Republic of Malawi

Syllabus for

History

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

History

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for history:

Grace Banda - Chilambula CDSS

Dr Hendrina Kachapila-Mazizwa - Chancellor College
Yohane EAJ Nyirenda - Museum of Malawi
Yamikani Agabu - Bangwe Secondary School
Marumbo Damison - Chipasula Secondary School
Jamu Nyirenda - Domasi College of Education
Dr Fritz Kadyoma - Malawi Institute of Education
Dorothy Matiti Yassin - Ministry of Education, Science and Technology

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank C Kang’ombe and Denis Mwimba who helped in the
refining of the syllabus. Finally, thanks should also go to D Kadyampakeni, Brown
Katombosola and Khumbo Simwaka for providing expert advice on the syllabus during its
development.

Production team

Editing: Davie OP Kaambankadzanja

Typesetting and
layout: Doreen Kachala-Bato Editor-In-
Chief: Max J Iphani
 Contents

Page
Acknowledgements ........................................................................................................... iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................ vii
Developmental outcomes ................................................................................................. viii
Rationale for history .......................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 .................................................................... 1
Teaching syllabus for Forms 1 and 2 .............................................................................. 4
References ........................................................................................................................... 83
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for history
Every society has a history which forms part of its culture. History contributes to the
development of the learners’ identity and dignity. History provides a mirror of a people’s
achievements and challenges which helps them to effectively plan for their future. Herodotus,
the great Greek Historian, stated that a society without a history is like a human being without
a memory.

Through History, students develop research skills as they trace various cultural traditions back
to their roots and investigate the interrelationship between the past and present generations.
The study of History also promotes the important skills of critical thinking, problem-solving
and decision-making as learners try to understand the events that took place in the past, in
terms of their causes, effects, and lessons learnt.

History also promotes local, regional and international understanding. This encourages
tolerance as students discuss and appreciate their own history as well as the history of people of
different cultures at the local, regional and international levels. History also has a utilitarian
dimension in that it unearths a catalogue of indigenous knowledge, skills and values which can
be utilised for personal advancement, employment and the general development of the society.

Core elements and their outcomes

Inter-relationships among the individual, family and society

Students will be able to demonstrate an understanding of personal identity in terms of family
life, location and historical background through inquiry into origins, cultural beliefs, values,
attitudes and practices.

Inter-dependence between Malawi and the world

Students will be able to demonstrate an understanding of the position of Malawi within its
regional and global contexts through an investigation of historical, ideological and geographical
aspects.

Patriotism and nationalism

Students will be able to demonstrate an understanding of issues of patriotism and nationalism
and their socio-economic and political impact on society and nations and how these have
evolved over time.

Economic and social issues in history

Students will be able to appreciate the present socio-economic situations at the local, regional
and global levels from a historical perspective.

Leadership styles in history

Students will be able to demonstrate an understanding of the emergence and evolution of
various leadership styles and how they have impacted society and international relations over
time.

xi
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

th
Interrelationships among the  The study of History  Iron age in Malawi  19 century  Post-colonial Africa up
individual, family and society  Origins of people  The Maravi immigrants to to 2000
Kingdom Central Africa – Yao
 The Tumbuka- and Lomwe
Nkhamanga  19th century
Kingdom immigrants to
Central Africa –
Ngoni
 19th century
immigrants to
Central Africa
- The Ndebele
Interdependence between Malawi  The growth of world  Origins of  The Missionary  The First World War
and the world civilizations Christianity and factor in Malawi  Developments in the
- Egyptian Islam - Islam Inter-war period
 The growth of world - Christianity  The missionary - The Paris Peace
civilization - Islam factor in Malawi Conference
- Greek  Aspects of European - Christianity - The League of
 The growth of world civilization Nations
civilization - Renaissance
- Aztec - Reformation
- Chinese  Aspects of European
civilization
- Enlightenment

1
 Core element Form 1 Form 2 Form 3 Form 4
Patriotism and nationalism  The Partition of Africa  Nationalism and  European  The Second World War
independence occupation and  Developments after the
movements in Africa administration of Second World War
- Ghana Central Africa - United Nations
 Nationalism and - Southern Organisation
independence Rhodesia - Post-war alliances
movements in Africa  European - The Cold War
- Malawi occupation and  Decolonisation in Asia
 Regional and administration of and Africa
continental central Africa - India
groupings - Northern  Decolonisation in Asia
 - Organisation of Rhodesia and Africa
African Unity  European - Kenya
(OAU) occupation and
administration of
Central Africa
- Nyasaland
Economic and social issues in  Slave trade  Industrial  Growth of trade in  Developments in the
History Revolution pre-colonial Central inter-war period
 Voyages of Africa - economic problems
exploration - The Portuguese in Europe
factor - economic situation
 Growth of ivory and in Asia (Japan)
slave trade in Pre- - The Great
colonial East and Depression
Central Africa  Communist revolution
 Economic in Russia
developments in

2
 Core element Form 1 Form 2 Form 3 Form 4
Central Africa from
colonial to
independence era
Leadership styles in History  Ancient Kingdoms  The French  Political  Development of
- West Africa (Mali) Revolution development in autocratic government
 Ancient Kingdoms Central Africa from in Germany
- East Africa (Buganda) colonialism up to
 Ancient Kingdoms independence
- Central Africa - Central African
(Mwenemutapa) Federation
 Political
developments in
Central Africa from
colonialism up to
independence
- The role of
independent
churches in
nationalism

3
 Teaching syllabus for Forms 1 and 2

Form 1 Term 1
Core element: Interrelationships among the individual, family and society
Outcome: The students will be able to demonstrate an understanding of personal identity in terms of family life, location and
historical background through inquiry into origin, cultural beliefs, values, attitudes and practices.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 justify the study 1 define the term The study of  brainstorming the meaning of  demonstration  resource persons
and use of history “history” history the term “history”  question and  artefacts
 giving the meaning of the term answer  documents
“history”  observation  films
 class discussion  paintings
 pair work  stories
 group work  archaeological
 use of resource sites
person  fossils
 field study/  museums
educational visits  textbooks
 projects  students’
 debates experiences
 think-pair-share

4
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 distinguish  listing down the different

different types types of history:
of history - political history
- economic history
- social history
 discussing each type of history
- identifying types of history
- identifying uses of each
type of history
- giving examples of each
type of history
 discussing the advantages and
disadvantages of the three
types of history

3 identify  brainstorming different

different sources of history
sources of  naming different sources of
history history:
- oral (myth, folktale, song
word of mouth)
- visual (painting, films,
cartoons, photographs)
- archaeology (fossils,
artefacts)

5
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- written (primary and
secondary)
 discussing the advantages and
disadvantages of each source
of history

 brainstorming reasons for

4 explain
studying history
reasons for
 discussing reasons for
studying
studying history
history
 debating the importance of
history

 defining the term “time chart”

5 develop a  drawing up students’ own
sense of time time charts
in history  discussing students’ own time
charts
 discussing the importance of
time charts and dates in
history

6
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 describe the 1 explain two Origins of  brainstorming the origins of  class discussions  resource person
origins and different views people people  small group  students’
evolution of of the origins  discussing different views of discussions experiences
people of people the origins of people (creation  demonstrations  artefacts
(creation and and evolution)  question and  documents
evolution) answer  films
 role play  paintings
2 discuss the  defining the term “evolution”  debate  stories
stages in the  discussing the stages of the  quizzes  archaeological
evolution of evolution of people:  simulation games sites
people - old stone age (Palaeolithic)  fossils
- middle stone age  museums
(Mesolithic)  textbooks
- late stone age (Neolithic)  documentaries

3 compare  discussing the different

discoveries in discoveries in the stages of
the stages of evolution
the evolution  discussing the importance of
of people the discoveries to the early
people

7
Core element: Interdependence between Malawi and the world
Outcome: The students will be able to demonstrate an understanding of the position of Malawi within its
regional and global contexts through an investigation of historical, ideological and geographical
aspects.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 appreciate the 1 locate ancient The growth of  drawing the map of north  question and answer  textbooks
growth and Egyptian ancient Africa  class discussion  resource persons
contributions of civilization civilizations  locating the centres of ancient  small group  pictures or
ancient Egyptian centres  Egyptian civilizations in north Africa: discussion models of:
civilization to the civilization - Egypt  essay writing - hieroglyphics
world - Kush  research - Rosetta stone
- Axum  debate - shaduf
 role play  map of the
2 explain the  discussing factors that  observation middle east
factors that contributed to the growth of  peer assessment  films
contributed to the Egyptian civilization:  think-pair-share  museums
the growth of - River Nile  drawings
the Egyptian - Red Sea  television
civilization - The Mediterranean Sea  internet
- The Sahara desert
- effective leadership

8
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 describe the  brainstorming the political

political hierarchy of ancient Egypt
organisation of  drawing the hierarchy of
ancient Egypt ancient Egypt

4 explain the  researching on different gods

religious and the roles they played in
beliefs and ancient Egypt
practices of  discussing religious beliefs
ancient Egypt and practices of ancient
Egypt, eg
- life after death
- many gods
- mummification
- pyramids
- semi divineship

5 describe the
 discussing the contributions
contributions
of the Egyptian civilization to
of the Egyptian
the world, eg
civilization to
- system of writing
the world
- architecture
- irrigation
- calendar

9
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- centralised political system
- mathematics
 identifying personalities and
groups of invaders
(including the Assyrians, the
Kushites, the Persians, the
Greeks (Alexander the great),
the Romans and the Arabs)

6 assess the  discussing the factors that led

factors that led to the decline of the Egyptian
to the decline civilization eg invasions, loss
of the Egyptian of political power by
civilization Pharaohs

10
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning resources
methods
We will know this Students must be
when students are able to:
able to:
 appreciate the 1 locate the  The Greek  drawing the map of Europe  question and  textbooks
growth and ancient Greek civilization and the middle east answer  maps of Europe
contributions of civilization  locating the Greek city states on  class discussion and the middle
the ancient Greek centres the map of Europe  small group east
civilization to the  identifying the centres of early discussion  pictures of Greek
world civilization that influenced  essay writing cities and
ancient Greece  research architecture
 identifying the groups of  debate  resource persons
invaders into ancient Greece  role-play  museums
- Ionians  think-pair-share  television
- Dorians  internet
 tracing the routes taken by the  films
groups of invaders

 discussing the similarities

2 compare the between Athens and Sparta eg
Greek city religious beliefs, sporting
states of activities, language, alphabet
Athens and  discussing differences between
Sparta Athens and Sparta eg
(education, governance, way of

11
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning resources
methods
life, security)
3 explain  brainstorming reasons why the
reasons why Greeks never formed an empire
the Greeks  discussing reasons why the
never formed Greeks never formed an empire
an empire

4 describe the  discussing the religious beliefs

Greek religious of ancient Greeks
beliefs  identifying different gods and
the roles they played

5 state the  stating the contributions made

contributions by the Greeks eg in:
of the Greek - Sports (Olympics)
civilization to - Literature (Homer and
the world Aristophanes)
- History (Herodotus and
Thucydides)
- Philosophy (Socrates,
Arostotle and Plato)
- Science and mathematics
(Pythagoras and Hypocrates)
- Leadership/politics (Solon,
Pericles and Alexander the
Great)

12
Form 1 Term 2
Core element: Interdependence between Malawi and the world
Outcome: The students will be able to demonstrate an understanding of the position of Malawi within its
regional and global contexts through an investigation of historical, ideological and geographical
aspects.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to:
 appreciate the 1 locate the  The Aztec  drawing the map of central  question and  textbooks
growth and ancient Aztec Empire and south America answer  resource persons
contributions of civilization  locating the Aztec empire  class discussion  museums
the ancient Aztec centre on the map of central  small group  television
empire to the America discussion  internet
world  think-pair-share  pictures
2 explain the  brainstorming the factors  essay writing  paintings
factors that led that led to the growth of the  research  films
to the growth Aztec empire  role play  students’
of the Aztec  identifying factors that led experiences
empire to the growth of the Aztec  documents
empire:  maps
- alliances
- war skills
- religion
- environment

13
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 discussing the religious

3 describe the beliefs of the Aztec empire
religion and  identifying different gods
culture of the and the roles they played
Aztec empire  identifying the class
structure of the Aztec
empire
 discussing gender roles in
the Aztec empire

 discussing the political

organisation of the Aztec
4 describe the
empire:
political
- semi autonomous
organisation of
- authoritarian monarchs
the Aztec
- bureaucracy
empire

 brainstorming the factors

5 examine the
that led to the decline of the
factors that
Aztec empire
contributed to
 discussing the factors that
the decline of
led to the decline of the

14
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
the Aztec Aztec empire:
empire - a clash of religious
beliefs with Spaniards
- introduction of new
diseases

 discussing the role of tax

6 explain the collectors in the political
contributions organisation
of the Aztec  discussing the contributions
empire to the of the Aztec empire to the
world world:
- writing
- architecture
- sculpture
- painting/art

15
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to:
 appreciate the 1 locate the  The Chinese  drawing the map of Asia  question and  textbooks
growth and centre of the civilization  locating the centre of the answer  map of Asia
contributions of Chinese Chinese civilization on the  think-pair-share  television
the ancient civilization map of Asia  class discussion  internet
Chinese  small group  paintings
civilization to the discussion  films
world  essay writing  students’
 research experiences
 role play  documents
 question and  resource persons
2 explain the answer
 brainstorming the factors
factors that  brainstorming
that contributed to the
contributed to growth of the Chinese
the growth of civilization
the Chinese  discussing the factors that
civilization contributed to the growth
of the Chinese civilization
eg
- rivers
- natural barriers
- religion
- ancient philosophies

16
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 discussing the political
3 describe the organisation of the Chinese
political civilization
organisation of  drawing the hierarchy of
the Chinese the Chinese political
civilization organisation
 discussing the contributions
of each dynasty to the
growth of the Chinese
civilization, eg
- Shang dynasty (1570-
1045 BC)
- Zhou (Chou) dynasty
(1045-221 BC)
- Qin (Chin) dynasty (221-
206 BC)
- Han dynasty (202 BC)

 naming the religious beliefs

4 explain the of ancient China
religious  discussing the religious
beliefs of the beliefs of ancient China, eg
Chinese - king as representative of
heaven
- existence of one
transcendent god

17
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- universe divided into
two primary forces of
good and evil; light and
dark; male and female
(Yang and Ying)

 discussing the contributions

5 describe the
of the Chinese civilization
contributions
to the world, eg
of the Chinese
- philosophy of Confucius
civilization to
- defence system (Great
the world
Wall)
- writing
- literature
- music
- standardisation of
measurement units
- use of natural manure
- large scale water control
projects

18
Core element: Leadership styles in history
Outcome: The students will be able to demonstrate an understanding of the emergence and evolution of various
leadership styles and how they have impacted society and international relations over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to: 1 locate Mali Ancient Kingdoms:  drawing the map of west  brainstorming  pictures or
 explain how Kingdom on Mali Kingdom (west Africa  class discussion illustrations of
ancient west the map of Africa)  locating Mali Kingdom on  small group spirit mediums
African societies Africa the map of west Africa discussion and ruins
were organised  question and  textbooks
socially, politically 2 explain factors  discussing the contributions answer  maps of west
and economically that led to the of Sundiata Keita to the  library research Africa
rise and emergence of Mali  quiz  pictures or
expansion of Kingdom  debate illustrations of
Mali Kingdom  discussing the factors that  panel discussion Mali architecture
led to the rise and  role playing
expansion of Mali:
- natural environment
- trade
- conquest
- Islam
- the contributions of
Masa Musa in the
expansion of Mali
Kingdom

19
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 discussing the system of

3 describe the government of Mali
system of  drawing the hierarchy of
government the government of Mali
and trade  brainstorming the trade
activities in activities of Mali Kingdom
Mali Kingdom  discussing the trade
activities of tMali Kingdom

4 assess the  brainstorming the

contributions contributions of Islam to
of Islam to Mali Kingdom
Mali Kingdom  debating the contributions
of Islam to Mali Kingdom
 discussing the contributions
of Islam to Mali Kingdom:
- education (university)
- architecture
- administration
 debating the contributions
of Islam to Mali Kingdom

20
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 brainstorming the factors

5 examine the that led to the decline of
factors that led Mali Kingdom
to the decline  discussing the factors that
of Mali led to the decline of Mali
Kingdom Kingdom:
- weak and incompetent
leaders
- external attacks
- succession disputes
- decrease in tribute
- breaking away of
provincial states

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

21
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 explain how 1 locate  The Buganda  identifying the position of  brainstorming  pictures or
ancient east Buganda Kingdom (east Buganda Kingdom  class discussion illustrations of
African societies Kingdom on Africa)  locating the Kingdom of  small group Buganda
were organised the map of Buganda on the map of east discussion architecture
socially, politically Africa Africa  question and  textbooks
and economically answer  television
2 explain the  discussing the origins of the  library research  maps of east
origins of the Buganda Kingdom  quiz Africa
Buganda  naming the founders of  debate  internet
Kingdom Buganda Kingdom  panel discussion
- the Ganda (descendants  role-playing
of Bachwezi)

3 describe  discussing the factors that

factors that led led to the growth of
to the Buganda Kingdom:
development - trade
of Buganda - warfare
Kingdom - agriculture
- hand-made products
- stability

22
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- infrastructure
- foreign contact
- control of women

 brainstorming the socio-

4 describe the political organisation of
socio-political Buganda Kingdom
organisation of  discussing the socio-
Buganda political organisation of
Kingdom Buganda Kingdom:
- centralised system of
government
- succession system
- system of officials

 identifying factors for the

coming of Swahili-Arab
5 assess the traders into Buganda
impact of the Kingdom
Swahili-Arab  discussing the impact of the
traders on Swahili-Arab traders on
Buganda Buganda Kingdom
Kingdom

23
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 discussing reasons why

European explorers and
6 identify the missionaries came to the
early Buganda Kingdom
European  discussing the activities of
explorers and the following European
missionaries in explorers and missionaries
the Buganda in the Buganda Kingdom:
Kingdom Explorers
- Richard Barton
- John Speke
- James Grant
- Henry Morton Stanley
Missionaries
- Church Missionary
Society (CMS)
- White Fathers

 discussing the impact of the

European explorers and
missionaries on the
Buganda Kingdom:
- introduced Christianity
- paved way for
colonisation

24
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 brainstorming the
relationship between the
7 relate the coming of the foreign
coming of the religions to the decline of
foreign Buganda Kingdom
religions to the  discussing the effects of the
decline of coming of different
Buganda religions on the decline of
Kingdom Buganda Kingdom

25
 Form 1 Term 3

Core element: Leadership styles in History

Outcome: The students will be able to demonstrate an understanding of the emergence and evolution of various
leadership styles and how they have impacted society and international relations over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to: 1 identify the  The  identifying the position of  brainstorming  textbooks
 explain how location of Mwenemutapa Mwenemutapa Kingdom  class discussion  pictures of
ancient central Mwenemutapa Kingdom  locating Mwenemutapa  question and Mwenemutapa
African societies Kingdom in Kingdom on the map of answer Kingdom
were organised central Africa central Africa  library research  missionary
socially, politically  quizzes reports
2 describe the  naming the founders of the
and economically  debate  maps of central
origins of the Kingdom
- the Shona  panel discussion Africa
Kingdom
 discussing the origins of the  role playing  illustration of
Kingdom spirit mediums
- the role of Great and the
Zimbabwe Zimbabwe ruins
 brainstorming the factors  TV
that led to the expansion of documentaries
Mwenemutapa Kingdom  internet

26
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 explain the  discussing the factors that

factors that led led to the expansion of
to the expansion Mwenemutapa Kingdom:
of - the roles of Nyatsimba
Mwenemutapa Mutota
Kingdom - trade in gold
- fertile soil
- industries and crafts

4 describe the  discussing the socio-

socio-political political organisation of
organisation of Mwenemutapa Kingdom
Mwenemutapa - centralised system of
Kingdom government
- the role of the royal fire
- the role of religion

 brainstorming the factors

27
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
5 explain the that led to the decline of
factors that led Mwenemutapa Kingdom
to the decline of  discussing the factors that
Mwenemutapa led to the decline of
Kingdom Mwenemutapa Kingdom
- Portuguese interference
- power struggle between
the remnants of Great
Zimbabwe and the
leaders of Mwenemutapa
Kingdom

Core element: Economic and social issues in history

28
Outcome: The students will be able to appreciate the present socio-economic situations at the local, regional and
global levels from a historical perspective.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe the 1 define the The Trans-Atlantic  brainstorming the meaning  field study  world maps
processes that terms Slave trade of the terms: “slavery”,  brainstorming  pictures
facilitated the “slavery” and “slave trade”  class discussion  resource persons
movement of “slave trade”  discussing the meaning of  small group  journals
African slaves to the terms “slavery” and discussion  textbooks
Europe and “slave trade”  question and  museums
America between answer  monuments
14th and 19th 2 explain the  brainstorming the origins of  peer assessment  time-charts
Centuries, and origins of the slave trade  research  illustrations of
their impact on slave trade  discussing the origins of  demonstration tribal wars, the
different societies slave trade in:  role playing Great triangle
- Africa  dramatisation  cartoons of slave
- Europe  debate caravans
- Asia  picture study  TV
 think-pair-share documentaries
 internet

29
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 describe  drawing maps showing

reasons for the Africa, Europe and the New
growth of the World
Trans-Atlantic  brainstorming the meaning
Slave Trade of “Trans-Atlantic slave
trade”
 discussing the meaning of
the “Trans-Atlantic Slave
Trade”
 discussing the reasons for
the growth of Trans-
Atlantic slave trade
- demand for labour in the
plantations and mines in
the Americas
- industrialisation of
Europe
- demand for
manufactured goods in
African society

30
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
4 identify the  locating the main centres of
wain centres of slave trade on map
slave trade in - Senegal
West Africa - Cameroon
- Congo
- Angola
- Gold Coast

5 describe the  brainstorming the term

Great Triangle “Great Triangle Route”
Route  discussing the Great
Triangle Route
 tracing the Great Triangle
Route on a map
 brainstorming the
conditions of the slaves on
the Middle Passage and in
the plantations
 discussing the conditions of
the slaves on the Middle
Passage and in plantations
- death of slaves in transit
- overcrowding on ships
- starvation
- outbreak of diseases
- harsh treatment from the

31
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
captors

6 outline the  discussing reasons why the

stages in the slave trade took so long to
abolition of the end
slave trade - it was a profitable
business
- belief that only African
slaves could do hard
work
- owners of plantations
were connected to
political figures in
Europe
 discussing the stages in the
abolition of slave trade in:
- Europe
- America
- Africa

32
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
7 state the  discussing the contributions
contributions of the leading personalities
of the leading in the abolition of slave
personalities in trade
the abolition of - Britain – Granville Sharp
the slave trade and William Wilberforce
- USA – Abraham Lincoln
and Harriet Beecher
Stowe

8 explain the  brainstorming the

challenges challenges encountered by
encountered the abolitionists
by the  discussing the challenges
abolitionists encountered by the
abolitionists
 dramatising the challenges
encountered by the
abolitionists

 brainstorming the effects of

33
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
9 describe the the trade on people and
effects of slave affected areas
trade on  discussing the positive
people and effects of the trade on
affected areas people and affected areas eg
- growth of towns
- introduction of new
crops
- some people became rich
 discussing the negative
effects of the trade on the
people and the affected
areas eg
- depopulation of African
societies
- under-development of
Africa
- spread of diseases
- poor treatment of slaves

34
Core element: Patriotism and nationalism
Outcome: The students will be able to demonstrate an understanding of issues of patriotism and nationalism and their socio-economic
and political impact on society and nations, and how these have evolved over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to: The Partition of  brainstorming the terms  library research  maps of Europe
able to: Africa “scramble for Africa” and  peer assessment showing the
 describe the 1 define the “partition of Africa”  debating major powers of
impact of the terms  discussing the terms  essay writing 1870s
division of Africa “scramble for “scramble for Africa” and  question and  pictures of King
among European Africa” and “partition of Africa” answer Leopold and
nations on African “partition of  quizzes Otto van
societies Africa”  map study Bismark,
 jigsaw industries
2 explain factors  discussing the factors that  class discussion  textbooks
that led to the led to the partition of  small group  journals
partition of Africa: discussion  documentary
Africa - socio-economic  role playing films
- political  brainstorming  internet
 maps of Africa
after the
partition

35
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 describe the  discussing the events that

events that led led to the Berlin Conference
to the Berlin of 1884
Conference of - The French in west Africa
1884 - King Leopold and the
Congo
- Britain and France in
Egypt
- German interest in Africa

4 outline  listing the guidelines for the

guidelines partition of Africa
that were laid  discussing the guidelines
down at the for the partition of Africa:
Berlin - effective occupation of
Conference for the spheres of influence
the partition - disagreements to be
of Africa settled by two sides in
conflict
- international trading
areas to be set aside
- to end the slave trade

36
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 discussing the results of the

Berlin Conference
5 state the  drawing maps of Africa
results of the showing the partition of
Berlin Africa by the European
Conference countries (including
countries that remained
uncolonised)
 discussing reasons why the
countries remained
uncolonised:
- Italians were defeated in
Ethiopia
- Liberia was under USA
influence

 brainstorming the effects of

the partition of Africa on
African societies

37
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
6 describe the  discussing the effects of the
partition of partition of Africa on
Africa on African societies
African
societies  debating the effects of the
partition of Africa on
African societies
- positive effects (slave
trade ended, promotion
of western aspects of life,
education, religion)
- negative effects
(suppression of African
indigenous industries,
loss of land and labour,
serious border disputes,
dependence on donors)

38
Form 2 Term 1
Core element: Interrelationships among the individual, family and society
Outcome: The students will be able to demonstrate an understanding of personal identity in terms of family life, location and
historical background through inquiry into origins, cultural beliefs, values, attitudes and practices.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 define the The Iron age in  brainstorming the terms  field visits  maps of central
understanding of terms, “iron central Africa “iron age”, “artefacts” and  library research Africa
iron age age”, “archaeology”  small group  charts
“artefacts” and  discussing the terms, “iron discussions  artefacts
“archaeology” age”, “artefacts” and  class discussions  museum
“archaeology”  question and  resource persons
answer  textbooks
2 identify iron  mentioning major iron age  drawing  students’
age sites in sites in central Africa  teacher observation experiences
central Africa - Nkope and Phopo Hills  museum visits  folktales
(Malawi)  peer assessment  iron age sites
- Kalambo Falls and  individual
Ingombe Ilede (Zambia) assessment
- Gokomere and Ziwa  use of a resource
(Zimbabwe) person
 locating the major iron age
sites on the map of central
Africa

39
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 completing the
occupational dates of iron
age sites on a time-line

3 describe the  discussing archaeological

archaeological findings in the iron age
findings in the  discussing the uses of the
iron age sites archaeological findings or
artefacts
- for determining the
time and life styles of
people

 brainstorming the
4 discuss the improvements that the
contributions iron age made on the lives
of the iron age of people
culture to  discussing the
modern improvements that iron
civilization the age made on the lives
of people

40
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 discuss how 1 locate Maravi Pre-colonial  drawing the map of Africa  question and  textbooks
Malawian Kingdom on kingdoms in Malawi  locating the position of answer  maps of Africa
societies were the map of  The Maravi Maravi Kingdom on the  class discussion  museums
organized socially, central Africa Kingdom map of Africa  small group  archaeological
politically and discussion sites
economically 2 trace the  drawing  stories
before migration  quizzes  songs
 tracing the migration
colonization routes of the  demonstration  artefacts
routes of the Maravi from
Maravi from Luba-Lunda to  role play  documents
Luba-Lunda to Kaphirintiwa  simulation games  resource persons
Kaphirintiwa  mentioning Maravi  visits to the  students’
leaders and the roles they museum experiences
played from Luba-Lunda  visits to  folktales
to Kaphirintiwa archaeological sites  TV
 debates documentaries
 think-pair-share  radio
 research programmes

41
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 explain the  identifying the factors that

factors that led led to the rise and
to the rise and expansion of Maravi
expansion of Kingdom
Maravi - trade
Kingdom - effective leadership
- religion
- conquests
 discussing how the factors
contributed to the rise and
expansion of Maravi
Kingdom

 brainstorming the
4 describe the
hierarchy of the traditional
socio-political
chieftaincy in students’
and religious
home area
organisation of
 identifying the hierarchy
Maravi
of Maravi Kingdom
Kingdom
(Paramount Chief,
Territorial Chiefs, Tribute-
paying Chiefs, Village
heads, lineage leaders)

42
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 discussing the roles of the

different officials in the
hierarchy of Maravi
Kingdom
 outlining the functions of
the officials at the king’s
court (Nyangu, Saopa,
Mkomba, Mavimba,
Mfitizamilandu)
 stating the various
religious centres of Maravi
Kingdom
 describing the role of
priesthood in Maravi
Kingdom
 discussing the importance
of religion in Maravi
Kingdom

5 account for the  discussing reasons for the

decline of decline of Maravi
Maravi Kingdom
Kingdom - succession disputes

43
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- decentralisation
- slave trade
- Portuguese interference

6 outline the  brainstorming the impact

impact of the of Maravi Kingdom on the
Kingdom on indigenous people
indigenous  discussing the impact of
people Maravi Kingdom on the
indigenous people
- promoted trade
- unified people
- facilitated contacts with
Europeans and Arabs

44
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 discuss how 1 locate the  The Tumbuka-  drawing maps of Africa  question and  textbooks
Malawian Tumbuka- Nkhamanga  locating the position of answer  maps of Africa
societies were Nkhamanga Kingdom Tumbuka-Nkhamanga  class discussion  museums
organised socially, Kingdom on Kingdom on the map of  think-pair-share  stories
politically and the map of Africa  research  songs
economically Africa
 small group  TV/radio
before discussion documentaries
colonisation 2 describe the  brainstorming the socio-  drawing  folktales
socio-political political organisation of the  quiz
organisation of Tumbuka-Nkhamanga  demonstration
the Tumbuka- before the coming of the  role play
Nkhamanga Balowoka  visit to museum
before the  discussing the socio-
coming of the political organisation of the
Balowoka Tumbuka-Nkhamanga
before the coming of the
Balowoka
- decentralisation

45
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- matrilineal system
- religion
(Chikhang’ombe cult)

3 trace the  tracing the migration

migration routes of the Balowoka on
route of the the map of Africa
Balowoka into  discussing the role of
the Kakalala Msawira Gondwe
Nkhamanga in the migration of the
area Balowoka
 discussing reasons why the
Balowoka were interested
in northern Malawi

 analysing how the

4 account for the
Balowoka used trade,
factors that
inter-marriages and
facilitated the
peaceful co-existence to
establishment
establish themselves
of the
among the local people
Balowoka
 discussing how the
among the
political organisational
local people
structure of the Tumbuka-
Nkhamanga Kingdom
facilitated the

46
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
establishment of the
Balowokas among the local
people

5 account for the  discussing the factors that

decline of the contributed to the decline
Kingdom of the Kingdom
- loss of trade monopoly
- lack of centralised
military, political and
religious system
- the Ngoni attack
 dramatising the fall of the
Tumbuka-Nkhamanga
Kingdom

47
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

48
Core element: Interdependence between Malawi and the world
Outcome: The students will be able to demonstrate an understanding of the position of Malawi within its regional and global
contexts through an investigation of historical, ideological and geographical aspects.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe the 1 identify the Origins of  brainstorming the  question and  maps of
origins of birth place of Christianity and birthplace of Jesus Christ answer Palestine
Christianity and Jesus Christ, Islam  drawing maps of the  class discussion  Bible
Islam the founder of  Christianity middle east  small group  pictures
the Christian  locating the birth-place of discussions  resource persons
faith Jesus Christ on a map of  essay writing  text books
Palestine  exposition  students’
 role play experiences
2 explain the  discussing the main  simulation games  copies of the
teachings of teachings of Judaism  dramatisation Q’uran
Jesus Christ  brainstorming the  research  films
teachings of Jesus Christ  future’s wheels
 discussing the teachings of  poetry recitals
Jesus Christ  document study
 press conferences
 jigsaw puzzles

49
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 account for the  discussing early apostolic

growth and journeys
spread of  discussing the growth and
Christianity spread of Christianity
after the death after the death of Jesus
of Jesus Christ Christ
- the role of Simon Peter
- the role of Paul
- persecution of
Christians

4 explain the  naming the emperors that

roles that reigned during the early
different Christian Church
emperors - Nero
played in the - Decius
persecution of - Valerian
Christians - Diocletian
- Constantine
- Theodosius
 discussing the roles played
by different emperors in
the persecution of
Christians
 discussing the roles played

50
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
by Constantine and
Theodosius in promoting
Christianity

 discussing the reasons that

5 explain the led to the Bishop of Rome
reasons that being acclaimed pope:
led to the - apostolic succession
Bishop of - political vacuum
Rome being - honour for Bishop of
acclaimed Rome
pope

 discussing the political and

6 examine the socio-economic situation
role of the in the middle ages after
church in the the fall of the Roman
middle ages empire
and the church  discussing the role of the
today church in the Middle ages
 analysing the differences
between the roles of the
church in the Middle Ages
and the church today

51
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 brainstorming the
7 identify the  Islam birthplace of Muhammad
birth-place of  locating the birth-place of
Muhammad, Muhammad on the map of
the founder of the middle east
Islam
 brainstorming the
8 describe the influence of Judaism and
influences of Christianity on
Judaism and Muhammad
Christianity on  discussing the influence of
Muhammad Judaism and Christianity
on Muhammad

 discussing the reasons for

9 explain the the emigration of
reasons for the Muhammad to Medina
emigration of  discussing the significance
Muhammad to of the emigration of
Medina Muhammad to Medina

10 describe the  brainstorming the

52
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
teachings of teachings of Islam
Islam  discussing the teachings of
Islam
- the five pillars and the
basic beliefs

11 examine the  brainstorming the factors

factors that led that led to the rapid spread
to the rapid of Islam
spread of Islam  discussing the factors that
led to the rapid spread of
Islam

53
Form 2 Term 2
Core element: Interdependence between Malawi and the world
Outcome: The students will be able to demonstrate an understanding of the position of Malawi within its regional and global
contexts through an investigation of historical, ideological and geographical aspects.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students able to:
are able to: 1 define the term Aspects of the  brainstorming the term
 describe the “Renaissance” European awakening “European awakening”  research  textbooks
different aspects  The Renaissance  discussing the term  question and  pictures
of the European “Renaissance” answer  maps of Europe
awakening from 2 explain why  small group  paintings
13th to 18th  locating Italy on the map of
the Renaissance discussion  illustrations of
centuries and Europe
started in Italy  observation the 95 theses
their  brainstorming the reasons
 peer assessment  Bibles
contributions to the Renaissance began in
 matching  typewriters
the world Italy
 essay writing
 discussing why the
 debate
Renaissance began in Italy
 pair work
- Italy’s central position
in the Mediterranean
- revival of the ruins of
the old Roman empire
- Feudalism was not
strong in Italy

54
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
3 describe the  mentioning outstanding
contributions of personalities during the
outstanding Renaissance
personalities  discussing the
during the contributions of
Renaissance outstanding personalities
during the Renaissance in
areas of:
- scientists
- artists
- writing
- philosophers

 brainstorming the results

4 examine the
of the Renaissance
results of the
 discussing the results of
Renaissance
the Renaissance
- led to the Reformation
- some of the works eg
books and paintings
are still in use to date
- led to voyages of
exploration

55
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
5 define the term  The Reformation  discussing the term
“Reformation” “Reformation”

6 examine the  discussing the connection

connection between the Renaissance
between the and the Reformation
Renaissance - printing of more Bibles
and the using the printing press
Reformation - emergence of humanism

7 outline the  brainstorming the causes

causes of the of the Reformation
Reformation  discussing the causes of the
Reformation

8 describe the  discussing the reasons why

reasons why the Reformation started in
the Germany
Reformation - Martin Luther was a
started in German
Germany - German leaders were
against the papacy
 discussing the
contributions of Martin
Luther to the Reformation
- the 95 theses
 discussing the role of the

56
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
9 describe the following in the spread of
role of different the Reformation to other
personalities in parts of Europe:
the spread of - John Calvin
the - John Knox
Reformation to - Ulrich Zwingli
the other parts - King Henry VIII
of Europe  locating places where the
Reformation spread on the
map of Europe

 brainstorming the reasons

10 examine the for the success of the
reasons for the Reformation
success of the  discussing reasons for the
Reformation success of the Reformation
- the charismatic
personality of the
reformers
- the church’s
vulnerability
- the people were not
happy with the church’s
interference with
people’s lives

57
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 discussing the term
11 explain the “counter-reformation”
causes and  discussing why the
effects of the counter-reformation took
counter- place
reformation  discussing the results of
the counter-reformation
 analysing the effects of the
Reformation and counter-
reformation in Europe:
- splitting of the Church
into Catholicism and
Protestantism
- religious wars between
Catholics and
Protestants
- political division of
Europe into Catholic
and Protestant countries
- the decline of the
influence of the church
on the nations

58
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this
when students are
able to:
 describe the 1 define the terms  Enlightenment  brainstorming the term  research  textbooks
different aspects “Enlightenment” “Enlightenment” and  question and  pictures
of the European and “philosophes” answer  map of Europe
awakening from “philosophes”  discussing the meaning of  small group  paintings
13th to 18th the terms “Enlightenment” discussion  TV
Century and their and “philosophes”  teacher observation documentaries
contributions to  peer assessment  internet
2 identify the  drawing maps of the world
the world  essay writing
major centres of  locating the major centres
of the Enlightenment  debate
the
- Paris  think-pair-share
Enlightenment
- England
- British and Spanish
colonies in the Americas

 discussing the
contributions of
outstanding personalities
during Enlightenment
- Montesquieu
- Voltaire

- Denis Diderot

59
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- Jean-Jacque Rousseau
- Mary Wollstonecraft
3 describe the
 brainstorming
contributions of
contemporary views of
outstanding
people on the intellectual
personalities
capacity of women
during the
 compare the views of
Enlightenment
Rousseau and
Wollstonecraft on the
education of women

4 explain the  discussing the

views of contributions of the
Enlightenment Enlightenment to the
thinkers on the modern world:
differences - modern European
between women feminism
and men - individual rights
- separation between
church and state
5 explain the
contributions of
the
Enlightenment
to modern world
Core element: Economic and social issues in history

60
Outcome: The students will be able to appreciate the present socio-economic situations at the local, regional and
global levels from a historical perspective.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Students must be
when the students are able to:
able to:
 explain the 1 define the term The Industrial  brainstorming the meaning  question and  textbooks
different ‘Industrial Revolution of the term “Industrial answer  telephones
inventions during Revolution’ Revolution”  class discussion  roads
the Industrial  discussing the term  small group  transport and
Revolution and Industrial Revolution discussion communication
their impact on the  brainstorming maps
different sectors of 2 explain why  brainstorming why the  peer assessment  drawings and
society the Industrial “Industrial Revolution”  debate illustrations
Revolution began in England  panel discussion  sign language
began in  discussing why the  quizzes interpreters
England “Industrial Revolution”  library research  pictures of
began in England  role playing inventors
- England was rich  essay writing  maps of Europe
- scientific innovations  teacher observation  films
- availability of natural  think-pair-share  internet
resources
- had village industries
- had steady political
system

61
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
- freedom of movement

3 describe the  discussing important

important inventors and their
inventions and inventions
inventors - printing press: Johann
Gutenberg
- steam engine: James
Watt
- water frame: Richard
Arkwright
- flying shuttle: John Kay

 discussing the changes in

4 describe the various industries and
changes in their impact on society
various (including gender
industries and relations)
their impact on - agriculture
society - transportation
- textiles
- iron industry
 debating on the impact of
the industries on society
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

62
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 define the term  Voyages of  brainstorming the meaning  question and  textbooks
understanding of “voyages of exploration of the term “voyages of answer  drawings and
the voyages of exploration” exploration”  class discussion illustrations
exploration and  discussing the term  small group  pictures of
their impact on “voyages of exploration” discussion explorers
society globally  brainstorming  world maps
2 explain why  locating Portugal on a map  peer assessment  films
the Portuguese of the world  debate  internet
took a lead in  discussing why the  panel discussion  documents
the voyages of Portuguese took a lead in  think-pair-share  globes
exploration the voyages of exploration  quiz
- the geographical  library research
position of Portugal  role playing
- advances in maritime  essay writing
technology  teacher observation
- Portugal was at peace
- the influence of Prince
Henry the Navigator

63
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources

 discussing the role of

3 describe the Prince Henry the
role of Prince Navigator in the voyages
Henry the of exploration
Navigator in - planning and financing
the voyages of voyages
exploration - built school of
navigation
- compilation of maps
 dramatizing the role of
Prince Henry the
Navigator in the voyages
of exploration

 listing the Portuguese

explorers who attempted
4 describe the to find a sea route to India
Portuguese - Diego Cam
attempts to - Bartholomew Diaz
find a sea route - Vasco da Gama
to India  tracing the routes taken by
the Portuguese explorers to

64
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
find a sea route to India

 discussing the results of

5 explain the the Portuguese voyages of
results of the exploration
Portuguese - discovery of sea route to
voyages of India
exploration - spread of Christianity
- introduction of Trans-
Atlantic slave trade
- decline of the Zanj
civilization

 listing the explorers who

attempted to find a western
6 describe the sea route to India
Spanish - Christopher Columbus
attempts to - Amerigo Vespucci
find a western - Ferdinand Magellan
sea route to  tracing the routes taken by
India Spanish explorers to find a
western sea route to India
 discussing the results of
Spanish voyages of
exploration

65
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
- discovery of the New
World
- discovery of the western
sea route to India
- discovered that the
world is round
 listing the English
7 describe the
explorers who attempted
English
to find north-eastern and
attempts to
north-western sea routes to
find north-
India
eastern and
- John Davis
north-western
- Richard Willough
sea routes to
- Martin Frobisher
India
- John Hawkins
- Francis Drake
 tracing the routes taken by
English explorers to find
north-eastern and north-
western sea routes to India
 discussing the results of
the English voyages of
exploration
- discovery of new areas
- accurate maps of the

66
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
world

67
Form 2 Term 3
Core element: Leadership styles in History
Outcome: The students will be able to demonstrate an understanding of the emergence and evolution of
various leadership styles and how they have impacted society and international relations over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 explain the The French  discussing the meaning of  question and  observation
understanding of background to Revolution the term “French answer checklist
the political the French Revolution”  library research  textbooks
developments in Revolution  discussing the background  debate  maps of Europe
France and their to the French Revolution  quizzes  documents
impact on the - the Enlightenment  role playing
world - colonial wars among  observation
European nations  essay writing
- political and socio-  dramatisation
economic problems  think-pair-share
within the French  brainstorming
society  group discussion

68
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 describe the  discussing the causes of the

causes of the French Revolution
French - power struggle between
Revolution the clergy/nobility and
the monarch
- social class struggles
- war expenses on
Austrian succession
3 explain the
major  discussing the major
developments developments of the
of the French French Revolution
Revolution - the meeting of the
Estates General (French
legislature)
- the Oath of the Tennis
Court
- declaration of the rights
of man and citizen
- the reign of terror

69
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

4 describe the  discussing the role of

role of women women in the French
in the French Revolution
Revolution - March on Versailles
- Bearing arms
- cheering revolutionary
leaders in the national
assembly

5 examine the  discussing the reaction of

role of the revolutionaries to the
Napoleon involvement of women in
Bonaparte in the revolution:
the French - some were arrested
Revolution - some were beheaded
 discussing the role of
Napoleon Bonaparte in the
French Revolution
- spread of the Revolution
to other parts of Europe
- re-writing French laws
leading to the Civil code
of 1804

70
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

6 assess the  brainstorming the

contributions contributions of the French
of the French Revolution to the modern
Revolution to world
the modern  discussing the
world contributions of the French
Revolution to the modern
world
- constitution
- individual rights
- introduction of three-
colour flag
- separation of church
from government

71
Core element: Patriotism and nationalism
Outcome: The students will be able to demonstrate an understanding of issues of patriotism and nationalism and
their socio-economic and political impact on society and nations, and how these evolved over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students able to:
are able to:
 describe factors 1 explain the Nationalism and  locating Ghana on the map  research  textbooks
that facilitated the factors that independence of Africa  question and  films
development of contributed to movements in Africa  brainstorming the factors answer  TV
nationalist the rise of  Ghana that contributed to the rise  small group documentaries
consciousness nationalist of nationalist movements discussion  archival
and the processes movements in in Ghana  dramatisation documents
that led to Ghana  discussing the factors that  role play  student’s
independence in contributed to the rise of  essay writing experiences
Ghana nationalist movements in  think-pair-share  songs
Ghana:  hot seating
- education  exposition
- pan-Africanism  brainstorming
- urbanisation
- effects of the Second
World War
- government order to cut
down cocoa trees
- lowering of cocoa prices
on the world markets

72
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 describe the  naming the different

aims of nationalist movements in
different Ghana and their founders
nationalist - United Gold Coast
movements in Convention (UGCC)
Ghana - Convention People’s
Party (CPP)
 discussing the aims of the
different nationalist
movements in Ghana
 comparing the tactics of
UGCC and CPP in
achieving self governance
- constitutional versus
revolutionary tactics

3 describe the  discussing the reactions of

reactions of the the colonial government to
colonial the nationalist movements
government to in Ghana
the nationalist - state of emergency
movements in - instituting constitutional
Ghana reforms

73
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
4 outline the  listing the developments in
developments the Gold Coast which
in the Gold resulted in the
Coast which independence of Ghana
resulted in the  discussing developments
independence in the Gold Coast which
of Ghana resulted in the
independence of Ghana
- 1948 riots
- constitutional talks and
reforms
- general elections

74
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this
when students are
able to:
 describe the 1 explain the Malawi  brainstorming the factors  research  textbooks
factors that factors that that contributed to the rise  question and  films
facilitated the contributed to of nationalist movements answer  TV
development of the rise of in Malawi  small group documentaries
nationalist nationalist  discussing the factors that discussion  internet
consciousness movements in contributed to the rise of  role play  students’
and the processes Malawi nationalist movements in  essay writing experiences
that led to Malawi:  think-pair-share  songs
independence in - the Federation of  hot seating  museums
Malawi Rhodesia and Nyasaland  exposition  resource
- the policies of the  singing persons
colonial government  dramatizing  plays
- effects of the two world  stories
wars  films
- the Chilembwe uprising
- western education

 discussing the term

75
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
2 outline “voluntary associations”
voluntary  discussing the aims of the
associations voluntary associations
between 1912  tabulating the voluntary
and 1943 associations between 1912
and 1943 giving the name
of the association, year and
relevant districts
 discussing the strengths
and weaknesses of the
voluntary associations

 brainstorming the factors

3 explain factors
which led to the formation
which led to the
of the NAC
formation of the
 discussing the factors
Nyasaland
which led to the formation
African
of the NAC
Congress
 listing leading personalities
(NAC)
in the formation of NAC:
- Levi Ziliro Mumba
- James Fredrick Sangala
- Charles J Matinga
- Charles Mlanga
- Issa MacDonald

76
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
Lawrence
- John Dickson Phiri
- Harry Tung’ande
- HB Dallah

 discussing the aims of

NAC
- promoting African
4 state the aims of
interests and demands
the Nyasaland
- fighting racial
African
segregation
Congress

 naming different political

figures in the activities of
the NAC
5 explain the - Hastings Kamuzu Banda
roles played by - Charles Chinula
different - Charles Matinga
political figures - James Chinyama
in the activities  analysing the roles of
of the political figures in the
Nyasaland activities of NAC
African
Congress  discussing the problems
NAC faced in the 1940s

77
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
and 50s:
6 outline the - death of some NAC
problems the leaders soon after the
Nyasaland formation of the party
African - internal wrangles
Congress faced - financial problems
in the 1940s and - failure to reach out to
50s the masses

 discussing the factors that

stimulated NAC to
political activities during
7 state the factors the 1950s:
that stimulated - colonial agricultural
the NAC to policies eg soil
political conservation measures
activities - the “Young Turks”
during the (educated young men
1950s and women)
- imposition of the
Federation of Rhodesia
and Nyasaland
- the return of Kamuzu
Banda to Nyasaland

 naming different

78
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
prominent political figures
in the struggle for
Nyasaland’s independence
8 explain the - Hastings Kamuzu Banda
roles of - Rose Chibambo
prominent - Orton Chirwa
political figures - Kanyama Chiume
in the struggle - Henry Masauko
for Nyasaland’s Chipembere
independence  discussing the roles of
prominent political figures
in the struggle for
Nyasaland’s independence

 discussing the meaning of

the term “operation
sunrise”
 brainstorming the reasons
for the declaration of the
9 explain the state of emergency on 3rd
declaration of March 1959
the state of  discussing the reasons for
emergency on the declaration of the state
3rd March 1959 of emergency on 3rd March
1959

79
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
- 1959 riots
- an alleged “murder
plot”

 discussing factors for the

formation of the Malawi
Congress Party
- to replace the defunct
10 describe the
Nyasaland African
factors for the
Congress
formation of the
 naming the leading
Malawi
personalities in the
Congress Party
formation of the Malawi
(MCP)
Congress Party (MCP)
- Orton Chirwa
- Aleke Banda

 listing parties that were

formed before
independence
- Malawi Congress Party

80
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
- Christian Democratic
11 outline the Party
processes that - United Federal Party
led to the - Congress Liberation
independence Party
of Nyasaland  brainstorming the
processes that led to the
independence of
Nyasaland
 discussing the process that
led to the independence of
Nyasaland
- Devlin Commission
- Monkton Commission
- constitutional talks
(1960-1963)
- general elections
 drawing a time-chart
showing important events
from 1891 to 1966

81
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when students are able to:
able to:
 demonstrate an 1 explain the Regional and  discussing the  research  internet
understanding of establishment continental development of pan-  question and  students’
the formation of of the groupings African movements: answer experiences
regional and Organisation of - conference of  small group  museums
continental African Unity independent African discussion  resource persons
groupings and (OAU) states  brainstorming  plays
their impact on - all African people’s  role playing  stories
international conference  essay writing  films
affairs  discussing the  think-pair-share
establishment of the OAU:  jigsaw
- Casablanca and the  hot seating
Monrovia Blocs  dramatizing
 devil’s advocate
2 outline the aims  brainstorming the aims of
of the OAU the OAU
 discussing the aims of the
OAU

 discussing the

82
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
3 describe the organisational structure of
organisational the OAU
structure of the  drawing the organisational
OAU structure of the OAU

 brainstorming the
4 explain the successes and challenges of
successes and the OAU
challenges of  discussing the successes
the OAU and challenges of the OAU
- successes
- challenges

 brainstorming the factors

5 explain the that led to the formation of
development of the AU
OAU into the  discussing factors that led
African Union to the formation of the AU
(AU)

 discussing the
6 describe establishment of regional
different groupings in Africa
regional  listing the different

83
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
groupings in regional groupings in
Africa Africa and their member
states:
- SADC
- COMESA
- ECOWAS
- EAC
 discussing the aims of the
regional groupings

84
References
Bulliet, RW et al (2001). The earth and its peoples: a global history. Boston:
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