites were

reminded that God cared for other nations equally and are to be punished if they disobeyed God; and

that they were neither superior, nor better than other nations, they disobeyed God several times.

xii. The day of the lord Amos taught that the day of the lord would be a day of severe judgment for sins.

. It is not a time of happiness, joy or victory. It is a day of darkness, terror, disaster, gloom, wailing,

flooding, mourning, defeat, punishment, famine for food and God’s word.

xiii. The Remnant and Restoration. Remnant means a small number of survivors. These are the Israelites

who will remain after the entire nation is punished. They are also those who returned to Jerusalem after

the exile.

Restoration is an act of reinstating things / persons to their former state or position. Amos informed the

Israelites that God was still looking after them, and waiting for their repentance. The nation of Israel

would not be destroyed completely. God would preserve the few righteous ones. He would raise the

fallen dynasty of David. People would be restored back to their land to rebuild their cities. There was to

be a great harvest and grapes shall overflow.

xiv. Duty of Christians. Christians are the selected people of God. As the chosen ones, they should one,

live holy lives and two, use their position to serve God and others. Three, Christians have a moral

responsibility to spread God’s word, four, care for the needy and five, be the light of the world.

The Day of the lord. Read Amos 5:18-20, 6:3-5, 8:7-13. in the Old Testament, the day of the Lord is

the day that Yahweh would make Israel victorious against other nations. On this day the Israelite

believed that God would establish his rule over and with Israel. The day of the Lord was also believed to

be the day when Israel would be prosperous, would have favour with God, and the just would triumph

over the wicked.

In the New Testament, the day of the lord is also the Day of Judgment (Parousia). It is the day of the

second coming of Christ. On that day, everyone will be judged. Christians believe that it is the day that

Christ will come for His bride (the church). Those who had obeyed the laws of God shall be received by

Christ and given the reward of the eternal life. On that day, God’s kingdom shall be established and

Christ will reign forever.

xvi. Relevance of Amos teachings to Christians today. The messages of the prophecy of Amos are

relevant to Christians today. This is because God is universal. He chose Israel but still punished her for

her disobedience, and sins just as He punished other nations like Syria and Gaza.

The message that God hates hypocrisy is very clear. Thus Christians should truthful and practice what

they preach. They must worship God in sincerity. Other messages are:

Justice. Christians should be just / fair in dealing with others.

Self – Indulgence. Christians should not pursue luxury and self-indulgence when others lack the basic

needs.

Bribery. Christians should condemn bribery and corruption, and uphold justice.

Punishment. Christians should bear in mind that God will punish every evil.

Wealth. When Israel became wealthy, they departed from the covenant with God. Christians should

share their wealth with the needy and acquire their wealth justly

Hypocritical religion. Amos taught about hypocrisy in religion. This was for example offering empty

sacrifices. Christians have to learn to be sincere, to be concerned about their internal well being and soul

more than outward observances of religion.

Drunkenness. Christians should not engage in activities that can divert their faith from God. If that

happens, they should learn to be Repentant.

Revision exercise

List the visions that Amos saw
Explain the evils that Amos condemned in his teachings
Give reasons why prophet Amos condemned idol worship in Israel
List evils in the society today that Amos would condemn

TOPIC FIVE. PROPHET JEREMIAH

Introduction.

Israel had not taken heed to Amos’ prophecies. This was especially on idolatry. So, God sent another

prophet to continue with the same work. Jeremiah was therefore appointed as a prophet.

Jeremiah is one of the Old Testament Major Prophets. He was called to a prophet at around 627 B.C. He

was called as a young man, probably 20 years old. He prophesied in the southern kingdom- Judah, for a

period of 40 years. His prophetic ministry took place before and during the exile of Judah.

Learning Outcomes. By the end of this topic, you should be able to: –

a Describe the political, Social, and religious background of prophet Jeremiah.

b Describe the personal life and call of Jeremiah.

c Explain the evils condemned by Jeremiah.

d Explain the contents of the temple sermon.

e Highlight the relevance of Jeremiah’s teaching on evils, false prophets and Christians today.

LESSON ONE: THE CALL JEREMIAH

Learning outcomes. After reading this lesson, you should be able to: –

Describe the situation of the people of Judah
Identify religious, political and socio classes of Judah

iii. Describe the call of Jeremiah

Explain lessons that modern Christians can learn from the call of Jeremiah
The Kingdom of Judah

Social background

The people of Judah were divided into three social classes. At the top were the (i) Aristocrats. These

were the ruling class, which consisted of the king, his family, royal officials, princesses, priests, and

professional prophets. This class of the rich oppressed the poor.

Below them was the class (ii) of technical professional such as stonecutters, carpenters, builders,

masons, blacksmiths, masons, and others craftsmen (2 Kings 12:12). Below them was class (iii) made up

of poor people such as slaves, widows, orphans, and foreigners. All these poor people were mistreated.

In terms of ethics, there was moral degradation. They committed adultery, prostitution, murder, false

witness, and corruption.

Religions background.

The Kings and people of Judah worshipped idols. They practiced human sacrifice, divination and magic,

and listened to false prophecies. They abandoned their covenant with God and their way of life and

practiced syncretism, which is worshipping God and other false gods like Baal.

King Josiah tried to restore true worship by carrying out several reforms. Prophetess Huldah prophesied

that Judah would be punished after Josiah’s death since he humbled before Yahweh.

Political Background.

Prophet Jeremiah lived in the 7th century BC and prophesied when Judah was ruled by King Josiah, and

later his sons Jehoiakim, and Zedekiah; and king Jehoiachin. Judah was conquered and ruled by

Assyrians who were conquered by Egyptians who ruled Judah up to 605 BC. Egyptians; were conquered

by Babylonians under King Nebuchadnezzar. This was according to the prophecies of Jeremiah.

The Call of Jeremiah. Read Jer 1: 19.

Jeremiah’s father was a priest called Hilkiah. He was born in the territory of Benjamin; at a place called

Anathoth, He was well educated.

Jeremiah was called to be a prophet in 627 B.C during the reign of King Josiah. He received his call in

form of a dialogue with Yahweh. God told him that he had appointed him to be his messenger; even

before he was formed in his mother’s womb, God had selected him to be a prophet. Jeremiah said he

was too young and did not know how to speak. Jeremiah was forewarned of the hostility he would

encounter in his prophetic career. God told him that He would protect him and not to fear.

God touched Jeremiah’s mouth. This symbolized that God is the one who shall put words in his mouth.

Jeremiah responded to God’s call in faith and obedience. He was given a message that God was going to

bring judgment upon the Kingdom of Judah. God promised to make him a fortified city, an iron pillar and

bronze wall for protection. He was commanded by God not to marry, neither have children and not to

attend social gatherings, weddings, and funerals. His mission made him isolated and lonely.

As a result, his own family and relatives rejected him and plotted to kill him. But he had few friends like

Ebed- melech, Ahikam who helped him to get out of a pit.

Jeremiah was persecuted by; the kings of Judah. Priests including priest Pashhur opposed him, and false

prophets like Hannaniah. He prophesied that God shall punish wicked Kings, priests, and ordinary

people. He suffered spiritually and emotionally.

At the fall of Jerusalem in 587 B.C, the army officers of Nebuchadnezzar released him from prison. He

went to Egypt where he died at an old age and as a faithful servant of God. His life was symbolic to the

people of Judah. During his call, Jeremiah saw two visions.

Vision one was the vision of a “branch of an almond tree”.

The tree seemed dead, bare, yet life was in it. This vision was telling Judah that although God seemed to

be ‘sleeping’, He was watching over them if they obey Him.

Vision two was “a pot boiling in the north, and it is about to tip over this way” (1:13). The boiling pot

tilted away from the north signified that the destroyers of Judah would come from the north. The pot

was ready to boil over and spill its contents. This meant that Judah was soon going to have trouble.

Babylon would pour horrifying disasters on Judah.

Lessons from the call of Jeremiah

God has a purpose for each person and He can call anybody to do His work. He calls the unborn, the

young, old, rich, and poor. God prepares people for His work, through specific experiences at family

level, in school, and church.

A person who is called to serve God should be ready to meet opposition. God protects His servants and

promises to be with them. Jeremiah felt inadequate to speak. Christians should not let their human

weakness hinder them from performing their tasks. Christians should respond to God’s call in

obedience.

LESSON TWO. EVILS ADDRESSED BY JEREMIAH. Read Jeremiah 2, 3, 4, 5,7, 9, 10, 23, and 28.

Learning outcomes. After reading this lesson,

Name the evil practices that Jeremiah condemned
Explain why Jeremiah condemned these evil practices

There were many evils in Judah and Israel. We have mentioned some of them. These were: necromancy,

dishonesty, deception, false prophecy, human sacrifice, and idolatry

Necromancy. Words related to necromancy are divinations, magic, sorcery, and playing tricks on

people’s minds. Necromancy is the art of seeking hidden knowledge from the mysterious world of

spirits: using magic, and divination, which is invoking the dead. Divination was condemned in the

Hebrew language. Diviners, magicians, sooth sayers and fortunetellers used necromancy. Prophet

Jeremiah condemned necromancy.

Reasons why Jeremiah condemned necromancy

Necromancy was a deception and therefore an evil practice. The diviners gave false information from

their own imagination. This practice polluted the true worship of Yahweh and indicated Israelites lack of

faith in the one true God. Two, by trusting in divination, and magic, the Israelites showed their lack of

knowledge of the one true God. Three, by consulting the mediums, the Israelites disobeyed God (Jer

27:8-10).

ii) Deception and Dishonesty

Dishonesty is lack of moral integrity or moral uprightness. Deception is cheating, and telling lies

intentionally. It is also giving false and misleading information.

The Israelites were dishonest because they worshiped God and at the same time committed social

injustices against their brothers and sisters. Their repentance was insincere. There was treachery, and

greed. They laid traps for each other. People pretended to be friendly and at the same time conspired to

kill. Jeremiah challenged the Israelites people to ‘circumcise their hearts which were deceitful. Their

tongues were ‘deadly arrows’ and they listened to false prophesies like that of Hannaniah

Jeremiah condemned deception. This was because it led to syncretism, and hypocrisy in worship; and

breaking down of the covenant way of life. Jeremiah warned the Israelites and asked them to repent

iii. False prophesy by Hannaniah. Jer 28

During the reign of king Zedekiah, Hannaniah broke the yoke that Jeremiah was wearing. Hannaniah

spoke in the name of Yahweh. He lied to the people as he spoke from his imagination and dreams.

Jeremiah denounced Hannaniah. He predicted and prophesied the death of Hannaniah in the same year.

And it came to pass. Jeremiah had also prophesied that the captivity of Judah should be long contrary to

Hannaniah who said Judah will be exiled for 2 years.

Reasons for condemning false prophets

Prophets of Baal were still in existence. False prophets like Hannaniah had filled the people of Israel with

unrealistic hopes of peace yet Judah was to be destroyed. Recall the characteristics of true and false

prophets. False prophets did not condemn sin. They prophesied for money and in the process misled

people away from Yahweh. False prophets prophesied from their dreams, imaginations and not from

God. They gave people false hopes. They intended to make themselves popular, with the King and the

people.

iv) Human sacrifice. The people offered human sacrifice to idols and oppressed each other. Human

sacrifice is the act of killing human beings for a religious or spiritual purpose. The Israelites copied this

activity from the Canaanites. Children were believed to be the best sacrifice since people believed they

would get great favors from the deities. Some kings such as Ahaz and Manasseh sacrificed their sons to

idols. Jeremiah condemned human sacrifice.

Reasons for condemning human sacrifice

Human sacrifice was an act of idolatry. It indicated infidelity of the Israelites to the one true God. It

demonstrated Israel’s disrespect for the sacred gift of life. It showed their lack of knowledge of the true

nature of Yahweh. Human sacrifice defiled the land for life is in the blood. Blood speaks hence the land

was crying at this vengeance. God did not ask for human sacrifices. Human sacrifice was a sign of lack of

love of God and love for one another. It is a demonstration of disregard for human life. Only God has the

right to take away life. In our country people kill each other every day especially on the road. Why do we

do this?

Idolatry

Idolatry is the worship of many gods. Idols are images made by people for worship. The Israelites

practiced syncretism, which we said was the worship of Yahweh and idols. The people of Israel were

worshipping Baal the Queen of heaven, sun, moon, stars, and also Yahweh (Jer 8:2).

Idols were placed even in Yahweh’s sacred places. The temple was defiled by idols. This the temple

unclean. Jeremiah condemned it. He told the people of Israel that “{they have forsaken the fountain of

living waters (GOD) and hewn out for themselves broken cisterns (IDOLs) that can hold no water” (Jer 2:

11-13).

Why did Jeremiah condemn idolatry? Read Jer 2: 20, 2:1- 3, 5: 7- 8.

Idolatry is like adultery and prostitution. It defiled people and was a sign of lack of faith in Yahweh. It

defiled the land. Idolatry led to divine judgment and punishment.

People of Judah abandoned Yahweh the ‘Husband’ and chased “lovers” the idols and deities The

Israelites (Northern kingdom) had been punished before and yet Judah did not learn from them. By

worshipping idols Judah broke the covenant and their relationship with God. And unless the people of

Judah repented, they would be punished; as there is only one true living God to be worshipped and

obeyed. Is there idolatry among Christians today’s

Other evils condemned by Jeremiah

People of Judah trusted that the temple was secure, holy and cannot be destroyed. Jeremiah denounced

this false belief about the temple. He warned them that God would destroy the temple because of the

many evils committed in it. The temple of God had become a ‘den of robbers’ and human sacrifices.

People of Judah committed other evils such as hypocrisy (Jer 7; 9-10); social injustice (adultery, murder),

stubbornness, and rebellion.

The temple

Temple is a place of worship. The temple of Israelites was in Jerusalem. It signified the presence of God

among his people. The Israelites believed God could never destroy or allow destruction of the temple.

Jeremiah stood at the gates of the temple court during Jehuiakim’s reign, and Judah that God would

destroy the temple and send them to exile. He urged them to repent and turn back to God. King Josiah

heard the message of Jeremiah and he reformed religious practices in Judah.

vii. Religions reforms carried out by King Josiah

This topic is not clearly spelt out in the syllabus. It is based on the book of Deuteronomy. The scroll was

discovered in the temple during repairs.

Josiah ordered the repair of the temple of God. He led a national ceremony to review the covenant. He

destroyed idols and altars associated with the worship of foreign deities throughout Judah. He

eliminated all the priests associated with the worship of false deities. He celebrated Passover in

Jerusalem. The successors of King Josiah did not follow his example. They became corrupt. They

persecuted the prophets of God. They listened to false prophets. They promoted idolatry and child

sacrifice.

viii. The Relevance of Jeremiah’s teachings to Christians today.

Christians should denounce hypocrisy in the society today. They should not result to witchcraft,

divination and sorcery. They should be upright, and worship God in sincerity. They are to proclaim divine

judgment upon those who refuse to obey God’s will, just like Jeremiah declared God’s judgment upon

Judah due to the sins of the people.

Like Jeremiah, Christians should speak out against modern idols like love of money, power, obsession

with sports, sex, and drugs among other evils. Christians should condemn destruction of human life,

violence; murder, abortion, parents killing their own children, genocide and exploitation of the poor.

Christians should be aware of the existence of false teachings and prophecies. They should pray for

God’s guidance and wisdom to be able to distinguish truth from false teaching. Christians have a

responsibility to correct one another and call on sinners to repent.

Christians are to be trustworthy, upright, and merciful to the poor and condemn dishonesty. They

should practice justice in their relationship with others; preach against disobedience, stubbornness and

pray to God to help them overcome these vices.

Read these review questions and answer before reading answers>

Why was Jeremiah reluctant to accept the call?
Which evils / sins did Jeremiah Condemn?.
Give examples of idol worship in Kenya.
Describe Jeremiahs temple sermon

SAQ answer.

Jeremiah felt inadequate because he was too young to work for God. He argued that he did not know

how to speak. He was afraid. He knew he would face stiff opposition from the people of Judah. The

message of God’s judgments is difficult to deliver.

Read text again and look for evils and sins that Jeremiah condemned.
Examples of idol worship in Kenya are many. Some people including Christians practice witchcraft,

sorcery, personality cults and hero worship of religions and political leaders. Other people, worship

money, materialism, media, and sports obsession with power / status Sexual immorality – devil worship

Jeremiahs temple sermon. Read text again.

LESSON THREE. JEREMIAH’S TEACHINGS ON JUDGMENT AND PUNISHMENT

Read Jeremiah 5:12-18, 6;1-30, 7:30, 8:1-17, 10: 17-25, 15;1-9, 17:1-13, 25: 1-38

Learning Outcomes. By the end of this topic, you should be able to: –

a Summarize in two paragraphs Jeremiah key teachings.

b Explain the significance of symbolic acts related to judgement and punishment.

c Describe suffering and lamentations of Jeremiah

d Explain the teachings of Jeremiah on the new covenant.

Jeremiah teachings. Sin was internalise in the hearts of the people of Judah. God punished them. God

punishes people because of their unfaithfulness. Punishment is a penalty, for an offence or a crime

committed.

But in punishing people, God is a just judge. He does not punish people without a reason irrespective of

their status.

God judges people by looking into their hearts. Divine judgment is for a group. For example, the people

of Judah were punished as a group. However God searches each person’s heart and judges accordingly.

God executes His judgment by means of political and historical events. Divine punishments are in forms

of natural disasters like drought, famine, and epidemics. God’s punishment is unavoidable, and

inescapable. Judah took the best option by surrendering to the Babylonians.

The purpose for God’s judgement is to correct the sinner. God gave his people a chance to repent before

he punished them. God’s judgment is universal. It is not limited to one nation. God punished the

neighbours of Judah who at that time were Egypt, Moab, Ammon, and Babylon. God’s punishment is

severe compared to that of venomous snakes that bite the people of Judah. God’s judgement is not

necessarily a punishment from God for one’s sins. It is symbolic. The sufferings of Jeremiah were

symbolic of the life of the people of Judah.

What can we learn about God’s punishments? Are modern disasters such as cyclones, floods,

earthquakes, landslides, epidemics, bomb blasts, civil wars, forest fires, rebellions in schools a sign of

God’s judgment and punishment? What do you think?

Symbolic acts related to judgement and punishment

People use several methods to convey messages to each other. We use songs, advertisements, dramas,

and stories by the fireside, in novels, the Internet, and magazines to communicate messages about

children, adults, society, political leaders, poverty and many others. The prophets used: (1). Oracles;

‘Thus says the Lord’; (2) Allegories (3) Parables (4) Songs (5) Symbolic Visions (6) Symbolic actions and (7)

dramatized messages

Symbolic acts of Jeremiah

i The linen waist cloth (Jer.13)

ii Jeremiah’s personal life (Jer.16)

iii Jeremiah’s visit to a potter (Jer.18)

iv The broken earthen flask (Jer.19)

v The symbolic vision of 2 baskets of figs (Jer.24)

vi The wearing of the yoke

The Linen Waist Cloth. Read Jer.13

Jeremiah was instructed by God to buy a linen waistcloth and wear it around his waist without dipping it

in water. He was told to hide the cloth in a hole near river Euphrates. Afterwards he was told to take the

cloth. He found it spoilt for wearing.

Significance. The liner material was for priestly garments in Israel. It symbolized Israel’s holiness. The

unwashed cloth represented Judah’s sinful pride. Israel used to cling close to God but now Israel / Judah

were spoilt, rebellious, arrogant and pursued foreign gods. God was going to destroy them if they did

not repent. The spoilt linen waistcloth was a symbol for future God’s action.

Jeremiah’s personal Life. Read Jer 16. His life was a symbolic act. He was told not to marry, have

children, and nor attend funerals, social gatherings, feasts and wedding parties.

Significance. The personal life of Jeremiah was one of suffering. This signified the suffering that the

people of Judah would be subjected to. Judah was punished because of their wickedness and rebellion.

Jeremiah’s loneliness signified the perishing of families through the sword, famine and disease. It would

be a time of terror for the families of Judah. Their normal social life of feasting, merry making would

come to an end. There would be no weddings and no one to bury the dead. Hence Jeremiah was

forbidden from mourning for the dead.

iii. Jeremiah’s at the potter’s house (Jer.18)

Jeremiah was told to go to a potter’s house. He found the potter making a clay vessel. “ Whenever a

piece of pottery turned out imperfect, he would take the clay and make it into something else (18: 4).

The potter made a better pot, more perfect vessel than the spoilt one.

Significance. God is the potter. People of Judah are the clay. As the potter destroyed to vessel, God

intended to destroy Judah because of their wickedness and mould those who repented into better

people. God was going to shape them into faithful people. God’s judgement was to be a corrective

punishment.

The broken clay Jar. Read Jer.19. God told Jeremiah to buy a clay flask

He then took some elders and priests to the valley of Valley of Hinnon. He delivered a sermon

condemning the people of Judah for their idolatry and other evils. Jeremiah then broke the clay jar in

their presence and announced to them that Yahweh would destroy Jerusalem and Judah as Jeremiah

had destroyed the jar.

Significance. The kings, priests and prophets of Judah would be shattered like the clay flask because of

their sins. Sine, they brutally sacrificed their children; they are to suffer horrifying experiences at the

hand of their enemies. They shall suffer starvation and turn into cannibals; eating their own children and

neighbours (v.9).

Broken pieces of a clay pot cannot be moulded. No one was to escape judgment. However there is hope

after punishment.

Two Baskets of Figs (Jer.24). Jeremiah received the visions, after the deportation and exile of leading

citizens of Judah and Israel to Babylon. Two baskets of figs were placed in front of the temple. One

basket had very good figs, which had ripened. The other basket had bad figs unfit for human

consumption.

Significance. The basket of good figs signified the first exile. God would renew their hearts; use them to

fulfil his promises to the Israelites. He would recreate them to a new people. The basket of the bad figs

represented people living in Jerusalem and Egypt. Since they were not exiled they had a self-righteous

attitude. They thought that God spared them because they were truthful but it was not so. They shall

also be destroyed through famine, and diseases. This vision signifies hope and restoration of the

Israelites.

Jeremiah Wears an Ox Yoke. Read Jer. 27. When Zedekiah son of Josiah became the ruler of Judah,

Jeremiah was instructed by God “to make” for himself “ a yoke out of leather straps and wooden

crossbars” and to wear it around his neck (27: 2). Jeremiah moved around in the yoke for quite

sometime in public.

He was also given a message for ambassadors of kings of Edom, Moab, Ammon, Tyre, and Sidon, who

were coming to see King Zedekiah in Jerusalem. They were to give God’s message to their kings. The

message was to “submit to King Nebuchadnezzar of Babylonia; his son, and his grandson. Any nation

that accepted this message shall not suffer; but if any nation ..will no submit to King Nebuchadnezzar of

Babylonia rule, God will punish that nation by war, starvation and disease” Read Jer 27:6-8. The message

for king Zedekiah was to surrender to the Babylonian rule and live, if he resists he would perish.

The message for priests and people of Judah was not to be misled by the false prophets. The temple

would be destroyed. Its treasures looted by the Babylonians.

Significance. The yoke represented the Babylonians rule. Nebuchadnezzar was used by God to bring

judgment to all nations. Yahweh is a universal God and his judgment is universal. Sinners are punished

regardless of their origin or nation. Those who repent are spared.

Reflection questions

Why did God inspire Jeremiah to use symbolic acts to convey his message?

Answer

Israelites were stubborn. Jeremiah acts were reminders to Judah to turn to God and stop idolatry and all

the sins they were committing. They had drifted too far from God. False prophets were prophesying lies

to them. The people of Judah were expected to meditate on these acts and understand God’s will for

them and see the seriousness of the matter. This was also to imprint a lasting impression in their minds.

SAQ. Which methods do pastors / priests use to communicate God’s message to Christians today?

The sufferings and lamentations of Jeremiah

Read Jer 11, 12, 17:14 – 18, 18:18- 23 , 20: 1 – 6, 27, 37, and 38.

Jeremiah sufferings were experiences that were painful; physically and emotionally. In suffering there is

loss and grief. Lamentations are strong emotional expressions of pain and grief. Jeremiah suffered in the

following ways

Rejection by his own family and relatives. They plotted to kill him. This grieved Jeremiah.
Anathoth planned to kill him but God protected Jeremiah. He pronounced God’s judgment upon them

III. Jeremiah suffered when he was accused falsely. He was accused of blasphemy after the temple

sermon. He foretold the destruction of the temple, just like Jesus Christ in the New Testament did.

He was accused of treachery. That he was planning to leave Jerusalem and join the Babylonians. This

led to Jeremiah being arrested and put in an underground jail.

Jeremiah received death threats because of speaking for God. King Jehoiakim plotted to kill prophet

Uriah. The prophet escaped to Egypt but he was followed to Egypt, arrested and killed by king

Jehoiakim. The king had planned to accuse Jeremiah of Uriah death. Ahikam and other elders defended

Jeremiah. (Jeremiah 26)

Jeremiah suffered loneliness and solitude. He felt emotional anguish and complained to God of his

orders not to marry, neither attend social gathering and celebrations. This made Jeremiah lonely since

he did not participate in the family life, political life, community activities and religious life.

VII. Jeremiah experienced inner personal struggle due to his love for his own people He did not want to

see them suffer but the people were stubborn Read Jer. 12:1 – 6, 15:10 – 21, and 27.

VIII. Jeremiah’s prophesying judgment caused him emotional pain and agony. His messages were mainly

of severe judgment and punishment.

He went through a spiritual struggle in his relationship with God. He felt frustrations, doubts, self-pity

and despair. He wondered why God made him suffer. Why do the wicked prosper? He also wondered

why God was taking too long to fulfil his prophecies. God assured him that Judah would be punished and

promised to give Jeremiah victory against his enemies.

Jeremiah suffered physical assault, imprisonment and an attempt on his life. Pashhur, the chief

temple priest ordered beating and chaining of Jeremiah to the temple gate. Jeremiah prophesied that

Pashshur’s name would change to ‘terror everywhere’.

King Zedekiah released Jeremiah from the cell to his court. Jeremiah continued to prophecy and was

thrown in a muddy cistern. Here he was rescued by Ebed- melech an Ethiopian Eunuch. The court

officials had accused him of not being patriotic. Jeremiah remained in jail until the Babylonians

overthrew Jerusalem. He did not change his prophecies. Read Jer. 10:1 – 6, 27, 37, and 38.

Is there relevance of the sufferings and lamentations of Jeremiah to Christians today? From his suffering

Christians learn to be ready to face opposition and rejection from their own family members and

relatives for the sake of the gospel. Christians should be prepared to suffer persecution for the Lord.

Christians should be ready to make sacrifices for the sake of God. Be ready to lead humble lives.

Jeremiah’s open confessions to God encourage Christians to be open to God. Christians should let God

avenge for them just like Jeremiah prayed to God to revenge his enemies. Christians should not lose

hope in times of difficulty. Christians learn that tribulations strengthen their faith. Christians should

learn to deal with negative emotions such as self – pity, grief and trust God. Jeremiah was told by God to

repent of his negative utterances. Christians should do the same as they are assured of divine security

and protection against their persecutors.

LESSON FOUR. JEREMIAH’S TEACHING ABOUT THE NEW COVENANT

A covenant is an agreement. Another word for covenant is testament. Jeremiah taught that there would

be a new covenant between God and Israel. This new covenant would be different from the Old (Sinai)

covenant. The new covenant would renew the broken relationship between God and his people.

Lesson outcomes. After reading Jeremiah’s teaching:

State the terms of the new covenant.
Identify the differences between the old covenant and the new covenant
Summarize the similarities between the old covenant and the new covenant
The New Covenant. In the new covenant, the law would be written in the hearts of the people unlike

the old covenant where the law was written on stone tablets. Every individual would know God

personally and not through prophets as it was during times of Jeremiah and previous one. Each person

would be responsible for his/her sins. God would forgive sins and remember them no more. The new

covenant would be established after God’s punishment of Israel and establishing a’ new Israel’, a ‘new

people’ of God.

The new covenant would establish a new beginning. People would forget the first Exodus. The second

Exodus would be deliverance and restoration from Babylon. God would initiate the new covenant as he

did with the first. It would be a new covenant of peace, unity, prosperity, Joy and gladness. In the new

covenant a ‘righteous branch’ would be established. The new covenant would be everlasting. It would

not be broken again.

Differences between the old covenant and the new covenant

Old Covenant New Covenant

Based on law Based on faith
Word written on stone tablets Word written in peoples hearts
God known personally by a few priests prophets and prophets Each to person to know God personally
Covenant broken when people sinned Everlasting covenant
Sins punished collectively Sins punished individually
1st Exodus from Egypt 2nd Exodus from Babylon
Sealed by animal sacrifice Sealed by Jesus sacrifice (blood)

What are the similarities between the old and the new covenant? Jesus fulfilled the new covenant. Jesus

is the ‘righteous branch’ from the lineage of David. In the last supper, before his death, Jesus said ‘this

cup which is poured out for you is the new covenant in my blood. Read Luke, 22:20. The death and

resurrection of Jesus marks the new covenant. Jesus spoke of forgiveness of sins of humanity Jesus

forgave people’s sins, for example, the sinful woman in Simon’s house (Luke7: 36 – 50). In the new

covenant the law would be written in people’s hearts. Jesus summarized the Mosaic Law into ‘love God

with all your heart, mind, strength and love your neighbour as you love yourself. Jesus established the

kingdom of God as a new community of God’s people based on faith (the Christians).

Jesus fulfilled the new covenant prophecies The teachings of Jeremiah new covenant of hope and

restoration is fulfilled in Jesus Christ and the new testament church (Christians) Heb.8:7 – 12.

LESSON FIVE. JEREMIAH’S TEACHINGS ON HOPE AND RESTORATION

Learning Outcomes

(a) Explain the symbolic acts related to hope and restoration

(b) Describe the fall of Jerusalem and the exile of the Israelites

Symbolic acts related to hope and restoration.

The symbolic acts were one hope and restore. Hope is to expect something that is desired; while to

restore is to bring back as nearly as possible the former or original state or condition. The symbolic acts

were 5 in number.

The first symbolic act was a vision of 2 baskets of figs. We have discussed it. Refer to the symbolic act

related to judgment.

The second symbolic act was Jeremiah buying a field. God instructed Jeremiah to buy a field from his

cousin Hanamel of Anathoth. Jeremiah bought the field for 17 cents of silver. He then handed the title

deed and open copy to Baruch. Baruch was told to keep the title deed and the copy in an earthen vessel

for preservation for a long time. Jeremiah prophesied the restoration of the exiles to their homeland.

The significance of this symbolic act is the assurance of restoration of Judah and Israel after suffering.

People will be restored to their homeland. After 70 years people of Judah would reconstruct their

homes, cultivate their land, and own property (Jer 32; 1 -15).

The third symbolic act was Jeremiah’ letter to the Jews in Babylonia. Jeremiah wrote to the people of

Judah a letter of encouragement while in exile. They were to settle down, build houses, marry and have

children, live in peace with the Babylonians. They were to pray for the welfare of their masters and to

ignore false prophets who lied to them about the safety of Jerusalem and a quick return. God would

restore them back to their land after 70 years of exile were over. The exiles were to trust in God and not

give up (Jer.29).

The four symbolic act was a wooden ox yoke. The yoke represented captivity and suffering of Jews in

exile. It was also a sign of hope if the people of Judah were willing to submit to the Babylonian rule. God

would restore them back to their land. Their yoke would be broken and they would be set free.

The fifth symbolic act was the visit to the porter’s house

The fall of Jerusalem and the exile of the Israelites (Jer.39)

Jeremiah’s prophecy came to pass. Jerusalem fell to the Babylonians in the ninth year of king Zedekiah

in 587BC. The Babylonians conquered Jerusalem and seized it. King Zedekiah fled but; he was captured

by the Babylonians army. He witnessed the execution of his sons. His eyes were gauged out. He was

then taken in chains to captivity in Babylon. Solomon’s temple was looted and destroyed. Villages,

Jerusalem and the palace were destroyed and burnt down. The priests, court officials, army officials,

people in the upper class, craftsmen were executed. City people were taken to Babylon as captives. The

poor, aged and a few people were left behind and given vineyards to farm.

Nebuchadnezzar’s army was brutal to the Israelites. Many were killed. A few like Ebed – Melech were

spared as prophesied by Jeremiah (he had rescued him from the well). Nebuchadnezzar ordered the

release of Jeremiah. He was treated well

Judah became a province of Babylon. Gedaliah was appointed governor of Judah. He stayed at Mizpah,

the headquarters of Judah. Ishmael killed Gedaliah. Later Jeremiah was forced to go to Egypt by the

Israelites. Jeremiah died in Egypt, an old man, and still faithful to his call.

LESSON SIX. RELATING THE TEACHINGS OF JEREMIAH TO THE NEW TESTAMENT AND CHRISTIAN LIFE

TODAY

Learning outcomes. By the end of the lesson you should be able to: –

1.Describe the teachings of Jeremiah in relation to Christian life today

Describe the teachings of Jeremiah in relation to the new testament

Jeremiah was rejected by his; relatives, friends and the Israelites. In the New Testament, Jesus was

rejected in his hometown of Nazareth: and by the religious leaders of Israel. Jeremiah compared himself

to a lamb being led to the slaughter. Jesus in the New Testament is referred to as a lamb led to the

slaughter. Jeremiah’s suffering symbolizes divine judgment over Judah. However Jesus sufferings was to

bring salvation to all mankind. Both Jeremiah and Jesus experienced spiritual agony. Jeremiah

experience agony and felt left alone by God. Jesus too felt agony when praying in the garden of

Gethsemane and when on the cross.

Jeremiah taught that God is universal and a just judge. The gospel of Jesus is universal and everybody is

judged according to his or her faith in God. Jeremiah and Jesus accused the Israelites of turning the

temple into a “den of robbers”. Jeremiah and Jesus were both accused of blasphemy. Both challenged

false beliefs about the temple. Both Jeremiah and Jesus spoke of the coming judgment of God.

The new covenant was fulfilled in the life and ministry of Jesus Christ Jeremiah spoke of hope and

restoration. Jesus gives hope of eternal life in the New Testament.

Relationship of Jeremiah’s teaching to Christian today.

Christians are to preach the gospel of Jesus Christ. They are empowered by the Holy Spirit to endure

suffering and to grow spiritually. Christians like Jeremiah face false prophets who speak in Jesus name.

Christians are to be watchful and obey Yahweh

Like Jeremiah Christians should call people to repentance. The new covenant is fulfilled in Christian’s

individual relationship with God. Christians are the new people, the new Israel as prophesied by

Jeremiah. His teachings reveal that God is universal. Christians are from all corners of the earth.

Christians should prepare for divine judgment by practicing love, righteousness, self-denial, and faith in

God.

Revision exercise

List the evils that Jeremiah condemned

2.What are some of the evils that church leaders condemn today?

Explain the symbolism used during the call of prophet Jeremiah
What did Jeremiah teach about the new covenant?
Why did prophet Jeremiah condemn the way the Israelites worshipped?
Explain Jeremiah’s temple sermon as recorded in jeremiah7: 1-15
What forms of punishment did Jeremiah prophesy that God would use on Judah?
Outline the content of Jeremiah’s letter to exiles in Babylon
Explain four symbolic acts related to judgement and punishment as demonstrated by prophet

Jeremiah

Identify the relevance of Jeremiah’s teaching to Christians today
In what ways is the prophetic mission of Jeremiah similar to that of Jesus?

TOPIC SIX. NEHEMIAH

Introduction

The book of Nehemiah is a historical writing. Nehemiah is a record of his deep dependence on God and

his frequent prayer to God. Nehemiah means “Yahweh has comforted. Nehemiah was the son of

Hacaliah of Judah. He was not a prophet. He was exiled to Babylon. Persians captured Babylon and

improved the living condition of the Israelites. They were allowed religious freedom but had to pay

tributes.

Learning outcomes. By the end of this topic you should be able to;

Describe the historical, religious and social background to Nehemiah
Identify occasions when Nehemiah prayed
Explain the importance of prayer in Christian life

D .Describe leadership qualities of Nehemiah and relevance to Christians today.

LESSON ONE. BACKGROUND TO NEHEMIAH

Learning outcomes. After reading this lesson,

Describe how the people of Judah lived and worshipped.
Explain the conquest of Israel and Judah by foreign forces

iii. Give reasons why God allowed Judah and Israel to be conquered and exiled.

Political and historical background. From 587 BC to 538 BC, Israelites were in exile. In 538 B.C., the

first group of Israelites was set free and returned to Judah. Cyrus the Great, of Persia ruled his subjects

through governors. They were led out of Babylon by Joshua the high priest and Zerubbabel who became

the first governor of Judah.

Some Jews remained in Babylon. They were referred to as Jews in Diaspora or dispersion. Other Jews

remained in other lands including Egypt, and Mediterranean lands

Nehemiah. He was a cupbearer in the palace of the Persian king Artaxerxes I. He later became a

governor of Judah. Even after the rebuilding of the wall of Jerusalem, Israelites remained subjects of the

Persian king.

The Wall of Jerusalem was important to Israel and Judah. The Wall represented a sense of pride,

ownership, privacy, independence and

Security. The Greeks conquered the Persians; who were later conquered by Romans.

Social background

The Jews in foreign lands retained their Jewish way of life. The land of Israel was partly occupied by

foreigners. The foreign cultures of neighboring rulers influenced Israelites who returned. They for

example, intermarried with foreigners, a custom that God did not allow. Israelites were not to

intermarry with other people according to the Mosaic Law. In spite of this however, Jews maintained

their separated identity. Some of the foreigners despised Jews. The wealthy Jews oppressed the poor

Jews. In Jerusalem there was starvation. Nehemiah condemned oppression of the poor.

Religious background

Jews returned to rebuild the temple of Jerusalem and the altar of God for sacrifices. While in exile, Jews

were allowed by the Babylonian king to practice their religion. They worshipped Yahweh, practiced

circumcision, obeyed dietary laws and observed the Sabbath. The exiles could not however observe all

the religious practices for example offering animal sacrifices.

Nehemiah returned to Jerusalem to rebuild it’s the wall. The temple of Jerusalem was rebuilt, cleared

and dedicated to God.

LESSON TWO. Prayers by Nehemiah and modern Christians

Learning outcomes. After reading this lesson the learner should be able to:

Outline occasions when Nehemiah prayed to the Lord.
Discuss the importance of prayer

Nehemiah prayed, mourned, and fasted. He prayed often and for all actions, keeping God’s law,

forgiveness, punishments, human relations, Jerusalem, good works, contributions and offerings,

observance of Sabbath day, and preparing duty allocations for priests and Levites. .

When he learnt about the suffering of Jews who remained in Judah and the ruined state of Jerusalem;

He prayed for forgiveness on behalf of his people (Neh.4: 1 – 11).

Making a request to King Artaxerxes to be permitted to return to Judah (Neh.2: 4 –

iii. When his enemies ridiculed the Jews and planned to discourage them from rebuilding the wall of

Jerusalem. Tobiah in particular said that the wall was poorly constructed and it could be brought down

by; a fox jumping on it. Nehemiah requested God to punish the enemies who were mocking temple

builders (Neh.4: 4 – 5).

When he learnt that his enemies were conspiring to attack Jerusalem to stop the construction work,

he prayed and organised people to provide a 24-hour guard of the wall (Neh.4: 7 – 9).

.v. For his good work, he prayed for his works (Neh 5:19).

When his enemies plotted to destroy him, he prayed God for strength and courage to overcome his

enemies (Neh 6: 19).

vii. When Shemaih attempted to frighten him to hide in the temple claiming that there was a plot to kill

him, Nehemiah prayed and asked God to punish his enemies (Neh 6:14).

viii. When he organized contributions for Levites and musicians; and people to distribute them. He asked

God to remember his work for the house of God (Neh 13:14).

He stopped trade on the Sabbath day, and organised rest on the Sabbath day. He warned traders

against violating the Sabbath law. He asked Lord to remember him for these actions (Neh.13: 22).

Nehemiah prayed for punishment of the son of Joiada. The son of Joiada had brought disgrace to the

priest hood by marrying a foreigner, the daughter of Sanballat from the town of Beth Horon, (Neh

13:29). After cleansing the Israelites of foreign influence, he forbade mixed marriages

He prepared duty regulations for priests and Levites. He allocated them duties. He then organised

Jews to bring offerings for maintaining priests and Levites. He prayed God to remember his work for the

temple, priests and Levites (Neh 13:31).

Importance of prayer in Christian life

Through prayers, Christians express their faith in God and praise God for his greatness, goodness,

holiness, and majesty. Prayer brings Christians closer to God; it strengthens their relationship with God.

Through prayer Christians request for their needs, blessings, success, good health, and protection

among other requests.

Prayers help Christians to listen to God and to seek his will. Prayer is a source of strength. It gives

Christians courage to face and overcome life’s challenges. Christians seek guidance, comfort and support

in times of trials. In prayer, Christians intercede for the sick, poor, hungry, prisoners, friends, family and

community. The communal / public prayers unite Christians together. Through prayers, Christians ask

for forgiveness and the ability to forgive others. In prayers, Christians trust that God listens and answers

their prayers.

LESSON THREE: LEADERSHIP QUALITIES OF NEHEMIAH

Learning outcomes. By the end of the lesson you should be able to: –

State the leadership qualities of Nehemiah
Explain the relevance of Nehemiah’s leadership qualities to Christians today

Introduction. A leader is someone charged with the responsibility of guiding, controlling, directing and

leading others. Nehemiah had many leadership qualities. These were: –

1) God fearing man. Nehemiah feared God, relied and depended on God.

2) Prayerfulness – he prayed constantly before and after making decisions.

3) Courageous – He displayed courage even when his life was in danger

4) Hard work and commitment. He was dedicated to the rebuilding of the wall of the temple and

Jerusalem.

5) Team spirit – he was a team leader, motivating people to work.

6) He had planning and organizational skills

7) He was visionary

He had compassion for the needy especially the poor, Levites and priests

9) He was patriotic loved his country

10) Wisdom. He made wise decisions at the right time.

11) He led by example, a role model

12) He was honest and sincere in his prayers

13) He was shrewd and impartial

14) His trusted God absolutely.

15) He was decisive. He told God about decisions he had made and asked for their recognition.

16) He was humble. He asked to be allowed to return to Jerusalem and oversee the repair of its wall and

temple.

16) He believed in law and punishment of wrong doers. He asked God to punish lawbreakers especially

Jews who married foreigners.

Relevance of Nehemiah’s leadership to Christians today

Christians should copy all the leadership qualities of Nehemiah. They should trust in God and seek his

guidance in all their activities and needs.

Christians should live a life of prayer
Christians should be courageous, be ready to defend the gospel of Jesus Christ.
Christians should be dedicated to their work. Work diligently and honestly
Christians should set realistic goals and organize their activities.
Christians should seek wisdom from God to be able to choose appropriate activities to attain their

visions.

Christians should care for the needy and be compassionate to all
Christians should be patriotic and ready to defend their country against internal / external threats.
Christians should need to fight for the rights of the helpless children, widows, orphans, and aged.
Christians should seek God first, view themselves as servants of God and be good role models.

LESSON FOUR. BUILDING THE WALL OF JERUSALEM

The wall of Jerusalem was destroyed when Babylonians conquered Judah. After finishing the wall, he

dedicated it to the Lord. Dedication is to devote something in honor of a person held dear or to set aside

something for some special purpose.

Learning Outcomes. After reading this lesson, you should be able to: –

Describe the problems that Nehemiah faced when building the wall of Jerusalem
Describe the dedication of the wall of Jerusalem
Identify lessons, which Christians can learn from Nehemiah.
Nehemiah rebuilt the wall of Jerusalem. The rebuilt wall had several gates with different names. The

gates were the entrances to Jerusalem. Their names were Dung gate, Potsherd gate, Fountain gate,

Water gate, Horse gate, East gate, Sheep gate, Fish gate, Watch gate and Ephraim gate. Knowing the

names of the gates may not be necessary but its good information.

Problems faced by Nehemiah. When Nehemiah was building the wall of Jerusalem, he faced many

challenges. There was lack of cooperation by the nobles of Tekoa. They did not want to do manual work

at first but they later repented. Nehemiah faced opposition from enemies such as. Sanballat, and

Tobiah, the Arab who tried to thwart the progress of Nehemiah’s work.

As he built Jerusalem, the rich oppressed the poor. This was worsened by famine

The priests misused the temple and the offerings. For example, temple duties had been abandoned. The

Levites were not getting their share of the offerings and the Sabbath was violated. There was laxity in

observance of the Sabbath. This was a challenge to Nehemiah because Sabbath day should be kept holy.

There was a lot of foreign influence because of the conquests by several foreign armies, intermarriages

and interactions between Jews, neighboring people and foreigners. Marriages in particular threatened

the identity of the Israelites as a nation. Worse still Priests married to foreign women defiled the

priesthood according to Nehemiah. Because of these assimilations of Jews through marriages,

Nehemiah knew that Israel and Judah would eventually be lost as God’s nation. Because of his

opposition to these interactions, Nehemiah received death threats.

Dedication of the wall of Jerusalem (NEH. 12:27 – 47)

The rebuilt wall was dedicated to God. The wall restored security and prestige of God’s people. The wall

of Jerusalem was set-aside for God in a solemn ceremony. There was a dedication ceremony in which

people sung with symbols, harps, lyres, trumpets and other instruments. The priests, and Levites

purified themselves.

The people led by Ezra, Nehemiah, the priests and other leaders of Judah walked around the wall. They

divided themselves into two groups. One group walked from the right side and the other group from the

left side and converged at the temple. Sacrifices were offered and people rejoiced. Some men were

appointed to be in charge of the storehouses; where tithes, and first fruits of harvest were kept.

Relevance of Nehemiah’s experience to Christians today

Christians should expect opposition, as did Nehemiah. They should not be afraid of being ridiculed,

mocked and despised. If it happens, Christians should persevere in God’s work. They should put their

trust in God like Nehemiah did.

They should also fight for the welfare of the disadvantaged groups and not exploit them. They have a

moral obligation to condemn injustice and take practical steps to help solve problems that afflict

individuals, groups, nations, and society. They should be in the forefront fighting HIV/ AIDS and drug

abuse.

Christians should be on the look out for external influence that may corrupt morals of the society and

the church. They should learn that leadership involves suffering, persecution, and sacrifices. This is

foregoing personal interests for the sake of the kingdom of God.

LESSON FIVE: RENEWAL OF THE COVENANT

Learning outcomes. After reading this lesson, you should be able to: –

List the stages followed to renew the covenant.
Identify issues that Ezra mentioned in his prayer

iii. List the vows that were made by the Israelites during renewal of the covenant

Stages of the renewal of the covenant. Israelites were the chosen people of God. They had suffered

many hardships. There was therefore a need for the renewal of the covenant between God and

Israelites. The ceremony to renewal the covenant was held in Jerusalem and was led by Ezra, the Levites

and other religious leaders. The renewal of the covenant can be discussed in 3 main stages:

Stage 1. A great public assembly was held in the square of Jerusalem inside the water gate. God’s law

was read and expounded to the people. The people of Israel praised and worshipped God. They cried

and grieved. They were sad because they realized that they had failed to observe the Mosaic Law. They

were instructed to go and celebrate, as it was a holy day of God and an occasion for joy not sorrows.

State 2. The feast of booths/tabernacle was celebrated for 7 days. It was a reminder of the days in the

wilderness when the Israelites dwelt in tents. The Law of Moses was read each day during the

celebrations.

Stage 3. There was a public confession of sin. People fasted, prayed and praised God. The public

confession was followed by the renewal of the covenant vows and a promise to keep God’s law in

future.

Ezra’s prayer closed the celebrations. In his prayer, he recalled God’s acts of creation. He then recounted

the history of the Israelites. He mentioned the previous acts of God; where the Lord had demonstrated

His love and mercy for the Israelites. He then confessed the sins of their ancestors and the present

Israelites. These were the sins of rebellion and disobedience.

Promises and vows made by Israelites during the renewal of the covenant. Israelites promised God

that they would

Live according to God’s law, by obeying all his commands and requirements.

Stop intermarrying with foreigners living in their land.

Cancel debts every 7th year

Contribute annually towards the temple expenses to ensure that the house of God was not neglected.

Provide sacrifices and offerings for the temple and arrange for provision of wood for burnt sacrifices

according to the law.

Offer first fruits of their harvest and dedicate the first born and flocks as required by the law.

Pay for their tithes as required by the law.

Which lessons can we learn from the renewal of the covenant? God is good, loving, merciful, and faithful

to his promises. God forgives all people and we are all sinners. We fail in our moral obligation to God

and to one another.

Since we are sinners, we should repent our sins and strive to live according to God’s law. Christians are

to encourage one another as well as others to repent as it brings about reconciliation with God and with

one another.

Christians should be forgiving and avoid situations that lead them to sin

SAQ. Check from form 1 work, this information.

Outline Nehemiah’s final reforms
What is a covenant?
What are the components of a covenant?
Discuss how the covenant was renewed
List examples of covenants in the Old Testament and modern life.
Explain what Christians can learn from the experiences of Nehemiah
Compare or relate the teachings from Nehemiah’s exemplary life to the teaching of St. Luke’s Gospel

and Christian life today.

LESSON SIX: FINAL REFORMS OF NEHEMIAH

Introduction. Changes for improvement are known as reforms, which are either political, economical,

social, religious or a combination of any of them. Examples of reformers are King David, Prophet Elijah,

and Martin Luther King among others.

Nehemiah. After building the wall, Nehemiah went back to King Artaxerxes II who if you remember had

given permission to go to Jerusalem and build its destroyed perimeter wall. Later he returned to

Jerusalem and carried out these reforms.

Lesson outcomes. After reading this lesson, you should be able to:

List reforms of Nehemiah
Suggest what we can learn from the teachings of Nehemiah and that of St. Luke’s Gospel
Reforms by Nehemiah. We have discussed reforms, which Nehemiah carried out during his stay in

Judah, where he was the governor (Neh 5:14). The major reforms were

i Rebuilding the wall of Jerusalem as well as its gates.

ii Cleansing of the temple: Nehemiah threw him out Tobiah a foreigner who was living in the temple

quarters.

iii Reinstatement of the Levites and other temple workers. Levites, and musicians had left the temple

duties to work in their farms to earn a livelihood. They were supposed to work in the temple and be

supported by member contributions. Nehemiah organised Jews to make offerings and tithes to support

temple workers. With these contributions, Nehemiah reinstated and redeployed Levites, priests,

musicians and other temple workers.

iv Reform of the Sabbath observance. The Israelites were told by the Lord to work for 6 days and rest on

the Sabbath day. The Jews started working on the Sabbath day. The merchants camped outside waiting

for the reopening of the gates of the temple to do business. When Nehemiah started rebuilding

Jerusalem, he ordered closure of the gates of Jerusalem from the eve of Sabbath to the end of the

Sabbath.

v Separations from foreigners (Neh.13: 23 – 30). It was against God’s law to marry foreigners. Nehemiah

cursed the men who had married foreign wives. He beat Jews, pulled their hair and forced them to take

oaths that neither they, nor their sons nor daughters shall intermarry.

vi Purification of priesthood and the office of the Levites. Nehemiah cleansed the priesthood. He sent

away Eliashib, a grandson of the High Priest Joshua, because he had given Tobiah a foreigner, a room in

the temple.

Comparing teachings of Nehemiah and St. Luke’s Gospel

i Nehemiah lived a prayerful life while St. Luke’s gospel emphasizes importance of prayer. Jesus taught

the role of prayer in Christianity.

ii Nehemiah fasted, St. Luke’s gospel records that Jesus fasted.

iii Nehemiah prayed for forgiveness of sinful Jews. We see Jesus in St. Luke’s gospel being a leader who

prayed for the forgiveness of his enemies.

iv Nehemiah cared for the needy. Jesus showed compassion to the needy and taught his followers to

follow His example.

v Nehemiah condemned evil so did Jesus

vi Nehemiah is seen as a reformer of the Mosaic Law. In St Luke Gospel, Jesus was also a reformer. He

insisted on inner holiness.

vii Nehemiah cleansed the temple of traders so did Jesus.

viii Nehemiah was very strict on the Sabbath observance. St. Luke’s gospel teaches that Jesus is lord over

Sabbath. He healed and “Worked” on Sabbath.

ix Nehemiah was opposed to racial intermarriages, St. Luke Gospel was dedicated to Theophilus, a

gentile convert

x Christianity kingdom of God in St. Luke’s gospel is for all, not just the Jews.

Nehemiah had good leadership skills and wisdom. These are demonstrated in St Luke Gospel.
Relating Nehemiah’s teachings to Christian life today

i Prayers and fasting are fundamental to Christians just like they were to Nehemiah who led a prayerful

life.

ii Nehemiah’s example teaches Christians to face all forms of opposition with courage, wisdom, and

firmness

iii The good leadership qualities of Nehemiah are relevant to Christians and they are to be emulated.

iv Nehemiah cared for the needy. Christians should learn to give spiritual food, physical food and

clothing to the needy, orphans, widows.

v As Nehemiah renewed the covenant, Christians should seek spiritual renewal publicly and privately.

They should seek for communal as well as individual forgiveness.

vi Nehemiah cleansing the temple and organised an inventory for temple contributions, offerings and

tithes. He also appointed key people to look after temple contributions and pay Levites and priests.

Christians should learn to use the church buildings and contributions rightly

vii Nehemiah was guided by the Law of Moses and land just like Christians are guided by the scriptures

(Bible) and the law of the nation. The Bible is the source and basis of Christian principles.

Revision questions

Describe the political background of Nehemiah
Describe the social background to the vocation of Nehemiah
Describe the religious background to the vocation of Nehemiah
Describe occasions when Nehemiah prayed
State occasions when Christians pray
What is the importance of prayer in Christian life?
Identify the leadership of Nehemiah’s patriotism
Explain the relevance of Nehemiah’s leadership to a Christian today
Explain the relevance of Nehemiah’s experience to Christians today
explain the problems that Nehemiah encountered in his vocation
Explain the steps taken by Nehemiah to renew the covenant
State the promises the Israelites made during the renewal of the covenant

Study activities. Visit a church or your church and observe the display of the gifts of the Holy Spirit by the

members. Study the books of Amos, Jeremiah and Nehemiah before hand.

Form three answers.

TOPIC ONE: THE GIFTS OF THE HOLY SPIRIT.

Qn a. Explain the meaning of the Pentecost.

Pentecost means fifty days after the harvest.

It was one of the religious festivals celebrated by Israelites annually.

In the Old Testament, the day of the Pentecost was celebrated during the wheat harvest in order to

thank god for the blessing of the harvest.

Israelites came from all over the world and gathered in Jerusalem for this celebration.

In the New Testament, the meaning of the festival changed. It was celebrated to commemorate the

coming of the Holy Spirit upon God’s people as they gathered in the upper room.

Qn b. Describe the manifestations of the Holy Spirit on the day of Pentecost. (Acts 2: 1-40) OR (narrate

the events that took place on the day of Pentecost).

Disciples gathered in a room.

Sounds came from heaven like a rush of mighty wind and filled the house.

There appeared tongues of fire.

The tongues of fire were distributed on each one of them.

They were filled with the Holy Spirit.

They were speaking in foreign languages and tongues.

Those who were observing them were amazed, as they could not understand what they were saying.

They accused them of being drunk

Peter stood up and explained that they were not drunk as it was too early in the day to get drunk.

He explained how they were filled with the Holy Spirit as prophesied by prophet Joel.

He told them that it was Jesus whom they had rejected and crucified who had sent them the Holy

Spirit.

The people asked peter what they could do.

Peter told them to repent and be baptized.

On that day about 3000 people were added to the church.

Qn c. write down five teachings we learn about Jesus from Peter’s speech on the day of Pentecost.

Jesus was from Nazareth

He had a divine nature or was son of God

He had a human nature

He was attested by God to work miracles and wonders through Jesus.

Jesus’ death/ crucifixion was according to God’s plan

God raised Jesus from the dead

Jesus conquered death

The death and resurrection of Jesus fulfils the prophecy of David

Jesus was a descendant of David

The Holy Spirit was from Jesus Christ as he had promised.

God has made Jesus Christ both lord and Christ/ messiah

Jesus ascended into heaven. He is exalted at the right hand of God

The risen Christ is a source if hope or salvation to many sinners/crippled/the dead

Qn d. What were the qualities of peter that made him a successful leader for the apostolic church?

He was a man of great faith

He was a good orator

He dedicated his life to Jesus

He was filled with the holy spirit

He could perform miracles or wonders

He was an eye- witness of the ministry of Jesus Christ.

He was full of wisdom and knowledge i.e. Anania’s and Saphira’s case

Qn e. what lessons can Christians learn fro the events of the day of Pentecost

They learn that Jesus always honors and keeps his promises e.g. he promised to send the Holy spirit

and did it

Baptism in the holy spirit is very important for every believer

That obedience yields immediate results i.e. the disciples obeyed Jesus by testifying in Jerusalem and

they received the Holy Spirit.

It is important for believers to meet for fellowship. The disciples did this and they received the Holy

Spirit

That the Holy Spirit enables Christians to declare the gospel with boldness

It was the plan of God that Jesus was crucified

Jesus indeed rose from the dead as peter witnessed

Jesus was the son of God

Qn f. state the teachings of Jesus on the Holy Spirit

The Holy Spirit comes from the father

The Holy Spirit will comfort disciples

The Holy Spirit will abide with believers forever. He was to teach the world and reveal the truth about

God

The Holy Spirit would guide them into all truth and make them understand or know more about Jesus

The percolate i.e. comforter/make strong/counselor who give advice

He was to help them attain eternal life. If it was necessary for him to die and return to the father so

that Holy Spirit will be sent to them. It was to replace Jesus as a counselor and an advocate

He was to give the disciples authority to forgive or not to forgive

The spirit would remind them all that Jesus had taught them

The holy spirit will reprove the world of sin, righteousness and judgement

He would glorify Jesus amongst the believers

He will enable believers to be witnesses of Jesus in the whole world

He was to strengthen disciples as a wonderful counselor

He was to continue with the work of Jesus as a witness

Qn g. what is the role if the holy spirit according to Jesus?

He comforts believers

He teaches believers all things

He bring into remembrance all that Jesus taught his disciples

The holy spirit would convict the world of their sins and lead them to righteousness

He will guide the believers in all the truth

He will glorify Christ and teach about him

He will tell of the things to come in the future

He would not speak on his own authority but would speak only what he hears from the father

He will enable believers to be witnesses of Jesus in the world

He will counsel believers because he knows the mind of God

He will enable believers know the perfect will of God

Qn h. what is the role of the Holy Spirit in the believers (or Christians or the church)

He enables believers to preach with power

He comforts believers

He guides believers in all truth

He gives believers boldness to witness about Jesus

He enables Christians to produce the fruit of the spirit

He washes sacrifices and justifies the believer in the name of Jesus

He teaches believers all things

He enables Christians to access God the father and son in prayer

He enables Christians talk in tongues in worship

He enables Christians to perform miracles in the name of Jesus

He enables Christians to declare sins and transgressions of others

Qn i. Outline the fruits of the Holy Spirit (Galatians 5:6-26)

Love showing compassion to one another

Joy deep happiness when one has a good relationship with God

Peace being at peace with all people

Patience being to wait in difficulties

Kindness being caring and helpful towards others

Goodness seeking to do best in their lives

Faithfulness having confidence in God

Gentleness being calm and avoiding violence

Self-control have strong control over their emotions

Qn j. state the criteria for discerning of the spiritual gifts

The gift must glorify Jesus so that one who is under the influence of th Holy Spirit will be able to

recognize Jesus as lord and savior

The gifts must not call Jesus accursed

The test of love. The gift must be accompanied with a good or true frit. To discover whether or not

the person who has the holy spirit must bear the fruits of the spirit

One who is user the influence if the Holy Spirit is known by his or her way of life. He/she will act and

behave in accordance with the teachings of Jesus.

Doctrinal test for example, prophecy should always in agreement with the scripture because the Holy

Spirit cannot contradict what is written

Loyalty or conformity to Jesus. The gift doesn’t envy other believers

The gift must be subject to the word of God

The true gift will be guided by principles of sincerity and honesty

The true gift will humbly submit to God

The gift should encourage the growth of the church and edify her

Qn k. List down the gifts of the Holy Spirit.

The gift of wisdom (a deep understanding of who God is an his purpose for human life)

The gift of knowledge that is the basic understanding of the truth about Jesus Christ

The gift of faith that refers to the confidence or truth in God’s inspiration and help in undertaking

difficult tasks

The gift of healing: the power to heal all types of sicknesses

The gift to perform all types of miracles including healing

The gift of prophecy: that is the ability to expound on the scriptures and foretell its future

implications

The gift of distinguishing gifts: the ability to tell the difference between gifts that come from the spirit

and those that are not

The gift of speaking in tongues: the ability to understand and interpret tongues

Lastly the gift of love, which is the greatest of all the spiritual gifts.

Qn l. Explain why Paul taught that love is the greatest of all spiritual gifts.

Paul taught that love is the greatest of all spiritual gifts. He said that love is patient and kind

It’s not jealous or boastful. It is not arrogant or rude or conceited. It does not hold grudges or ill

mannered or selfish

It does not insist on its own way. It is not irritable or resentful

It does not rejoice at wrong doings but rejoices in the truth

Love bears, believes, hopes and endures all things

It is ready to deep firm its faith, hope and its patience

Love does not succumb to pressure but always perseveres

He justified that love is the greatest gift of the spiritual gifts because in prayer, the gift of tongues

becomes nothing but meaningful when accompanied by love (charity)

On faith, Paul says that even if one has faith that can move mountains but has no love, he is nothing

Charity or generosity including sacrificing own life is nothing without love

Qn m. Explain how the Holy Spirit is manifested in the church today

Through dynamic, power, bold and vigorous teaching of the gospel

Through speaking in tongues in many evangelical churches

Through the gift of healing many people are healed as they are prayed for

Through the gift of love, Christians show mercy to all members of the society regardless of their race,

sex or age (helping the poor in the society)

Through the gift of prophecy some believers give proper guidance to the church

Through the gift of discernment of spirits believers are able to tell the type of spirit that is in

operation

Through the gift of faith, believers have been able to accomplish tasks that seem rather impossible

Some Christians through the holy spirit are able to withstand a persecution to the point of death

The holy spirit convicts sinners and makes them confess their sins

Through the holy spirit many Christians see heavenly visions and dreams

The fear of the lord is upon many evangelical groups through the Holy Spirit

In some evangelical gatherings, there are many supernatural things during worship e.g. shaking and

swaying

It is also manifested through prayer at individual or congregational levels

Through decision making in church i.e. solving problems and issues in church

Through singing and dancing or music

Through offertory and alms or sadaka

Holding fellowship meetings, bible study and reading the bible

Celebration of sacraments e.g. Eucharist and lord’s supper

Bringing new converts to the church

Pastoral cave and counseling It is manifested in Ecumenism: working together of the churches

Writing Christian literature e. g. books, pamphlets and magazines

Enabling Christians to confess their sins and reconciliation meetings

Education and giving instructions

Qn n: State ways in which the gifts of the Holy Spirit have been abused in the church today.

Cheating that one has a certain gift of the Holy Spirit

Commercialization of the gifts. People are asked to pay money before being prayed for or being

healed

False interpretation of the bible, prophecy or predicting the future

Unscrupulous Christians may impart demoniac powers or innocent faithful

Some Christians who possess the gifts of the Holy Spirit develop pride or selfishness or superiority

complex

Wrong use of the gifts of the Holy Spirit where faithful get into ecstasy or trance which may lead to

injuries

Distinguishing oneself as a person with a special call e.g. preacher with intention of exploiting others

or situations

TOPIC TWO: UNITY OF BELIEVERS

Qn a. Write down the terms used in the New Testament to refer to believers in Christ

The people of God

The body of Christ

The bride of Christ

The vine and the branches

The assembly of God

Christians

The people of the way (followers of the way) other terms

Followers of Christ

New Israel

Church

The sheep

The royal church

Brethren

Royal race

Royal priest hood

Holy nation

The children of light

Saints

Brothers and sisters in Christ

Qn b. identify five causes of disunity in the early church

The question on the inclusion of the gentiles in the church. Some Jewish Christians were not ready to

accept gentile Christians in the church unless they underwent circumcision

There was negligence of the widows in the distribution of food

Disagreement between and among leaders e.g. Paul and Barnabas, Peter and Paul

Groupings in the church where some Christians owed loyalty to individuals. They said that they

belonged to individuals like Apollo others Peter and others Paul

Question of immorality, where some Christians did not live according to the teachings of Christ

The problem of the gifts of the Holy Spirit. Some Christians became arrogant because they were more

gifted than others

Different interpretations of the doctrines e.g. resurrection, sin, salvation, Christology, Holy Spirit,

dressing

Behaviour during the lord’s supper

Christians took others to a pagan rule of law

Question of the resurrection of the body

Question of celibacy

Question of incest sexual immorality

Different approaches to common life between Christians communities in Jerusalem and Antioch

Qn c. identify factors, which cause disunity among Christians today

Selfishness or greed for money by some Christians

Rivalry or competition for leadership positions or greed for power

Misinterpretation by some Christians of the work of the holy spirit

Arrogance or pride by some Christians

Corruption in the church

Failure by some Christians to live according to the law of God or their failure to live exemplary

Lack of concern by some Christians about the plight of others

Misinterpretation of the bible or doctrinal differences

Misuse of church funds or power by some leaders

Lack of transparency and accountability in running church affairs

The emergence of charismatic movements in the church creates a situation where some Christians

think that they are more spiritual or holier l than others

Political interference where Christians find themselves in different political camps

Sexism where women are not involved in decision-making. Women are under represented

Discrimination against the youth or churches ignoring the youth in running the church

Tribalism where Christians are divided along tribal lines

International differences

Qn d. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live

together

Unfaithfulness or promiscuity

Misuse of family resources or lack of resources

Child abuse e.g. beating, raping, incest or favourism

Alcoholism or drug use and abuse

Separation of family members e.g. due to wage labour or education

Denial of conjugal rights

Sickness e.g. HIV/AIDs, impotence, barrenness or cancer

Child delinquency

Lack of tolerance or forgiveness or presence of cruelty

Greed for wealth or self esteemed prestige or professionalism

Religious fanaticism or denominational differences

Traditional or cultural inhabitation or western cultural influences or permissive

Generation gap

Qn e. explain how the church strengthen family relationships today

Through guidance and counseling and mediation

Hold seminars, conferences for couples, children the youth through publications on Christian living

e.g. magazines, books or pamphlets

Use of mass media e.g. televisions. Radios or videos

Through offering pastoral care in homes or house to house visits

Giving financial support to the needy families

Praying for families

Through preaching, teaching and condemning vices

Offering employment to the jobless

Providing vocational training skills

SELECTED OLD PROPHETS AND THEIR TEACHINGS.

Q1. Define the terms prophet and prophecy

Prophet: Refers to one who speaks God’s message. He is God’s spokesman. His message includes

predictions of the future.

Prophecy: Is the message spoken by a prophet. Oracles spoken by prophets.

Q2. List the five categories of true prophets

i) Major prophets

These include Isaiah, Jeremiah, Ezekiel and Daniel.
They are called Major Prophets because the books are long and contain clearly written messages.
They bear the names of the writers.

ii) Minor prophets

These refer to 12 books that are short and contain less important than those in major books e.g. Amos,

Hosea, Joel, Obadiah through to Malachi.

iii) Canonical prophets

Both the major and minor prophets are together referred to as canonical prophets.

iv) The early prophets

They belonged to guilds or schools.
They lived together in communities under a chief prophet. Elijah and Elisha are examples.
These are those who served in places of worship e.g. at Dan, Bethuel)
They were called cultic prophets because they were associated with religious activities in shrines.
They traveled around together delivering oracles.

v) Cultic prophets

They worked side by side with priests and said prayers especially people’s petition to Yahweh.

Q3. State the difference between true and false prophets

True prophets False prophets

They were called by God to be His spokesmen Not called by God.

Were obedient to God. Not obedient to Him.

Believed in one God. Could worship other gods and led people into immorality.

They were prayerful. Not.

Spoke and acted with authority from God. No authority from God.

They led holy lives. Were immoral e.g. believed in false gods.

Spoke God’s word. Spoke their opinion.

Suffered physically and psychologically because of speaking the truth. Run away suffering.

Spoke the truth. False

Did not ask for pay. Asked for pay.

Spoke form a common tradition based on the Mosaic Law. Did not have any reference.

Q4. In what ways were God’s prophets called?

Some were called through visions or dreams e.g. Amos and Samuel.

Others were called through other prophets e.g. Elisha.

Words or message came into their minds.

Through prophetic symbolic actions e.g. Jeremiah

Through common objects – an object becoming a significant sign of God’s power and activities Jer.

1:11-13.

Through prayers.

Q5. Outline the similarities and differences between the Old Testament prophets and the Traditional

African Ones

a) Similarities:

Both possessed spiritual powers.

Both were mediators between people and a Supreme Being.

Both performed the role of healing people physically and spiritually (miracle).

They received calls mainly through visions/dreams, which were considered supernatural.

Were both expected to be people of integrity and obedient to religious codes.

Gave warnings and solutions to their people in case they offended the Supreme Being.

Foretold the future.

b) Differences:

Old Testament Tradition African

Received their message from God Received their message from spirits and ancestors.

Appointed by God. Inherited

Rejected by people Respected and feared in society

Prophecy went to other nations Confined in tribal community

Prophecies preserved in writing Passed on orally

Believe and worship of one God Believe in god spirits

Performed miracles Did not

Q6. What is the relevant of prophets to Christians today?

Through reading their prophecies, Christians get to know the will of God.

Jesus who is the cornerstone of Christianity is stressed throughout prophecy – since Abraham.

Prophecy has helped many to be preachers (i.e. prophecy = preaching).

Christians learn to be faithful to Yahweh just like the Old Testament prophets.

They too learn to be holy and prayerful like them e.g. Jeremiah.

Prophets encouraged justice e.g. Elijah, Christians should do the same.

As prophets, Christians should provide hope to the people in times of suffering.

They learn that they can face suffering just like the prophets did e.g. Jeremiah e.g. persecution,

rejection etc.

They should condemn sin like the prophets.

The writings of the prophets strengthen their faith when they need them.

PROPHET AMOS

Q1. List the visions that Amos saw

He saw a swarm of locusts. Amos 7:1-3

He saw a great fire. Amos 7:4-6

The plumb line/crooked wall. Amos 7:7-8

Basket of ripe fruits. Amos 8:1-3

The destruction of the temple. Amos 9:1-4

Q2. Explain the evils that Amos condemned in his teachings

Sexual immorality (Amos 2:17)

Amos condemned temple prostitution – 23:17.
Father and son were going to the same woman.
They copied these from the Canaanite pagans, which was wrong and unfaithful to Yahweh.

Slavery: (Amos 2:6)

The righteous, the rich made the poor slaves. This is because they borrowed from the rich and could not

repay so they made them work like slaves and treated them harshly. Some sold them for a paid of

sandals. This was breaking God’s laws, which guided them on how to treat their poor fellow Israelites.

Idolatry: Amos 5:26

Amos accused them for breaking God’s covenant by worshipping other gods.

Cheating in Business: He condemned the following:

Merchants used false measures
They overcharged the poor
Sold goods of low quality
They sold poor people for not paying debts
They too charged high interest rates

Bribery and Corruption Ex. 23:8

He condemned elders who were unjust and corrupt.
They took bribes and grew rich from heavy levies from innocent people in law courts.

Greed and excessive luxury

He condemned women of Samaria who drink and lived in luxury when there were poor needy people.

Breaking God’s law on garments secured for pledges

God gave Israelites items that were to be given out to the creditors as a guarantees for the goods

borrowed e.g. Millstones for grinding, were to be taken and returned in the evening because they were

used daily.

Robbery and Violence

Poor were being oppressed and violated.

Self – Indulgence and false sense of security

Leaders thought God could not punish them because they were a chosen race.
But Amos told them they would be attacked.

Q3. Give reasons why Prophet Amos condemned idol worship in Israel

It broke the covenant way of life.

It was against the 10 commandments, which directed the Israelites to worship one God.

It was a sign of disobedience to God.

It promoted immorality e.g. temple prostitution.

The worship of God belittled and degraded God.

It promoted falsehood in the society.

Religion became commercialized.

Led to false prophecy.

People got concerned with external behavior and not internal.

Q4. List evils in society today that Amos would condemn

Tribalism

Bribery and corruption

Robbery with violence

Dishonesty in business

Grabbing of public land and property

Stealing

Oppression of the poor e.g. underpayment

Immorality e.g. prostitution

PROPHET JEREMIAH

Q1. List evils that Jeremiah condemned

Human sacrifice
Hypocrisy in worship
Dishonesty in business
Defilement of the temple – temple prostitution
Social injustice
Idolatry
False prophecy
Necromancy
Exploitation of the poor

Q2. What are some of the evils that the church leaders condemn today?

Hypocrisy/pretence in worship
Murder/suicide/abortion/genocide
Exploitation of the poor/robbery
Dishonesty
False prophets
Human sacrifices among devil worshippers
Sexual immorality e.g. adultery

Q3. Explain the symbolisms used during the call of Prophet Jeremiah

God touched Jeremiah’s mouth. This was to symbolize that God was the source of the message.

Jeremiah was to deliver.

A branch of an almond tree that was base – God was watching to see the fulfillment of the message

he gave to Jeremiah.

A pot of boiling facing away from the North and about to tilt toward Judah. God would use a nation

from the North to bring judgement on the people of Judah because of their wickedness.

A fortified city. A bronze wall and an iron pillar. God was going to protect him even though he was

going to meet opposition.

To uproot and pull down, to destroy and overthrow. God would pass judgement on the nation of

Judah and other nations.

To build and to plant. There was still hope of the restoration of people of Judah after exile.

Q4. What did Jeremiah teach about t the New Covenant?

The new covenant was to be written in people’s hearts.

The covenant was to be made between God and the remnant community after exile.

The people were to have a personal knowledge of God in the new covenant.

God was to forgive their sin and remember them no more.

Each individual was responsible for his won sins.

The new covenant was to be initiated by God.

The new covenant was to last forever.

It was as a result in the emergence of a new people of God or new Israel.

Q5. Why did Prophet Jeremiah condemn the way the Israelites worshipped?

They broke God’s commands e.g. the 1st and do not worship other gods – they worshipped idols.

They practiced hypocrisy i.e. they were concerned with external religious observance while their

hearts were far from God.

They forgot the saving history of God and worshipped other gods e.g. Asherah.

They practiced syncretism i.e. they worshipped both Yahweh and foreign Gods.

They listened to false prophets and rejected God’s prophets e.g. Jeremiah. They even killed some.

They dishonored the sanctity of human life by offering human sacrifice.

They neglected the disadvantaged (widows & orphans).

They were dishonest in business and deceitful to one another.

They narrowed themselves in necromancy, divination and magic.

They rebelled against God by breaking the covenant relationship.

Q6. Explain Jeremiah’s temple sermon as recorded in Jeremiah 7:1-15

God commanded prophet Jeremiah to speak in the temple.

It was a response to the people of Israel to stop understanding religion through the practice of

syncretism and immorality.

At the gate to the temple, Jeremiah proclaimed that the people of Judah had to change their way of

life and stick to the covenant they made with God.

They had to stop defiling the temple of placing idols in it.

They had to stop committing social injustices and as murderer/exploitation of the weak, orphans

widows and foreigners.

The practice of human sacrifice was murder and displeasing to God.

Hypocrisy was bad.

The Israelites believed that the temple was secure from destruction because of its holiness was not

true.

God would destroy Israelites/Jerusalem through invasion of a foreign nation.

If the people stopped their evil ways, God would not bring judgement upon them.

God would destroy the temple of Jerusalem and send the people to exile.

Q7. What forms of punishment did Jeremiah prophesy that God would use on Judah?

The punishment would be in form of a foreign body that God use to conquer Judah.

They would be attacked and their city destroyed.

People would suffer and die due to their sins.

The punishment would in form of drought. This would affect people and animals.

God’s punishment would come through death, diseases and sword.

Their punishment would be a defeat inflicted to them by Babylonian.

The punishment would be the loss of their land to a foreign nation and their enslavement.

God would allow the enemy to destroy Jerusalem and take survivors to captivity.

Q8. Outline the content of Jeremiah’s letter to exiles in Babylon (Jer. 29)

He encouraged the Israelites in Babylon to build houses and live in them.

Plant gardens and eat their produce.

Marry and increase.

Pray for their rulers.

Not to worship false gods.

Not to be cheated by false prophets.

To obey their masters.

Worship one God.

Q9. Explain four symbolic acts related to judgement and punishment as demonstrated by Prophet

Jeremiah

Linen waist cloth – the rotten/useless linen cloth that had been hidden in the caves and lift to rot

stood for Israel’s state of being useless before the eyes of God. A sign that they had soiled their

priesthood.

Jeremiah was asked not to marry the solitary life symbolized solitude in exile.

Two baskets of fig fruits – the bad fruits signified that the bad people would be punished.

Wooden yoke – he was asked to carry a wooden yoke and work around with it signifying suffering in

Babylon – exile.

Breaking an earthly flask – destruction of the temple.

Visit to a potter – whereby the potter destroyed a pot due to poor shape and remolded it. God would

remold Israel to a shape befitting them.

Not to comfort anybody – these would be sorrow and suffering, no help while in exile.

Q10. Identify the relevance of Jeremiah’s teaching to Christians life today

Christians are called to preach God’s gospel as Jeremiah did.

Christians should accept suffering like Jeremiah did.

They should learn to distinguish between false and true prophets.

Like Jeremiah, they should condemn evil in society.

They have a duty to call people to repentance as Jeremiah did.

Christians should be good examples to the people by living, holy and upright lives as Jeremiah did.

People should be able to know the nature of God through the lives of Christians.

They should believe they are the new community as prophesied by Jeremiah in the new covenant.

Q11. In what ways is the prophetic mission of Jeremiah similar to that of Jesus?

Both were rejected by their own relatives and communities.

Both experienced opposition from political and religious authorities.

Both prophesied the destruction of the temple.

Both lamented over the stubbornness of the people of Jerusalem.

Both predicted divine judgement and punishment in Israel.

Jeremiah predicted the new covenant that is fulfilled by Jesus.

Prophet Nehemiah

Qn 1. Describe the political background of Nehemiah

He worked during the Babylonian exile which lasted between 589- 538 BC

During his vacation, Israelites were oppressed politically

The Israelites hoped that God would soon liberate them fro this bondage

In 538 BC the Babylonians were conquered by Cyrus the great king of Persia

In 538 BC king Cyrus allowed Israelites to return to Judah

King Cyrus gave the Israelites a decree to rebuild the temple of Jerusalem

In 538BC the first exile under Zebu Babel

Joshua the priest departed from Babylon and started to rebuild alters of God

Under the guidance of prophets Haggai and Zachariah the temple was rebuilt and dedicated

The second exile arrived under prophet Ezra; after king Artaxerxes authorized Ezra to re establish

Israelites religious and moral expectations of the Mosaic Law.

Nehemiah was a servant the king Artaxerxes palace. The king authorized him to go and rebuild the

walls of Jerusalem

Amidst all opposition from Samaritan, Nehemiah accomplished the reconstruction of the walls of

Jerusalem in 52 days. He then dedicated the walls to God.

This restored the sense of political pride in Israel. However the Israelites remained subjected to the

Persians and continued to pay tribute. The Persians were later overthrown by Romans who ruled the

entire region until the time of the birth of Jesus

Qn 2. Describe the social background to the vacation of Nehemiah

Israelites men married foreign women

Children spoke different languages from their mothers

Hebrew language almost became extinct

Nehemiah condemned mixed marriages and even banned them

Exiles who returned home were humiliated by foreigners who partially occupied their land

The Samaritans threatened Nehemiah’s life as the rebuilt walls of Jerusalem

Rich Jews oppressed the poor e.g. they would confiscate their property for failure to repay debts

Qn 3. Describe the religious background to the vocation of Nehemiah

While in exile the Babylonians allowed the Jews to continue with their religious lives

The exiles became the period of purification

They returned with a new zeal to worship God; they rebuilt the altar under Zerubbabel for offering

burnt offerings to God

The returnees built the temple of Jerusalem under Haggai and Zachariah and dedicated to god by Ezra

Nehemiah embarked on rebuilding the walls of Jerusalem amidst opposition in 52 days the wall was

complete. Consequently, Jerusalem once more became the centre of worship for Israel. Idolatry was not

allowed again in Israel after the exile.

The temple of Jerusalem was dedicated to Yahweh. The Israelites renewed their covenant with God

under prophet and priest Ezra. Nehemiah carried out various religious reforms

Qn 4. Describe occasions when Nehemiah prayed

When he heard about the suffering of his fellow Jews back in Judah

When he learned about the state of ruin of Jerusalem and king Atarterxes to request him to allow him

go back to Judah

When his enemies e.g. Tobiah and Samballat ridiculed him as he reconstructed the walls of Jerusalem

When he learned of his enemies conspiracy to attack Jerusalem

When his enemies conspired to destroy his life/ kill him

When Shemiah attempted to frighten him to hide in the temple as hi life was in danger

When he cleansed and arranged the temple as a house of God

When he warned the people of Judah against violating the Sabbath law

After chasing away the son in law of Samballat from the temple

After cleansing the Israelites of foreign influence

Qn 5. State occasions when Christians pray

When they are faced with diverse persecutions. They ask God to protect them

When they don’t understand certain scriptures. They ask God to give them revelation

When they are faced with certain difficulties of life. They ask God to help them

When the nation is facing political crisis. They pray for peace

When they feel inadequate and sinful. They ask God to perform certain miracles for them e.g. healing

Qn 6. What is the importance of prayer in Christian life?

Prayer helps Christians to praise God, give thanks to him and to repent

It helps Christians to pour out their hearts to God

It helps Christians to rely to God for emotional and mental stability. It helps put our problems to God

It strengthens Christians. It gives them determination and character to remain steadfast in their

responsibilities despite the challenges

Through prayer a Christian can request to stand against personal attacks and temptations

Prayer is the source of courage and strength in times of tribulations

It brings one closer to God, we use it to praise God, use it to ask for God’s supply of their needs, used

to ask for forgiveness and promotes important virtues e.g. persistence and patience and promotes unity

among different communities

Qn 6. Identify the leadership of Nehemiah’s patriotism

He was a tune patriot i.e. after talking to the Jews and getting the news of distribution of Jerusalem,

he was forced to go back home.

Reliance to God. He totally relied on God and to his call i.e. in most cases he prayed before carrying

out an activity

Devoted/ talented. As a cupbearer to the emperor he was an educated, talented and trustworthy

young man

Visionary. He had a vision and he shared it with enthusiasm to inspire Jerusalem leaders to rebuild

the wall

Initiative.

He took the initiative to persuade the emperor to put things right

Exceller organizer. He carefully organized the rebuilding process. He organized how the wall of

Jerusalem was to be built in steps

Careful planner. He carefully examined and inspected the wall before starting the work

People’s representative. He was a proper representative of his people in Israel. he had a sense of

responsibility to his community

Shrewd. He avoided the meetings organized by his opposer and overlooked the abuses placed on him

Impartial. He appointed men of integrity and God fearing to keep guard over Jerusalem

Selfless and kind. He had the skill of solving problems. He hence cancelled all debts that people had

Homogenous. He employed different strategies to counteract his opposer

Qn7. explain the relevance of Nehemiah’s leadership to a Christian today

A Christian should use his/her present position to serve God

Christians should acknowledge God as their source of power and giver of gifts

A leader should appoint people who are trustworthy and honest to help him/ her in ruling the

country

God answers our prayers as a result of asking others for help

A Christian leader should keep his /her plans a secret until it matures to make an announcement

Christians should share their visions with others the way Nehemiah did

Leaders should take care of the needy in the society

As a Christian one could be lured to temptations; the way Nehemiah was opposed we should be

ready to resist temptations

Christians should be ready to help in solving problems in the society Christians should act as role

models by carrying out spiritual activities with the truth and helping in work after starting projects.

Qn 8. Explain the relevance of Nehemiah’s experience to Christians

They should not exploit the needy and disadvantaged

They should defend the rights of the weak and use their work place, family and friends

They should ask God to protect them from the mischief of their enemies

That they should pray to God to give them guidance in their endeavors

That they should persevere in all difficulties as Nehemiah did

The should condemn the injustices in the society

They should know that leadership involves challenges and difficulties

They should be practically involved in problem solving e.g. HIV/AIDs scourge

Qn 9. Explain the problems that Nehemiah encountered in his vocation

Oppression of the poor Jews by the rich Jews e.g. demanded high interests on borrowed money

Great opposition from the enemies they tried to frustrate his/her efforts to build the walls of

Jerusalem

Threat to his own life. His adversaries wanted to kill him

Lack of co-operation and support from the Jews. They refused to work with him on the wall project

Excessive foreign influence in Israel. Intermarriage brought about foreign influence which threatened

to extinct the Jew culture and language

Violation of the Sabbath laws. Israelites went on to do their daily chores on the Sabbath day

Abuse of the temple. Eliaship housed Tobias the heathen and God’s enemies

Misuse of offerings. The levies were denied their share of sacrificial offerings as required by the law

Qn 10. Describe the steps taken by Nehemiah to renew the covenant

Ezra the priest read the book of the covenant and explained the meaning of the Law of Moses. The

Israelites listened carefully and their lives changed. They responded Amen, amen

Celebration of the feast of shelters. After reading the scriptures, they realized that they had not been

celebrating the feast of shelters. This was to remember their deliverance from Egypt. They were also to

think about God’s protection and guidance

The Israelites confessed of their sins as they learnt that they had not been following God’s

commandments. Nehemiah was devoted to confession of national sin and prayers to God’s grace

Recital of God’s dealings with Israel. They recital of God’s mighty acts is done in this. They

remembered their history and this renewed God’s grace and power in them

A renewed covenant sealed. The covenant was renewed in writing and the leaders put seals

The binding agreement that people and God was done by the Israelites joining hands

Qn 11. State the promises that Israelites made during the renewal of the covenant

That every seventh year, they would cancel debts according to the Mosaic Laws

That they should observe God’s commandments and live according to his laws

That they would offer the first of their harvests as required by Torah

That they would dedicate their first-born sons to God

That they will not intermarry with foreigners at all

That they will not buy corn or anything else on the Sabbath day

That they will remit their arrival temple expenses to ensure that God’s house was okay

That they will provide sacrifices and offerings at the temple

That they will pay their tithes according to the law

Group study activities

Read and study the book of Luke by
Dividing up the chapters in the book of Luke among the members of the class and let every group

present a summary of the chapters allocated to them.

Check out movies about the life, death and resurrection of Jesus Christ but note that your study

according to the syllabus is based on St. Luke’s gospel.

FORM FOUR – CONTEMPORARY CHRISTIAN LIVING

Form four work deals with social issues in society. We shall compare the issues in the following

communities – The Traditional African Society Christian community and the contemporary one. By the

end of it the student should be able to understand the meaning of life and live to it’s fullest.

TOPIC ONE. INTRODUCTION TO CHRISTIAN ETHICS

Instructions. Form four work covers contemporary issues in a Christians life. You are advised to read

newspapers, listen to radio news, watch television news and current affairs and any other relevant news

source. Work in twos. Give yourself topics to study and then give a presentation to your partner or colearner.

Learning outcomes. After reading and discussing Christian ethics, you should be able to:

Explain the meaning of Christians ethics
Explore the basics of Christian’s ethics
Christian ethics. The word ethics comes from a Greek term ‘Ethikos’ which means custom, or conduct.

Ethics are moral principles, which influence a person’s behaviour. Ethics are defined as the systematic

study of human actions and behaviour. We use ethics to judge, determine and assess the right and

wrong of human behaviour. Morals refer to human character, which is the inclination to behave in oneway or another. Ethics is the study of morals and they determine and influence personal and societal

behaviour. Christian ethics is the study of human conduct or behaviour from a Christian point of view.

Basis of Christian ethics. Sources of Christian’s ethics: –
The bible, teachings of Jesus Christ
Human reason and experience
Natural law
The Christian community – the church
Situation ethics
Authoritative Christian literature – based on the bible
Gods revelation – through prophets
Human reason. These are internal thoughts that guide us when we are making decisions and taking

actions. We use our minds and thoughts when confronted by situations. They also rely on internal

thoughts in their life experiences.

Internal guiding thoughts have many parts. One is our Conscience. This is our inner self that tells us and

lets us know what is right and wrong. There are four types of consciences; doubtful conscience, sensitive

conscience, certain conscience and perplexed conscience.

For a Christian, rights and wrongs are in the Bible. God gave the Law of Moses to Israelites. Jesus came

and explained the Old Testament and taught new scriptures in the New Testament. These teachings,

which we have covered from Form one to three, explain very clearly what is right and wrong. When

doubtful of the morality of an action, Christian consults the Bible to know if a decision is right or wrong.

Human Experiences: – these are internal and external guides

When confronted by situations, Christians use their minds i.e. human reason and their life

experiences in making decisions.

They rely on internal guides, (Human reason) and experience (external guides)

Internal guides

(i) Conscience: – Mind, aspect of knowing right or wrong. When right, there’s’ approval when wrong it

registers guilt.

When doubtful of the morality of an action we should not do it

If conscience is perplexed then make us decision. A decision should be based on a certain conscience.

Types of conscience

– Doubtful conscience

– Sensitive conscience

– Certain conscience

– Perplexed conscience

One can also make decisions based on knowledge and free will

To make a decision one should have

– Facts about the act, its aims, circumstances.

– One should be free to perform

A decision ought to be thoughtful

Intuition: – inner feeling, insight

It’s an internal moral sense to do good or avoid evil. Intuition is important in situations that require

quick and immediate that requires quick and immediate action.

Feelings

Feelings are subjective e.g. it feels good to do so this, hence will do…” it can be dangerous to make

decisions purely based on feelings especially in marriage friendship etc.

Eternal guides

Experience

Guides here include authoritative persons such as parents, teachers, police, civil leaders philosophers,

and religious leaders.

Rules from secular, religions, and African traditional culture are part of external guides.

The bible

The bible, quoted in the text but now out of text guides Christian behaviour. God communicates to his

people through the Bible. The Bible offers answers to questions in relation to the life of a Christian.

Today, there are ethical issues not found in the bible e.g. HIV / AIDS, sexual and reproductive health

rights, contraceptives, abortion, globalization, cloning, environmental degradation, genetically modified

foods, terrorism, international trade etc. this gives reason and other sources / factors are basis of

Christian ethics in addition to the bible.

Moral principles in the bible

– They are mostly found in the teachings of Jesus and the ten commandments, sermon on the mountain

– Christians are also encouraged to have

Faith

– The virtues encouraged include generosity, love, kindness, faithfulness, patience, humility, peace,

mercy, loyalty etc.

Christian community – church

Church leadership can make decisions, which touch on their followers. They guide people on ethical

issues e.g. politics, land, justice, abortion, contraception etc.

Church organizations give rules on those conduct of their members.

Natural law

– The awareness that one has to choose good and avoid evil

– If one studies human nature and reflects upon it he/she will discover natural laws of human behaviour

– Natural law, natural rights such as right to education, life own property many etc. are incorporated into

the constitution of any nation.

– The constitution then guides the behaviour of list citizens; Christians being citizens of a country are

guided in their behaviour by the constitution.

Situation ethics

One should reason out the rightness or wrongness of an act. The rightness or wrongness of an act

depends on its uniqueness, the circumstances

– Christians are warned against making decisions based on circumstances or the situation e.g. a pregnant

student seeking abortion as the option so as to continue with education.

Gods revelation

God reveals himself to people through prophets, natural events, the law, dreams and visions. Through

such ways God guides Christian on how they should approach certain issues. God’s revelation does not

contradict with the bible.

Revision questions

What is the meaning of Christian ethics?
What is the basis or source or foundation of Christian ethics?
List the basic life skills that one needs to be able to lead a better life

TOPIC TWO: CHRISTIAN APPROACHES TO HUMAN SEXUALITY,

MARRIAGE AND FAMILY

INTRODUCTION

Christian approaches refer to how Christians view and handle issues of human sexuality, marriage and

the family in accordance with Christians ethics. Through marriage, the family is formed.

LESSON ONE: HUMAN SEXUALITY

Learning Outcomes. By the end of this lesson, you should be able to:

a Define human sexuality, marriage, and family

b Explain the Christian teaching of human sexuality

c Assess the traditional African understanding of human sexuality

d Determine gender roles in traditional African home

e Explain Christians teachings about male and female relationships

f Explain and appreciate Christian teaching on responsible sexual behaviour

g Explain Christian teaching on irresponsible sexual behaviour and their consequences

Human sexuality. This is a sacred gift from God. It was given to Adam and Eve. Human sexuality is that

which makes us male or female. It is our biological or physiological differences associated with the state

of being male or female. It is part of our biological make up. Males and female have different body

structures, features, appearances and biological characteristics. In terms of physical strength more men

are stronger than females. Besides the biological make up, we have an emotional side, which includes

our attitudes, and feelings. Females are said to be more emotional, and talkative than males. Human

sexuality is also in our brain and mind and it is what makes us human beings. If you look at animals they

also have different physiological features based on sexual differences.

Christian teaching on human sexuality. Males and females are God’s creation. Men and women were

created for many reasons. These are (1) to be fruitful and to multiply; and (2) for companionship. In

Genesis we learn that men and women share the image of God because God intended man and woman

to play complementary roles and both are equal before God.

Sex in marriage is a sign of love and it is sacred. In marriage man / and woman become one flesh. Both

of them have the ability to control their sexual desires. Christian teaching forbids: sex before marriage,

adultery or unfaithfulness, and other unnatural sexual behaviours like lesbianism, homosexuality or

being gay, and incest. God created human body and it is to be kept holy. Chastity is encouraged while

unfaithfulness in marriage is discouraged. Husbands / wives are to respect one another and give to each

other in mutual love.

Traditional African understanding of human sexuality. Human sexuality is highly valued in traditional

African communities. It is understood in terms of marriage and parenthood. Procreation was the sole

purpose of sex. Sex was to be practiced in marriage and it was regarded as another sacred duty.

Adultery was discouraged and offenders punished.

Irresponsible sexual relationships were forbidden. Virginity before marriage was highly valued. If a girl

lost her virginity before marriage, she was treated with scorn and punishment. If a boy impregnating a

girl, he was fined.

In traditional African society it was a taboo to discuss openly sex matters. Grandparents taught sex

education to their grandchildren. Sex education was taught during initiation stages. Free mixing of girls

and boys was not allowed except under supervision. Girls were married off immediately after initiation

to avoid temptation of engaging in pre-marital sex. To reinforce self – discipline in relationships between

the opposite sexes the African traditional society instilled the fear of supernatural curses through myths,

taboos and rules.

Marital status. Husbands and wives were expected to relate to each other, their parents, and in laws

according to the community customs. Conflicts between a husband and a wife were resolved through

intervention of relatives.

Gender roles. There are specific chores and duties for either male or female in African traditional

societies. Roles were therefore according to gender. Boys went hunting, herding, while girls fetched

firewood, and helped in cooking. At an early age, girls and boys would mix freely as they played

together. Mature boys and girls however, were restricted from mixing freely without supervision by

elders. But there was gender identification. The boys identified with their fathers and other male adults,

while girls identified themselves with their mother and other female adults.

Education. Children belonged to the community and not just to their biological parents. At the

adolescent stage; 13 – 18 years education was given to the adolescents and intensified at initiation

stage. Boys and girls were taught traditional rules, and secrets of the society during initiation. Learning

was informal. Knowledge was communicated through songs, stories and riddles among other forms of

presentations. All adults acted as parents to the young ones.

Socialisation. Men were socialized to be superior, while women were socialized to accept their

subordinate position and role. Everyone knew and accepted what he/she was culturally supposed to do.

Division of labour was based on sex. In the African communities, despite their differences, there were

many common customary roles, rules, regulations, taboos and beliefs that governed the practices

related to male – female relationships from early childhood to old age. These traditional African

practices relating to male – female relationships existed at various levels. In all of them, man held

superior positions when compared to those of women.

Age. Old women and men were accorded respect. They were consulted for advice and counsel. Kinship

system was emphasized.

Christian teaching on male- female relationships. We learn that the husband is the head of the house

and should love his wife like Christ loved the church. Once a wife is loved, she should submit to her

husband. We also learn that both male and female are equal and co – creators with God. Adam and Eve

were created to complement each other. Likewise men and women should love each other. Jesus taught

that each man should have one wife and vice versa. Once married, the husbands’ body belongs to the

wife and hers belong to him. If that is the case, wife and husband should avoid immorality.

Males and females are to relate freely. But the youth are to avoid the passions of youth. These are

sexual sins. There are no specific chores or duties for either male or female. Relationship between sexes

should be governed by love, chastity, respect, self-control, and self-discipline. Parents are to love their

children, while children are to obey and honor their parents. Parents are asked to bring up their children

in a Godly way.

LESSON TWO. CHRISTIAN TEACHING ABOUT HUMAN SEXUALITY

Lesson Outcomes. By the end of this lesson, you should

Outline Christian teaching on responsible sexual behaviour
Analyse Christian teaching on irresponsible sexual behaviour
Discuss effects and consequences of irresponsible sexual behaviour
Give examples of the effects of irresponsible sexual behaviour

Sexual behaviour is part of human behaviour. The Bible gives principles of sexual behaviour in the Ten

Commandments.

Christian teaching on responsible human sexuality. Christianity teaches us about responsible sexual

behaviour. Being responsible means that one is exercising self – control or self-discipline in matters of

sexual behaviour. Self-discipline is necessary when we have a relationship with the opposite sex (Read, 1

Cor.7: 9 1 Peter 5:8). It is called responsible sexual behaviour, which is obedience to God’s commands.

Christians promote healthy social relationship between boys and girls, men and women, and husbands

and wives. Responsible sex is between male and female. Sexual intercourse is allowed only between

married couples (1 Cor.7: 3 – 5). Married couples are obliged to be sexually faithful to one another

(Heb.13: 4) adultery is condemned (exodus 25:14). Relationship between a husband / wife should be

one of respect faithfulness, love, care, mercy, submission, tolerance, and forgiveness

Christian teaching on irresponsible sexual behaviour. There are many irresponsible sexual behaviours.

They include among others all acts and forms of: perversion, misuse, and abuse of sex, incest, rape,

fornication, adultery, homosexuality, lesbianism or gay, prostitution, concubine, masturbation, bestiality

and child marriages among others. These irresponsible sexual behaviours are against God’s will for

humanity. Christians are to shun irresponsible sexual behaviour. This is because their bodies are the

temples of the Holy Spirit. Thus whatever Christians do with their bodies, it should be for the glory of

God.

Let us now discuss in brief some of the irresponsible sexual behaviour; beginning with

(i) Incest, which is a sexual relationship between people who are closely related by blood. For example,

sex between a brother/sister, father / daughter. Incest is condemned in the Bible. It was punishable by

death in the Old Testament. Read Leviticus 18:6 – 8.

ii) Rape. Rape cannot be justified and it is condemned in The Bible. Rape is an act of forcing another

person to have sexual intercourse without his or her consent. It is sexual violence and a crime against

humanity. It is also a denial, and a violation of human rights of the victims who are sexually assaulted.

Victims of rape include boys, men, girls, women, and babies especially girls.

Rape is an expression of hatred toward the opposite sex. In traditional African society rape was

abhorred and culprits were punished by death. In Kenya rape is punishable by 20 years imprisonment.

Indecent assaults or sexual abuses such as touching a person of the opposite sex without their

permission or use of vulgar language are both punishable by up to 5 years imprisonment.

iii. Fornication. This is consensual sexual intercourse between unmarried people. It is condemned by

both African and Christian teachings and punishment in African traditional society was by either

payment of fines, stoning, and ritual cleansing. In the Old Testament, men were forced to marry the girl.

Jesus said that fornication was due to people’s evil thoughts. Abstinence for the youth is encouraged

and preached.

Why do the youth engage in pre – marital sex? There are several reasons. Some of them are: sexual

curiosity, proving manhood, human weakness, lack of self control, testing fertility, fear of being jilted /

rejected; commercial sex for money; copying acts in the print and electronic media. Others reasons are

frustrations, drug abuse, bribe to get a job, and permissiveness in the society.

Adultery is committed by adults who have extra marital affairs; between “married partner and

another party”. Adultery is having sex outside marriage with a person with whom one is not married to.

Adultery is caused by lack of self – control, sexual dissatisfaction, long periods of wife and husband

separation, sexual dysfunction and vengeance by an initially faithful spouse who wants to be even with

the unfaithful spouse.

Prostitution. This is the practice of giving sexual pleasure for money or other material benefits. A

prostitute can either be male or female. Prostitutes are referred to as commercial – sex workers.

Why is there prostitution? There are factors leading to prostitution. These are economic reasons such as

unemployment, poverty, rejection of a girl at home, drug abuse, stress, anger, anxiety, frustrations in

the family and pornography. The church condemns prostitution because it defiles the body, which is a

temple of the Holy Spirit. It’s sexual immorality. Read Gal 5: 19 – 21.

Homosexuality/ Gay/ Lesbianism. This is sex between people of the same sex for example; man and

man (homosexuality), woman and woman (lesbianism). Homosexuality is a common practice in modern

world. It is also a church problem. The Anglican Church in USA, and Canada have accepted

homosexuality. The Anglican Church has gay bishops. African Anglican churches are opposing this

practice.

What makes people prefer sex with the same sex? The Christian view is that homosexuality is a sign of a

lack of Christian moral values. It may also be due to confinement in a prison and permissiveness in

society. If it is allowed to continue, it shall disintegrate traditional African values. Because of its threat to

God’s people, the Church condemns homosexuality. Other reasons for condemning it is because (1) God

created a male and a female. Read, Genesis 1:28. Two, sex is sacred. Homosexuality is an unnatural

relationship, which lowers human dignity. It does not provide sexual fulfillment (as traditionally).

Homosexuality is illegal in Kenya.

vii. Sexually transmitted Diseases (STDs). There are many diseases passed from one person to the other

through sex. These are gonorrhea, syphilis, herpes genitalis is, hepatitis B, clamydia, trichonomiasis,

HIV/AIDS. Lets discuss them one by one.

HIV / AIDS. This is human immune deficiency virus (HIV) that causes acquired immune deficiency

syndrome (AIDS) condition. Syndrome refers to many symptoms. HIV is transmitted largely through sex

with an infected partner; through blood transfusion; sharing sharp objects with infected persons; and

from an infected mother to the unborn child. The HIV virus destroys the white blood cells, and weakens

the body ‘s immune system. When the body is weak, it is not able to fight, and defend itself against

infections. Persons with the virus are vulnerable and susceptible to opportunistic infections.

The signs / symptoms of AIDS are manifestations of symptoms of the opportunistic infections. Some

symptoms include persistent coughs, loss of weight, oral thrush, loss of appetite, and diarrhoea.

Churches encourage Christians to be compassionate to HIV/AIDS affected people, and to support the

infected and the affected individuals like the orphans, widows, and widowers. It also teaches against

sexual immorality and against all forms of discrimination.

Gonorrhea is caused by a bacterium called “Neisseria gonorrhea”. Its symptoms appear a4 days after

infection. Its symptoms are burning sensation when passing urine; pain or discomfort in the genitals;

sticky discharge or pus in the vagina or through the urethra. The good news is that Gonorrhea is curable

if treated early.

Syphilis. Primary syphilis may show up in the form of a sore or a wound in the genitals a few days after

infection. The wound heals by itself without treatment after some time. Syphilis infection may take

several years about 7 years before its symptoms re appear. The symptoms of syphilis are a painless sore

or pimple on the man’s penis or woman’s vulva; and swelling of the glands in the groin. Other

symptoms, which may appear later, are skin rashes, and sores either in the face armpits, under breasts,

mouth or throat.

Herpes genital is a sexual disease caused by a virus. It creates wounds in the genitals. A pregnant woman

can transmit the infection to her newborn baby during delivery. This disease can be controlled although

there is not an effective treatment.

Hepatitis B virus causes Hepatitis B. It is transmitted through sex, injections by unsterilized needles and

contact with contaminated blood. The infection does not show on the genitals. The signs and symptoms

of Hepatitis B include yellowness of the eyes (jaundice) due to liver damage and pain around the upper

abdomen.

The effects of irresponsible sexual behaviour.

There are many effects of irresponsible sexual behaviour. They include among others HIV / AIDS,

sexually transmitted infections (STI), abortion; family separations and divorces, deaths, unplanned

pregnancies; children living in the streets; school drop outs and psychological problems.

Effects of incest. These are many. One, incest undermines the healthy relationships between members

of a family as it brings shame and guilt among the parties involved. Two, incest destroys relationships

within the family and can lead to breaking up of a marriage. Three, incest destroys self-esteem, self –

respect, and dignity of the victim. We find that abused boys and girls end up having problems when

trying to establish healthy relationship with members of the opposite sex. Four, incest can lead to

pregnancy, and abortion. And as you have read in the newspapers, it can lead to infections with sexually

transmitted diseases (S.T.I.’s) and HIV / AIDS. As I write, a father was jailed for life for raping his

daughter and infecting her with HIV/AIDS virus.

Effects of Rape. This crime has very serious consequences and harmful effects on the victim. Rape

may result in pregnancy and can led to physical, psychological, social, and spiritual side effects. The

victim may suffer (1) serious physical injuries and (2) may contract both the STI’s, and HIV / AIDs. The

victim is traumatized, and ashamed of self. The victim suffers from guilt, loneliness, humiliation,

posttraumatic stress disorders, and depression among others psychological manifestations. Young rape

victims in particular may loose trust in the opposite sex. All these sufferings can lead to suicide and

death.

iii. Effects of Fornication. Some of these are having children out of wedlock; feelings of distrust, guilt,

and hurt; contracting STI’s and HIV/AIDS; loss of self-respect; early and forced marriage and abortion.

Effects of Adultery. Christians teach against adultery because it is against God’s commandments and

can lead to divorce, abortion, STI, HIV/AIDS, domestic violence, murder (death) and psychological

problems.

Effects of Prostitution are many. It can lead to break up of marriage, and family. It lowers a person’s

dignity and can lead to unplanned pregnancies, school dropouts; infections such as STI’s and HIV /AIDS

and improper use of family resources.

Effects of homosexuality. It is a threat to procreation. It promotes loose short-term informal

relationships and therefore promotes HIV / AIDS. Homosexual couples are prone to HIV/AIDS infections

because of having many partners; although this is changing in USA where homosexual couples are being

married in churches.

vii. Effects of Sexually transmitted diseases

HIV / AIDS effects are numerous. They include recurrent illness due to opportunistic infections. There is

also stigmatization. Some individuals have feelings of guilt, anger, denial and depression. The sick

persons have to look for extra finances to care for their health. They have the burden for medications,

and special diet. HIV/AIDs has no cure and leads to death like many other diseases. Parents die and

leave their children as orphans.

Gonorrhea effects are many. The disease damages a woman’s fallopian tubes leading to infertility; and a

man’s epidydymis leading to sterility. An infected expectant mother can infect her newborn baby with

gonorrhea. The disease may affect the eyes of the unborn child causing blindness. Gonorrhea can also

cause inflammation of joints, the heart and liver.

Effects of Syphilis are damage to the heart, brain and the nervous system. This disease can lead to

madness and death of the victim. If a child is infected while in the womb, or during birth, the brain

maybe damaged. The child may have either physical deformities or the infected mother may give

stillbirths.

Effects Herpes genitals. Infection can cause severe brain damage; cancer of the neck of the womb. If a

woman is pregnant, the disease can cause death of the baby. The wounds and sores exposes the sick

person to HIV /AIDS infections.

Effects of Hepatitis B. This disease damages the liver and may lead to death of the infected person. It has

a vaccine, but not treatment.

viii. Other consequences of irresponsible sexual behaviours These are death, unplanned pregnancies,

children living in the streets, school dropouts and psychological problems related to irresponsible sexual

behaviour. These include among others: stress, depression, self – pity, withdrawal, aggressiveness, and

violence.

Stress is the response of the body and mind to any situation that exerts pressure or makes demands on

a person. The intensity or pressure experienced determines the level of stress. Some of the signs of

stress are: anxiety, worry, drop in performance, chest pains, mood swings, rebellion, ulcers, heart

palpitations, fatigue and guilt feelings.

Solutions. To avoid stress, it is suggested that individuals should accept that one is stressed; identify

sources of stress, rest, exercise, listening to therapeutic music and talk to a counselor.

Depression. This is an acute mental disorder. It is also a state of hopelessness and low spirits. Depression

can be mild or severe. It has physical, emotional and behavioural signs and symptoms. Let me caution

you that it is only a medical doctor who can know if one has a depression or not. We are told by doctors

that signs of a depression are: persistent headaches and chest pains; loss of appetite; too much

appetite; loss of memory; insomnia i.e. lack of sleep; weight loss or gain; nervousness and mood swings;

low self-confidence; suicidal tendencies and self-pity. Other signs and symptoms are loss of libido

(sexual desire); poor performance in school and in work places; hopelessness; loss of interest in ones

activities; hypertension and high blood pressure

Irresponsible social and human behaviour. There are social and human behaviours that are contrary

to Christian life. These unacceptable behaviours are abortion, and divorce.

Abortion is termination of pregnancy before the foetus is capable of independent life. There are two

types of abortions. One is spontaneous abortion or miscarriage. The other is induced abortion, which is

deliberate and illegal in Kenya. Induced abortion has been debated in Kenya. The main question is

should abortion be legalized or not. This is because abortion is legal in some European countries.

Why do mothers seeking abortion? There are many reasons, which are known only to mothers. These

are one, pregnancy due to rape and incest. Two, if the mother believes that the unborn child will be a

burden. This may be because the baby is conceived outside wedlock and the mother lacks economic

resources to take care of the baby. Another reason maybe that the mother is in school, and she cannot

look after the baby and continue with her education. Three, medical personnel may abort a deformed

foetus or in order to save the life of the mother if it is in danger.

Christian’s view of abortion as murder (Exodus20: 13). This is because abortion interferes with the

mother’s body, and destroys the baby. Christian view is that the body is the temple of the Holy Spirit.

God is the giver of life and He alone has the right to take it away. Abortion carries with it stigma and the

effects mentioned above make Christians condemn abortion.

Effects of irresponsible social and human behaviour.

Effects of abortion are infertility, ectopic pregnancy, destruction of a woman’s body parts; fetal

malformation; risk of the mother bleeding to death and destruction of uterus. Other effects are that the

mother may experience in future still births, miscarriages, risk of barrenness; failed abortions leading to

deformed babies and psychological problems that we have discussed. These are stress and depression.

Revision questions.

Explain the T.A. understanding of human sexuality
Explain Christian attitudes towards human sexuality
In what ways is sex abused in Kenya?
Why do you think minors are defiled or sexually abused in Kenya?
Explain the Christian teaching on male/female relationships
What is the Christian teaching on responsible sexual behaviour?
List the different types of irresponsible sexual behaviour
Explain the Christian teaching on irresponsible sexual behaviour
State the effects of irresponsible sexual behaviour

LESSON THREE: MARRIAGE

Learning Outcomes. By the end of the lesson you should be able to;

Explain in brief the meaning of marriage
Explain Christian teachings about marriage
Describe courtship in African Traditional society
Discuss the traditional African and Christian approaches to marriage preparation
Explain celibacy as an alternative to marriage
Definition of marriage. Marriage is a binding legal union between a man and a woman who agree to

have a lasting relationship as husband / wife. Marriage partners choose each other. In some cases,

senior member of the family and church influence the choice of a marriage partner. When marrying

partners agree to marry, they are joined in church and they become husband and wife. Marriage is thus

a covenant in which the partners give themselves to one another.

Marriage involves other members of the community hence it is a social and community affair. Marriage

is a permanent union. Marriage is a community requirement in which everyone in the community

participates. Each person is expected to undergo marriage because it is a rite of passage. Marriage gives

a person, a high social status and prestige in the community.

Marriage is also a covenant between a man and a woman that should not be broken. Two people are

joined in marriage in order to procreate and perpetuate the community. Once married, a couple is

allowed to have sexual relationship, and companionship. Marriage is an expression of and fulfillment of

mutual love and comfort. It enhance unity; social prestige, and respect in society. Purpose of marriage is

sexual fulfillment; cultural and social requirement; obligation to build a family; and procreation although

children are a gift from God.

Forms of marriages

There are many forms of marriages. There is a marriage ceremony organised as a symbol or mark of the

union between a man and a woman. These marriages ceremonies are either civil, or religious. The main

religious ceremonies are Christian, Islamic, Hindu, and Sikh among others. We also have African

customary ceremonies many of which are polygamous. Christianity does not allow polygamous

marriage.

Secular approaches to marriage.

In the modern world, some people choose not to marry for personal reasons. Some people have

children without getting married while others opt to have a marriage without children. Husband and

wife are equal. Monogamy is practiced for economic reasons. In some families’ women are the heads of

the family. Choosing a partner is an individual act and not communal. In marriage traditional qualities of

a good wife such as industrious, honesty, and hospitality are not considered. The modern society values

external beauty, financial status and social status. As a result, there is a high rate of marriage,

separation, and divorce. At times young people fail to be married in church. There is no formalization of

marriages. These marriages are called “Come-we-stay” arrangements.

Gender issues in marriage. The wife is subordinate to the husband but had rights. Marriage did not end

with death of the husband. The wife was inherited by one of her husband’s brother. This is widow

inheritance / Levirate marriage. She could also refuse to be inherited but remained married to that man

even in death. The wife could not marry outside the family because of dowry. There was dowry payment

to parents. If a wife died, the man would marry the sister of his dead wife. This is surrogate marriage.

Those who did not marry were considered “lesser humans”. Young people were prepared for marriage

during initiation, which was witnessed in a public ceremony. During marriage, couple makes vows to

each other. The ancestors are invoked to bless the marriage.

Factors that lead to a stable, healthy and successful marriage

People are different and they understand their roles differently. Here am giving you a few suggestions.

Discuss with your study companions and come up with other suggestions. One important factor is

mutual responsibility by the couple. This occurs if there is mutual consultation with each other in

decision-making. Two is forgiveness of each other. Three is good treatment of each other especially with

equal respect. Four is sharing scriptures together. Five is giving love and respecting each other. Six is

having a faithful sexual relationship and lastly being open and honest.

Seven is African traditional qualities of a good wife who is described as: hardworking, fertile, morally

upright, generous, kind, obedient, humble, clean, beautiful, polite, warm hearted and hospitable. Eight

are the qualities of a good husband, which are described as: being able to provide good leadership in the

family. Other qualities are being aggressive, wise, brave, courageous, responsible and good property

manager.

Christian Teaching about Marriage. Christians teach that marriage is sacred and that it is a divine

institution, which is ordained God. God started it when he created Adam and Eve. Marriage should

therefore be monogamous and permanent as God protects marriages. The woman should submit to the

husband who is told to love the wife as Christ loved the church. Church teaches respect of each other.

Marriage is complete even without children as it is between a male and a female. Marriage is not

obligatory and it ends when one partner dies.

Christian’s preparation and approach to marriage

Christians organise youth seminars, and rallies to teach the youth how to choose marriage partners and

how to treat wife / husbands; care for the children; behave towards in laws; acquire wealth (men); and

head a family. Youth are taught to avoid sexual intimacy before marriage. Those intending to marry are

encouraged to go for pre marital counselling. During counselling, they are informed that love is the most

important bond of unity in marriage. Church encourages partners to go for HIV /AIDs test before

marriage. Marriage ceremony is conducted in church

Choice of a marriage partner

There are many ways of identifying a marriage partner. One is arrangement by parents. If not one can

make an individual decision and choose a wife or husband. Two is through an intermediary or third

party. In African traditional polygamous marriages, the first wife identified a wife for her husband.

Girls would be given out to a chief as a gift

Courtship in African Traditional society (A.T.S). Courtship varied from community to community.

Courtship is the period between engagement and wedding ceremony. During courtship premarital sex is

forbidden. Girls and boys dressed with bracelets and rings. Courtship was important in A.T.S. This was

because the man and woman who were girls and boys got to know each other better before marriage. It

was a period when girls/boys were instructed in family life education. It was also a period for linking the

two marrying families. The couple had time to learn about one another’s character, and know their

families. It is a symbol (sign) of the girl’s presence in her home (maternal home). She continues to live

with her own people.

The families and clan had an opportunity to check if the marrying couple was related and if their clans

were acceptable to the parents. Courtship gives time to the two families to negotiate and pay the bride

wealth or dowry.

Bridal Wealth, dowry, bride price are all expressions of partnership. The family of the man pays dowry to

the family of the woman. Some churches disregard bride wealth, while others encourage it. Dowry is

paid in different forms. The girl’s family decides what it wants. Will it be livestock (poultry, pigs, camels,

cows, goats, sheep), beer, grain, jewellery and clothes among others.

Importance of dowry. It acts as a compensation for the girls labour and seals the marriage covenant. It is

a public expression of appreciation for the coming of a new wife/mother into the man’s family. It

promotes friendship and cements relationship between families. It shows commitment and seriousness

of the future husband. After dowry payment, the woman belongs to her husband.

A ceremony is carried out depending on the community. Bride price payment is accompanied by

marriage ceremonies. Lastly dowry helps in maintaining peace

Traditional African approaches to marriage preparation. Polygamy is one husband, married to many

wives. Polygamy is allowed by the African traditional religion because it occurs if the first wife is barren;

ensures that all women have husbands; prevents infertility; provides extra labour in farms. A

polygamous man has a higher status because many wives symbolize wealth.

Children are important in a marriage because they promote social status of their parents. They cement a

bond of unity between husband / wife. They are a source of labour, and wealth. They are heirs to the

family wealth

They provide security to the family.

Divorce is legal dissolution of marriage. Christians allow divorce because of specific grounds. Divorce

was rare in African traditional societies. Divorce is granted under circumstances of: adultery, witchcraft,

laziness, cruelty and disrespect of wife.

In the contemporary society, divorce is sought after or allowed because of: unfaithfulness in marriage or

adultery; domestic violence; misuse of family resources; childlessness; in-law interference and alcohol

abuse.

Legal reasons for divorce

According to the laws of Kenya, divorce is allowed under the following reasons; adultery; if a man

deserts his wife for more than 3 years; if a partner becomes insane; and domestic violence for example,

physical, and psychological torture.

Christian teaching about divorce. Christians discourage divorce because marriage is a permanent status.

There is no room for divorce. Church discourages divorce because of its adverse effects. Some

denominations allow divorce if there is adultery. God hates divorce. Married couples should remain

faithful to each other

Effects of divorce are strained relationships, children suffering psychologically, and experiences of

rejection. A divorcee faces social stigma, rejection, and isolation. If parents separate, they create single

parent families. These families suffer from economic hardships and feelings of failure and inadequacy.

Celibacy as an alternative to marriage. Celibacy is a Latin word “Coelebes” meaning bachelor. Why do

some people fail to marry? There are many reasons. Some of these are to pursue education leading to

delayed marriage; and career demands (workaholic). Other people are discouraged by examples of

failed marriages. Other reasons maybe economic independence, poor health, HIV /AIDS, mental illness;

parental interference and disappointment from past failed relationships. This happens if parents do not

approve a partner.

Revision questions

Explain the traditional African understanding of marriage

2, what is the importance of children in traditional African society?

3.what is the Christian teaching about marriage?

What is the importance of courtship period in T.As
Why are many people opting for celibacy?

LESSON FOUR: THE FAMILY

Introduction.

As society grows and changes, the family grows and changes. As a result, there are several types and

practices of the family. In this lesson, we shall discuss the traditional family as it is practiced in the Bible,

the traditional African societies and some Christian families.

Learning Outcomes. By the end of the topic, the learner should be able to

a Explain types of families in society

b Analyse traditional African family values and practices

c Explain Christians family values and practices

d Discuss problems related to family life today

e Compare approaches to family by Christians and traditional African society

Discuss responsible parenthood

The family. What is a family? Family is the basic social unit of human society. This basic unit is extended

to include relatives bound together by blood, marriage, friendship, and adoption. They are all members

of the family. In Kenya, there are many types of families.

Types of families
Nuclear family is parents and their children. .It is father, mother, and children. There is an increase of

monogamous families or nuclear because of urbanization as rural youth come to towns in search of

white-collar jobs. Migration to cities by people of different tribes has led to pluralism. Education, high

cost of living have led to the death of the African culture, which required men and women to marry

many partners to produce many children to defend their tribe.

Advantages of nuclear families are many. One, the man is able to give undivided attention to one wife

and children. Two, there is sharing of mutual love, and peace in the home. Three it is economical to

manage one family. Four there is little competition for attention, less strife, quarrels and stress. Five, it is

easier to monitor the behaviour of a few children.

Polygamous family – Father, mothers, children. These type of family have disadvantages in modern

Kenya. Modern society is a cash economy. Thus if a man has many wives and children, they may lack

basic necessities like food, shelter, education and clothes.

iii. Single parent family – one parent, and children. Single – parent families are created by several

circumstances. One is by parents separating. Separation of parents is due to several reasons. These are

for example, one partner going to another country and failing to return to his or her country and family.

Two, a single family is created by divorce. Divorced parents may decide not to marry again. Three is

when one parent refuses to marry. This happens when a girl gets pregnant and the boy does not marry

her. Four is because of death of a spouse. The remaining parent may decide not to remarry. Five is when

some mothers decide to have children without marriage. This may not be correct as there is no research

to suggest it. Six is imprisonment of one partner for a long time. One parent is left looking after children

because one is in jail.

Extended family – father, mother, children, uncles, aunts, and cousins. This is the common family

type in traditional African communities.

Children led family. This happens when parents die and the 1st born takes care of brothers and sisters

including cousins.

Grandparent headed family. The HIV/AIDs epidemic has introduced this type of family where

grandparents take care of their grandchildren due to the death of both parents especially the mother

due to HIV / AIDS disease. This scourge has made many children orphans. In other cases parents go for

further studies abroad and leave their children with their parents.

Traditional African family values and practices. In African societies creation of a family is through

marriage, and subsequent procreation. Family is viewed as a sacred institution in African society. The

African traditional family includes the dead (ancestors), the unborn children and the living.

An African traditional family has obligations and duties. These were (1) offering sacrifices to ancestors,

(2) pouring libations; and (3) giving the dead decent burials (4) providing basic needs to their children (5)

bringing up children to be morally upright individuals. Further to this, the African traditional family is

responsible for the upbringing, caring, and protection of its children. This is demonstrated by the nuclear

family, which provides necessities required to meet and satisfy the economic needs of its members.

The African traditional family is expected to participate in communal activities. Work in the family was

divided according to age, gender and social status. Each family member worked for its basic needs as

well as the welfare of the community.

The African family had well-stated and practiced values There were (1) respect for family members (2)

providing responsible parenthood, which is the process of bringing up children to become all round or

self reliant persons (3) educating children in all aspects of life. Parents and the extended family

members helped their children to develop intellectually and cognitively.

The family taught children physical skills. It also gave children confidence to appreciate their physical

strength. Children were taken through a rigorous physical curriculum of games such as wrestling,

swimming and running to develop their physical strength. Children’s bodies were nourished thoroughly.

They were served good and nutritious food, which improved their muscle strength.

Children were taught social skills. They learnt how to behave towards adults, peers and grandparents.

They developed social skills since parents allowed them to socialize and interact with other children,

grandparents and the community. This made them grow socially, emotionally and psychologically.

They had a curriculum for teaching and training in traditional African religious values, family matters,

moral and social values. This teaching of children started from an early age. The teaching method used

was observation and practice. Parents taught by being good role models. They were expected to model

desired values and family practices. Children were taught how to relate with one another as brothers

and sisters. Parents were to show tolerance to children. These values show that African parents

understood their parental roles and responsibilities.

These values were sometimes; exploited by the irresponsible family members or specific individuals.

This exploitation encouraged dependency, leading to conflicts, competition, hatred, and jealousy.

Christian parents are expected to train their children to know God; be self -disciplined, and follow the

Christian way of living. Another duty is to provide basic needs to their children.

Christian understanding of the family

Among Christians, family is sacred and instituted by God. Read again about the Christian teachings about

marriage.

Role of children in the Christian family

A Christian child is expected to obey parents, honor them, and respect parents. This is one of the Ten

Commandments given to Moses by God.

Parenting styles

a) Dictatorship /authoritative / autocratic – the parents is the final authority, imposes decisions
b) Permissive or liberal style – also referred to as “Laissez faire” the children do as they want
c) Democratic style – parents discuss with their children on family issues. This is the best style.

Problems related to family life today

Families are faced with numerous problems such as

a) Children abuse – sex assault, beating
b) Domestic violence – abusive language, frequent fights, emotional abuse
c) Diseases e.g. HIV / AIDS epilepsy , autism.
d) Children with special needs, blindness, deafness or those with mental challenges, motor co –

ordination (Autism)

e) Separation, divorce
f) Childlessness
g) Single parent families – economic hardships
h) Misuse of family resources, economic crisis
i) Affluence – a lot of wealth
j) Unemployment, underemployment
k) Retrenchment – laying off of some employees in order to reduce the workforce
l) Mismanagement of family finances
m) Alcohol and drug abuse
n) The generation gap
o) Poor relations with in-laws
p) Cultural and religious differences

Traditional African approaches to problems related to family life today

1) Individuals were prepared for challenges of family life right from childhood

2) Adolescents, initiates were given family life education

3) People entered marriage knowing that it’s a life long union

4) Rules were clear to govern marriage relations

5) Polygamy helped reduce unfaithfulness

6) There were no single parent families. Members lived together reducing loneliness

7) Widows / widowers were encouraged to marry again

Traditional brew was taken in moderation

Christian’s approaches to problems related to family life today

1) Christian families are obliged to live according to Christian principles and values such as mutual

respect, self discipline, understanding, honesty, faithfulness, love and forgiveness

2) Premarital counseling is carried out

3) Church holds regular seminars and conferences on family life matters. Love and respect for each

other. Christian wife to submit to husband who is head of the family. They are taught to take each other

as complementary and equal partners.

4) Women are encouraged to form participate in church organizations e.g. mothers union, women’s

guild where they learn roles of being a wife, mother, and a woman.

5) Some churches offer advice to families on management of their families. They are encouraged to

have investments.

6) Breadwinner is encouraged to write a written will

7) To improve the parent – child relationship churches offer guidance and counseling to the youth

Christian parents are advised to set positive role models to their children

9) Parents are encouraged to be open and promote effective communication with their children

10) Churches in case of serious family conflicts such as child abuse, domestic violence, advise legal

action.

11) Churches organize youth seminars where they talk about drug abuse, premarital sex, negative peer

pressure and media influence etc.

12) Relevant information is passed through books, pamphlets, magazines, media FM, TV etc.

13) Some churches welcome unwed mothers

14) Churches provide health services, guidance on HIV / AIDS

15) Some churches care for widows, orphans widowers and the needy

Revision questions

State the different types of families

TOPIC THREE: CHRISTIAN APPROACHES TO WORK

Learning Outcomes

By the end of the topic you should be able to

a Define the term “work” and “vocation”

b Explain and appreciated the traditional African attitude towards work

c Explain the role of professional ethos, ethics and code in society

d Explain virtues related to work

e Discuss the moral duties and responsibilities of employers and employees

f Discuss Christian approaches to issues related to employment

LESSON ONE: DEFINITION OF TERMS

Learning outcomes. By the end of this lesson, you should be able to:

Explain the meaning of work. Vocation, profession, trade, craft, and job
Give general reasons why people work

Work

Use of energy, physical or mental, for the purpose of improving human life. It is any activity that requires

expenditure of energy or application of skills e.g. studying, teaching, cooking, farming etc.

Vocation

Work can be described as a vocation, profession, trade, craft, career or a job.

Vocation is from a Latin word “Vocare” which means call ‘

Christians believe that every individual has been called of God to various duties.

Vocation is work that requires special skills, special training or a unique call or a special mission in

society.

Profession

Work that is characterized by a code of ethics, lengthy specialized training, advance knowledge and self

– disciple. Professionals have their own set standards. The professionals determine entry requirements

for new members and usually have machinery for dealing with errant members. E.g. Law, medicine,

architecture etc.

A trade

Refers to an occupation, a way of making a living. Some trades require specialized training examples

hairdressing

A craft

An occupation which requires manipulative skills or use of the hands e.g. woodcarving, pottery,

weaving. A craft may be a trade depending on the nature of occupation.

A career

An occupation that one chooses to pursue in his/her life. It’s the general way of earning a living.

Job

Refers to tasks performed, services rendered in return for payment of wages. Most jobs are temporary

others casual and others permanent and pension able.

What determines one’s career, vocation?

Available opportunities for future development in a particular job
The need to serve others especially the church and the needy
Interests, strengths, talents, abilities
Inclination or attraction to a certain kind of work
Pressure from parents, peers etc

General reasons why people work

a) It’s an essential element of life
b) God ordained work. Humans work for their food
c) Work contributes to the development of the community
d) Work is personal. It defines a person
e) People work to earn a living
f) People work for enjoyment, leisure
g) To assist and give to the needy
h) To get luxuries
i) People work to raise their standards of living
j) For self satisfaction and fulfillment
k) For personal development
l) To keep a person occupied and not idle
m) To acquire wealth and status in the society
n) To socialize with other members of the society
o) To attain independence and not depend on someone else

LESSON TWO: TRADITIONAL AFRICAN ATTITUDE TO WORK

Learning outcomes. By the end of the lesson, you should be able to:

Explain importance of work
Work is essential to the well being of the individual and survival of the community
Work ensured basic needs such as food, shelters etc were provided.
In traditional African society work was divided according to the age, gender, and status e.g. chief,

elder of the individual.

Everyone was a worker. Boys assisted in herding, fishing, girls assisted in cooking fetching firewood.

Women cooked, took care of babies constructed houses (maasai) etc.

Works among the traditional African societies included pastoralist, farmers, livestock keeping, fishing,

bee keeping etc

Work was a communal affair; people would work together and assist each other
Work was not for a wage (Money). The rewards of work-included food, communal unity, acquisition

of moral values etc.

Hard work was emphasized, laziness was condemned
There were some specific works for specialization e.g. herbal medicine men, divination, prophecy, rain

making, pottery etc.

Work involved giving prayers, offerings, and sacrifices to God
Through work, the basic needs of the individual, community were fulfilled
Through work potentials; talents and skills were explored, acquired and utilized.
Work had a religious dimension as well as a social dimension. It brought people together improving

their relations

SAE
Find out how different communities in Kenya lived in the past and how they live today
How did the lifestyle of the communities influence daily activities

LESSON THREE: CHRISTIAN TEACHING ON WORK

Learning outcomes. By the end of the lesson you should be able to: –

Describe the christens teachings about work

The Christian teaching on work is based mainly on the interpretation of the bible, the teachings of Jesus

and the teachings of the apostles. Some of the teachings are: –

God himself instituted work. He created the heavens and the earth and all in it. Since God worked

man should work. (Gen. 2:1)

God’s work of creation is good (Gen. 1:31) Christians should endeavor to produce good works
Work is a duty, an obligation, a command Christians are responsible for God’s creation (Gen.2: 15).

They are to protect it – animals, birds, plants, marine life are all under the care of man.

Human beings should work to acquire their basic needs (Genesis. 1:29 – 30, 3:19) God blesses the

work of our hands

Human beings are co – creators with God (Gen.1: 28) God continue to create through human beings.

Human beings glorify God through their work.

God reveals himself through his work of creation. God had a purpose for his creation. He is orderly,

source of life, Almighty etc.

Work is a co – operative undertaking. Eve was created to be Adam’s helper (Gen. 2:20) Christians

should co – operate in their undertakings

Hard work is praised and laziness is looked down upon. (Proverbs 31:27). Christians should work for

their daily needs and not become a burden to others.

Work should be accompanied with rest (Gen.2: 2) God rested on the 7th day from all his work. God

commanded the Israelites to rest on the 7th day.

People should enjoy what they have worked for (Ecc.3: 22)
Work should be done for the glory of God and for the good of the society.
People should work honestly not steal but work to earn an honest living (Eph.4: 28)
Those who do not work should not eat

They should always work since God is always at a work (John 15:17)

LESSON FOUR: ROLES OF PROFESSIONAL ETHOS, ETHICS AND CODES IN THE SOCIETY

Learning outcomes. By the end of the lesson, you should be able to: –

Define the following terms, professional ethics, professional codes and professional ethos
Describe the role of ethics

Definitions

Professional ethics –: principles of behaviour / conduct that guide members of a particular profession.

What workers are allowed to do and not to do.

Professional ethos

The group identity of members of a profession, their unique custom or character e.g. what identifies

doctors, lawyers etc.

Profession codes or code of ethics

Collection of laws arranged systematically according to major concerns and core functions of the

profession.

Roles

– To regulate the behaviour of professional (workers)

– Enables professionals to understand their role

– Ensures professionals provide quality of services to their clients

– To encourage respect among professionals

– Give guidance on how professionals should relate to one another

– They safe guard professionals against being compromised / misused

– They determine expected level of performance

– They serve as a measure of competence

– Act as a measure of quality service

– They protect the professionals

– They provide a reference point for disciplining (used to discipline the errant professional)

– They inspire respect and high esteem for professionals

– Through professional codes, ethics, ethos, professional earn public trust

LESSON FIVE: VIRTUES RELATED TO WORK

Learning outcome. By the end of the lesson the learner should be able to: -es

Define the term virtue
Give examples of virtues related to work

Definition

A virtue is a good human habit. It’s a moral principle, moral quality or goodness of character and

behaviour.

Examples of virtues elated to work

(i) Diligence – hardworking

(ii) Honesty, integrity – ability to be relied upon (Integrity) Honest is being truthful.

(iii) Faithfulness – being trustworthy and loyal

(iv) Responsibility – ability to make decisions and take action independently. Being mindful of other

people’s welfare

(v) Tolerance – ability to bear with others or with difficult situations

LESSON SIX: MORAL DUTIES AND RESPONSIBILITIES OF EMPLOYERS AND EMPLOYEES

Learning outcomes: by the end of the lesson, you should be able to: –

State and explain the duties and responsibilities of employers towards employees
List the rights of employers
Outline the moral duties of employees
List the rights of employees

Employers: government, non – governmental organization, private sector – individuals, company, selfemployment.

Employers have several duties and responsibilities towards their employees. They are:

– To organize and conduct business efficiently for the benefit of the institution, employer, community

– To respect the employee, treat them with dignity

– Pay a fair wage to the employee

– Ensure good healthy and safe working conditions

– Provide social welfare for the employees e.g. time off, leave days, time for recreation

– Grant leave as required by law or the terms of contract

– Take care of the welfare of the employees give medical cover, pension scheme etc

– To motivate their employees

– To reward employees

– Compensate employees made redundant

Rights of the employer

Employers have a right to / are entitled to

(a) Get profits from their businesses

(b) Carry out their businesses without unfair taxation

(d) Obtain and conduct business

(e) Hire, dismiss employees in accordance with the requirements of their firms and contract

(f) Demand a fair days work

(g) Conduct business without subjection to unfair conditions and competitions

Moral duties of the employees

Carry out their duties to the best of their ability without supervision
Respect and protect the property of the employer
Encourage peaceful solutions to any problems encountered in their work place
To work diligently for self – fulfillment and development
To respect their employer and fellow employees
Observe terms of contract with employer
Be loyal, honest, respect to the employer

Rights of the employees

To receive fair wages

To have a reasonable work load

Have reasonable hours of work

Have safety and protection at work

Right to join a labour union

Right to further individual training and development education

Rights to retirement, terminal benefits

Rights to a fair opportunity for provision

A right to time for rest

Right to Favourable working conditions

LESSON SEVEN: CHRISTIANS APPROACHES TO ISSUES RELATED TO EMPLOYMENT

Learning outcomes. By the end of the lesson you should be able to; –

Define the following terms, wages and industrial action
State the Christian teachings on wages
List the reasons for industrial action
State the results of workers strike/ industrial action
Explain the Christian approaches towards strikes

Wages and industrial action (Strikes)

A wage is payments for work done. Payment is in modern times done according to hours, weeks or days

that one works.

Christian teachings on wages

– Human beings have the right to work for a decent living (Matt.20:1 – 16) They should be paid for their

work.

– Workers should be paid wages to the amount and value of their work (1 Timothy 5:18)

– Wages should be paid as agreed upon (Mathew 20:13)

– Employers should not take advantage of the poverty of the employee (Deuteronomy 24: 14 – 15)

– Human beings should not be enslaved to work (Ex.5:22 – 23)

– Employers who degrade their workers in wages are condemned (Deut.24:14 – 15, Jer.22:13)

– Oppression is condemned (Amos 5:18, 8;4)

– Workers wages should never be withheld (James 5:4)

Industrial action

Also commonly called ‘Strike’ this is an effort by workers to stop work in protest by boycott go-slow sit –

ins or refuse to work. There has been increase of industrial action in the recent past in most countries of

the world.

Reasons for industrial actions

1 Due to increased awareness of workers rights

2 Exposure to global trends through the media

3 Formation of trade unions that fight for the rights of workers

4 Due to poor working conditions

5 Underpaying workers

6 Threatening workers with unjustified dismissals

7 Suspending the workers / interdiction – unjustly

8 A hostile working environment

Results of workers strikes (industrial / action

a) Pay cuts
b) Demotions
c) Loss of jobs
d) Employers suffer losses
e) Inflation
f) Injuries even death when confronted by police
g) Victimization of some individuals
h) Bitterness among the workers and employers

Christian approaches towards strikes

a) Christians recommend a peaceful co – existence between workers and employers
b) There should be fairness, justice, love among workers, employees
c) There should be an open communication channel across the ranks from top to bottom
d) Employees should not destroy property
e) Working conditions should be better and improved
f) Employees to be human when dealing with employees

LESSON EIGHT: CHILD LABOUR

Learning outcomes. By the end of the lesson you should be able to: –

Define the term child labour
State the reasons why children are employed
State the disadvantages of child labour
List down the causes of child labour
Describe the position of the church in dealing with child labour

A child is a person below 18 years. A child does not have an identity card, does not vote (in Kenya).

According to International Labour Organization the minimum employment age is 14 years.

Child labour

It is engaging a person below the age of 14 years in wage / paid employment.

Reasons why children are employed

– To provide cheap labour

– They cannot fight for proper terms

– They are easily hired and fired

Disadvantages of child labour

Children are not yet mentally and physically prepared to do adult jobs. This leads to

a) Exploitation of children
b) Children paid less, taken advantage of
c) It inhibits the growth of a child and denies them a chance to enjoy their childhood
d) It deprives them of their right to basic education
e) It exposes children to hazards (dangers) from machines, chemicals
f) Heavy workload deprives children of social educational, moral, psychological, physical rights

Places where children are employed

– Plantations – coffee, tea

– Domestic services – homes

– Tourism sector

– Industries

– Children are trafficked and employed as commercial sex workers

Causes of child labour – reasons why children work

1 Lack of money / poverty

2 Death of parents

3 Dropping out of school due to pregnancy, indiscipline, (truancy), poor academic performance or lack of

school fees.

4 Those who never went or taken to school

5 Lack of good role models e.g. coast province Mombasa, Malindi has several of the financially stable

people being school dropouts, engaged in drug trafficking, commercial sex etc.

6 Influence of cultural values e.g. circumcision of boys in some communities is done later in life and one

is declared an adult e.g. the kikuyu circumcising at 13 years, or 12 years

7 Children being lured by employers

8 Greed for material benefits

9 Being homeless ending up as a street child

Position of church in dealing with child labour

– The church condemns it

– It has put up homes for poor children (orphanages)

– It provides guidance, counseling to both parents and children

– Children are blessing from God hence should be loved and cared for

– Parents have the responsibilities to protect their children from harm.

LESSON NINE: UNEMPLOYMENT AND SELF –EMPLOYMENT

Learning outcomes. By the end of the lesson you should be able to: –

Define the term unemployment and self employment
State the causes of unemployment
Describe the response of Christians to issues of unemployment
List the problems faced by self employed people

Unemployment

When people are capable and willing to work but are unable to find a viable income or occupation it is

referred to as unemployment.

Causes of unemployment

1 Preference for prestigious white collar jobs (Office jobs, non – manual jobs)

2 Corruption – tribalism, nepotism, bribery denying jobs to the qualified in preference for the

unqualified.

3 Unequal distribution of wealth – some regions are more resourceful than others. Industries, good

infrastructure concentrated in some areas.

4 Inadequate resources for self – employment (lack of capital, skills)

5 Limited job opportunities – probably due to high population growth

6 Few international investors in Kenya, probably due to high crime rate, insecurity

Identify ways of creating job opportunities

Response of Christians to issues of unemployment

a) They encourage self – employment in cases of unemployment
b) They have set up vocational training, polytechnics to train people towards jobs that are for self –

employment

c) Christians condemn idleness

Self-employment

Self-employment is an economic activity initiated, controlled by an individual. It is an occupation in

which a person initiates a personal enterprise and manages it with the help of others.

Examples

Small businesses enterprises, Jua kali sector, music industry, entertainment (e.g. comedians),

community work, agriculture etc

Problems / challenges

– Some lack sufficient capital to start a business and keep it running

– Lack of necessary skills to run the business

– High taxation leading to some business closing down

– Small scale traders face undue competition from larger firms

Revision questions

What is work?
List any six reasons why people work
Explain T.As attitude towards work
List some of the factors that have changed the attitude towards work in the modern society
What are the rights of employers?
State the duties of employees
Why has child labour become common in Kenya?
What are the causes of unemployment in Kenya?
What can the government do to reduce unemployment in Kenya?

TOPIC FOUR: CHRISTIANS APPROACHES TO LEISURE

Learning Outcomes

By the end of the topic, you should be able to

a Explain the meaning of leisure

b Discuss the traditional African understanding of leisure

c Discuss Christian teaching on leisure

d Discuss the importance of leisure

e Outline various forms and uses of leisure

f Explain how leisure is misused in the society today

g Discuss the abuse of alcohol and other drugs and their effects

h Explain Christian criteria for evaluating the use of leisure

Christian criteria for evaluating the use of leisure

LESSON ONE: MEANING OF LEISURE

Work is an obligation – however people cannot work 24 hours. They need to rest. God rested on the 7th

day after work. Work and rest are complementary elements of human life.

Definition of leisure

This is the time when one is free from work or other duties. Time at one’s own disposal, which can be

utilized in a productive manner depending on one’s interests and abilities.

Leisure provides mental, physical relaxation, spiritual, emotional relaxation and enrichment

Forms of leisure

Passive
Active leisure

Passive involves use of mental energy

Active leisure – there is use of physical energy

Examples of activities of passive leisure are

– Watching television

– Reading story books

– Playing video games

– Chatting with friends

Examples of activities of active leisure are

– Jogging

– Mountain climbing

– Gardening

– Dancing

– Tree planting

– Playing football

Leisure is used for

– Enjoyment

– Entertainment – song, dance, watching movies etc

– Relaxation – exercises

– Socialization – sharing, education

– Religious engagement – wedding ceremonies, visiting the sick, worship

In passive leisure others entertain while in active leisure the person is active, whole body is involved.

Active leisure enables a person to

Develop his/her body
Build stamina
Strengthen relationships etc

Some leisure activities are dangerous e.g. boxing, motor racing; while others are expensive e.g. golf.

Other leisure activities are addictive while others are unproductive.

– Leisure activities should be planned for

– Leisure activities can also be economic, income generating activities.

LESSON TWO: TRADITIONAL AFRICAN UNDERSTANDING OF LEISURE

Learning outcomes. By the end of the lesson, you should be able to: –

1.Define leisure according to the traditional African understanding

State the various forms of communal leisure activities

In traditional African society leisure permeates all aspects of life. Leisure activities accompany work.

Leisure and work were entertainment. Work was accompanied by singing, reciting stories sharing past

events. Examples of leisure activities in traditional African society include

– Wrestling

– Running

– Playing ajua

– Mock fighting

– Swimming

– Spear throwing

– Poetry

– Music and dance etc

Leisure activities that were communal include

Bull fighting
Tongue – twisters
Poetry recitation
Telling of myths legends
Dancing
Brain teasers
Riddles etc

o Work in African society included fishing, tilling the land, herding, hunting, harvesting

o Most leisure activities in traditional African society were active form of leisure, communal, not

individualistic and not for monetary gains

o All forms of leisure had an educational value. Folk stories had a moral value. People were taught not to

be selfish, greedy jealousy etc Myths and legends tell of the origin of the community and its history of

important people as well as history of the community.

o In African traditional society, leisure led to acquisition of values or virtues such as co – operation,

sharing, solidarity, love, bravery, empathy, endurance, tolerance etc.

o Most activities were linked to the worship of God and, veneration of the ancestors

o Leisure activates were organized along gender and age group season (E.g. harvest – dancing, singing);

wet rainy seasons – boat swimming

o Rites of passage e.g. initiation, marriage, birth and naming provided leisure activities

o Leisure activities were planned for

LESSON THREE: CHRISTIAN TEACHING ON LEISURE

Learning outcomes. By the end of the lesson you should be able to: –

Describe the Christian teachings on work
State the various ways that Christians use their leisure

Christian teach that

a) Work and leisure are of divine origin. God rested on the 7th day after working
b) Leisure is a gift from God leisure should be put to good use. Its not be wasted
c) Leisure provides us with the opportunity to worship God. Leisure should be used to serve God.
d) Christians associate leisure with personal growth and fellowship
e) Jesus recognized the need for rest by withdrawing his disciples from their active ministry. Its good to

have time alone for reflection, rest, visit friend etc.

f) Leisure should be used to seek God and help others e.g. Jesus prayed, helped the needy restored

people’s health.

Ways Christian use their leisure time – activities

Worshipping God

Visiting the sick

Caring for the needy

Resting

Watching television

Chatting with family members

Retreat – time spend away with a group of people to be alone with God

Visiting friends, relatives

Reading the bible

Praying etc

LESSON FOUR: IMPORTANT USE AND MISUSE OF LEISURE

Learning outcomes. By the end of the lesson you should be able to: –

State the importance of leisure
List the ways that leisure can be used properly
Describe how leisure is misused today

Importance of leisure

Leisure is necessary. It’s important in various ways

1) It is a good time to assess the work we have done (Reflection time)

2) It brings people together leading to self – growth and fulfilment (Social function of leisure)

3) Leisure helps individuals to discover their hidden talents

4) Leisure relaxes the mind – a change of activity, relieves the mind

5) Leisure refreshes the body – restores lost energy

6) Leisure enables Christians to offer charity to those in need

7) Leisure provides time for worship and spiritual renewal

Leisure gives one time to rest

9) It’s time for recreation

10) Give one time to attend social occasions

11) Allows people to travel and visit friends and relatives

12) Leisure can be used to enhance and acquire new skills and knowledge

13) It’s a time to develop and discover ones talents

Uses of leisure – proper of leisure

Leisure can be used for

Religious experience
A time for rest
Leisure is used to provide us with time to help others
Leisure can be used to spread the word of God
Development of talents
Its an opportunity for individual growth
Leisure strengthens social relationships
Leisure can be used for reflection on one’s decision; actions etc leisure activities reveal who we are.
Leisure can be used for educative and economic purposes

Proper use of leisure is when leisure time is spent doing activities that add value to us.

Misuse of leisure today

Leisure time can be misused through various activities e.g.

1) Spending too much time in passive activities e.g. pornography watching, watching films that are

violent

2) Spending leisure time in idle talk – gossip-leading to conflicts

3) Spending time in gambling, casinos making bets on horses playing Ajua games etc

4) Alcohol and drug taking – when a person over drinks alcohol, spends time drinking at the expense of

family, abusing drugs is misuse of leisure time.

5) Leisure can also be misused by engaging in dangerous activities.

Night dancing, disco dancing has become a common form of leisure worldwide. What are the

advantages and disadvantages?

LESSON FIVE: DRUG ABUSE AND ITS EFFECTS- ALCOHOL, SOFT AND HARD DRUGS

Learning outcomes. By the end of the lesson, you should be able to: –

Define the terms drug, drug use, drug abuse
State the different ways that drugs are administered
List the various categories of drugs
List the different types of drugs
Describe the various effects of different drugs

A drug is any substance which when taken may alter or cause changes in the normal functioning of the

body.

Drug abuse

Improper use of drugs. Using a drug for another purpose than what it is intended for

Drug use

Proper use of drugs

Drugs are taken in various forms namely

1 Liquids

2 Lotions

3 Ointment

4 Powder

5 Cake form,

Drugs are classified as legal and illegal

Ways of administering drugs

Drugs are taken /administered in various ways

– Infecting

– Inhaling / smoking

– Chewing

– Swallowing

– Drinking

– Sniffing / snuffing

Categories of drugs

a) Medicinal
b) Soft drugs
c) Hard / narcotic drugs

Types of drugs

1) Preventive drugs e.g. drugs to prevent polio, cholera, yellow fever

2) Curative drugs – drugs that cure diseases

3) Sedatives, palliatives – drugs that alleviate pain, put patients to sleep e.g. drugs for diabetes, heart

diseases, asthma, painkillers

4) Tranquillizers – drugs that relieve tension induce sleep e.g. piriton, valium

5) Stimulants – drugs used to increase physiological activity of a particular organ. They arouse the

activity of the central nervous system / senses.

6) Volatile drugs – these drugs intoxicate the user, they are derived from petroleum products paint

thinners dry cleaning fluids glue etc. stimulants and volatile drugs classified as soft drugs.

7) Hard drugs or narcotic drugs

These are highly addictive drugs. The body forms dependence on these drugs. These drugs affect the

mind causing drowsiness; sleep, stupor and they are the most commonly abused drugs. Examples are

Cocaine

– From coca leaves

– Its highly addictive

– Causes mental problems

– Can lead to death on overdose

– A very expensive drug

Other side effects are confusion, Convulsions, circulatory collapse and rapid heart beat

Bhang / Marijuana

– A plant of Indian hemp

– Also called marijuana, Hashish, Cannabis, Sativa depending on which part of the plant is taken i.e.

leaves, stem, or roots.

– Users become aggressive excited or high

– Bhang changes perception of space, time and reality

– It causes drowsiness and irresponsible behaviour

– Its side effects causes people to be engaged in criminal activities e.g. robbery with violence as it gives

changes in perception

Morphine

Its used to suppress pain clinically

– Its addictive

– Its derived from cocaine

– Used as local aesthetic

Heroine

– Its pain relieving

– Highly addictive

– Powder heated in foil paper, vapour forms hence smoked referred to as” chasing the dragon”

– Also called brown sugar

– Its injected and inhaled

– An overdose can lead to death

– its expensive

– It causes respiratory problems

– Its depressive

– Withdrawal symptoms when heroine is not available are nausea, vomiting, diarrhoea and severe

anxiety

Soft drugs

– Cigarette

– Alcohol

– Miraa / khat

Cigarette

– Made from tobacco

– Cigarettes contain

a) Nicotine – a highly addictive substance.
b) Carbon monoxide, which damages arteries heart and lungs
c) Tar – black substance which promotes cancer of the throat, heart and lungs

Cigarettes are legal drugs in Kenya.

Pregnant women may miscarry or terminate the pregnancy if they smoke.

Leads to chest respiratory diseases poor blood circulation

Leads to destructive fires due to carelessness

Miraa / khat

1 Plants / legally in Kenyan, and other parts of the world

2 They are chewed

3 Causes temporary excitement

4 Makes one loose appetite for food and sex

5 The juice in miraa causes temporary excitement in the user when ingested

6 Miraa makes the user to be irritable

Alcohol

– Alcohol is a drug made through fermentation

– It’s a drink used in social ceremonial occasions

– It’s in form of beer wines, traditional brew (e.g. busaa, muratina, mnazi )and spirits e.g. whisks, brandy,

gin, chang’aa

– Alcohol is prepared by fermentation or distillation – heating to a certain degree.

– In African traditional society, alcohol was fermented and used for

Medicinal value
Entertainment
Marriage celebrations
Beer parties given to visitors

– Excessive drinking was discouraged

– Drunk people were scorned or scolded

– Young people were not allowed to drink alcohol

– When alcohol is taken excessively it is abused

Alcohol abuse

– Alcohol can lead to body dependence or addiction

– Consequences of abusing alcohol are such as

(i) Squandering family resources

(ii) Health deterioration

(iii) Lack of concentration leading to poor quality of work

(iv) Family break-ups due to frustrations

A man experiences a desire for sex but lacks the ability to perform leading to break ups

(v) Deformed foetus if a mother abuses alcohol when pregnant

(vi) Alcohol destroys brain cells

(vii) It leads to unruly behaviour such as fights, violence

(viii) One is vulnerable to risky behaviour – a drunk person is unable to make proper decisions hence

vulnerable to sexual infections such as HIV / AIDS

(ix) Can make a person cause accidents if driving under the influence of alcohol or staggering on the

road.

LESSON SIX: CAUSES OF ALCOHOL AND DRUG ABUSE (REASONS WHY PEOPLE ABUSE ALCOHOL AND

DRUGS)

Learning outcomes. By the end of the lesson you should be able to: –

State and explain the effects of drugs
State and explain the causes of drug use and abuse

(i) Frustration due to unemployment, inability to perform well and meet set standards or other personal

frustrations.

(ii) Idleness – when idle some turn to alcohol and drug use

(iii) Addiction

(iv) Boredom

(v) Bad examples from adults

(vi) Availability of drugs in the Kenyan market

(vii) Negative peer pressure

(viii) Experimentation then addiction

(ix) Media influence

(x) Societal permissiveness

(xi) Urbanization

(xii) Pressure of work

(xiii) Financial stress

(xiv) Globalization – foreign world influences

Effects of drug abuse

Drug abuse poses danger to the health of a person, affects family, society in general. Effects of drug

abuse are

Psychological problems – drugs are addictive. The body becomes dependant on them. It cannot

perform without the drugs. It leads to depression, irritability, aggressiveness, paranoia, one becoming

afraid to face reality etc.

Crime – robbery, theft, people abusing drugs will rob, steal so as to get money to buy the drugs. Drugs

have led to students setting schools on fire, killing their fellow students

Illusion – users do not face reality
Health problems – one is prone to diseases because of frequent use of drugs. Drugs weakens the

body’s system e.g. alcohol leads to liver Cirrhosis, stomach ulcers. One is susceptible / prone to HIV /

AIDS infection STI’s lung cancer, still birth etc

Economic problems

Drugs are expensive. Abuse leads to depletion of family resources leading to poverty

Loss of job and income
Social problems

Abuse of drugs leads to family conflicts, leading to separation, divorce, family quarrels fights and even

murder (domestic violence)

Accidents
Frustrations
Poor performance in school work
Death

People die out of drug abuse. An over dose of heroine, cocaine kills. Alcohol can lead to a blackout, this

affects the brain

LESSON SEVEN: REMEDIES TO DRUG ABUSE

Learning outcomes. By the end of the lesson you should be able to:-

List down the various remedies to drug use and abuse

Drug abuse has become a global problem. Remedies or solutions include

a) Law enforcement – through bodies such as UNDCP United Nations International

Drug Control Programme Anti Narcotics Police Units, NACADA National Agency for

the Campaign Against Drug Abuse so as to control abuse of Narcotics and other drugs.

b) Education

People to be educated on the effects of drugs. The curriculum from primary to secondary to include

topics on drug abuse.

Guidance and counselling

Religious teachings – all religious condemn the abuse of drugs

Family values to be promoted. Parents should set good examples to their children

Every individual to cultivate individual values. Respect their body and take care of their bodies

Rehabilitation of drug users / abusers

LESSON EIGHT: CHRISTIAN CRITERIA FOR EVALUATING THE USE OF LEISURE

Learning outcomes. By the end of the lesson you should be able to: –

Describe the Christian’s criteria for evaluating the use of leisure

Criteria – criterion – a principle or standard for judging something.

How does a Christian determine whether a certain leisure activity is lawful, acceptable before God –

criteria for evaluating the use of leisure

1) Christians, should engage in leisure activities which promote their respect and dignity they should

socialize with people who are morally upright (bad company corrupts good morals)

2) God ordains leisure hence it should serve God’s purpose.

3) Leisure should come after work

4) Leisure should be used for the good of others. The activities that are harmful to others should be

avoided

5) Activities chosen should enrich their knowledge of God

6) Activities should provide service to others

7) Leisure doesn’t mean laziness

A Christian should not engage in a harmful activity to self but those that promote respect and dignity

9) Christians to avoid activities that lead to sin or to addiction

10) They should perform an activity which develop their physical emotional social and spiritual well

being

11) Leisure should be enjoyed with moderation

12) Activities for leisure should be moral, within the laws of God and pleasing to good.

Revision questions

Identify five (5) reasons why the taking of alcohol as a way of spending leisure is condemned
Write down five ways in which modern Christians use their leisure time
Give five ways in which drug use and abuse could affect a Christian

4.identify ways in which Christians can overcome temptations to drug use and abuse

5(a). Why is leisure important in the life of a Christian?

5(b). What factors have contributed to the misuse of leisure in Kenya?

6.state the factors that have led to the misuse of drugs in Kenya

TOPIC FIVE: CHRISTIANS APPROACHES TO WEALTH,

MONEY AND POVERTY

Learning Outcomes

By the end of this topic, you should be able to: –

Define the concepts wealth, money and poverty
Explain and appreciate the traditional African understanding of wealth and poverty
Describe the impact of the introduction of money economy in the traditional African society.
Explain Christian teachings on money, wealth and poverty
Discuss Christians approached to some issues related to wealth money and poverty
Uphold the Christian principles in acquiring and using wealth

LESSON ONE: DEFINITION OF THE CONCEPTS WEALTH, MONEY AND POVERTY

a) Wealth: – accumulation…

Accumulation of materials owned by an individual, family or a group of people. Wealth is property that

has economic value e.g. land, animals, money, valuable possessions such as jewellery, commercial and

residential buildings etc.

Ways of acquiring wealth

Inheritance

Business

Commercial farming

Salaried Jobs

Investment of money in financial institution

Provision of commercial services

b) Money

It’s the medium of exchange that functions as a legal tender. It is something that is generally accepted as

a medium of exchange, a means of payment. It is usually in form of coins or notes. Good monetary

media (money) has certain qualities.

Qualities of money

It should be acceptable
It should be fairly stable
Easy to divide into small units
Easy to carry
Should be relatively scarce
It should be durable
Its value should be maintained through proper control of its circulations

Money is a measure of wealth. What it can purchase is the value. Money is used to buy services, goods,

pay debts etc.

Examples of currencies in the world are

Ksh. (Kenya), Rand (South Africa) US & Dollar, Pound (Britain) Euro (Europe), Yen (Japan) Etc

c) Poverty

State of being without adequate basic necessities of life e.g. food, shelter, clothing

It’s a state of helplessness. It is characterized by poor health, hunger, and lack of education facilities,

uncared for environment.

Causes of poverty

Adverse climatic conditions (Geographical factors)
Poor family background (historical and social factors)
Political stability leading to civil wars
Poor governance
Regional imbalance of natural resources
Low level of technology
Laziness
Over dependence on foreign aid

LESSON TWO: THE TRADITIONAL AFRICAN UNDERSTANDING OF WEALTH AND POVERTY

Learning outcomes. By the end of the lesson you should be able to: –

Define the terms wealth and poverty according to the traditional African understanding
State the various ways in which wealth was acquired in traditional African communities
List the causes of poverty in tradition African communities

Wealth

In African traditional societies wealth was measured in terms of the amount of land, livestock, grains,

wives, children possessed by an individual or the community.

Wealth was acquired in various ways.

(i) As a gift from God

Most Africans believe that wealth is a blessing from God.

(ii) Inheritance

In cases where the head of the family is dead, the eldest son becomes the custodian of the estate. The

clan and community elders give direction on how the wealth is to be shared out.

(iii) Bride wealth

(iv) Farming

(v) Exploitation of natural resources – honey, wood for carving, building materials etc

(vi) Trade

African communities were involved in barter trade where they exchanged good and services

(vii) Raids – wealth was also acquired by raiding other communities – goats, sheep,

Cattle.

– People were encouraged to work hard to acquire wealthy honesty

– Wealthy people were highly regarded and were considered for leadership

position

– Wealth was incomplete without a family

Poverty

Poverty was viewed as punishment or curse for wrongdoing.

Other causes of poverty according to African Traditional Society were: –

Laziness
Lack of inheritance
Raids by other communities
Famine
Natural calamities
Sickness – rendering the individual weak to acquire wealth

– In acquiring wealth, principles such as value for human life, mutual responsibility, and sharing,

communal ownership were emphasized.

– Places that were communal include grazing land, rivers, and watering places

– Laziness was ridiculed through songs, riddles and proverbs.

LESSON THREE: IMPACTS OF THE INTRODUCTION OF MONEY ECONOMY IN TRADITIONAL AFRICAN

SOCIETY

Learning outcomes. By the end of the lesson you should be able to: –

Define economy, development and money economy
Explain the reasons for the introduction of money
Explain the impact of money economy in traditional African society

Introduction

– Money was introduced to Africa by the Europeans

– Before colonial period, Africans practiced barter trade – actual goods exchanged with other goods e.g.

animals would be exchanged with food grains, millet, sorghum, cowpeas, children exchanged for food

during famine.

– Trade merchants from Asia had introduced into Africa forms of currency such as the cowrie shells, gold

and the Indian rupees. Europeans introduced currency still used today

Economy: – careful management of resources, finances, income and expenditure of a family, a business

enterprise, community or a country. The economy of a country is to be well managed if it has the ability

to meet the social economic needs of her members.

Development

It’s measured by the healthy of its economy in the provision of health, education, housing, sanitation,

employment, longevity of life, decrease of material and child mortality.

Money economy: – Use of money as a means of exchange in economic activities e.g. banking,

investment, insurance, payment of goods and services.

Reasons for money introduction

1) Colonization brought a lot of changes such as unoccupied land declared ‘Crown land’ for colonialists.

2) Tax introduction

Africans were supposed to pay taxes to the government. Taxes were paid in form of money.

3) Introduction of formal education

School fees was introduced. Fees were paid in form of money.

4) Introduction of modern medical services

People paid medical services using money.

5) Emergence of new lifestyles

Converts to Christianity were emphasized on to have materials, hence had to work to improve their

living standards. They built houses, took their children to schools practiced modern family techniques

hence had to use money.

Impact of the introduction of money economy in traditional African society

1) Introduction of wage – labour

2) Break up of family ties as people migrated from rural to urban areas in search of employment

3) African land taken by the colonialists, reducing people to squatters hence need to work

4) There was creation of a gap between people – the rich and the poor

5) Emergence of vices e.g. corruption, bribery, prostitution, robbery

6) Deterioration of cherished African values e.g. bride wealth has become commercialized, customs lost

etc.

7) Loss of African human dignity. Africans had to pay taxes to the colonial government. They were forced

to work in European farms so as to get money. They worked under dehumanizing conditions

Production of traditional food crops declined replaced by cash crops.

9) Individual ownership of land was emphasized. Land could be sold at will

10) There was increase of rural – urban migration leaving the rural people less educated.

11) Exploitation of the poor by the rich – poor wages, overcharging prices on foods.

12) Destruction of the natural environment to create room for building projects, urban centres

13) The cost of living increased. Almost everything is acquired by money.

LESSON FOUR: THE CHRISTIAN TEACHING ON WEALTH, MONEY, POVERTY

Learning outcomes. By the end of the lesson you should be able to: –

Explain the Christian teachings on wealth
Explain the Christian teachings on poverty

Teaching on wealth

1) Wealth is a blessing from God

2) Those who obey God’s laws, teachings of the prophets are promised blessings by God Deut28: 1 – 4

3) Wealth has duties associated with it e.g. 10% tithe, alms to the poor, and an aspect of stewardship.

4) Wealth should be used wisely. People are not owners of their property but are stewards. Should

share with the poor, needy.

5) Wealth is not permanent e.g. parable of the rich fool. When people die, they take nothing with them.

Naked into the world, naked out of the world. Job. 1:21

6) Wealth can create a false sense of independence feeling of self reliance no need for God

7) Wealth should be obtained justly – no happiness for a person who gets riches in the wrong way.

Wrong attitude to wealth can lead to idolatry and other dangers. Matt.19: 23 – 24 danger of

materialism – making riches their God, the love of money is the root of all evil (1 timothy 6:10)

9) It is wrong to discriminate against others on the basis of material possessions. Jesus associated with

the rich, the poor, the sick etc.

10) Seek spiritual wealth, which is permanent and more fulfilling than material wealth, which is

transitory – temporal. Matt 6:19 – 20)

11) Acknowledge God as the source of ones riches

12) Use wealth to help the needy

13) Wealth is an instrument to enable us live decently.

14) Obsession with money and wealth leads to sin

15) Church leaders should avoid greed for wealth (1 Timothy 3:3)

16) God will judge rich exploiters.

Christian teaching on poverty

1) Christian teachings discourage irresponsible behaviour and habits e.g. laziness, idleness and

negligence. Some people became poor because of such.

2) Some people become poor because of misfortunes

3) Others are poor because of judgment due to disobedience to God

4) God cares for the poor

5) Those with more should share with the poor

6) People should work to alleviate poverty in the society

7) Jesus helped the poor so should we

The poor in spirit will be blessed

LESSON FIVE: CHRISTIAN APPROACHES / RESPONSE TO ISSUES RELATED TO WEALTH AND MONEY.

Learning outcomes. By the end of the lesson you should be able to: –

Describe the Christian’s response towards wealth and poverty
State the factors causing poverty
Describe how wealth/ resources can be distributed fairly

Christian can respond by

Insistence on fair distribution of wealth
Fighting against bribery and corruption
Using life skills
Practicing Christian values

Introduction

– Affluence – having a lot of material possessions and a luxurious standard of living. Poverty is a state of

lack of the basic necessities.

– Illegal means of acquiring wealth include fraud, grabbing public land, selling narcotic drugs etc

Factors that have contributed to poverty

Political instability
Lack of formal education
Laziness
Negative attitude towards work – choosing jobs
Historical factors – colonization lack of land
Exporting unprocessed agricultural products cheaply then sold back expensively.
Fair distribution of wealth / resources
a) Christians to promote the value of justice, fairness, social responsibility. How? By having anti –

corruption crusades, be role models, teach or import skills, advocate for cancellation of foreign debts,

taxation to all etc.

b) Fair salaries
c) Promotion of affordable and decent housing
d) Favourable terms of loans
e) Encourage Jua Kali artisans
f) Christians to demand transformation of society through implementation of just economic policies that

can ensure fair distribution of wealth.

g) Encourage foreign investors through good infrastructure, incentives e.g. shorter process to register

business, security.

h) Christian to encourage investments by churches and inculcate in people the values of hard work,

proper time management free education free health care for the poor or needy.

Fair distribution of wealth / resources refers to jobs, infrastructure, hospitals, water, agricultural

products etc.

LESSON SIX: BRIBERY AND CORRUPTION

Learning outcomes. By the end of the lesson you should be able to: –

Define the following terms bribery and corruption
Explain the factors that contribute to bribery and corruption
Explain the consequences of bribery and corruption

Fighting against bribery and corruption

Bribery and corruption are related terms.

Corruption: – practice of giving a bribe in the form of money, goods or privileges in return for a service.

Bribery: – act of giving money, material goods or services to someone to influence the recipient to give

underserved favour.

It is aimed at influencing a decision to favour.

Bribery is a form of corruption.

– Corruption is some kind of moral degeneration. A practice whereby someone uses

his/her influence in an activity that is not morally acceptable.

– Example of corruption include promotion by a senior for a favour, colluding to miss work, use of

government vehicles to attend to personal matters.

In Kenya, Kenya Anticorruption commission KACC is a national body formed to fight corruption.

Factors leading to bribery and corruption

Un-employment – one will bribe to secure employment
Greed for money – caused by peer pressure, poor moral values, wrong ethical foundation about

money etc.

Fear – fear of being imprisoned
Ignorance – giving bribes in form of gifts
Disintegration of traditional African values
Lack of moral integrity – no Christian values, one having no spiritual basis
Frustration in the place of work
A perverted conscience

Consequences of corruption and bribery

Leads to injustice
Leads to incompetent supplies of goods or services being awarded hefty contracts – leads to poor

services e.g. road construction

Poor infrastructure, poor public service delivery
Leads to undermining moral fabric of society – leading to social hopelessness and despair
Has led to lack of trust in public servants, and the government
Discontentment among people.
Degrades the personality of an individual
Can lead to imprisonment and lose of job

LESSON SEVEN: CHRISTIAN ATTITUDE TOWARDS BRIBERY AND CORRUPTION

Learning outcomes. By the end of the lesson you should be able to: –

Describe the Christian attitude towards bribery and corruption
Define the following terms life skills, decision making, critical thinking, creative thinking, self esteem

and assertiveness

List the steps involved in decision making
It is condemned as an evil practice (a social evil) Ex. 23:8
Bribes cause injustice proverbs 17:23
Seen as morally wrong as they negatively affect one’s family
Jesus drove out merchants from the temple. They had started exploitation of the poor.
Condemned because it degrades the personality of an individual
Amos condemned taking and giving of bribes
Bribes blinds the eyes

In the parable of John the Baptist condemned soldiers from taking bribes

Corrupt judge and the widow, corruption is condemned

Christians are to live righteously and not give bribes or receive. They are the light of the world.
Money gained from corruption is not acceptable before God.

C Using life skills

Life skills are abilities, which enable a person to face the challenges of life in an effective way they are

Decision making

Critical thinking

Creative thinking

Self esteem

Assertiveness

Decision making

Process of identifying the best alternative to overcome a challenge encountered. Often decisions we

make do not only affect us but those around us.

Steps to decision – making

Identify the challenge (problem)

what’s the problem? What is bothering you?

Understand the challenge / problem: – What is really bothering you?
Find out possible solutions
Find out the possible options and alternatives
Consider the possible consequences for each option
Select the best option
Implement
Evaluate the outcome of the action
Critical thinking
Ability to examine and assess a given situation impartially or objectively. It involves reasoning

carefully. Getting detailed information, consider the option before making a decision. Critical thinking

makes a person responsible for their actions.

Creative thinking

This is the act or practice of using ideas imaginatively to solve a problem

Self-esteem

– This is the regard one has about himself or herself. Self-esteem can be low or high, positive or negative.

A positive or high self-esteem person has confidence, is outgoing, social, appreciates self, realistic and

independent.

– A person with low, negative self-esteem is naïve, withdrawn, shy, feels inadequate, and no selfconfidence.

Assertiveness

Ability to express ones feelings and wishes without hurting others. Assertive people are confident; direct

in dealing with others assertive people have a high self-esteem.

LESSON EIGHT: CHRISTIAN VALUES RELATED TO WEALTH, MONEY, AND POVERTY.

Learning outcomes. By the end of the lesson you should be able to: –

Define the terms, values, love. Honesty, reliability, fairness, justice, respect, humility, faithfulness,

persistence and chastity

State the values related to work

Values – Beliefs, which guide people on what is right and wrong. There are

– Social values

– Cultural values

– Moral values

Values related to wealth are: –

– Love

– Honesty

– Reliability

– Fairness

– Justice

– Respect

– Faithfulness

– Humility

– Persistence

– Chastity

Love – intense emotion of attachment, affection, warmth, fondness, regard for a person or something

How should love guide a Christian in relation to wealth creation?

Honesty – quality of being truthful, fair trustworthy, sincere, genuine. The opposite of honesty is

dishonesty.

Reliability – being dependable, faithful, predictable, unfailing. The ability of being relied upon and

keeping promises.

Fairness – condition of being unbiased, free from discrimination.

Justice – fair dealings with the people, as they deserve according to the law. Being fair, giving people

what’s due to them. Opposite of justice is injustice.

Respect

Quality of having high regard for somebody or something. Politeness. It’s important to respect other

people’s property.

Humility – quality of not thinking that you are better than others. Being humble. Opposite of humility is

pride, being proud. Those who humble themselves shall be exalted.

Faithfulness – quality of remaining loyal or true to someone. Christians should be faithful at their places

of work and in allocating their wealth to God’s work.

Those who are entrusted with public resources to manage on behalf of the people should show a high

degree of faithfulness.

Persistence – quality to persevere. Quality to continue steadfastly, unrelentingly despite opposition e.g.

the unjust judge and widow, job =, Jeremiah are people who persisted.

Chastity – a state of being pure, holy, innocent modest. It is abstinence from actions that may make one

impure before God.

-Christians should strive hard not to defile their bodies in search of wealth

-Christians should strive to live holy lives, avoid prostitution, drug abuse; corruption

-people use sexual favour to get jobs or promotion. Christians should thus avoid such.

Revision questions

Explain the biblical teaching on wealth
Discuss the biblical teaching on acquisition and use of wealth
Explain ways in which people misuse wealth in Kenya today
Show how misuse of wealth leads to family instability
Give ways in which the Kenyan government is alleviating the high levels of poverty
State the factors that have contributed to high levels of poverty in Kenya today

TOPIC SIX: APPROACHES TO LAW, ORDER AND JUSTICE

Learning Outcomes

By the end of the topic you should be able to:

a Define the terms ‘law’ ‘order’ and ‘justice’

b Describe the traditional African practices that promote law, order and justice.

c Explain the Biblical teaching on law, order and justice.

d Identify and evaluate the need for law, order and justice in the society.

e Explain the rights and duties of citizens

f Explain the causes and remedies of social disorder.

g Evaluate the role of Christians in the transformation of the society

h Discuss church-state relationship

LESSON ONE: DEFINITION OF TERMS

Learning outcomes. By the end of the lesson you should be able to: –

Define the following terms law, order and justice
State the types of law
State the types of statutory laws

Introduction

– Law, order, justice are essential for the survival of any society

– Following laws leads to order and justice lack of following leads to disorder and injustice laws of Kenya

are laid down in the constitution.

Established rules by an authority to regulate human behaviour in the community Schools laws, religious

laws, factory laws, hospital laws etc. laws differ from society to society. Laws are dynamic. Laws cover all

aspects of life.

Order

Condition brought about by obedience to set rules or laws. Order leads to peaceful co – existence in the

society. Where there is order, things are done systematically. The opposite of order is disorder.

Types of laws

Non – legal laws – no court action e.g. school rules
Customary traditional laws – based on culture, social traditions. They have to agree with state laws.

They are respected by state.

Statutory laws / legal laws – laws made by local council or national government and citizens are

expected to obey them.

Types of statutory laws

a) Civil laws – made by parliament on issues such as taxes, labour, divorce etc
b) Criminal law – on crime / punishment
c) Constitutional law – matters of state and governance
d) Company law
e) Religious laws e.g. Islamic law ‘sharia’
Justice – treating others the way they deserve in relation to the law. Its administration of rightful

dealings in a fair manner according to their actions. A just society follows rules and administers legal

action to those who offend others or disobey rules. Justice means treating people the same way without

discrimination.

LESSON TWO: IMPORTANCE OF LAW, ORDER AND JUSTICE

Learning outcomes. By the end of the lesson you should be able to: –

State the importance of law, order and justice
a) They are essential to preserve harmony and protect people
b) Laws guide people and ensure people’s rights are protected.
c) They protect people’s property and enable people to live in harmony
d) They protect the consumer from exploitation
e) They safeguard religious freedom
f) Laws control power of those in authority and promote political stability
g) Provides stability, encouraging economic growth
h) Helps to control discontentment among people
i) Helps implementation of taxes effectively
j) Provides / help in maintenance of security
k) Ensures human rights are upheld
l) Enables the government to protect its citizens from internal or external threats.
m) International law regulates relations between countries.

LESSON THREE: RIGHTS AND DUTIES OF CITIZENS

Learning outcomes. By the end of the lesson you should be able: –

Define the terms citizen, rights and duty
List the rights of citizens
State te duties/ responsibilities of citizens

Citizen – person who is a member of a state, kingdom, empire. A person who has full rights as a member

of a country by birth, decent, registration, naturalization.

Rights – legal claims that one is entitled to from the government

Duty – ones responsibility to the government.

Rights

1) Right to life – to live securely

2) Right to education

3) Right to liberty / freedom e.g. one should not be imprisoned, detained, without trial. One is innocent

until proven guilty

4) Right to protection of property

5) Right to own a family – right to marry and raise a family

6) Right to health

7) Freedom of movement

Right to freedom of association

9) Right to freedom of assembly

10) Freedom of religion

11) Right to own property

12) Right to equality – non discrimination

13) Protection of freedom of expression and speech (own opinions, ideas)

Children have rights e.g.

Right to life, education, parental care, health, protection from exploitation, right to identity etc.

Duties of citizens (responsibilities)

1) Pay taxes to the government

2) Respect the flag and national anthem

3) Respect those in authority

4) Respect the laws of the land

5) Register as a voter and voter in national elections

6) Be responsible at work

7) Participate in national development

Promote peace and harmony in the society

9) Report errant members of the society to law enforcement agents

10) Protect the environmental – clean, plant trees, avoid poaching etc

LESSON FOUR: TRADITIONAL AFRICAN PRACTICES THAT PROMOTE LAW, ORDER, JUSTICE

Learning outcomes. By the end of the lesson you should be able to: –

State and explain the traditional African practices that promoted law, order and justice

Some of the practices that promote law, order and justice are

a) Punishment of offenders

People who committed offences such as stealing, murder, witchcraft were punished through death,

curses, paying heavy fines etc. this promoted law, order, justice

b) Installation of rules, kings, chiefs, elders

They were installed to maintain law, order and to execute justice in their areas of jurisdiction

c) Administration of oaths

– Administered by specialists and are used as a method of establishing and maintaining law and order

d) Making of covenants

– Covenants were made if there was a conflict between two communities. They would promise to live in

peace and harmony.

e) Observing of taboos and customary law

Taboos were prohibitions. Those who went against taboos were severely punished

f) The kinship system – defined how people related one to another
g) Rites of passage – ensured customs, laws were adhered to
h) Religious practices- such as praying, singing, sacrificing and giving of offerings had the effect of

maintaining order.

LESSON FIVE: BIBLICAL TEACHING ON LAW, ORDER AND JUSTICE

Learning outcomes. By the end of the lesson you should be able to: –

Describe the biblical teachings on law, order and justice

God initiated Law, order, and justice.

God’s creation is orderly. God desires order
Man was created with a conscience to know right from wrong sin has consequences or punishment.

God does punish disobedience i.e. justice

God instituted the laws as part of his plan for salvation e.g. law of circumcision, Torah (10

commandments), circumcision of the heart, laws on what to eat etc.

God’s law governed kingship in Israel. National prosperity depended on a king’s ruler ship. Kings were

to ensure law and order

In the New Testament John the Baptist urged people to observe the law (social justice).
Jesus taught that the kingdom of God is based on law, order and justice. There should be fair

treatment for all people

Jesus said that the law of Moses was given to guide people
Christians should obey the law of the land and respect those in authority
The apostolic teachings stress the need for law, order, justice (1 Cro.14: 33)
Christians should be orderly.
The birth of Jesus was orderly. His ministry was also orderly hence should Christians.

LESSON SIX: CAUSES OF SOCIAL DISORDER AND THEIR REMEDIES

Learning outcomes. By the end of the lesson you should be able to: –

State and explain the causes of social disorders
State the causes of discrimination
Explain the causes of crime
List the forms of punishment

Social disorder is a state of confusion or lack of order in the society

Causes

1) Discrimination

2) Inequitable distribution of wealth, resources

3) Crime

4) Racism

5) Tribalism

6) Sexism

Discrimination

Discrimination is unfair treatment. Discrimination is on basis of

– Race

– Tribe

– Sex / gender

People or a particular person is singled out and treated with disfavor or distaste. It is showing bias or

prejudice.

Causes of discrimination

Culture
Prejudice – bias original from opinions that have no known basis or supporting facts – stereotypes
Ignorance e.g. on HIV /AIDS
Social status – ones position in a society

Inequitable distribution of wealth and resources

– This is when riches of family, community, and nation are not fairly shared out due to

Selfishness or poor planning. Some areas are marginalized.

Racism – unfair treatment of people because of their race

Tribalism – discrimination on basis of ethnic group

Crime – an offence against state, normally settled in court. Its antisocial behaviour causing disorder.

Causes of crime (Why people commit crime)

Poverty
Public mistrust for law enforces
Lack of parental guidance
Wide gap between the rich and the poor
Greed for power, money
Materialism
Drug and substance abuse

Sexism

– Discrimination against people because of gender

– Women are discriminated in areas such as jobs, no promotion for women, oppression of women at

home, cultural values demeaning the status of women, wife beating / men beating, female genital

mutilation (FGM) early children marriages etc.

Remedies to social disorder

1) Rehabilitation for drugs users / abusers

2) Punishment for offenders of crime

Forms of punishment

– Imprisonment

– Payment of fines

– Corporal punishment

– Probation

– Being assigned community work

– Being placed under house arrest

– Learning in approved schools, Juvenile homes

3) Equitable distribution of national resources

– Develop marginalized areas

– Create jobs

4) Campaign against drug abuse

5) The public to use hot lines to report crime to police

6) Preach against racism, tribalism, and preach equality, freedom and interaction with all people

7) People to be sensitized to appreciate and respect different ethnics groups

Promote national unity through education /cultural programmes

9) Creation of more national schools so as to have students from all backgrounds

10) Encourage domestic tourism

11) Enlighten women on their rights

12) Employment on merit

13) Rich countries to share wealth with the poor

LESSON SEVEN: ROLE OF CHRISTIANS IN TRANSFORMING THE SOCIAL, ECONOMIC, POLITICAL LIFE OF

THE SOCIETY

Learning outcomes. By the end of the lesson you should be able to: –

Define the term transformation
Describe Christian’s participation in social life
Describe Christian’s participation in political life
Describe Christian’s participation in economic life

Transformation is to completely change the attitude, character, and well being of the society

a) Christian participation in the social life

– Christians are involved in the preaching of the gospel in many places in the country. They use print and

electronic media to spread the gospel.

– Christians have shown concern for the destitute and victims of violence in the society by building

homes for them and providing them with food and clothing.

– Christians run schools, vocational institutions, universities providing educational services

– Christians offer medical services to the society

– They speak openly against sexual immorality, murder, bribery, corruption, abortion etc.

– They show compassion to those in need the poor, HIV / AIDS orphans, widows, widowers, aged etc.

– They offer guidance and counselling to dysfunctional families (the pastors, those trained to do

counselling – almost all pastors get a training in guidance and counselling)

b) Christians participation in the political life

– Christians participate in the political life by advocating for fair distribution of wealth

– They offer prayers for government, political leaders

– They exercise their right by voting

– They also participating in the political life by standing up for elections (Vying for elections)

c) Christian participation in economic life

– Christians participate in economic life by paying taxes to the government

– By contributing in collection of funds for construction of churches, schools, hospitals

– They invest in business that promotes their own development as well as the development of the

country.

– They provide financial resources in order to assist others to start economic activities or self

employment

– They discourage business practices such as using faulty scales, hiking of prices cheating in business etc

and encourage proper acquisition of wealth

d) THE CHURCH – STATE RELATIONSHIP

The government and the church interact at various levels and in different areas

a) Religious leaders give advice to the state
b) The church speaks against corruption, robbery, rape, abortion, vices which the government is fighting
c) The church is the conscience of the state
d) Both educate the citizens on the constitution and their rights
e) The church preaches peace, love, unity, order
f) The state needs support of the church in mobilizing citizens to adopt government policies
g) Both are involved in rehabilitation of prisoners
h) The church builds schools and other institutions that supplement government institutions.
i) The church is involved in formulation of educational curriculum.

However the church differs with government on various issues such as

a) Use of condoms (Some churches opposed to this)
b) Use of live bullets by the law enforces when curbing riots
c) Fight on corruption a thorn to the church since state leaders are involved
d) Issue of death penalty – church been fighting against death penalty to convicts
The government lifted the death penalty as a form of punishment in the year 2009.

Revision questions

1.state ways in which Christians can promote peace/unity in the society

Why should Christians take part in voting?

TOPIC SEVEN: CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE,

TECHNOLOGY AND ENVIRONMENT

Learning Outcomes

By the end of the topic, you should b able to:

Explain the Christian view on some issues related to modern science and technology
Explain the Christian view on the effects of modern science and technology on the environment

LESSON ONE: DEFINITIONS

Science – subject field that deals with a systematic study of our surroundings and behaviour of materials

in the universe

It is based on observation, experimentation and measurement.

Technology – application of science to achieve desired objectives.

Environment – our surroundings – both natural and human made i.e. mountains, lakes, land, forests,

animals, buildings, flowers etc

LESSON TWO: POSITIVE AND NEGATIVE EFFECTS OF SCIENCE AND TECHNOLOGY

Learning outcomes. By the end of the lesson you should be able to: –

State the various ways that science and technology has improved our lives
State the negative effects of science and technology

Ways science and technology has improved human lives

1) Improvement of crop production – a quality seeds, fertilizers leading to improved yields

2) Better nutrition, health care, medical services

3) Improvement of livestock production through artificial insemination, quality medicine leading to more

milk production.

4) It has led to development of efficient means of transport – land, air, seas

5) Work has been made easier and enjoyable. There is use of machines, automation, use of computers.

6) People’s lives have been spared, saved e.g. through life saving machines (ICU), incubators

7) Business transactions are being done through the internet

Communication has been made easy – fax, email, short text messages on mobile phones etc

9) Research is ongoing for incurable diseases i.e. HIV / AIDS, cancer

10) There is better management of environment

11) Technology has made the world a global village

12) Through family planning methods, its easier to control population growth

13) There’s a better security system through use of scanners, alarms, electrified fences etc.

14) Improvement of learning through e–learning

15) There’s easier movement from one country to another

Negative effects of science and technology

People use medicine to commit suicide
Increase of crime, fraud and death through modern means of communication
Destruction of family relationships
Breakdown of community names, values morals, breakdown of families
Terrorism
Greed for money / materialism
Unemployment – replacement of personnel by machines
Health hazards such as accidents in factories
Pollution, air poisoning

LESSON THREE: CHRISTIAN VIEW ON ISSUES RELATED TO SCIENCE AND TECHNOLOGY.

Learning outcomes. By the end of the lesson you should be able to: –

Define the following terms euthanasia, blood transfusion, organ transplant, genetic engineering and

plastic surgery

Describe Christians’ view on euthanasia, blood transfusion, organ transplant, human cloning, genetic

engineering and plastic surgery

State the reasons for and against euthanasia, blood transfusion, organ transplant, human cloning,

genetic engineering and plastic surgery

Euthanasia
Blood transfusion
Organ transplant
Genetic engineering
Plastic surgery

Euthanasia

It’s a Greek word, which means an easy and painless death. It is ‘mercy killing’ ending a person’s life so

as to alleviate them from experiencing pain.

Its practiced with the sick person’s knowledge

It is involuntary when its practiced against or without the sick person’s consent

Its done by

a) Injecting an overdose of sleeping pills to the sick person
b) Switching off life support machine
c) Exposing the person with chronic pneumonia to very cold air.

Christians view on Euthanasia

Christians are opposed to euthanasia for several reasons such as

a) Life is sacred, a gift from God and only God can take away human life
b) Suffering is part of human life
c) Euthanasia is against medical ethos, which demands that doctors and nurses work for the sustenance

of human life and alleviation of suffering but not to terminate it.

d) Jesus has power over sickness and through his name all sickness are healed
e) Accepting euthanasia discourages medical research on vaccines that may cure various diseases.
f) Euthanasia discourages patients and makes them to lose hope in life. They may feel unwanted and

rejected.

Blood transfusion

– It’s the process of injecting a person’s blood into another person through his/her veins. The giver is a

donor the receiver is a recipient.

Reasons for blood transfusion

When a person is suffering from acute anemia (little blood in the body) low blood

level.

To restore blood lost during fatal accidents, wars, or childbirth
To maintain blood levels for patients undergoing major operations
To correct the low haemoglobin level of some patients

5 Blood has to be screened for any diseases, and then kept in blood bank after determining

the blood group. The transfusion should be in a hygienic way. The equipment used

should be sterilized

Donors should not be below 16 years or above 65 years

Alternatives to blood transfusion

a) Volume expanders – increase fluid levels in the body
b) Growth factors – intra operative / post operative
c) Blood salvage – same blood when on surgery is saved then transfused back to the patient

Christian view on blood transfusion

a) Some Christian’s believe it is wrong to take blood from a healthy person and transfuse it to another

person.

b) Blood is life and life cannot be taken from one person to another
c) Blood transfusion is essential as it saves life
d) Blood transfusion can transmit dangerous diseases like HIV / AIDS and Hepatitis B
e) God has given Christians the intelligence and capability to make the right decision and choice

Organ transplant

– This is the removal of a defective organ and replacing it with a healthy one. Body organs transplanted

are kidneys, heart and eyes small intestines, pan crease.

– The purpose is to replace the damaged organ of a recipient

– Common transplants are the heart, kidney, eyes from living and the dead (heart) within a span of

hours. Eyes can be transplanted from animals.

Christian view on organ transplant

a) It saves life hence acceptable to some
b) Its transferring human life from one person to another
c) Its wrong to transplant from animals – view by some Christians
d) Some support organ transplant by referring to the story of creation of Eve from parts of Adam
e) It is part of human beings continuing with the creation work of God.
f) It is an expression of love and concern for those suffering as taught by Jesus Christ.

Genetic engineering

– It’s a scientific technique used by scientists to change the biological characteristics of living organisms

by deliberately altering the structure of individual genes.

– There are genetically modified foods, genetically engineered seeds, test tube babies, human clones,

and genes of human insulin.

Human cloning

This is a form of genetic engineering. It’s a creation of genetically identical copy of a human being,

human cell.

Twins are a form of natural cloning

There’s therapeutic cloning and reproductive cloning (human cloning)

Therapeutic cloning is when cells from an adult are used in creating medicine or for research

Reproduction cloning is the making of human beings

More than 90% of cloning has failed.

Animals cloned have died young, had cancers or arthritis.

Human cloning is illegal worldwide

Genetic cells are used to treat Alzheimer, heart attack, cancer

Test tube babies are different from human cloning. Test tube babies are where the egg and sperm is

fused together outside the body.

In cloning, a needle like device is used to draw out the cells from an embryo, then preserved using

chemicals, then put in a womb/uterus to grow. Some do not need a sperm cell, they use other body cells

for fertilization.

Reasons for advocating human cloning

Can clone people whose genetic composition is of a genius, people with special abilities or talents

Can be able to bring, revive back great extinct characteristics.

Those who support it believes it can reduce immorality

Reasons against human cloning

God is the sole creator. Cloning takes the place of God.
It de –humanizes human beings purpose of human reproduction
It destroys uniqueness of each individual (Cloning is an exact copy)
It can be abused and used to create antisocial people (rapists, thieves)
May create deformed people
It’s un-ethical, immoral experiment. Its destruction of the embryo hence abortion
95% of clones have failed (animal) most animals died
Its illegal
Closed animals died of cancer, had arthritis, deformities and an early death
Cloning may bring a destructive copy of humans

Advantages of genetic engineering

Implanting genes that are diseases free in people, plant and animals could prevent diseases.
Genetic crops yield more
Helps to determine the biological parent in case of dispute on babies (DNA)
Helps to increase disease resistance in crops and altering animal traits in plants and animals
Assists in classifying blood during screening before it’s transfused to another person.

Christian view of genetic engineering

Christians support genetic engineering that is beneficial to human beings e.g. Cure of genetic

diseases, production of drugs, plant and animals

Human beings are made in God’s image and are loved by God with or without defects.
The dignity of the human being is eroded or disregarded and should be upheld.
Christians oppose cloning and test tube babies
Its against God’s will or teaching

Plastic surgery

– It’s to change or mould the shape of something, to enhance or restore an area of the body

– It’s repairing or improving of damaged, diseased or unsatisfactory shaped parts of the body with pieces

of skin or bone taken from other parts of the body.

– Skin grafting is the most common type of plastic surgery

– Plastic surgery is done on cleft lips i.e. cosmetic surgery, breast surgery – reduction or enlargement,

surgery done to look younger.

Reasons for plastic surgery

– It can help restore ones confidence or self – esteem

– It enhances beauty, attractiveness or youthfulness

– It enhances a person’s life and can be a life changing procedure

– It may help a person to get a new job

Disadvantages

– Its expensive

– Can lead to transmission of diseases

Christian views on plastic surgery

– Some support it, as it has some benefits

– Some Christian oppose plastic surgery in order to look younger

– Some argue that some people do it because of a lack of self – acceptance, low self esteem hence

should work on such issues first.

LESSON FOUR: THE CHRISTIAN VIEW ON THE EFFECTS OF MODERN SCIENCE AND TECHNOLOGY ON THE

ENVIRONMENT (POLLUTION, DESERTIFICATION)

Learning outcomes. By the end of the lesson you should be able to: –

State the various ways of caring for the environment

In Genesis 1, man was given the responsibility of taking care of the environment

Ways of taking care of the environment

Cleaning up the environment, clean up rivers
Educating people on the importance of conservation
Dispose industrial wastes properly
Enforce use of environment – friendly fuel (unleaded fuel)
Factory owners to supply protective wear to factory workers
Planting of trees and flowers
Establishing airports, industries, and disco clubs away from residential areas.
Advocate for laws to be passed to minimize noise from vehicles, aircrafts, entertainment centres.
Waste to be managed through

Reuse e.g. bottles

Recycle – plastic bottles to be recycled to plastic bins, old newspapers to be recycled to tissue papers.

Recover – burning waste products to produce electricity

Waste can be managed to reduce use of ‘Throw away’ goods e.g. batteries to use of electricity.

LESSON FIVE: POLLUTION AND ITS EFFECTS.

Learning outcomes. By the end of the lesson you should be able to: –

Define the terms pollutant and pollution
Give examples of pollutants
State and explain the types of pollution
State the effects of the various types of pollution.

It’s introduction into the environment of substances or energy that is liable to cause hazards to human

health, harm to living resources and ecological systems

In simple terms pollution is the contamination of the environment.

Substances that cause pollution are called pollutants. Some of the pollutants include;

Industrial affluent

Pesticides

Insecticides

Fertilizers

Ultra – violent rays from nuclear plants

Dust

Smoke

Noise

Waste heat

Exhaust gases from automobiles

Types of pollution

a) Water pollution
p) Air pollution
q) Land pollution
r) Radiation pollution
s) Sound pollution (noise)

Water pollution

This is the increase of substances in water in excess of its rightful chemical components thus making it

unsuitable for human, animal or plant use.

– Disposing domestic and industrial waste into rivers, lakes, seas etc pollutes water.

– Disposing agricultural chemicals pesticides into water bodies.

– Oil spilling into waters

– Poor sanitation bathing or washing clothes in rivers or dams

Effects of water pollution

Causes diseases, which are communicable such as cholera, typhoid, and dysentery.
Leads to death of marine life – birds (Flamingo) fish by oil spills
Mercury (metal) leads, silver is poisonous. They kill organisms.
Water becomes unfit for human consumption

Air pollution

– Presence of contaminants in the atmosphere caused by

Smoke
Fumes
Dust – from mines, quarries

– When there is an increased level of carbon dioxide in the atmosphere that’s pollution

– Other major atmospheric pollutants include gases such as chlorofluorocarbons (CFC), and sulphur

dioxide (SO2)

– Nitrogen Oxide (NO) i.e. fumes from vehicles, aircrafts, industries

Effects

(i) Leads to diseases such as bronchitis, asthma

(ii) Leads to depletion of the Ozone layer leading to ultra – violent rays of the sun penetrating to the

earth causing skin cancer, cataracts (eye problems), low plant yields.

(iii) Causes rusting of roofs

(iv) Causes acid rains

(v) Carbon dioxide (02) in the atmosphere has led to global warming.

(vi) Formation of smog (thick fog), which can lead to accidents.

(vii) Colored rain due to large amounts of dust in the atmosphere

(viii) Eyesight loss due to gas leakages from industrial plants.

Land pollution

Land pollution is any physical or chemical alteration to land, which causes change in its use and renders

it incapable of beneficial use without treatment.

– Improper or excessive use of insecticides, pesticides makes land acidic

– Land is also polluted by improper disposal of waste / garbage, broken glasses.

Effects

(i) Waste is an eye sore spoiling the beauty of the environment

(ii) Broken glass can lead to injuries

(iii) Open mining leaves pits, which are a danger to people and animals.

Noise pollution

– Experienced especially in urban centres, near roads, running water, mining areas, airports, music from

bars, nightclubs etc.

– An instrument called sound meter measures noise. The lowest unit is O Decitel, which is okay. More

than 80 decibels is harmful to the ear.

Noise over 80 decibels can cause (effects)

– Deafness, hearing problems

– Psychological disorders – frustrations, irritation

– Insomnia

– Shock due to sudden noise

– Cracking of walls

Noise can be minimized by

Construction of sound proof buildings

Location of residential areas away from industries, airports, bars, main roads

Banning of unnecessary hooting, playing of loud music in public vehicles

Installing silencers in generators

Education people on the effects of noise pollution

Pollution caused by radiation

Mainly in developed countries

Atomic explosions e.g. Hiroshima / Nagasaki in Japan in 1945. The side effects of mutations of born

children. Some children born with deformities. The radiation caused chromosome mutations. Some

mutations on the cells of the parent / grandparents.

Nuclear power stations also a danger

Medical equipment e.g. X ray machines when one is over exposed to these radiations (x – rays) it can

lead to development of cancer.

LESSON SIX: DESERTIFICATION

Learning outcomes. By the end of the lesson you should be able to: –

Define the term desertification
Describe the causes of desertification

This is slow encroachment of desert – like a condition to land that was previously productive making it

desolate, uncultivatable and uninhabitable. Human activity accelerates creation of deserts.

Causes of deserts

Natural
a) Persistent rains in a semi – arid area
b) Exposure of an area to very high, very cold temperatures
c) Inadequate rainfall for a long period of time
Human

Human activities that lead to desertification are

(i) Cutting down of trees (deforestation) for land use such as building, industries, and not replacing

them.

(ii) Use of water from wells to irrigate land. Its harmful especially salty water – salt on soil salination is

toxic to soils.

(iii) Incorrect use of pesticides and fertilizers destroy soil nutrients.

(iv) Industrialization – industries emit carbon dioxide (CO2) leading to formation of acid rain, which leads

to unproductive land hence desertification

(v) Overgrazing especially among the pastoralist communities

(vi) Poor farming methods like cultivation on riverbanks and slopes, which causes soil erosion, leading to

desertification.

LESSON SEVEN: SOLUTIONS TO DESERTIFICATION

Learning outcomes. By the end of the lesson you should be able to: –

1.state the solutions to desertification

Land can be restored through the following ways;

(i) Removal of people, livestock from certain areas e.g. forests

(ii) Installation of good drainage systems

(iii) Reduction of water logging / salination

(iv) Use of alternative sources of fuel such as wind, solar, biogas instead of cutting down trees to use as

fuel (charcoal)

(v) Advocate for penalties to those who pollute the environment – factories

(vi) Replace trees that are cut down

(vii) Build water storage facilities to store rain water then use it for irrigation

(viii) Educate people on the importance of the environment

(ix) Use of manure instead of harmful fertilizers

Emulate Prof. Wangari Maathai implanting trees – 8th October 2004 she was awarded the Nobel peace

prize, an international award, for her efforts in preserving the environment.

Revision questions.

How can modern Christians evaluate scientific and technological discoveries
Why is the church in Kenya opposed to plastic surgery?
How has science and technology improved human life?
What are the consequences of science and technology in our society?

C.R.E. – QUESTIONS AND ANSWERS

TOPIC ONE

CHRISTIAN ETHICS

Q1. What is the meaning of Christian Ethics?

This is the study of human conduct or behavior.

It is about how Christians make choices in their daily lives guided by Christian principles and value.

Q2. What is the basis or sources or foundation of Christian Ethics?

The Bible/Biblical scripture (holy)

The natural law

Human experience and reason

The Christian community – preachers

Situation Ethics

Secular/Civil Law

Q3. List the basic life skills that one needs to be able to lead a better life

(a) Critical thinking

(b) Creative thinking

(d) Self-esteem

(e) Assertiveness

TOPIC TWO

MALE/FEMALE RELATIONSHIPS

Q1. Explain seven Christian teachings on male/female relationships

Male/female were created as equal human beings: created in the image and likeness of God.

Male/female created for companionship, help/ partners/ compliment each other.

Both are co-creator with God – done through procreation.

Union between both is consummated in marriage.

Relationship is based on love and respect/chastity.

Man/husband is the head of the family.

Each man to have his own wife and wife own husband.

Husband and wife should not deny each other conjugal rights.

Youth should abstain from sex until marriage.

Male/female body is temple of the Lord.

Short periods of abstinence are allowed among married people but with consent from each other.

Christians appreciate different roles of men and women in the church e.g. leadership in choir for

women and men.

TOPIC THREE. HUMAN SEXUALITY

Q1. Explain the Traditional African understanding of human sexuality

Human sexuality is regarded as sacred and secret in many African communities.

The sacredness of sex is related to the power to transmit life – procreation.

It is taboo to discuss sex matters freely especially in the presence of children.

Grandparents who are free from any tying job teach sex education.

Young people are prepared for adult life in the context of age group e.g. games of sexual nature take

place within an age group. The age group has control of each other and there is no sex whatsoever.

During initiation ceremonies, vigorous sex education is provided to the initiates.

They are taught about sex, its secrets and the mystery of manhood and womanhood.

Girls are expected to remain virgins

Rape offenders are severely punished.

Boys and girls are not allowed to mix.

Division of labour is on the basis of sex.

Roles of boys and girls are taught from childhood e.g. by copying their parents.

Q2. Explain Christian attitude towards human sexuality

Sex is sacred.

Man and woman are equal before God.

It is for procreation.

Man and woman are complimentary.

Both were created in the image of God.

They became one in marriage.

Sex is only allowed in marriage.

Virginity is valued.

Human beings have the ability to control sexual desires.

Chastity is a virtue.

All forms of irresponsible sexual behavior are condemned.

Q3. In what ways is sex abused in Kenya?

By practicing fornication/sex before marriage.

Adultery – sex outside marriage

Through prostitution

By practicing bestiality

Through homosexuality/lesbianism/gayism

Incest

Rape/defilement of minors

Masturbation

Pornographic literature – using of technological devices in sex

Q4. Why do you think minors are defiled or sexually abused in Kenya daily?

Lack of self-control among some men.

Drugs and drug abuse.

Permissiveness in society.

Influence from the mass media.

Mental illness – mad people.

Erosion of the African culture/moral values

Devil worship/strange cults/false religion.

Breakdown of religion values.

Irresponsible parenthood.

Indecent dressing.

Leniency of the Law/no punishment for criminal.

Idleness

Poverty

Responsible Sexual Behaviour

Q 5. What is the Christian teaching on responsible sexual behavior?

Responsible sex is between male and female.

Sexual intercourse is allowed between married people.

Faithfulness is a virtue in this: Both partners must avoid adultery.

Responsible sexual behavior means exercising self-control.

It entails obedience to God’s commands hence a Christian has to shun forbidden sexual behavior e.g.

fornication.

Body temple of the Lord. Our sexual relationships should uphold human dignity and respect for our

bodies.

The Bible teaches that whatever we do with our bodies should be for the glory of God (1 Cor. 7:19-20).

Q6. List the difference types of irresponsible sexual behavior

Homosexuality (lesbianism, sodomy)
Bestiality
Masturbation
Rape
Incest
Prostitution
Fornication
Abortion

Q7. Explain the Christian teaching on responsible sexual behavior

It defiles the body, which is the temple of God.

It is wickedness.

It is unholy and dirty before God.

It is spiritually unclean.

Those involved break the commandment of God.

It involves coveting – a sin.

Polygamy is condemned and considered irresponsible.

Q8. State the effects of irresponsible sexual behavior

It can lead to sexually transmitted diseases (AIDS).

Can lead to pregnancy and then abortion.

If married people are involved (adultery) divorce may occur.

Separation

Children suffer lack of parental care due to divorce as a result of adultery.

It may lead to street children.

It discourages young people from marrying.

It can lead to fights, quarrels, misunderstanding and friction.

Young people can chop out of school due to pregnancy/AIDS.

Can lead to single parenthood.

Withdrawing from family and society.

Self-pity and loneliness.

Psychological problems e.g. depression

Stress

Suicide and death.

Unwanted/unexpected pregnancies.

Aggressiveness and violence.

LESSON THREE: THE FAMILY

Q5. State the different types of families

Nuclear family

Single parent family

Polygamous

Extended

LESSON TWO: MARRIAGE

Q1. Explain the Traditional African understanding of marriage

Marriage is viewed as the focus of existence, i.e. the point where the three members of the

community meet (i.e. living, departed and the unborn).

A rhythm of life through which everybody must participate.

Marriage is a duty/a must/compulsory

Failure to marry means the person has rejected society and the society rejects him in turn.

Those who do not marry are considered as sub-human or lawbreakers.

Marriage is God ordained.

Young boys and girls are prepared for this sacred institution during initiation.

They are taught everything pertaining to marriage e.g. sex.

Children cement the marriage.

Q2. What is the importance of children in Traditional African Society

They help their parents at old age.

Cement a marriage: One without children is considered incomplete.

Children (boys) provide security at home and the community.

They help in the perpetuation of the family and community name.

The departed are reborn through naming of children.

Provide labour.

It is through children that (new) members meet and get to know each other. Young children are

introduced to their relatives e.g. during initiation, marriage etc.

Children uphold the statue of parents.

Q3. What is the Christian teaching about marriage?

The church defines marriage as a covenant.

The Bible teaches that marriage is a divine institution.

Marriage is for procreation.

Marriage is for companionship.

It is for fulfillment of mutual love.

Marriage is a remedy against sin – fornication.

It should be monogamous.

Marriage should be permanent – no divorce.

Without or with children marriage is complete.

Sex outside marriage is forbidden.

Q4. What is the importance of courtship period in Traditional African Societies?

It helped in identifying a suitable marriage partner.

The two families involved established a firm relationship.

The boy and the girl had a chance to learn each other’s character.

It gives an opportunity to know whether the boy and girl are related.

Allows time for exchange of gifts between the two families, thus a firm relationship is established.

Time to negotiate the bride-wealth.

Boy and girl are instructed about their duties and responsibilities.

Q5. Why are many people opting for celibacy instead of marriage today?

Celibacy is used to refer to the unmarried.

Many remain single today because of Christianity – to serve God.

Some are born Eunuchs – cannot father children.

Education – one may want to pursue education

Career demands – too demanding to allow one get time for a family.

Lack of guidance and counseling on marriage and family.

Discouragement from failing marriages.

Economic reasons – one may not have money for a big house, wedding and bringing up a family.

Poor health e.g. epilepsy

Economic independence – whereby young people feel satisfied when they have enough money.

Parental interference – or whom their son should marry.

Disappointing relationships.

CHAPTER SIX

CHRISTIAN APPROACHES TO WORK

Q1. What is work?

Answer

Work means any human activity, be it manual, intellectual or both.

Q2. List any six reasons why people work

People work for self-satisfaction and fulfillment.

For personal development.

In order to acquire basic needs of life.

To give life meaning, direction and dignity.

To provide service for the community.

To acquire wealth and status in the community.

In order to socialize and grow as a member of a community.

To attain independence and stop depending on others.

In order to help others e.g. beggars.

Q3. Explain the Traditional African attitude towards work

Work was understood as a fundamental dimension of human existence here on earth.

It is through work that human beings were able to change, reorganize and restructure their society.

It was regarded as a recreational activity as through it, people built their houses, places of worship,

produced art like sculpture and carving.

Work was highly valued and the dignity of work was taught early in life.

Each member had his own role to play e.g. men went out to hunt, herd etc accompanied with boys

while mother did house work with the help of daughters.

Grandparents taught the youth how to behave and baby seated.

They believed work was God’s will and so they invoked God’s name through prayer, sacrifice to bless

their work.

They had freedom over their work. No supervision. They decided when to work, when to rest but rest

came after work.

Work was related to leisure, for people sang, danced and told stories as they worked.

Through work, many people exploited talents or learned e.g. building houses, song etc.

All were workers – work was compulsory.

Work brought people together – solidarity. This is because they shared work (communal work).

Q3. List some of the factors that have changed the attitude towards work in the modern society

Level of education – determine the type of work.

Availability of job opportunities.

Stiff competition

Work is personal unlike in Traditional African Communities where it was social.

Negative attitude to work. This is where some people hate manual work.

People work for personal gain and gratification.

Work is a commodity to be sold to the highest bidder.

Q4. What are the rights of employers?

They have a right to a fair taxation in their business.

Get profits from their business.

Have association with other employers.

Expect loyalty form their employees.

Receive from their employees work input as agreed upon on the employment contract.

Operate without being black mailed by trade unions.

Open business ventures without Government restrictions.

Q5. State the duties of employees

To carry out their duties to the best of their ability without supervision e.g. be punctual, present etc.

To respect and protect the property of the employer.

To resort to peaceful means of solving problems, and not destructive ways e.g. strike.

To work diligently for self – fulfillment and development.

To respect the employer and fellow employees.

Q6. Why has child labour become common in Kenya?

Definition: – This is the employment of children on a full time basis.

Reasons:

Their labour is cheap.

They are not unionisable and can therefore not fight for proper terms and conditions of service.

They can easily be lured and fired.

They do no have qualifications in any skill so as to negotiate for their terms.

They are looked at as a source of income by their parents or guardians.

Q7. What are the causes of unemployment in Kenya?

High population – There are too few job opportunities as compared to the many young people.

Hatred for manual work – many youth are looking for white-collar jobs despising the available “blue

jobs.”

Bribery and corruption – In the job market whereby the rich are able to give while the poor though

with good qualifications cannot secure a job.

Lack of skills and capital to start self-employment.

Bad governance and poor economic policies from the government.

SAPS – Structural Adjustment of Programmes i.e. Policy – not giving funds has led to poverty.

International policies of globalization that have affected the agric sector that has been the greatest

employer in Kenya.

Retrenchment of workers in the Civil Service and Private Sectors.

Increase in crime that has aggravated insecurity in the country. This has discouraged local and

international investors.

Q8. What can the Government do to reduce unemployment in Kenya?

By creating more job opportunities.

By starting more industries.

Increase of workers by 10% after every 10 years.

Encouraging self-employment whereby loans and space are given.

Starting of a school curriculum (8.4.4.) – starting that gears students into blue-collar jobs.

Starting the District Funds for Rural Development = C.D.F.

Stopping rural –urban migration.

By Africanisation of jobs – sending away foreign workers.

CHAPTER SEVEN

CHRISTIAN APPROACHES TO LEISURE: AND THE USE AND ABUSE OF DRUGS

Q1. Identify five (5) reasons why the taking of alcohol as a way of spending leisure is condemned

It leads to conflicts/quarrels within the family.

Misuse of family resources.

May lead to addiction.

Leads to irresponsible sexual behaviours e.g. prostitution, adultery, and fornication.

Could lead to loss of income.

May lead to irresponsibility, which leads to accidents such as motor accidents.

Q2. Write down 5 ways in which modern Christian use their leisure time

Organize/attend religious seminars.

Participate in church choir/concerts.

Offers services to the aged.

Read religious literature e.g. Bible.

Keep the church and its environment clean.

Have fellowship with other Christians.

Initiate self-help projects to assist the needy.

Provide guidance and counseling to the community.

Preach the word of God.

Visit relatives and friends.

Be with family members.

Listen to Christian preaching/songs on radio.

Q3. Give 5 ways in which drug abuse could affect a Christian family

Drains family resources.

Fights in families may occur.

Leads to diseases.

Leads to family break-ups/separation/divorce.

It reduces one’s capacity to be productive in the family.

Results in making wrong decisions/judgement.

Leads to denial of conjugal rights.

Leads to loss of religious values.

Leads to poor role models for children.

Leads to crime/imprisonment.

Q4. Identify ways in which Christians can overcome temptations to drug abuse

Practicing self-control.

Praying against being tempted.

Seeking guidance and counseling.

Avoiding the company of those who misuse drugs.

Reading literature on the correct use of drugs.

Participating in activities that promote proper use of drugs/healthy activities.

Q5. Why is leisure important in the life of Christians?

Gives one time to visit the sick/needy.

For dedicating oneself to God/worshiping God.

Provide an opportunity to fellowship with others.

It allows one to develop the different talents given by God.

It gives one an opportunity to meet new friends/family.

One is able to read the word of God.

Provides an opportunity for one to preach/evangelize.

Provides an opportunity to take care of the environment.

Provides an opportunity to guide and counsel others and be guided.

Provides time to rest to gain lost energy.

Q6. What factors have contributed to the misuse or leisure in Kenya today?

Too much money/wealth/availability of drugs/contraceptives.

Inadequate facilities.

Lack of proper guidance/education on how to use leisure.

Poverty

Inability to make right decisions.

Bad company/peer pressure

Watching/reading phonographic materials/negative media.

Misunderstanding in families/frustrations.

Inability to balance between different activities.

Permissiveness

Lack of role models

Idleness/boredom/unemployment

Q7. State the factors that have led to the misuse of drugs in Kenya today

Poor role models.

Stress/depression/rebellion.

Peer pressure/curiosity.

Irresponsible parenthood.

Influence of mass media.

Availability of drugs/wealth.

Lack of guidance and counseling.

Corruption/greed.

Poverty

Moral decay/permissiveness in the society.

Lack of knowledge/ignorance on use of drugs.

Idleness

Urbanization/west culture.

CHAPTER EIGHT

CHRISTIAN RESPONSE TO ISSUES RELATED TO WEALTH, MONEY AND POVERTY

Q1. Explain the biblical teaching on wealth

It is a blessing from God.

When wealth come with responsibility.

Wealth can create a sense of false independence.

It should be acquired in just and honest way.

Wrong attitude to wealth leads to idolatry.

One should seek spiritual wealth, which is permanent and more fulfilling.

It is wrong to discriminate others on basis of material possessions.

Christians should share whatever wealth they have.

Wealth is not supreme good.

Wealth gives people independence so that they do not beg.

Wealth may bring suffering and insecurity.

God is the owner of wealth and people should realize that they are only stewards.

Q2. Discuss the biblical teaching on acquisition and use of wealth

Riches acquired through just and fair means are not condemned.

Even if wealth is acquired through just means it should not be idolized.

Failing to use wealth to glorify God.

God is the source of all riches.

Wealth is acquired through obedience to God’s laws.

People ought to take care of their wealth not misuse.

Wealth should be equally distributed and not concentrated in the hands of a few.

Wealth should be used to develop the nation’s infrastructure.

Q3. Explain ways in which people misuse wealth in Kenya today

Indulge in alcohol and drugs.

Engaging in immoral practices e.g. prostitution.

Gambling which might lead to loss of wealth.

Being luxurious/extravagant

Unfair class competition among the wealthy.

Using wealth to undermine others e.g. assassination

Using wealth to promote crime.

Engaging in risky/dangerous sports or projects e.g. motor racing, wrestling.

Using wealth selfishly/lack of social concern.

Using wealth to engage young people into immoral practices e.g. sex tourism.

Q4. Show how misuse of wealth leads to family instability

One may indulge in alcohol/drug abuse at the expense of family needs.

Engage in immorality/extra-marital sexual relations/prostitution.

Leads to misunderstanding on how to use wealth/invest.

One uses wealth to engage in gambling.

Spoils children/encourages laziness.

Arrogance/pride/showing off

One becomes obsessed with wealth and fails to care for the family love – has no time for the family.

Inheritance squabbles in case of death.

One fails to meet the basic needs for the family.

Q5. Give ways in which Kenyan Government is alleviating levels of poverty

Offering free education.

Provision of C.D.F.

Allocation of bursary to the needy.

Creating and enabling environmental employment in formal and informal sectors (easy access to

loans).

Providing market for agricultural products e.g. K.C.C, Cereal Board.

Provision of low cost health services.

Improving infrastructure e.g. roads, electricity.

Providing youth fund through the Ministry of Youth Affairs.

Q6. State the factors that have contributed to high levels of poverty in Kenya today

Geographical factors e.g. adverse climate conditions.

Historical/colonialism and social factors e.g. poor family background.

Political instability, which may lead to civil wars.

Poor governance.

Regional imbalance of natural resources.

Low level of technology.

Unemployment

Laziness

Over dependence on foreign aid

Abuse of alcohol and other drugs

Lack of formal education hence no employment.

CHAPTER NINE

CHRISTIAN APPROACHES TO LAW, ORDER AND JUSTICE

Q1. State ways in which Christians can promote unity/peach in the society

By reporting criminals to the police.

By being good example to others as peacekeepers.

Praying for criminals.

Building and counseling criminals.

Teaching the society the importance of keeping peace.

Condemning evil and evildoers.

Q2. Why should Christians take part in voting?

They belong to the society and leadership affects them.

It is a God-given duty.

In order to choose righteous leaders who will encourage values/virtues.

In order to help reduce bribery and corruption and other vices in the society.

CHAPTER 10

CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND THE

ENVIRONMENT

Q1. How can modern Christians evaluate scientific and technological discoveries?

They should keep in mind that God gave them high-level power of thinking.

Discoveries must be used intelligently to solve man’s problems.

They should not be used as an insult to God who created all things e.g. in things like plastic surgery,

test tube babies etc.

Discoveries must be used intelligently to solve man’s problems.

Discoveries should not erode Christian values by increasing man’s trust in scientific and technological

production.

Acknowledge God as the source of all truth including science.

Should help man make moral decision and judgments e.g. effect of alcohol, smoking, etc.

Man should not be a slave to scientific discoveries instead he should control it.

Q2. Why is the church in Kenya opposed to plastic surgery?

It is against God’s plan of old age and death.

It is a sign of lack of appreciation to God’s work of creation.

It can lead to death if the operation fails.

It interferes with God’s image given at birth.

May be very expensive.

Emphasis on beauty and pleasing which are seen as idolatry.

Certain diseases can be transmitted especially where tissues may be detached from a donor with an

infectious disease.

Can bring about other operations like diseases.

Scientists use it to compete with God’s creation.

Leads to vices such as pride.

It may lead to criminal activities by the victim due to different appearances.

It is a sign of lack of faith in God’s power of creation/healing.

It is against human dignity.

Q3. How have science and technology improved human life?

Modern methods of transport and communication have improved social interaction and faster

movements.

It has improved efficiency at work where machines are used.

Has improved agricultural development hence increasing food production.

Irrigation and wealth forecasting have too increased in food production.

It has brought better health care through modern medical technology.

Human beings are now better placed in terms of security matters by use of radar, alarms and

electrical fencing.

It has led to the creation of job opportunities through industrial development.

Formal education and training has equipped human beings with new skills for survival.

Trade has been promoted through the use of computers and the Internet.

Q4. What are the consequences of science and technology in our society today?

Unemployment is acute in our society today because computers have taken over.

There is exploitation of workers by the employers because they want maximum profits.

It has caused pollution and air poisoning.

It has caused health hazards and accidents in factories, roads etc.

Machines have replaced human labour.

Families are separated due to employment whereby a mother lives in the rural with children while

the father goes to town to work.

It has destroyed family relationships and replaced it with individualis

Teachers' Resources

AGRICULTURE TEACHING NOTES FORM 4

October 5, 2025 Maverick John Leave a comment

AGRICULTURE FORM 4

Livestock Production V (Poultry)

Introduction

Poultry industry in Kenya has developed tremendously due to the use of artificial incubation and brooding and easy availability of hybrid birds, both eggers and broilers.
Poultry production has become an easy source of income and food for the rural as well as the urban communities.
The term poultry includes domestic birds such as turkeys, ducks, geese, pheasants, doves and pigeons.
Of late ostrich farming has become a lucrative activity.
Poultry production starts with incubation of eggs.

Parts of an Egg

Shell

Forms 10-12% of the whole egg content.
Made of calcium and phosphorus.
Protects the inner egg contents.

Shell membrane

Made of inner and outer membranes.
Lining of the egg shell.

Constitutes 1 % of the total egg content.
- Albumen (egg white)
About 55-60% of the total egg content.
It is divided into chalaza, thick and thin albumen.

Chalaza holds the egg yolk in position.
Albumen serves as food for the chick.
- Yolk
30-33% of the total egg content.

Supply embryo with nutrient

Germinal disc -The embryo which develops into a chick if fertilized.

Vitelline membrane – Gives the yolk its round shape.
Air sac
Keeps the egg fresh by allowing gaseous exchange.
Provides oxygen for the embryo

Egg Candling:

This is the practice of determining the internal qualities of an egg by examining it against a light source.

Procedure

The egg is placed on a hole made on a .cardboard box.
This is called a candling box.

A source of light is placed in the box directly under the egg.

The observer then looks through the egg against the source of light below.
Abnormalities on and within the egg can be seen through the translucent shell.

Incubation

Involves the provision of fertile eggs with the proper condition for embryonic development.

Selection of Eggs for Incubation

Should be fertile.
Should be of medium size about 55- 60gms in weight.
Should have smooth shell.
Should be oval shaped.
Should not be cracked.
Eggs should be clean to ensure that pores are open.
Should not have abnormalities such as blood spots, meat spots and double yolk. .
Eggs should not be more than 5 days old.
Eggs should be fresh that is collected within one week.

Internal egg qualities can be determined through the egg candling process.

Methods of Incubation

Natural Incubation

This involves the use of a broody hen which sits on the eggs to provide them with conditions necessary for hatching.
Takes 20-21 days.
The hen is given about 10-15 eggs.

Signs‘ of Broodiness in Poultry

Tendency to sit on an egg after laying.
Moulting of the hen.
Making some noise at the laying nests.
Feathers are raised.
It becomes aggressive when disturbed.
It stops laying.

Preparation and Management of Natural Incubation

The hen is given “China eggs” to sit on to induce broodiness.

When broody the hen should be provided with a nesting nest or a saucershaped nest scooped on the ground.
The nest shall be lined with soft bedding and fertile eggs provided.
The eggs are set in the evening or night.
The bird is dusted to control external parasites.
The hen is allowed t hour outside to feed and exercise everyday.
Broken eggs should be removed immediately.
The hen should not be disturbed.

Advantages of Natural Incubation

It is cheap.
High hatchability.
Low risk involved.
Useful in small scale production.
Less skill is required.
Less laborious.

Disadvantages of Natural Incubation

Egg production is low because the hen will not lay eggs during incubation.
It is not possible to plan when to incubate.
If the hen dies the eggs will be destroyed.
If the hen deserts the eggs or refuses to sit on them the farmer will incur losses.
Only few chicks can be hatched at a time by one hen.
Diseases and parasites could easily be transmitted to the chicks.

Artificial Incubation

This is the use of artificial device known as an incubator for hatching eggs.

Conditions Necessary for Artificial Hatching of Eggs

Temperature – maintain at 37.5°C-39.4 °C throughout to control the rate of embryonic development of the chick. High or low temperatures are lethal.
Ventilation – Good air circulation.
Carbon dioxide: oxygen ratio maintained at 0.03%:21 %.
Relative humidity – Maintained at 60%.

High humidity leads to marshy chicks
low humidity the chick may stick to the shell.

Turning of Eggs –

Done 3-4 times a day to facilitate uniform distribution of heat for uniform development of chick.
Turn slowly 180 ° clockwise along the axis to avoid breaking the blood v
Some incubators have automatic turning mechanism.
Cleanliness – cleaning and disinfecting the incubator with formaldehyde solution.

Advantages of Artificial Incubation

It facilitates large scale production of chicks.
Incubators are always ready when needed.

Artificial incubation leads to higher egg production because broodiness in the hens is not required, so there is more time for laying eggs.

Disadvantages of Artificial Incubation

High initial capital in buying an incubator.
High level of management and attention is required.

It is not economical for only a small number of eggs.
High risks involved in turning the eggs.

Brooding and Rearing of Chicks

Brooding is the rearing of day old chicks upto 8 weeks old for the layer chicks and 2 weeks for the broiler chicks.
For successful brooding the source of the chicks should be considered.

Sources of Chicks

The following factors should be considered:

The reputation of the supplier (hatchery).
Time taken by the chicks in transit.
Proper sexing and breed identification.

Brooding

Natural Brooding

A hen is allowed to take care of the chicks.

She provides them with warmth and security.
She stays with the chicks for 8 weeks and then rejects them.

Advantages

It is cheap.
Less labour is needed.
Suitable for small scale.

Disadvantages of Natural Brooding

Not possible to produce large numbers of chicks.
The hen goes off laying during brooding time.
Only possible when a broody hen is available.

Artificial Brooding

The chicks are raised artificially in a structure known as a brooder until they are 8 weeks old.

Brooder Requirements

Temperature – should be about 35°C in the 15th week and reduced to 21°C by the 8^t^h week.
Litter – wood shavings which are capable of absorbing 60% moisture without showing wetness should be used.
Space confinement – Done by use of hardboards which are about 25cm high and form a circular space. A space of 1m² for 25 chicks is required.
Feeders and waterers – should be enough for the chicks and evenly distributed in the brooder.
Ventilators – windows should be enough to allow proper air circulation but direct draught should be avoided.

Types of Heaters in the Brooder

Electric heaters – one ordinary bulb 100 watts can raise 30 chicks.
One infrared bulb 240 watts can raise 100 chicks.
Kerosene burners – Hurricane lamps can raise 100 chicks.
Charcoal burners – these are specially made jikos with heat deflectors.

Brooder Management

Preparation Before Chicks Arrive

Start 2-3 days before arrival.

The brooder house should be cleaned to remove old litter and then disinfected.
New litters 5-1Ocm high should be put in and covered with absorbent materials/news papers.
Equipment should be cleaned, disinfected and tested to make sure that they are working.
The brooder is lit about 6 hours before the chicks arrive.
Feed and water should be placed into shallow containers.
Brooder space should be confined with a hard board to prevent chicks straying far from the source of heat.

Management After Arrival of the Chicks

Chicks are placed in the brooder during the day to familiarize with the brooder.
If chicks arrive stressed and weak they should be given glucose solution in the waterers.
In case the heat source is charcoal burners they should be covered with wire mesh.
Feed chicks with chick mash which is later mixed with growers mash as the chicks grow.
Clean water should be provided and changed regularly.
Constant attention should be given to the chicks for the first 2 weeks.
Any vices should be checked and controlled.
Any dead chicks should be removed as soon as seen.
Ventilation should be used to control the temperature and humidity in the brooder.
Constant disinfection is required at the entrance to avoid diseases.
Brooder space should be increased as the chicks grow.
Debeaking should be done at 10 days old.
Vaccination against diseases such as Gumboro after 2 weeks, New Castle at 3-4 weeks and fowl typhoid at 7 weeks.
Dusting to control external parasites.
Growers’ mash should be introduced gradually at 7 weeks old.
Chicks are removed from the brooder when they are 8 weeks old.
On average the chick uses about 1.5kg – 2.2kg of chick mash by the time it is 8 weeks old.

Temperature Control in the Brooder

If the brooder temperatures are low the following should be done:

Brooder space is reduced.

Heaters are increased.
Ventilators are closed.

If the brooder temperatures are too high the following should be done:

Brooder space is increased.
Heaters should be reduced.
Ventilators should be opened.

Management of the Growers

The growers are birds at the age of 9 weeks to the point of lay that is at 18 weeks.
Growers should be fed on growers’

By this time the growers should be occupying the main poultry house.
Sick birds should be isolated and treated.
A foot bath for constant disinfection should be placed at the entrance.
Each bird is fed 115 gms per day of growers’ mash.
Greens and soluble grit should also be provided.
Clean water should be provided all the time (adilibitum).
Drenching against internal parasites should be done by adding a dewormer into the water.
Vermins should be controlled.
Litter should be kept dry by turning.
Vaccination should be done as required.
Layer pullets require dimly lit house.

Management of the Layers

Layers’ mash should be introduced at 18 weeks and increased gradually.
The birds start laying at 18-21 weeks.
The birds should be vaccinated against New Castle and fowl typhoid.
Enough floor space roosts, feeders and waterers should be provided.
Each hen should be given 120gms per day of layers’ mash.
Clean water should be provided adlibitum.
Eggs should be collected twice a day at noon and in the evening.
Green leaves should be provided to keep the birds busy thus preventing cannibalism and improve the yellow colour of the yolk.
Grains should be given in addition to the layers’ mash at the rate of 65gms per bird per day.
Soluble grit or oyster shells should be provided at all times for efficient digestion and strong shelled eggs.
Layers should be fed according to their body weight and the rate of egg production for example a 70kg bag should feed 100 layers for 4-5 days.
Enough laying nests should be provided at least 1 per 5 layers.
The laying boxes should be dimly lit to reduce egg eating.
Debeaking should be done when necessary.
Broken eggs and dead birds should be disposed off properly.
The non-layers and cannibals should be culled.

Management of Broilers

Broilers are table birds kept for meat production.
They have high growth rates or high feed conversion ratio.

The objective is to produce a kilogram of quality poultry meat from less than two kg of broiler feed.

The broiler chick requires special broiler feed from day old to 4 weeks of age.
Broiler starters’ mash or crumbs should be fed.
This contains coccidiostat, high level of protein, vitamins and trace elements for early growth.
From 4 weeks to 8 weeks they are given broiler follow-on mash or pellets.
This feed contains high level of metabolisable energy to ensure a good cover of subcutaneous fat in the finished broiler.
From 8 weeks until slaughter finisher pellets should be given to increase the size.
Adequate clean water should be provided at all times (adlibitum).
High level of hygiene should be maintained to reduce mortality rate.
Birds should be dusted with appropriate pesticides to control external parasites.
Deworming should be done routinely.
Vaccination against common diseases should be done.
Dead birds should be disposed off properly.
Broilers should be kept under deep litter system, the house should be well ventilated and well lit.

Poultry Rearing Systems

extensive,
semi intensive
Intensive systems.

The Extensive Systems

Free Range

Birds are set free throughout the day to fend for themselves.
Birds are confined in night shelters for the night.
There is no supplementation.

Advantages

Birds eat insects and green leaves therefore less feed is required.
Cheap method.
Cannibalism and egg eating are reduced since the birds are not crowded.
Manure is evenly spread in the runs.
Low labour requirement.
Birds get plenty of exercises thus helping to keep in good health.
No need to provide grit as birds pick it from the soil.

Disadvantages

More land is required if a farmer wants to rear many birds.
Birds can be stolen or eaten by predators.
Eggs get lost in the vegetation or stolen.
Eggs get dirty.

Difficult to determine layers from non-layers.
Birds get easily infected with diseases and parasites of the area.

Breeding programme is not easy to follow.
Birds can destroy crops where perimeter fencing is not constructed.
Low productivity per unit area.

Semi-Intensive

Fold System

Birds are confined in small portable structures called folds.
A fold measures 3.5m long, 1.5m wide and 1.5m height.

1/3 of the fold is roofed while the rest is enclosed with wire mesh.
Birds get plenty of sunlight.

Birds get fresh grass as the fold is moved to new grounds.

Advantages

Manure is evenly spread in the field.

Less feed is used because birds eat grass.
Reduces build up of parasites and diseases since the fold is moved often.
Birds are protected from predators.

Disadvantages

Few birds are kept per fold.

It is laborious since the folds are moved from one place to the other.
Individual egg production record is difficult to keep.
The fold does not last long because of
high frequency of handling.
The return per unit area of land is low.

Intensive System

Deep Litter System

Birds are confined in a house throughout their life.

The floor of the house is made up of litter which accumulates over time.
Enough feeders, waterers and laying boxes are provided depending on the number of birds and space available.
Movable roosts and perches made of timber frames should be provided in the house.

Stress and vices should be watched closely and controlled.
Eggs should be collected as frequently as possible to prevent dirt and egg eating.

The house should be dimly lit.
The floor space requirement should be 1m² per 2-3 birds.

Advantages

High stocking rate per unit area of land.

Low labour requirement.
Fast accumulation of manure.
There is control of feeding, egg production and movement of birds.
Safety of the birds is guaranteed from predators.
No loss of eggs.
Useful method when rearing breeding stock.
Regular cleaning of the house is not necessary since the litter absorbs the droppings.
Easy collection of eggs.

Disadvantages

High incidence of cannibalism like egg eating, feather plucking and toe pecking.

Pests and disease causing organisms accumulate in the litter.
Individual records of the birds are not possible.
May be difficult to find litter.
Eggs become dirty if laid on the floor.
Feeders and waterers may be contaminated by the litter.
The system encourages broodiness in hens.
High infestation of diseases if the management is below standard.
If there is a disease outbreak, it can spread very quickly throughout the house due to the communal housing.
High cost of building deep litter house.

Battery Cage System

Birds are confined in cages which are placed in the poultry house.
The cages are made of wire mesh
Each cage contains 1-3 birds.
Water and feed troughs together with eggs trays are fitted along the front side of the cages.
The floor of the cages should be slanting to allow the eggs to roll out of the cages.
Droppings from the cages fall from behind for easy cleaning.

Advantages

Records are easily kept therefore culling is easy.
Birds do not become broody.
More eggs are collected due to restricted movement of the hens and complete control of egg eating.
Tender meat is obtained from the culls because the muscles have not been toughened much.
Handling is easier than in the other systems and individual attention to hens is given.
Stocking rate is very high.
Vices are greatly reduced.
Eggs are clean because hens do not step on them.
The system can easily be mechanised.
Birds do not contaminate the food and water.
Sick birds can be detected easily and isolated for treatment.
Wire floors prevent re-infestation of parasitic worms and coccidiosis.
No bullying during feeding.
Low labour requirement.

Disadvantages

Initial costs for cages, equipment and house are excessively high.

Requires high level of management.
Higher maintenance costs where automation is used.
Birds may get fatigue due to lack of exercises thus lowering productivity.
In case of disease outbreak, spreading is very fast.
Birds develop bruises on combs, breasts and toes as they stick their necks out-to feed and walk in the cages.
Not useful when rearing breeding stock and the rearing of broilers.
Cannot be used for brooding young chicks.

Stress and Vices in Chicken

Stress is a condition imposed on the birds making them disturbed and uncomfortable.
Stress reduces production and brings about poor performance.
Vices are habits developed by animals.
These affect production and health of the birds.
Usually they are bad habits.

Cause of Stress in Poultry

Sudden changes in routine management.

Presence of strangers in the poultry house.
Presence of animals and vermins.
Too much noise.
Constant and poor handling.
Sudden weather changes.
Disturbance of the pecking order.
Overcrowding
Poor hygiene.
Disease and pest attack.
Lack of food and water.

Control of Stress

Poultry house should be kept quiet and constructed away from noise.
Poultry house should be insulated to maintain constant temperatures.
Parasites and diseases should be controlled.
Change in routine management should be gradual.
Enough feed and water should be provided.

Vices

Feather pecking.
Cannibalism (toe and vent pecking).
Egg eating.

Pecking and Cannibalism

Situation where birds peck at each other resulting in death or injury.

Effects:

Feather and body growth rate IS reduce

Loss of birds due to death may result from cannibalism.
Culling rate is increased (economic loss).
The appearance of the carcass is spoiled thereby reducing its market value.

Causes of Cannibalism

Overcrowding in the house.
High temperatures in the poultry house making the birds uncomfortable.
Too bright light.
External parasite infestation.
Inadequate and incorrect feeding.
Idleness of the birds.
Greediness of the birds.
Disturbances of the pecking order.
Prolapses of the rectum which occurs once in a while.
Bright light in the lying boxes.

Preventive Measures

Ample spacing should be provided on the floor, feeders, waterers and laying boxes.
Overheating should be avoided during brooding.

The house should be dimly lit for the layers.

Laying nests should be darkened and above the groun

Dusting should be done to control external parasites.
Provide enough balanced ration.
Birds should be kept busy.
New/strange birds should not be allowed in the house.

Egg Eating

A vice influenced by the following:

Presence of broken or soft shelled eggs.

Idleness of the birds.
Inadequate laying nests.
Mineral deficiencies.
Bright light in the laying nests.
Greediness of the birds.

Preventive Measures

Eggs should be collected regularly.

Laying boxes raised above the ground.
Laying boxes should be darkened.
Birds should be given balanced ration.
Debeaking should be done as need be.
Birds should be kept busy with greens.
Birds should be kept according to age groups.
Injured birds should be isolated and treated.

Marketing of Poultry Products

Poultry products include eggs and meat.

Marketing of Eggs

Eggs are delicate and perishable foods and have the highest value when fresh.

The factors considered when sorting out and grading eggs for the market include:

Size/weight of the egg – large eggs fetch high prices than small ones. The average weight should be about 57gms.
Shape of the egg – The normal egg shape is oval, with a broad end and a narrow end.
Cleanliness – Consumers prefer clean eggs.
Colour of the shell – Brown eggs are popular with the consumers.
Candling qualities – candling is done to determine freshness of the eggs and presence of any other egg abnormalities.
Shell texture – should be smooth and without cracks.

Poultry Meat

Broilers are slaughtered at the age of 1-2.5months old with a life weight of 1.5-2kgs.
The birds are killed and dressed in a clean way before being wrapped in clean bags ready for sale.

The meat is sold in hotels and restaurants.
Whole birds can be sold live in local markets.

Livestock Production VI (Cattle)

Introduction

Cattle production is a widely distributed enterprise in Kenya.
Most farming communities choose between the exotic and the’ local breeds or their crosses depending on the environmental conditions.
Whereas the backbone of beef industry in Kenya is made up of the indigenous animals and their crosses, and based in the somewhat drier areas, the-dairy industry is mainly based on the exotic breeds and their crosses and common in the wetter regions of Kenya.
Whatever production undertaken, the returns depend mostly on the management levels provided to these animals.
A productive herd starts with good management of the young stock.

Raising of Young· Stock.

The young one of cattle is known as a calf.

Feeding Dairy Calves

Newborn calves should be given colostrums within the first 3-5 days of their life.
Colostrum is important for the following reasons:

It is highly digestible.
It contains antibiotics.
It is highly nutritious.
It serves as a laxative.
It is highly palatable.

Calves can be fed using natural method (direct suckling) or artificially/bucket feeding.

Natural Method

In this method, calves suckle the mother directly.

Advantages

The calf takes milk at body temperature.
The milk is free from contaminants.
Less problems of scouring.

Disadvantages

Underfeeding of the calf may result.
Cows may not let down milk in case the calf dies.
Difficult to keep accurate production records.

Artificial/Bucket Feeding

The calf is trained to feed from the bucket immediately after birth.

The calf is trained as follows:

Well measured milk is put in a clean bucket.
Index finger is inserted into the mouth of the calf.
The head of the calf is lowered slowly into the bucket until the calf starts to drink the milk.
The finger is withdrawn slowly as the calf continues to drink from the bucket.
The procedure is repeated until the calf gets used to the process.

Advantages

Easy to keep accurate production record/milk yields of the cow.
Possible to regulate the amount of milk given to the calf
The cow does not need the presence of the calf in order to let down milk
Easy to maintain high hygiene standards.

Disadvantages

Laborious
Calf may be given cold milk
Equipment used and the stockman may be dirty leading to scours

Preparation of artificial colostrums

Ingredients used

A fresh egg whipped in 0.86 litres of warm water
Litre of warm water
One teaspoonful of cod liver oil
One tablespoonful of castor oil
Note; colostrums is fed to the calves three times a day for the first 4 days of life and thereafter twice a day.

Weaning of calves

Early weaning

Calf is fed on whole milk up to the tenth week then it is weaned
Calf is given milk equal to 10% of its body weight up to the 8^th week
After 8^th week, milk is reduced gradually by 1 kg until weaning
Calf is given early weaning concentrates and soft forage

Early Weaning Guide

Age in weeks	Whole milk(kg/day)	Concentrates(kg/day)
1	Colostrums ad libitum	–
2-3	5	–
4-5	6	0.25kg/day
6-7	6	0.5kg/day
8-9	5	0.75kg/day
10-11	4	1.00kg/day
12-3	–	1.50kg/day
14-15	–	2.ookg/day
16	–	2.ookg/day

Late weaning

Calf is fed on whole milk up to the 3^rd week, when milk is replaced gradually with skim milk.
At the age of 3weeks the calf is introduced to calf pellets or pencils and green fodder.
The calf is given plenty of clean water.
The calf continues to be given additional skim milk up to the age of 14 weeks when maximum amount of milk is given.
Skim milk is reduced from 14 weeks to 16 weeks when weaning is done.

Late weaning guide

Age in weeks	Whole milk (kg/day)	Concentrates (kg/day)	Skim milk (kg/day)
1	Colostrums ad libitum	–	–
2	3.5	–	–
3	4	–	–
4	4.5	0.25kg/day	1
5	4.0	0.5kg/day	3
6	3.0	0.75kg/day	5
7	–	1.00kg/day	7
8-14	–	2.00kg/day	8
15	–	2.00kg/day	4
16	–	2.00kg/day	4

Rearing of replacement stock

The replacement stock includes young heifers and bulls which have been selected for breeding to replace the old stock.

Management Practice

Parasite control-Spraying against external parasites and deworming against internal parasites.
Disease control-Calves are vaccinated routinely against diseases such as;

Blackquater-at 4 months old.
Anthrax and Blackquater at 6 months old
Brucellosis – 3-8 months old (heifers).

Castration – for male calves not selected for breeding.
Identification – Suitable methods are used. It allows proper record keeping.
Removal of Extra Teats ;

These teats are known as supernumerary teats which make milking of the animal difficult.
They are clipped off with teat clippers.

Dehorning/Disbudding – The removal of horn buds using suitable methods.

Calf Housing

Requirement of a Calf Pen;

Should be clean and easy to clean.
Be warm and dry.
Have adequate space to allow exercise and feeding.
Should be properly lit and allow sunlight for Vitamin D.
Have proper drainage to avoid dampness.
Draught free to prevent chilling.
Be well ventilated to allow fresh air.

Types of Pens

These can be;

permanent
mobile/movable.

Permanent Pens

Have a solid floor raised above the ground.
The floor should be slanted for drainage.
Constructed near the milking parlour.

Mobile/Movable Pens

Have an open floor to allow grass into the pen.
Easily moved from one place to another to avoid soiling.
Kept outdoors in the pastures to allow the calf to nibble on pastures.

Single Housing

Calves should be housed singly up to the age of 3 weeks, when they are put in group pens.
This is to avoid them licking each other and swallowing hairs which form indigestible balls.

Milk and Milking

Milk is the white lacteal substance secreted by the mammary glands of the female mammals.

Composition of Milk

Protein – Casein and whey.
Fat – Butter fat.
Carbohydrates – Lactose
Minerals – mainly calcium and phosphorus.
Water

Factors Affecting Milk Composition

Age of the animal.
Conditions of the animal.
Stage of lactation and pregnancy.
Completeness of milking.
Type of breed.
Season of the year.
Type of food eaten.
Physiological conditions such as diseases.

Milk Secretion and Milk Let-down

Milk is secreted by the mammary glands which is an accessory gland of the reproductive system.
The mammary gland of a cow is known as an udder.

Structure of the Udder

The udder is composed of the following parts:

Alveolus cells – synthesize and secrete milk.
Lobule – a group of alveolus cells.
Lobe – Several lobules grouped together and drained by lactiferous ducts.
Gland cistern – space where milk collects from the lobes.

Teat cistern – A space where milk collects before emission.

Teat -An organ which drains each quarter of the udder.

Milk Secretion

The process of milk secretion is known as lactogenesis.

The digested food is taken to the udder via blood vessels.

In the udder the nutrients are carried into the alveoli cells where metabolic reactions take place to build up these nutrients into milk.

A hormone prolactine is secreted by pituitary gland which brings about lactogenesis.
The milk secreted is then stored in the upper parts of the udder waiting to be released.

Milk Let-Down

The process of milk let-down occurs naturally when the animal is stimulated.

Milk secreted moves from alveolar region through the ducts to the gland cistern.
Oxytocin, a hormone secreted by the pituitary gland causes the contraction of the udder muscles forcing the milk down the teats.

Oxytocin hormone lasts 7 -10 minutes in the blood stream hence fast milking is important to withdraw the milk.
Milk is withdrawn from the teats by gently squeezing them.

Factors Influencing Milk Let-Down

Presence of the calf.

Presence of the milkman/milker.
Rattling of the milk equipment.
Site of the food/feeding the animal.
Massaging or washing the udder.
Sight of the milk parlour.

Factors Inhibiting Milk Let-Down

Beating the animal/inflicting pain to the animal.

Presence of strangers and animals for example dogs.
Poor milking techniques.
Absence of the calf (in case the cow is used to it).

Clean Milk Production

The following factors are essential for clean milk production:

A healthy lactating cow.
A healthy and clean milker.
Clean and properly constructed milking parlour.
Clean and disinfected milking equipment.

Proper handling of the milk after milking.

Milking Procedure

The animals are brought near the milking parlour 15-20 minutes before milking to get into the mood of being milked.
Milking materials such as equipment, feeds, ropes, stools and salve are collected and placed near the milking parlour.
The animals are allowed into the milking stall one by one as the milking proceeds as follows:
The animal is restrained in the stall.
Feed is weighed and placed into the feed trough.
The udder is thoroughly washed, disinfected and dried with a clean cloth.
A strip cup is used to test for mastitis on each quarter.
Milking proceeds by squeezing the teats with the full hand. If machine milking the teat cups are placed on the teats.
For hand milking start with the hindquarters and finish with the forequarters.
Fast milking should take about 8 minutes then end with stripping the udder.
The milk is weighed and recorded.
The animal is then released.

Dry Cow Therapy

This is the infusion of antibiotics into the teat canal of a cow that is preparing for drying off.
It prevents bacterial infection which leads to mastitis.

Milk Products

Pasteurized milk – milk that is heated and cooled immediately.
Ultra Heat Treated (UHT) – milk heated to a temperature of 130-135C, packed and then cooled.

Butter – Milk butter fat separated by a process known as churning.
Cream -A layer of is: that collects at the top of the milk when left to stand.
Cheese – Milk proteins which have been compressed.
Ghee – Milk fat made from heating cream or butter.
Skim milk – Milk without butter fat.

Marketing of Milk

The Kenya Dairy Board regulates the production and sale of milk and milk products through various Dairy Co-operative Societies.
Processors and distributors of milk and milk products include;

KCC,
Brookside Dairies,
Tuzo,
Delamere Dairies
Limuru Dairies.

Marketing of Beef

Done by the following:

Individual fanners through the local slaughter house.
Livestock marketing division.
Kenya Meat Commission.
Farmer’s Choice.

Farm Power and Machinery

Introduction

Farm power is any form of energy used in the farm to do work. .

Sources of Farm Power

Human Power

Performs light tasks.
Quality of work produced is variable.
Takes a long time to complete a task.

Animal Power

Done by draught animals such as camels, donkeys, horses and elephants.
Used in land preparation and transportation.

Disadvantages

Slow.
Animals are liable to sickness and get tired.
Need enough food.

Wind Power

To pump water from boreholes.
To winnow crops such as beans, finger millet and rice.
Generate electricity.

Disadvantages

Not easy to control and may not be available when needed.

Water Power

Irrigation.
Grinding mills (to grind maize grains).

Disadvantages

Difficult to use in the farm because it is not easy to control.

Biomas

This includes:

wood or charcoal
biogas power.

Charcoal/Wood Fuel Energy

Uses

Provides heat for boiling water and cooking.
Dehydrating of some crops.
Curing of tobacco.

Disadvantages

Exhaustible.
It cannot be used directly in some farm operations.
Large quantities are required.
They are bulky hence difficult to transport.

Biogas

Uses

Provides heat and light for cooking, boiling water and lighting.
Produces electricity.

Disadvantages

Only possible where there are animals under zero grazing unit.
It is labour-consuming.
Large quantities of dung are required.
Cannot be used directly in some farm operations.

Fossil Fuels

These include:

coal,
petroleum oils
natural gas.

Uses

Petrol or diesel is burned in internal combustion engines to produce power.
Kerosene is the main source of power to light rural homes.
Natural gas is used for cooking, heating and lighting.

Electrical Power

It includes:

hydro-electrical power (HEP),
geothermal,
nuclear
power stored in batteries.
Nuclear energy is a potential source of power which has not yet been used in the farms.

Uses of Electrical Power

Runs stationary machines such as milling machines, grinding mills, cooling machines and water pumps.
Supplies heat and light for operations of brooders.

Disadvantages

Cannot be used directly in some farm operations.
Lack of electricity in the rural areas.
Power failures can lead to high losses.
It is costly to install and maintain.

Solar Energy

Energy obtained from the sun.

Uses

Provides heat and light.
Used by all the plants in photosynthesis.
Dehydrating crops such as vegetables, maize grains, beans and hay.
Boils water which drives turbines to produce power for minor uses.

Disadvantage

Low concentration of energy on cloudy d
Expensive In collecting and concentrating equipment.
Cannot be used directly in some farm operation

Requires skilled labour to install and maintain.

Tractor

The tractor has an internal combustion engine which burns petrol or diesel to produce power.
This power is then passed to the gear box from where it is transmitted in various ways.
The common tractor engine is a four stroke cycle engine.

The four strokes are:

Induction stroke.
Compression stroke.
Power stroke.
Exhaust stroke.

Induction Stroke

Piston moves down.
Inlet valve opens.
Fuel and air get into the cylinder.

Compression Stroke

Inlet valve is closed.
Piston moves up the cylinder.
Fuel-air mixture is compressed.

Power Stroke

A spark is produced at spark plug, igniting the fuel-air mixture.
The increased pressure forces the piston down the cylinder.

Exhaust Stroke –

Exhaust valve opens.
Piston moves up the cylinder.
Burned fuel-air mixture expelled.

Advantages of the Four Stroke Engines

Produce high power which can do heavy farm work.
Have efficient fuel and oil utilization.
Perform a wide range of farm operations.
Are effectively cooled with water thus allowing the production of large engine size.
Exhaust gasses are effectively expelled from the cylinders.

Disadvantages

Are expensive to buy and maintain
Their use is limited in some areas;
Tractor can only be used on flat or gently sloping areas
Require skilled personnel and support services

The Two Stroke Engines

Found in small machines such as mowers, motor bikes, and water pumps which do light jobs in the farm.
All the cycles are completed in two strokes of the piston.

These strokes are;

Induction and compression stroke

The piston is at the bottom
Piston moves up uncovering the inlet port
Fuel-air mixure is drawn in
Ignition occurs when the piston reaches the top
Piston is forced downward compressing the mixture in the crank.

Power and exhaust stroke

The piston is at the top
Ignited gases produce pressure which force the piston downwards
The piston covers the inlet port and traps fresh fuel-air mixture in the crank case
Piston moves further down to uncover the exhaust port
Fuel-air mixture transferred from the crankcase to the combustion chamber.

What Advantages of two stroke engine?

Cheap to buy and easy to maintain
Economical in fuel consumption
Can be used in a wide range of farmland, including hilly areas
Can do small tasks in the farm which would be un-economical to do using the four stroke engine.

What disadvantages of two stroke engine?

They produce less power hence cannot be used for heavy duties.
They are inefficient in burning fuel to produce power.
They are air cooled thus limiting the size of the engine.

Systems of a Tractor

The modern tractor has the following systems:

The fuel system.
Electrical system
Ignition system
Cooling system
Power transmission system.

The Fuel System

Supplies fuel to the engine.

Categorized into two types depending on the fuel used.

These are:

The petrol fuel system.
The diesel fuel system

The Petrol Fuel System

Consists of:

Fuel tank – storage of fuel.
Fuel filter – removes foreign particles from the fuel.
Carburettor –

atomises fuel into spray.
introduces fuel-air mixture into the engines.
Regulates fuel-air into suitable proportion

Fuel pump – forces fuel into the carburettor.
Delivery pipe – connects all the devices.

Maintenance

Cleaning the carburettor regularly.
Cleaning the fuel filter in petrol.
Cleaning the hole in the fuel tank cap.

The Diesel Fuel System

Consists of:

Fuel tank – storage of fuel.
Fuel injection pump – pumps diesel through injection nozzles and breaks into fine spray.
Fuel filters – remove foreign particles from the fuel.
Delivery pipes – connect the various devices.

Maintenance

Replacing the fuel filter.

Bleeding in case air is trapped in the system.
Cleaning the sediment bowl regularly.

Structural and Functional Differences Between Petrol and Diesel Engines

Petrol engine		Diesel Engine
1.	· It has a carburettor	1.	· It has an injection pump.
2.	· Fuel and air are mixed in the carburettor	2.	· The fuel and air are mixed within the
	before it gets into the engine.		cylinder.
3.	· Fuel is ignited by an electric spark.	3.	· Fuel is ignited by compression of air and
			fuel mixture in the cylinder.
4.	· It produces little smoke because	4.	· It produces a lot of smoke since the diesel
	petrol is completely burnt.		is not completely burnt.
5.	· Petrol engine is light in weight and	5.	· It is relatively heavy in weight and suited
	suited for light duties.		for heavy duties.

Electrical System

Consists of the following:

Battery

Converts chemical energy into electrical energy.
Stores electrical energy produced by the running

Ignition circuit – provide the electrical required by the spark plugs.

current that produces a spark in the engine.

Generator circuit – provide the electrical current that starts the engine.
Lighting circuit – supply the electrical current required for the lighting system.
Starter motor circuit – starts the engine.

Care and Maintenance of a Tractor Battery

The level of electrolyte should be kept just above the plate by topping with distilled water.
Corroded terminals should be scrapped clean and smeared with grease.
The battery should be tightly fixed in a box to avoid spillage and damage.
The battery should be fitted correctly on the tractor.
The battery should be charged regularly and periodically.
In case of long storage the battery contents should be kept upside down.
The generator fan belt should always be functional to ensure the battery is always charged.

Ignition System

Consists of:

Ignition – change the low voltage from the battery to high voltage current required by the spark plugs.
Condenser – absorbs the self-induced current in the primary circuit.

stores current for a short time.
passes electric current to the distribut

Distributor – distributes the high voltage current to the spark plugs.
Contact breaker – Interrupts the normal flow of current in the primary circuit.

State the Maintenance practices carried on the Ignition System

The carbon deposits on the spark plug electrodes should be removed.
The spark plugs whose electrodes are worn out should be replaced.

The contact breaker points should be cleaned.
The breaker points should be adjusted so that they lie between O.30mm and 0.50mm.

The condenser should be replaced regularly.

The ignition systems should always be kept dry.
Ignition wires with poor insulation should be replaced.

Cooling System

The cooling system aims at preventing the engine from overheating which would cause piston zeisure in the cylinder.
Some tractor engines are cooled by air while others are cooled by water.

State the Characteristics of Air Cooled Engines

They are simple in construction.
They have fins and a fan blade which assists the circulation.
They are light in weight for they have no radiators and water jack

Limitations

They get hot quickly and use heavy lubricating oil.
The cooling is not adequate under all conditions especially when carrying heavy load

Water Cooled Systems

It consists of the radiator, water jackets, water hoses, water pump, thermostat and a fanning mechanism.
Water is used to absorb heat from the engine block at a reasonable rate.

Care and Maintenance of Water Cooling system

The water pumps should be lubricated regularly.
Clean water should be used in the radiator and trash removed from the fins.
All pipes should be fitted tightly to avoid blockage.
The radiator should be filled with clean water before starting the day’s work.
Fan belt tension should be checked regularly and if too tight or too loose should be adjusted accordingly.

Lubrication System

This system is aimed at supplying oil to all parts of the engine where friction is likely to occur.

Importance of Lubrication system

It helps to increase the efficiency of the machine and reduces the rate of wear and tear of moving parts.
It reduces the heat created by the rubbing surfaces and acts as a seal between them.

It acts as a cleaning agent because it washes off all the dust, dirt, soot and metal chippings from the oil paths to the sump.

Types of Lubrication Systems;

Splash feed type
Force feed type
Oil mist type

Types of Lubricants

SAE 10 – This is thin engine oil which gives little protection when heated.

SAE 50 – This is thicker engine oil which is recommended for protecting the bearings.
SAE 90 – 100 – These are transmission oils which are recommended for clutch, gear box, wheel lubrication and ball bearings.

Note: SAE – Society of Automobile Engines.

Care and Maintenance of Lubrication Systems

Old or contaminated oil should not be used for lubrication.
Oil should be drained when still hot to avoid sticking on the walls of the sump.
The oil filters should be replaced when necessary.
The correct type of oil should be used as per the manufacturers’ instructions.

Power Transmission System

The function of this system is to transfer power from the tractor engine to the drive shaft, the wheel axle, the power take off shaft and the hydraulic system.
The system consists of the clutch, gear box, differential and the final drive.

The power transmitted from the engine is made available for use through the following:

The propeller shaft – it connects the gear box to the differential.
The power take off shaft (PTO shaft) -It is located at the rear part of the tractor and rotates at the same speed as the crankshaft of the engine.
Hydraulic system – it is operated by the use of a lever near the drivers seat.
It is connected to the 3-point linkage and helps to lower or raise implements mounted on the 3-point linkages such as ploughs, mowers, planters and sprayers.
Draw bar –

It is a one-point linkage at the rear part of the tract
It serves for the attachment of trailed implements that can be used during harrowing, transportation or rolling.

Tractor Servicing

The aim of tractor servicing is to keep the tractor in good and efficient working conditions.
Tractor servicing is either;

short
long term.

List the Short Term Tractor Servicing

It includes:

Checking the engine oil daily by use of a dip stick.
If the oil level is low, it should be added.
The fuel level should be checked at the start of every day’s work and added if necessary.
Water level in the radiator should be checked and if possible topped up.
The level of the electrolyte should be checked daily and topped up with distilled water accordingly.
Nuts and bolts should be tightened every day.
Lost nuts and bolts should be replaced before the day’s work.
Grease should be applied by use of grease gun through the nipples.
Large sediments from the sediments bowl should be removed.
The tyre pressure should be checked daily before the day’s work.
The fan belt tension should be checked to ensure that it deflects between 1.9cm and 2.5cm when pushed.
The brake shaft bearing should be greased.
The brake fluid level is maintained at the recommended level.

Long Term Services

The engine oil should be drained completely from the oil sump and replaced with new oil.
The gear box oil should be checked and refilled as recommended.
The oil in the differential should be replaced as recommended.
The linkage and the pulley attachment should be greased.
The pulley oil level should be checked and added if need be.
The dirty oil should be removed and replaced with clean one.

Farm Machinery

Tractor Drawn Implements

These are implements which are attached to the tractor during opera

State the two categories. Tractor Drawn Implements

One–point hitch implements ;

Are attached to the tractor at only one point that is, the draw bar.
They include all trailed implements such as the trailers, heavy harrows, planters and roller

Three point hitch implements;

Are implements attached to the tractor at three points that is, the top linkage point and two lower linkage point
They are operated by the hydraulic system.
They include ploughs, most harrows, subsoiler, planters, mower, ridgers, sprayers and rotavators.

Trailers

They are one-point hitch implements.
They are used for transportation of goods.
Small ones have two wheels while big ones have four wheels.

Maintenance

All the moving parts should be lubricated.
Tyre pressure should be adjusted to the correct pressure.
Worn out tyres should be replaced.
Loose nuts and bolts should be tightened, worn-out ones should be replaced.
The implements should be kept under a shed during long storage.

Ploughs

They are primary tillage implements.
The common type of ploughs include:

Disc plough
Mould board ploughs.

Disc ploughs

It is made up of heavy steel concave discs of 60-70cm diameter.

Parts and Functions of a disc plough

The hitchmast:
Is an attachment for the three point hitch.
Made up of two side links and a top link.
These are parts connected to hydraulic system of a tractor for lifting and pulling.
The beam: Supports all other parts. It also adds weight for better penetrati
Depth wheel:
- Used when driving on highway,
- it also controls the depth of plou
- May not be present in all disc ploughs.
The standard or leg: Connects the discs to the beam.
The hub: Allows the discs to rotate smoothly hence does the cutting of furrow slices.
The scrapers: Remove the trash and mud or soil which cling to the discs,
Disc blades: Cut and invert the furrow slice
Rear furrow wheel: Controls the depth of digging and stabilises the discs.

Adjustment .

The cutting angle should be adjusted at 35° – 50° from the I ine of travel.

Achieved by pivoting the beam or the standard.

Depth of digging: This is corrected by changing the height of depth wheel or adjusting hydraulic system and adding weight

Care and Maintenance of Disc Plough

Check for loose nuts and bolts and replace them.
Sharpen the disc blades if blunt.
Lubricate the rotating parts by use of oil/grease to reduce friction.
Paint the exposed parts for example the beam/framework.
Clean the implement at the end of each day’s work before storage.
Store the implements in a shed.
The unpainted parts should be coated with old engine oil to prevent rust.

Uses of a Disc Plough

Used in areas with the following conditions:

Virgin land with many obstacles.

Land with too much trash or tall vegeta

Opening up pasture land.

Mouldboard ploughs

This primary tillage implement is suited in areas without obstacles such as stones, tree stumps, and roots.
It gives a uniform depth of ploughing.

Parts and Functions Mouldboard ploughs

Share: This makes the horizontal cut and starts the turning of the furrow slices.
Mouldboard: Continues the turning of the furrow slices and pulverizes the soil.
Disc coulter: Makes a vertical cut in the soil to separate the furrow slice from the un-ploughed land.

Skim coulter: Removes any trash from between the furrow slices.

Frog: It is the part where the share, mould board and the landside are attach

Landside: Stabilizes the plough and absorbs the side forces created when furrow is turned.
Shin: Leading edge of a mouldboard.
Knife coulter: Is a vertical knife which cuts trash and earth ahead of the share.

Care and Maintenance

Lubricate the rolling parts for example wheel bearings and disc coulter bearings.
Paint scratched parts of the plough.
Sharpen the share or replace if worn out.
Check all loose nuts and bolts and replace where necessary.
Clean the implement after each day’s work to remove soil, mud and trash.
For long storage, keep under a shed and apply lubricants.

Adjustment

Depth:
Controlled by raising or lowering the depth wheel.

Controlled by hydraulic control lever setting.

Pitch: controlled by altering the length of the top li

Front furrow width: Controlled by cross shaft adjustment lever or by rotating the cross shaft crank.

Lateral levelling: Controlled by tractor lift rod.

Operational differences between a disc and a mouldboard

Disc Plough		Mouldboard Plough
1.	Suitable on field with stones,	1.	Cannot be used on fields with stone,
	roots and stumps.		roots or stumps.
2.	Does not invert the furrow slices	2.	Inverts the furrow slices completely.
	completely.
3.	More secondary operations are	3.	Fewer secondary operations are
	necessary after it has been used.		needed.
4.	Cuts at varying points.	4.	Operates at uniform depth.
5.	Not easily broken by obstacles.	5.	Can easily be broken by obstacles.
6.	Requires less power to operate.	6.	Requires more power to operate.

Harrows

They are secondary cultivation implements.
There are different types of harrows.
The common ones are:

disc, Harrows
spring tine Harrows
spike tooth harrows.

Disc Harrows

It comprises of a set of gangs with concave discs.

Uses

Mixing the soil particles.
Levelling the seedbed by breaking large
lumps of soil.
Killing weeds.

Disk harrows can be classified according to the arrangement of the gangs such a;

s tandem,
double tandem
offset tandem.

Depth Adjustment

Adding weights on the harrows.
Use of hydraulic force.
Use of light or heavy harrows.
Use of regulating wheels.

Care and Maintenance

Check for loose nuts and bolts daily.
Lubricate the shafts and bearings.
Clean and oil before storage.

Spring Tine Harrow

Is made up of flat and curved tines which act as springs.

Uses

Levels and smoothens the seedbed.
Breaks the soil clods.
Mixes trash and soil thus preventing wind erosion.
Aerates the soil.

Adjustments

Depth is controlled by the horizontal connecting link and depth wheel.
For individual tine, use crossbar and loosening the screws.

Care and Maintenance

Check for loose nuts and bolts and tighten them if necessary.
Clean after use.
Oil the lever mechanism.

Spike Tooth Harrows

Consists of a metal framework with rigid metal spikes which break up the soil by vigorously hitting large lumps of soils as it is pulled through the soil.

Uses

It smoothens and compacts the soil.
It breaks big lumps of soil into small particles.
Can be used for cultivating small crops if well set.

Subsoilers

Heavy and require high horse power to pull.
Ploughing depth of 51-90cm.

Functions

Break up compacted soil.
Break up the hardpan.

Care and Maintenance

Clean it after use
Check the point and if worn out, replace it.
Oil when not in use.

Ridger

It is double mould board plough used to make ridges and furrow
It is used to prevent water logging and draining through furrows for easy harvesting of root crops.

Rollers

This is an equipment used to compact the soil gently especially where tiny seeds are to be planted.

Rotavators: (Rotary cultivators)

Work on the principles of high speed of revolving flail blades which beat and cut the soil together with trash.
It is an equipment for both primary and secondary tillage operations.
It is driven by the P.T.O. shaft of a tractor.

Uses

Breaks up large soil particles into small ones.

Mixes the vegetation and the soil.
Achieves two operations in one pass.

Adjustments

Forward speed of the tractor gives a fine tilth of the seedbed done through the gearbox.
Depth of work done by control of depth wheel.
Slip clutch may break in case the knives come across obstructions

Mowers

Uses

Cutting grass for hay or silage making,
cutting overgrown grass
clearing the field.

Reciprocating Mower

Parts and Functions

Swath stick: Keeps the cut crop falling correctly.

Swath board: To remove the cut crop.
Shoe: Has a runner to absorb the weight and wear.
Cutter bar: Is a flat bar which guides the fingers.

Wear plate: Counteracts downward force and holds the knives.

Adjustments

To adjust knife register by moving the whole bar away or towards the yoke.
Knife lead: The outer shoe should be adjusted to be outer than the inner shoe by 4cm.

Maintenance

Check for loose nuts and bolts and tighten where necessary.
Keep knife section sharp.
Lubricate the knife parts.
Check knife to ledger plate cup for best cutting.
Keep all the parts tight.

Rotary Mowers

Cutting edge consists of two blades fitted opposite to each other on horizontal disc.
The cutting blades swing round at high speed horizontally to the ground hence cutting is affected.

Adjustment and Maintenance

Blades should be sharp.

Guards to be fitted around the blades to protect the operator from flying objects.

Lubricate the P.T.O. shafts.
Check the gear-box oil regularly and fill to the right level if necessary.

Planters

They are machines used for sowing seeds.

There are two types:

Row crop planters.
Seed drills.

Functions of the Planters

Meter the seed and fertilizers from seed and fertilizer

Open the seed furrow.
Deposit the seed in the furrow through the delivery tubes.
Cover the seed

Functions of Parts of a Seed Plate

Filler plate: gives proper seed depth.
False ring: allows the seed to fall from the seed plate into the boot.
Knockout pawl: pushes the seeds out of the cell by the roller action.
Cut-off pawl: prevents more than one seed remaining in a plate cell.
Cells: shaped holes to hold the seed.

Adjustments

Adjust the coulters depth for the right crop.
Fix the right seed plate.
Place the planter in the level position.
All the shafts should be free to turn.

Care and Maintenance

Check all loose nuts, bolts and tighten them.

Clean and oil the planter after use.
Grease the drive sprockets regularly.

Seeders

The grain drill sows grains of wheat, barley, oats, peas, beans and alfalfa seeds.

Parts that can be adjusted to change the sowing rate;

Select the side of the feed wheel recommended on the drill charts for the seed-rate.
Change the speed of the wheels by changing the gears or sprockets or both.
Change the position of the feed gate in the cup.

Use reducers below the feed wheel.

Care and Maintenance

Keep seed and fertilizer hoppers dry and clean after each day’s work.

Check the drive shaft and lubricate them.
Paint the parts for example fertilizer
hopper to be shiny

Combine Harvester

Use

Harvesting cereal crops for example maize, wheat and barley.

It is designed to do the following:

Cutting
Threshin
Winnowing
Bagging

Parts of a Combine Harvester

Cutter bar – cuts the grain head.

Pick up reel- direct crop into the cutter bar,
Elevator – channels the cut grain to the threshing drum.

Winnowing ran – fans trash up onto a straw walker and directs it out of the combine harvester.

Delivery tube – delivers the clean .grains into a collecting tank from where it is bagged.

Maintenance of a Combine Harvester

Loose nuts and bolts should be tightened.
Remove all foreign materials stuck in the machine at the end of the day’s work.

Ridgers

They are used for harvesting tuber crops and for making furrows or ridges.

Maintenance

Lubricate the moving parts.
Clean the implement after use.
Store under a shed.
Repair or replace worn-out or broken parts.
Loose nuts and bolts should be tightened.
Unpainted parts should be oiled during long storage.
Shares should be sharpened if blunt.

Foragers

They are tractor mounted and operated by power from the P.T.O. shaft .
Used for harvesting forage crops such as Napier grass, sorghum and maize.

Maintenance

Tighten loose nuts and bolts.
Lubricate moving parts.
Store in a shed.
Clean after the day’s work.
Repair/replace worn out or broken parts.
Unpainted parts should be oiled to prevent rust.

Maize Shellers

These are stationary implements which are either hand or tractor driven.
They consist of. a rotating disc which shell maize grains from cobs.

Maintenance

Greasing moving parts.
Removing any stuck maize cobs.
Repair or replace worn out or broken parts.
Store in a shed.

Animal Drawn Implements

Ox Plough

Ox-plough is a simple type of a mouldboard plough which is pulled by a pair of oxen, donkeys or camels.

Explain the functions of the following parts of an ox-plough

Main beam – It is the main component onto which all the other parts are attached.
Mouldboard – It inverts the cut furrow slice upside down.
Plough share -It cuts the furrow slices.
Land wheel- It regulates the depth of plough.
Draft rod – It is on this rod that a chain is connected on which a yoke is linked.
It forms the draught mechanism of the plough.

What are the Advantages of an Ox-Plough Over Tractor Drawn Plough ?

Less skill is required to operate it.
Useful where tractors cannot be used for example steep slopes.
Cheap to buy and maintain.

What are the disadvantages of an Ox-Plough Over Tractor Drawn Plough ?

Much time is wasted in training oxen.
Tedious and laborious to the driver of the animals and the controller of the implement.
Animals can be sick or in poor physical state.
Extra land is required as grazing fields for the oxen.

Adjustments

Depth of plough is controlled by the land wheel and draft rod

Care and Maintenance

Sharpen or replacing of the worn out share
Replacement of worn out parts such as hooks and draw bar assembly.
Oiling the shiny parts e.g mouldboard
Wash off the soil after use.
Paint the handles, beam and braces to prevent rusting.

Ox-Drawn Cart

These are small carriages harnessed to the animals by a yoke
The small carts have only two wheels bigger ones have four.
They are pulled by animals in singles or in pairs
Carts are used for transport.

Maintenance

Moving parts should be oiled
The yoke should be repaired when worn out or replaced if not repaired
Tyre pressure should be checked and adjusted accordingly
Repair other damages on the cart.

Agricultural Economics III:

(Production Economics)

Introduction

The agricultural sector is a key player in the economy of our countr
It is a major employer and brings a lot of national income through foreign exchan

National Income

These are the total earnings from goods and services produced by a country in a period of one year.

Relationship Between Firm and Household

A household is considered to be a unit comprising a farmer and family members.
It produces raw materials and consumes manufactured goods.
A firm on the other hand, is any manufacturing or processing unit which consumes raw materials and produces manufactured good
Both household and firm generate income, which in turn, is used to:
Improve the standard of living of the household members by paying for essential goods and servi
The firms build more industries to create more employment and revenue through salaries and wages.
Finance government projects through taxes and hence further national development.

Gross Domestic Product (G.D.P.)

This is the sum total of all goods and services produced in a country in a period of one year.

Gross National Product (G.N.P.)

Is the sum total of G.D.P. and the difference between income inflow (revenue coming into the country from outside) and income outflow (money going out of the country by foreign investors).
It represents the total income earned within the country and from abroad.

Per Capita Income

Is the Gross National Income (in terms of revenue) divided by the number of people living in the cou
It is not a good measure of the economic well-being of the people because of the uneven distribution of income among th

Contribution of Agriculture to National Development

The interaction between household and the firm generate income which is used to finance further expansion of the firms.
This creates more employment and revenue.
The government taxes the income to finance national development programmes such as;
health,
education,
water, energy
communication.

Factors of Production

A factor of production is anything that contributes directly to output, that is, it is a productive resource.
Productive resources usually employed in the production of goods and servi

Incl ude:

Land
Labour
Capital
Management

Land

As a factor of production, refers to the natural characteristics and properties of a given area of land.
The key factor here is productivity for example soil fertility, presence of water and minerals and is always fixed and has no geographical mobility.

Labor

Besides being a consumer, human beings are also a factor of productio
They provide the labour force (human power) required in the production process.
Labour is assessed in terms of productivity and not mere numbers of workers or labourers.
Labour is measured in terms of man hours, man days or man mon

The labourer’s productive capacity depends on such factors as;

age,
health,
state of nutrition
level of education.

The amount of work and the efficiency with which it is performed determines the quality of labour.

Capital

Capital refers to all man-made assets that help land and labour to produce.
It is categorized into:
Fixed/durable;
Working capital
Liquid capital

Fixed/durable;

Capital for example

machinery,
buildings
permanent improvements on land like fences,
roads,
irrigation facilities
water supply system.

Working capital;

Which include consumer goods such as;

fertilizers,
livestock feeds,
fuel in store,
pesticides.

Liquid capital;

For example;

ready money,
bank deposits,
shares in financial i

Management;

It is a process of decision making in the farm.
Managers use their knowledge and judgment to decide how to combine the other three productive resources in the best way possible.
They make plans, execute them and bear the risks or consequences which such plans entail.

Production Function

Definition

Production function is a physical relationship between inputs and outputs in a production process.
It tells the quantity of output (product) that may be expected from a given combination of inputs.
Production function may be expressed in table form or graphically as a curve.

Examples:

Feeding pigs for pork production at varying levels of concentrate feed.

Unit of feed	Body wt.	Marginal
	Gains (kg)	products
		(kg)
0	212	–
10	222	10
20	238	16
30	251	13
30	261	10
50	269	8
60	275	6
70	280	5
80	283	3
90	285	2
100	286	1

Types of Production Functions

A production function assumes three forms which may be treated as different types:
Increasing Returns
Constant Returns
Decreasing (Diminishing) Returns

Increasing Returns

In this type, each additional unit of input results in a larger increase in output than the preceding unit.
This shows that resources are under utilized.

Constant Returns

The amount of the product increases by the same amount for each additional input; that is constant returns to input factor.
Again here resources are under uti

Decreasing (Diminishing) Returns

Here, each additional unit of input results in a smaller increase in output than the preceding unit.
Resource use is stretched to the maxi
It is the most commonly encountered form in agricultural enterprises;
It gives rise to the law of Diminishing Returns.

Examples:

Feeding dairy cows for milk production with varying amounts of feed.
Crop responses to application of varying amounts of fertilizers.
Use of varying units of labour on fixed unit of land.

Economic Laws and Principles

The Law of Diminishing Returns

The law of diminishing returns states that;

’’if successive units of one input are added to fixed quantities of other inputs a point is eventually reached where additional product (output) per additional unit of input declines.’’

This law is encountered practically in all forms of agricultural production.
It is useful in determining the most rational and profitable level of production.

Example:

Production of maize at varying levels of N.P.K. fertilizer application on a fixed area of land.

Unit ofNPK	Total Product	Marginal
Fertilizer	Yields	Products
(bags)		(bags)
30	10	–
60	27	17
90	42	15
120	56	14
150	63	7
180	65	3
210	65	0
240	60	-5
270	52	-8
300	42	-10

Zones of a production function curves

Zones of a production function curves these are:

Irrational zone or Zone I.
Rational zone or Zone II
Irrational zone or Zone III.

The three zones are arrived at by drawing two perpendicular lines through the production function curve, one at MP = AP and another at MP=
In Zone I resources are not fully utilized while in Zone III, excessive application of resources leads to production decline or loss.
It is not economical to produce at these levels.
In Zone II resources are maximally utilized resulting in maximum production.
It is therefore economical (or wise) to produce at this level.

Principle of Substitution

States-’’if the output in a production process is constant, it is profitable to substitute one input factor for another, as long as it is cheaper than its next alternative.’’

This principle is applicable in a situation where more than one variable input factors are used.
For example feeding hay and concentrates for milk production, farmyard manure and phosphatic fertilizers in the production of maize.
The basic problem that the producer wishes to solve when two input factors are used in combination is in what proportions must the variable inputs be combined in order to produce at a minimum cost and hence attain maximum profit.
To solve the above problem, the producer must determine the least cost combination of inputs used.
The least cost combination is attained at a point where the Marginal Rate of Substitution (MRS) equals the inverse of price ratio of the factors involved.

That is:

x₂ = P X₁

X₁= P X₂

X₁ – first input factor

X₂– second input factor

– change (increase or decrease)

P – price (cost of input fators)

Examples:

Producing 20 bags of maize using varying combinations of farmyard manure and phosphate fertilizers.
Price of farm yard manure (FYM) is KShs10/- per unit and that of phosphate fertilizer is Kshs 50/- per unit

X₁ (P-fert)	x₂ (N-fert)	X₂(MRS) X₁
100kg units	100kg units
I	9.00	–
2	4.00	5.1
3	2.80	1.20
4	2.40	0.40
5	2.00	0.40
6	1.80	0.20
7	1.65	015
8	155	0.10
9	1.45	0.10
10	1.45	0.05

In the above example, the following assumptions are made:

A fixed quantity of output is to be produced.
Input factors in combination substitute for one another at varying rates.
Relative prices of input factors do not change drastically during the period of production.

NOTE: one input factor substitutes for the other at diminishing varying marginal rate of substitution.

Principle of Equimarginal Returns

This principle states ;’’ That the last unit of an input factor spent in one enterprise yields a marginal return exactly equal to the marginal return earned from the last unit invested in each of the other enterprises.’’

Example

If the last shs.100/- spent buying cattle feed will return more than shs. 100/= spent on buying fertilizer for growing maize, then it is advisable to purchase more feed up to a point where the last shs.lOO/- spent on it will return exactly the same as the last shs.100/- spent on fertilizers.
This concept is only relevant in a situation where farmers do not have adequate capital to employ inputs up to the level where marginal revenue equals the marginal cost.

The principal of Profit Maximization

The profit is defined as the difference, in monetary terms, between the total returns (income) and total costs (expenses) in a production process.
Profit maximisation aims at obtaining the highest returns at a minimum cost per unit of input factor used.
This can be done by considering two concepts.

Marginal Concept

Profit is maximised when the marginal (additional or extra) revenue (MR) is equal to, or slightly higher than, the marginal cost (Mc).
At this point every added input factor brings in higher returns than the expenses incurred in investing it.

Net Revenue Concepts

Profit is said to be maximized in a production process when the Net Revenue (differences between total revenue and total costs) is the highest that is ;

NR = TR – TC.

This is arrived at by analyzing the total cost and total revenue earned from a particular enterprise and then subtracting the former from the latter.

When calculating the profit using whatever concept, the following assumptions are made:

Cost of inputs (such as fertilizers, labour) remains constant during the period of production.
Price of the produce (product) remains unchanged.
Fixed costs are ignored that is only varying costs directly involved are considered.

Farm Planning

Planning is the process of establishing the organizational objectives and defining the means of achieving them.

Factors to consider in drawing a farm plan.

Size of the farm.
Environmental factors.
The current trends in labour markets.
Farmer’s objectives and preferences.
Possible production enterprises.
Existing market conditions and price trends.
Availability and cost of farm inputs.
Government regulations/
Security.
Communication and transport facilities

Farm Budgeting

Farm budgeting is the process of estimating the future outcomes of a proposed farm plan,
That is; the future incomes and expenses of a farm plan.

Importance of Farm Budgeting

It helps the farm in decision making.
It helps the farmer to predict future
returns that is planning ahead.
It helps the farmer to avoid incurring losses by investing in less profitable enterprises.
It helps the farmer to secure loans from financial institutions such as Agricultural Finance Corporation and commercial banks.
It ensures a periodic analysis of the farm business.
It acts as a record which can be used for future reference.
It pinpoints strengths or weaknesses in farm operations.

Types of Budgets

Partial Budget

It represents financial effects on minor changes in a farm organisation.
It is necessary when a farmer wants to replace or reduce enterprise.

Complete Budget

A complete budget is necessary when the farmer wants to start a new business where both the variable costs and the fixed costs are likely to be affected.
It involves a major change or reorganization in the farm business.

Agricultural Services Available to the Farmer:

Agricultural production efficiency is greatly increased by services rendered to the farming communities by;
Government institutions
Non-governmental organizations.

Some of these services are:

Extension and Training:
Banking Services:
Credit:

Extension and Training:

In the field and in farmer’s training centres.

Banking Services:

These enables the farmers to save some of their farm income and invest them in future projects.

Credit:

Credit is a financial assistance advanced to agricultural farmers to finance their farm projects and repay it with interest.
It is a borrowed resource.

Types of Credit

Credit is categorised according to;
Time of repayment
The types of projects to be financed.

Examples are:

Short-term Credit

Repayable within one year and is advanced for the purchase of;
seeds,
fertilizers,
animal feeds .

Medium-term Credit

Repayable within 2 – 5 years and is used to finance projects such as;
fencing materials,
purchase of livestock,
light farm equipment .

Long-term Credit

Repayable period is up to 15 years and even more.
It is given for the long-term or durable projects such as;
purchase of land,
construction of soil and water conservation structures,
farm buildings,
irrigation projects for perennial cash crops for example;
coffee,
farm machinery
implements.

Sources of Credit

Co-operative societies and unions.
Crop boards.
Commercial banks.
Agricultural Finance Corporation.
Insurance companies.
Individual money lenders.
Settlement fund trustee.

Artificial Insemination Services:

Provides farmers with semen from improved or superior bulls to improve their livestock herds through controlled breeding.

Agricultural Research Organization

These develop and pass on to farmers, improved production techniques as well as crop and livestock species with better performance in different ecological zones.

Marketing Outlets

These are agencies that ensure effective and efficient conveyance of farm produce to points of processing and consumption.
They are largely crop marketing boards or corporations and cooperative societies.

Veterinary Services

In the field are veterinary officers who help the farmer in treating and controlling livestock diseases and parasites.

Farm Input Supplies

Farmers are able to obtain their farm inputs from organizations such as co-operatives and private companies.
These organizations bring inputs closer to the farmers for example Kenya Farmers Association and private agrovets.

Tractor Hire Services

This involves hiring of tractors and machinery at a cost by farmers who are not privileged to own their own.

Sources

Ministry of Agriculture
Private contractors.
Individual farmers.
Other service providers.

Risks and Uncertainties in Farming

Uncertainty-is the state of not knowing about future events or outcomes.
Risks-is the difference (divergence) between the expected and the actual

outcome.

Types of Risks and Uncertainties

Fluctuation of commodity prices.
Physical yield uncertainty.
Ownership uncertainty.
Outbreak of pests and diseases.
Sickness and injury.
New production technique.
Obsolescence for example machinery may become outdated or obsolete within a short time.
Death of either farmer or lives
Natural catastrophies such as;
- floods,
- drought,
- earthquakes,
- storm and strong winds which may destroy crops or kill the animals.

Ways in Which Farmers Adjust to Risks and Uncertainties

Diversification.
Selecting more certain enterprises.
Contracting.
Insurance.
Input rationing.
Flexibility in production methods.
Adopting modern methods of production.

Agricultural Economics IV:

(Farm Accounts)

Introduction

Financial and physical records if accurately kept in the farm serve as very important tools in decision-maki
The records are kept in several books and statements as follows:

Financial Documents

They include:

Invoices.
Receipts.
Delivery notes
Purchase records.

An Invoice

This is a document issued by the seller to the buyer for goods taken on credit, and payment to be done later.
The original is given to the buyer and duplicate retained by seller.

The invoice shows the following:

The buyer and seller.
Date of transaction.
Amount involved.
Invoice number.

A Receipt

This is a document issued by the seller to the buyer when cash payment for goods delivered is made.

It shows the following:

The buyer and the seller.
Date of transaction.
Amount involved.
Serial number

Delivery Note

It is a document which shows that the goods have been delivered.
The receiver verifies the goods and then signs on the delivery note.

Features:

The delivery note shows the following:

Goods delivered as per order.
Quality or condition.
People involved in the transaction.
Date of delivery.

Journal:

It is a book of first entry showing a record of all business transactions arranged in the order in which they occur.
Its pages are divided vertically into five sectio
The information is posted to the ledger

Inventory:

This is a list of all the possession/assets item by item and their market value.
Such items are land, livestock, tools and equipment and crops in the store.

Valuation is an estimation of the value of each asset or item, based on market price or cost of production.

Local Purchase Order:

Issued by the purchasing officer of the supplier for example school.
It shows people involved in the transaction, types and amounts of goods ordered and dates.
It should be written and signed by the authorised officer.
It is written in duplicate and the original is given to the supplier.

Financial Books

Ledger:

Is a book which contains individual accounts.
It is a principle book of accounts in which entries contained in all the other books are enter
It is a storehouse of all the transactions.
Each page is numbered and vertically divided into two equal parts namely credit and debit.
Each part is further sub-divided into four sections.

Cash Book:

It is a book where transactions involving cash or cheque payments are record
It involves cash or cheque payments and receipt
It is divided into two parts – debit and credit side.
All the receipts of cash or cheque are recorded on the debit and all payments are recorded on the credit side.

Example: Enter the following entries in the cash book.

1.05 -Received shs.2,000 from Ndete by cheque.
7.05-Bought D.A.P. fertilizer and paid cheque of shs. 5,000.
7.05-Received shs.5,000 cash from Ngala.
4.7.05 -Paid water bill for shs 400 in cas
7.05-Paid telephone bill of 1,500 by cheque.
11.05 -Deposited shs.2,000 in the bank.
20.7.05 -Withdrew shs.2,000 from the bank for home use.

Cash Book record

	–
	DR				CR
Date	Details	Cash	Bank	Date	Details	Cash	Bank
1.7.05	Received from Ndete		2,000	2.7.05	D.A.P		5,000
3.7.05	Received from Ngala	5,000		4.7.05	Water bill	400
11.7.05	Cash	2,000		9.7.05	Telephone billl	500
				20.7.05	Cash		2,000

Financial Statements

Cash Account Sheet

It involves the recording of sales and receipts, purchases and ex
Each sale or purchase is entered twice, once in the total column and once in the analysis column.
The sum of all the entries in the total column should always equal the sum of the entries in all the other columns.
The cash analysis account sheet is given above.

The Balance Sheet

It is a financial statement of assets and liabilities recorded on a given date.
It shows the financial position of a farm business at a glance (snapshot).

Assets are items owned by the farmer,

These include:

Property (money, goods and buildings).
Debts receivable from other people.
Goods and services paid for in advance.

Assets can be divided into two:

Fixed assets: assets of permanent nature and not easily converted into cash.
Current assets: assets which can be easily converted into cash.

Liabilities are claims to the farmer’s property such as bank overdraft and debts payab

They are divided into:

Current liabilities – debts which must be paid within a short time.
Long term liabilities – debts which are payable over many years or over a long period.

Profit and Loss Account

Prepared at the end of a calendar year.
It is a final account which summarises the sale and receipts (income flowing in the business) and the purchases and expenses (flowing out of the business).

Note: If assets are more than liabilities then the balancing factor is net capital (in the liability side) hence the farm business is said to be solvent.
If the liabilities are more than the assets, then the balancing factor is a loss (in the asset side) hence the farm business is insolvent.
To calculate profit or loss, account, valuation is done by having an inventory of all the assets.
Valuation of the assets is determined by market price and cost of production for machinery and buildings as depreciation factor, is attached.

Format of a balance sheet

Balance sheet of Katilo school as 31-12-2009

Assets	Shs.	Cts.	Liabilities	Shs.	Cts.
Fixed Assets			Long-term Liabilities
Land			Long-term loan for land development
Buildings			Loans payable over 15 years
Fences and other structures
Current Assets			Current Liabilities –
Livestock			-Debts payable
Debts receivable			-Credits from friends
Cash in bank			-Short-term loans
Cash in hand
Sub-total			Sub-total
Total			Total

Format

Profit and Loss Account of Kitheko Farm at 31–12–2009

Sales and Receipts		Shs.	Cts.	Purchase & Expenses		Shs.	Cts.
I.	Income during the year			I.	Opening valuation
2.	Debts receivable			2.	Expenditure during the year
3.	Closing valuation			3.	Debts payable Balance (being
	Balance (being a loss)				farm a profit or net income)
	TOTAL				TOTAL

Agricultural Economics V

(Agricultural Marketing and Organizations)

Introduction

Agricultural marketing is an economic activity which involves the distribution of farm produce from the farm to the consumer.

Market and Marketing

Market is an institution for the exchange of goods and services or a place where selling and buying of goods takes place.
Marketing refers to the flow of goods and services from the producer to the consumers.

Marketing Functions

Transportation – Movement of goods from production centres to the consumption centres.
Buying and selling – Purchase of goods from the producer to be sold to the consumer.

Storage – Agricultural products are seasonal hence storage is necessary.
Processing-Changing of raw form into utili sable form.
Grading and standardisation – Sorting into uniform lots of certain qualities.
Assembling – Collecting the farm produce from the farm to the market centres.
Collecting market information – To know the prices, supply and demand of certain commodities.
Advertising – Making the consumers aware of the produce.
Bearing of risks – Such as fire risk, price fluctuation.

Financing or expenditure on other processe

Packaging or putting into small packs and labelling.
Packing or putting produce In containers such as bags.

Marketing Agencies and Institutions

Middlemen (itinerant trader) – are the people who buy from the producer and sell to other agencies.
Wholesalers – Buy in bulk and sell to the retailers.
Retailers – Buy from the wholesalers and sell in small units to the consumers.

Problems in Marketing Agricultural Produce

Farm produce are bulky, that is weight and volume are high but low in monetary value thus difficult to transport.

Most of the agricultural products are perishable for example milk, vegetables and fruits.
Storage problems (since they are bulky they require a lot of space).
Lack of proper transport system since agricultural products are in the rural areas and the market are situated in urban centres.
Lack of market information hence farmers are exploited by middlemen.

Price Theory

Price is the amount of money paid in exchange for goods or services.
Price theory is concerned with the determination of price of any commodity.
Price is determined where demand for and supply of any commodity are equal to each other.

Demand

It is the quantity of any commodity which is purchased at any price within a given time.
The law of demand states that quantity demanded changes inversely with the price.

Demand Curve

The curve slopes from left to right downwards.
This means people buy more at lower prices and vice vers

Demand Curve

Factors Affecting the Demand of a Commodity

Population
Income of the consumer.
New inventions.
Taste and preference of the individual.
Price of the substitute commodities.
Price expectations.
Advertisement.
Culture and social values of the consumers.
Price of commodities having joint demand for example tractors and diesel.

Elasticity of Demand

It is the responsiveness of demand to a change in price.
Elasticity of demand = Percentage change in quantity demanded

Percentage change in price

Types of Elasticity of Demand

Elastic demand is one where the ratio is more than 1.
Unitary elasticity is one where the ratio is equal to 1.
Inelastic demand is one where the ratio is less than 1.

Supply

Supply is the quantity of any commodity which is offered for sale at any price at a given time.
The law of supply states that when price rises, quantity supplied increases and when price falls quantity supplied decreases (other factors held constant).
The curve rises from left to right upwards.
This means that people are willing to offer more for sale at higher prices.

SUPPLY CURVE

Factors Affecting Supply of a Commodity

Number of sellers
Price of substitute commodities.
New technology.
Price expectation.
Peace and security.
Weather conditions.
Policy of the government.
Cost of production of the commodities.

Elasticity of Supply

This refers to the rate at which quantity supplied changes due to a change in price level.

. . Percentage change in quantity supplied

Elasticity of Supply= Percentage change in Price

Type of Elasticity of Supply

Elastic supply one where the ratio is more than 1.
Unitary elasticity of supply is one where the ratio is equal to 1.
In elastic supply is one where the ratio is less than 1.

One of the problems of agricultural produce is that supply does not readily adjust to price changes.

Equilibrium Price

Is the price at which demand and supply are equal.
That means whatever is offered for sale at the market is bought.
In the graph below, the quantity supplied and demanded are equal at a price of Shs.300 and quantity of 80kg.
At this point the price is higher than shs.300 then the supply will be greater than demand and there will be surplus hence price will fall.
If, on the other hand, the price is less than shs.300 demand will be greater than supply hence shortage and rise in price.

Agricultural Organization

Agricultural organizations are agencies which, through their activities, promote agricultural development.
These organizations are co-operatives and statutory boards.

Co-operatives

A co-operative is an organisation of people with a common aim of pooling their resources to achieve their objecti

Functions of Co-operatives

A co-operative society carries out the following functions:

Collecting and assembling members’ produce.
Processing the farm produce after collecti
Transportation of members’ produce to market poi
Negotiation of fair prices with the purchasing agencies for the members’ produc
Purchase and distribution to members of farm inputs.
Storage of members’ produce before transmission to market points.
Provision of credit facilities to members on easy terms.
Training and education of members on improved farming techniques.
Offering farm machinery services to their members on hire terms for farm operati
Co-operatives may invest in other viable ventures and the profits realised are shared among members in form of dividends or bonu

Formation and Structure of Co-operatives

The formation of a co–operative takes the following stages:

Individuals with common interest collect together to form a primary co- operative society
At least ten (10) members qualify for registration.
Each primary co-operative society elect their office bearers consisting of chairman, secretary and treasu
Several primary co-operative societies are usually amalgamated to form a district co-operative union.
Tertiary co-operative unions are nationwide organizations to which the secondary co-operative unions are affiliate
Examples are Kenya Planters Co-operative Union, Kenya Farmers Union, Kenya Co-operative Creameries, Co-operative Bank of Kenya, etc.
Apex organization This is represented in Kenya by Kenya National Federation of Co-

operatives which is an affiliate of the International Co-operative Alliance.

Problems Facing Co-operatives

Co–operatives encounter the following problems in their operations:

Managerial problems arising from:
Financial mismanagement due to poor accounting.
- Corruption and misappropriation of cooperative resources by the personnel in the syste
- Lack of advisory services on technical operations.
- Inability to meet the set obligations of providing credit facilities due to malpractic

The nature of agricultural products and associated problems.

Bulkiness hence difficulties in transportation and storage.
Perishability of produce hence difficult to sustain quality.

Inadequate capital to invest in the cooperative undertakings.
Transport problems due to poor roads.

This hampers the produce getting to the market points in ti

Statutory Boards

A statutory board is an organization established by an Act of Parliament and charged with the running or managing of a certain industry within the government s

Marketing Boards

Some of the statutory boards are charged with the marketing of certain farm produce and are thus called marketing boards.
Examples are the Coffee Board, Pyrethrum Board, Cotton Seed and Lint Marketing Board, Tea Boards, National Cereals and Produce Board, Kenya Meat Commission, the Dairy Board of Kenya and others.
Their marketing functions are to look for market and better prices.

Research Organization

These are research centres which among other things, carry out research and trials on:
Development of new varieties and cultivars of crops.
Breeding disease and pest resistant varieties of crops and types of animals.
Adaptations of crop and livestock species to ecological conditions of certain areas.
Use of fertilizers and pesticides on crops in specific areas.
Development of early maturing and high yielding species.
Soil testing and crop analysis. Advisory services of agro-economic aspects.

Other Organizations

Kenya National Farmers’ Union negotiates for:

Reasonable and affordable prices of farm inputs.
Better prices for farm produce.
Better credit facilities.
Better control of diseases and pest.

Agricultural Society of Kenya

Organizes agricultural shows in the country.
Encourages improvement of livestock through exhibitions and educating farmers

Organizes the running of young farmers’ clubs.
Organizes and finances the ploughing contests during which farmers learn the modern techniques of seedbed preparation.
Publish “Kenya Farmers” magazines.

Young Farmers and 4–K Clubs.

These are student organizations whose objectives are:

To expose the young students and encourage them to appreciate agriculture as a profession in their career.

To encourage the youth to develop leadership qualities through assignment of small farming projects.

Organizing students exchange programmes with other club members both locally and abroad.
To develop better farming skills through judging competitions, annual rallies and camps.

Agricultural Based Women Groups

These are self-help groups whose objective is to uplift the economic status of their members by carrying out agricultural related activities.

Their success depends on the following factors:

Commitment of their leaders.
Motivation of the members.
Sacrifice for each other.

Agroforestry

Introduction

In Kenya land use is changing from extensive methods of farming to more productive and sustainable intensive methods.
Agroforestry is a method of farming which has become increasingly important.

Definition

This is the practice of integrating a variety of land use
It combines tree growing, pasture and crop production practice on the same piece of land to improve the output of the land.

Forms of Agroforestry

Agroforestry;
It is a combination of trees/shrubs and crops in agricultural production.
Silvopastoral:
It is a combination of growing tree/shrubs, pastoral and keeping of livestock.
Agrosilvopastoral:
It is a combination of growing trees/shrubs, animals, pastures, and crops.

Importance of Agroforestry

Environmental protection.
Source of income.
Afforestation for timber production.
Maintenance of soil fertility.
Aesthetic value.
Labour saving in firewood collection.
Source of food and feed.
Source of fuel wood.

Important Trees and Shrubs for Particular Purposes

Eucalyptus Spp;

Timber,
Bee forage,
Fuel wood,
Medicinal,
Production of essential oils.

Acacia Spp;

Leaves and pods eaten by animals,
Provision of shade.

Cajanus cajan (pigeon peas);

Proteinous feed for human,
Used as fodder

Croton megalocarpus(croton);

Fuel wood timber for poles
Handles for hand tools.

Erythrina abyssinica (flame tree);

Wood carvings,
Bee forage,
Nitrogen fixation

Markhamia lutea (markhamia tree);

Timber for construction,
Shade,
Soil protection,
Bee forage.

Grevillea robusta (silky oak.)

Timber,
Fuel wood,
Fodder,
Bee forage,
Soil protection,
Wind breaker

Sesbania sesban (sesbania);

Fodder,
Nitrogen fixation,
Shade,
Fuel wood.

Calliandra calothyrsus (calliandra);

Fuel wood,
Fodder,
Nitrogen fixation,
Shade,
Bee forage.

Persea american (avocado) ;

Fodder,
Fruit production,
Shade,
Fuel wood.

Mangifera indica (mango);

Fruit production,
Shade trees,
Wind break,
Soil protection,
Fuel wood.

Characteristics of Agroforestry Tree Species:

Fast growth rate.
Deep rooted.
Nitrogen fixation ability.
By-product production ability.
Be multipurpose in nature.
Should not possess competitive ability with main crop ..
Have coppicing and lopping ability.
Have appropriate canopy – should not shade others.
Nutritious and palatable.

Trees and Shrubs to Avoid at Certain Sites and Reasons

Eucalyptus Spp.-should not be planted near water sources because it would absorb the water.
Eucalyptus Spp. -should not be planted on the arable land as the roots have allelophathic effects on other vegetation including crops.
Tall trees should not be planted near farm buildings because they may fall and damaging the buildings, their roots will break the building stones gradually.
Bushy trees or shrubs should not be near farm buildings as they may harbour predators.
Tall trees planted with main crop of a lower canopy intercept the rainfall, affecting the growth of the main crop.
Cypress trees have leaves which produce acidity in the soil preventing undergrowth beneath the tree.
These trees should not be planted within the farm but at the periphery.

Tree Nursery

Tree nurseries are structures used to raise tree seedlings until they are ready for transplanting.
There are 2 main types:

Bare root nurseries:

These are also known as ‘Swaziland’ beds where the seedlings are raised directly into the soil.

Advantages

Cheap and less time consuming.
Require less labour
Occupy a small space.
Many seedlings are raised in a small space.
Transportation of seedlings is easy.

Disadvantages

Root damage when uprooting the seedlings.
Difficult to transport.
Lower survival rate after transplanting.

Containerized nursery:

The seedlings in this type of nursery are raised in containers such as pots, polythene bags or tubes and tins.

Advantages

Higher survival rate after transplanting.
No root damage.
Successful in arid areas.

Disadvantages

Labour intensive.
Difficult to get containers.
Sometimes it may be difficult to get the right type of soil to use in the containers.

Seed Collection and Preparation

Seed Collection

Seeds should be collected from;

Adaptable trees,
High yielding,
Healthy
Resistant to pests /diseases.
The mother plant should be identified first.

The following methods used to collect seeds.

Shaking the tree.
Gathering from under the tree.
Lopping of the tree.
Climbing on the trees.
Hooking method.

Seed Preparation

This done when seeds are collected from a fresh fruit, they should be soaked in water, then washed and dried.

Cleaning and sorting: done to remove immature seeds, rotten seeds, broken or damaged seeds.
Drying: Done by sun-drying or oven drying.
Seed testing: this determines;

Seed quality for percentage purity,
Seed weight,
Moisture content,
Germination percentage.

Seeds should be stored in dry containers at room temperature.
Seed treatment: seeds are treated first to break the seed dormancy and ensure rapid germination;

Hot water treatment: used to soften the seed coat to make it more permeable to water.
Examples of seeds which require this treatment are leucaenia, calliandra and
Mechanical breaking: done by nicking the seed coat with a knife for easy entrance of water for example seeds of croton
Light burning: applied to the wattle tree seeds.

Nursery Management

The following are the practices carried out in the nursery when the seedlings are growing:

Mulching:

Aim is to reduce excessive evaporation,
Moderates the soil temperature,
When it decays it improves the soil structure,
Reduces the impact of the raindrops.

Weeding:

Done to reduce competition for growth factors by uprooting the weeds,
Use a sharp pointed stick.

Watering:

Done by use of a watering can
Done twice a day in the morning and in the evening.

Pricking out:

It is the removal of seedlings in an overcrowded area to another nursery bed,
This allows the seedlings to grow strong and healthy.

Root pruning:

It is the cutting of the roots longer than the pots.

Root pruning is done for the following reasons;

Make lifting easier
Encourage fast establishment.
Reduce damage to the seedlings.
Encourage development of a short dense and strong rooting system.

Shading:

Done to reduce the intensity of sunlight .
Dark conditions should be avoided.

Pest and disease control:

Use of appropriate chemicals,
Sterilization of soil through heat treatment,
Fencing to protect seedlings against animal damage.

Hardening off:

It is the practice of preparing seedlings to adapt to the ecological conditions prevailing in the seedbed.
It involves gradual reduction of shade and watering 1-2weeks before transplanting.

Transplanting:

The practice of transferring seedlings from the nursery bed to the main field where they grow to maturity.

Procedure of Transplanting

Holes are dug early before transplanting.
Topsoil is mixed with compost manure.
The seedlings are watered well a day before transplanting.
The seedlings are removed from the nurseries carefully with a ball of soil for the bare root seedlings and roots trimmed for the containerized seedlings.

The seedling is placed in the hole at the same height it was in the nursery.
The container is removed carefully.

The soil is returned into the hole and firmed around the seedling.
The seedling is watered and mulched.

Care and Management of Trees

Protection:
From damage by animals such as goats and cattle by eating the leaves.
It is done by fencing the fields or using small poles around each seedling with or without wire nettings, can be done for individual trees or an entire field.
Pruning and trimming:
Pruning is the removal of extra or unwanted parts of a plant.
The unwanted part may be due to breakage, overcrowding, pests or disease attacks and over production.
Pruning initiates growth of shoots and trains the tree to have the required shape.
Regular cutting back of the trees is known as coppicing,
It is done at the beginning of each cropping season to reduce competition for water, minerals, nutrients and sunlight with crops.
The materials pruned or coppiced are used as fuel wood or for fodder crops.

Grafting old trees:

This is the practice of uniting two separate woody stems.
The part with the rooting system is known as root stock (base)
The part which is grafted onto the rootstock is called a scion which has buds that develop into the future plant.
The ability of the scion and the rootstock to form a successful union is known as compatibility.
Methods of grafting include whip or tongue grafting, side grafting and approach grafting.

Agroforestry Practices

Alley Cropping/Hedgerow Intercropping:
The growing of multipurpose trees and shrubs together with crops.

Benefits

Improve soil fertility through nitrogen fixation and organic matter.
Provision of green manure.
Used as fence and mark boundaries.
Acts as windbreaks.
Suppress weeds.
Source of timber and fuel wood.

Multi-storey cropping ;
This is the growing together of trees of different heights.
The system is based on crops which can tolerate shading.
The trees and crops form different levels of canopy which look like storey.

Benefits

Increases water conservation for pastures.
None of the crops or trees included will be shaded.
Act as windbreak for crops.
Creates suitable micro-climate in the area.
Trees are used for timber, fuel wood and forage.

Woodlots (farm forests)
These are plots of land set aside for trees only.
They are established in the hilly and less productive parts of the farm.
Fast growing tree species such as Eucalyptus spp. should be grown.

Sites for Agroforestry:

Farm boundaries – provide live fences.
River banks – protect water catchment areas.
Homesteads – provision of shade and windbreak
Terraces – for soil conservation.

Steep slopes – as contour hedges to encourage water seepage.

Tree Harvesting Methods

Pollarding;
This is the extensive cutting back of the crown of the tree about 2-3 meters above the ground level to harvest all the side branches.
It stimulates the development of a new crown and branches.
Coppicing;
Cutting the main stem of the tree completely at a height of 10 – 50 cm above the ground.
The tree should be cut in a slanting angle.

Lopping or side pruning ;

The removal of selected branches of the tree
Done to produce fuel wood and fodder.

Shaking of the tree ;

This is a method of harvesting pods and seeds from trees without cutting the tree.
Cutting back;
The tree is cut from the base to allow new growth as done in coffee when changing the cycle.

Thinning;
The removal of some of the trees growing in lines to give the remaining trees enough space to grow.

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 1

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

CHRISTIAN RELIGIOUS EDUCATION I

PART I

CHRISTIAN RELIGIOUS EDUCATION 1

PART II

CHRISTIAN RELIGIOUS EDUCATION 1

PART I

MARKING SCHEME

CHRISTIAN RELIGIOUS EDUCATION I

PART II

CHRISTIAN RELIGIOUS EDU. IV

MARKING SCHEME

CHRISTIAN RELIGIOUS EDU. V

CHRISTIAN RELIGIOUS EDUCATION V

MARKING SCHEME

ENGLISH SCHEME OF WORK FORM THREE TERM ONE 20…………… NAME…………………………..

WK NO

L/

NO

TOPIC

SUB-TOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING/ LEARNING

ACTIVITIES

MATERIALS /

RESOURCES

REFERENCES

ENGLISH SCHEME OF WORK FORM THREE TERM TWO 20…………… NAME…………………………..

WK NO

L/

NO

TOPIC

SUB-TOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING/ LEARNING

ACTIVITIES

MATERIALS /

RESOURCES

REFERENCES

ENGLISH SCHEME OF WORK FORM THREE TERM THREE 20…………… NAME…………………………..

WK NO

L/

NO

TOPIC

SUB-TOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING/ LEARNING

ACTIVITIES

MATERIALS /

RESOURCES

REFERENCES

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