HISTORY

Teacher’s Guide
GRADE 9

HISTORY
HISTORY

TEACHER’S GUIDE
TEACHER’S GUIDE
GRADE 9

GRADE 9

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 HISTORY
TEACHER’S GUIDE
Grade 9

Writers:
Desta Roba Julla (MA)
Tesfaye Masebo Melko (MA)
Editors:
Tigab Beze Bikis (PhD) (Content Editor)
Messay Kebede Abebe (MA) (Curriculum Editor)
Girma Gezahegn Belihu (PhD) (Language Editor )
Illustrator:
Ayele Sankura Samako (MSc)
Book Designer:
Mulat Shiferaw Siyoum (MSc)
Evaluators:
Doctor Telila (MA)
Bekele Kene'a (MA)
Zegeye Woldemariam (MA)

FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA HAWASSA UNIVERSITY

MINISTRY OF EDUCATION

ADDIS ABABA, ETHIOPIA June 2022

First Published June 2022 by the Federal Democratic Republic of Ethiopia, Ministry of
Education, under the General Education Quality Improvement Program for
Equity (GEQIP-E) supported by the World Bank, UK’s Department for
International Development/DFID-now merged with the Foreign, Common wealth and
Development Office/FCDO, Finland Ministry for Foreign Affairs, the Royal
Norwegian Embassy, United Nations Children’s Fund/UNICEF), the Global Partnership for
Education (GPE), and Danish Ministry of Foreign Affairs, through a Multi Donor Trust Fund.
© 2022 by the Federal Democratic Republic of Ethiopia, Ministry of Education.
All rights reserved. The moral rights of the author have been asserted. No part of this
textbook reproduced, copied in a retrieval system or transmitted in any form or by
any means including electronic, mechanical, magnetic, photocopying, recording or
otherwise, without the prior written permission of the Ministry of Education or licensing in
accordance with the Federal Democratic Republic of Ethiopia as expressed in the Federal
Negarit Gazeta, Proclamation No. 410/2004 - Copyright and Neighboring Rights Protection.
The Ministry of Education wishes to thank the many individuals, groups and other
bodies involved – directly or indirectly – in publishing this Textbook. Special thanks are due
to Hawassa University for their huge contribution in the development of this textbook in
collaboration with Addis Ababa University, Bahir Dar University and Jimma University.
Copyrighted materials used by permission of their owners. If you are the
owner of copyrighted material not cited or improperly cited, please contact the
Ministry of Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa, Ethiopia.

Photo Credits:pages 8, 11, 12, 16, 24, 28, 32, 42, 46, 55, 68, 71, 74, 76, 80, 87, 92, 98, 105,
108, 111, 175, 179, 192, 198, 199, 204
@ reaserchGate.net @ history.org @ Euro-royal.com @ en.wikipedia.org
@ en.wikipedia.org @ UNESCO site @ Encyclopaedia Britannica @ slideplayer.com
@ world history.org @ arrajol.com @ historyhustle.com @ assets.sutori.com

Printed by:

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ADDIS ABABA, ETHIOPIA
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Foreword
Education and development are closely related endeavors. This is the main reason why it is said that
education is the key instrument in Ethiopia’s development and social transformation. The fast and
globalized world we now live in requires new knowledge, skill and attitude on the part of each
individual. It is with this objective in view that the curriculum, which is not only the Blueprint but also a
reflection of a country’s education system, must be responsive to changing conditions. It has been almost
three decades since Ethiopia launched and implemented new Education and Training Policy. Since the 1994
Education and Training Policy our country has recorded remarkable progress in terms of access, equity and
relevance. Vigorous efforts also have been made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a new General Education Curriculum
Framework in 2021. The Framework covers all pre-primary, primary, Middle level and secondary level grades
and subjects. It aims to reinforce the basic tenets and principles outlined in the Education and Training Policy, and
provides guidance on the preparation of all subsequent curriculum materials – including this Teacher Guide
and the Student Textbook that come with it – to be based on active-learning methods and a competency-based
approach.
In the development of this new curriculum, recommendations of the education Road Map studies
conducted in 2018 are used as milestones. The new curriculum materials balance the content with
students’ age, incorporate indigenous knowledge where necessary, use technology for learning and
teaching, integrate vocational contents, incorporate the moral education as a subject and incorporate career and
technical education as a subject in order to accommodate the diverse needs of learners.
Publication of a new framework, textbooks and teacher guides are by no means the sole solution to improving
the quality of education in any country. Continued improvement calls for the efforts of all stakeholders. The
teacher’s role must become more flexible ranging from lecturer to motivator, guider and facilitator. To assist this,
teachers have been given, and will continue to receive, training on the strategies suggested in the Framework
and in this teacher guide.
Teachers are urged to read this Guide carefully and to support their students by putting into action the strategies
and activities suggested in it. For systemic reform and continuous improvement in the quality of curriculum
materials, the Ministry of Education welcomes comments and suggestions which will enable us to undertake
further review and refinement.

ADDIS ABABA, ETHIOPIA

June 2022 FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION
 Table of Contents

Contents
1
U NIT
THE DISCIPLINE OF HISTORY AND HUMAN
EVOLUTION.............................................................................................1
1.1 Meaning of Pre-History and History ................................................................2
1.2 The Discipline of History..................................................................................6
1.3 The Evolution of Human Beings ..................................................................11
1.4 Africa and Human Evolution.........................................................................14
1.5 The Stone Age................................................................................................17

2
1.6 The Emergence of State..................................................................................20

U NIT
Ancient World Civilizations up to C. 500 AD......................25
2.1 Ancient Civilization of Africa.........................................................................26
2.2 Ancient Civilization of Asia...........................................................................29
2.3 Ancient Civilization of Latin America............................................................33
2.4 Ancient Civilization of Europe......................................................................36

3
2.5 The rise and spread of Christianity................................................................40

U NIT
Peoples & States in Ethiopia & the Horn to
the end of 13th C. .................................................................................44
3.1 Languages, Religions and Peoples of Ethiopia and the Horn........................45
3.1.1 Languages Families...................................................................................45
3.1.2 Major Religions of Ethiopia......................................................................49
3.1.3 Settlement Peoples of Ethiopia and the Horn .......................................... 53
3.2 Pre-Aksumite States and Their Geographical Setting....................................56
3.3 Aksumite Kingdom........................................................................................58
3.4 Zagwe Dynasty..............................................................................................61

4
3.5 The Sultanate Shewa......................................................................................64

U NIT
The Middle Ages and Early Modern World
C. 500 to 1750s......................................................................................69
4.1 Middle Age in Europe....................................................................................70
4.2 Middle Ages in Asia.......................................................................................73
4.3 Developments of Early Capitalism................................................................76
4.4 The Age of Explorations & Discoveries........................................................78

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History Grade 9 Teaccher’s Guide

4.5 The Renaissance.............................................................................................81

4.6 The Reformation............................................................................................83

5
4.7 Industrial Revolution.....................................................................................85

U
5.1
NIT
Peoples and States of Africa to 1500 ......................................88
Languages and Peoples of Africa ..................................................................89
5.2 States in North Africa ....................................................................................91
5.3 Spread of Islam and its impact in West Africa..............................................93
5.4 States in Western Africa.................................................................................95
5.5 Equatorial, Central and Eastern Africa..........................................................98
5.6 Southern Africa............................................................................................101

6
5.7 Africa’s Intra and Inter-continental Relations..............................................103

U
6.1
NIT
Africa and the Outside World 1500- 1880s ........................108
Contact with the outside world ...................................................................109
6.2 Slavery......................................................................................................... 111
6.3 The “Legitimate” Trade ..............................................................................113
6.4 The White Settlement in South Africa.........................................................116

7
6.5 European Explorers and Missionaries.........................................................118

U nit
States, Principalities, Population Movements and
Interactions in Ethiopia, 13th to Mid-16th c. .................0.....121
7.1 The “Solomonic” Dynasty and the Christian Kingdom,
13th to 16th Centuries....................................................................................122
7.2 The Muslim Principalities............................................................................125
7.3 Relationship Between the Christian Kingdom and the
Sultanate of Adal, 1520s to 1559................................................................128
7.4 Political and socio-economic conditions of southern and
central states in Ethiopia..............................................................................131
7.5 Population Movements, Expansion and Integration in Ethiopia................133
7.6 Gadaa System of the Oromo........................................................................136
7.7 Moggasa and Guddifacha............................................................................139
7.8 Egalitarian System of Governance..............................................................141

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 Table of Contents

8
U NIT
Political, Social and Economic Processes in Ethiopia,
Mid- 16th to Mid- 19th c....................................................................................145
8.1 Peoples and States of the Eastern, Central, Southern
and Western Regions ................................................................146
8.1.1 Southern states........................................................................................146
8.1.2 Western states..........................................................................................150
8.1.3 Eastern states .........................................................................................153
8.1.4 Gondarine Period ..................................................................................156
8.1.5 Zemene mesafint ...................................................................................159
8.1.6 Yejju Dynasty...........................................................................................162

9
8.1.7 The kingdom Shewa..............................................................................165

U
9.1
NIT
The Age of Revolutions, 1750s to 1815 ...................................169
Industrial Capitalism in Europe...................................................................169
9.2 French Revolution........................................................................................172
9.3 Napoleonic Era ...........................................................................................175
9.4 American war of Independence...................................................................177
9.5 The Congress of Vienna...............................................................................180
References....................................................................................................184
Glossary ......................................................................................................186

iii
 1
UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

U NIT
THE DISCIPLINE OF HISTORY AND HUMAN
EVOLUTION
Total Periods Allotted: 7
1. Unit introduction
In this unit, the students are going to learn about the science of history. They are going
to get introduced with the meaning and scope of history. The unit is also intended to
get the students familiar with the basic approaches of historical studies. Furthermore,
the relationships that history has with the various disciplines of the social sciences are
also another area of focus. In addition, the chapter highlights about the evolution human
beings, theories on the origin of human beings, Africa and human evolution, Stone Age
and the emergence of states.
In order to facilitate your learning and to make it interesting to you, major points and
arguments are illustrated with examples and images. The unit closes with a summary of
the main points of each lesson, followed by review questions that enable you to measure
your achievements all through the unit.
2. Unit Learning Outcomes
At the end of this unit, learners will be able to:
• discuss the objectives of studying history.
• evaluate the place of Africa and Ethiopia in human evolution.
• summarise the theories of the origin of the state and its major features.
3. Main Topics of the Unit:
1.1. Meaning of Pre-History and History
1.2. The Discipline of History
1.3. Evolution of Human Beings
1.4. Theories on the Origin of Human Evolution
1.5. Africa and Human Evolution
1.6. Stone Age
1.7. Emergence of State

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History Grade 9 Teacher’s Guide

1.1 Meaning of Pre-History and History (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• define the discipline of History.
• distinguish the difference between prehistory and history.
2. Contents:
• Meaning of Prehistory and History
3. Lesson Overview:
History is a branch of social science that studies the experiences of past human society.
In academic sense, history is a branch of knowledge that deals with past events and deeds
after human society started to keep records. It is the totality of thoughts, sayings and deeds
of people who lived before us. Prehistory studies past events before human society started
art of writing. The science of archaeology helps us to study prehistory.
The search for our past has led us all over the globe and far back in time. For the
sake of study, historians categorize the study of our past in to prehistory and history.
Prehistory refers to the long period of time before people invented the system of writing. Or
prehistory is the study of past events before the art of writing was developed.
Historians rely mostly on evidences, or written records, to study the past. However,
no written records exist for the prehistory of humankind. The further back we travel in
time, the more difficult it becomes to recapture the past and the lesser written materials.
Nonetheless, studies on prehistoric times such as archaeology, paleontology and
anthropology deal with developments in the remote past.
Archaeologists search for evidence buried in the ground where settlements might once
have been. They dig up and study artifacts such as weapons, tools, and other things made
by humans. They also look for fossils (traces of plants or animals that have been preserved
in rock). Anthropologists focus on human society. They study how humans developed and
how they related to one another.
On the other hand, the term history has been used and understood in various ways. In
ordinary usage, history means all the things that had happened in human past. Others
people also define the term history simply as a story we tell about the past. In fact, the term
history, derived from the Greek word Istoria, means “inquiry” or “an account of one’s
inquiries.”
In academic sense, history is a branch of knowledge that deals with past events and deeds
after the beginning of art of writing. It is the totality of thoughts, sayings and deeds of

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

people who lived before us. Of the events and deeds of the past, only a small part is
studied. This small part, which is studied, is also called history. As a branch of
knowledge, it involves an organized and systematic study of the past. The study involves the
discovery, collection, organization, and presentation of information about past events.
Thus, history refers to the field of study that studies and produces the body of knowledge
that we have about the past.
The major concern of history is the study of humans’ interaction with the natural
environment in the past, but the other disciplines do it in the present. Man interacts with
the natural environment to produce his primary needs such as food, shelter and cloth. In
the process of production, human beings improve tools of production and the quality and
quantity of the produce.
“Story” and “history” deal with people and events of the past. Both take the form of
narrative. History deals with real people and real events of the past. Story can be told
imaginatively about people and events that did not actually exist.
For example, look at the following examples of fact and opinion.
• Fact: George III was the British king during the American Revolution.
• Opinion: King George III was an evil despot.
You could prove that George III was king during that period. It’s a fact. However, not
everyone might see that King George III was a despot. That’s someone’s opinion. As you
examine information, always ask yourself, “Is this a fact or an opinion?” Don’t think that
opinions are always bad. It’s when opinions are based on faulty reasoning or prejudice or
when they are stated as facts that they become troublesome.
The major differences between Prehistory and History are:
Prehistory is: History is:
• The study of the time period preceding • The study of time period
history.  succeeding prehistory
• The study of the time period between the • The study of the past starting from
usage of stone tools and the invention of the time period when the writing
the writing system. It is the study of the system was introduced and written
past, even before writing was invented records were maintained.
and written records were maintained.
• Artifacts, Carvings on rocks etc. are the • Written records of the past events
sources of information while studying are the source of information.
prehistory.

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History Grade 9 Teacher’s Guide

• Research on prehistory is carried out • Research on History is carried out

by archaeologists and anthropologists. by historians. Rare manuscripts
Hence a wide variety of social and written on leaves, dried animals’
natural sciences are used to study skins and papers are some of the
prehistory. sources used to study history.
• Studies 3 different time periods – Stone • Study of History can be classified
Age, Bronze Age and Iron Age. into different domains like Ancient
History, Contemporary History,
Modern History etc.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures indicating prehistory and history
• Comparative chart of historic and prehistoric times
• Wall map of the world
• Sketch map of Ethiopia
4. 2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a comparative chart of the
prehistoric and historic times and pictures indicating prehistory and history. Before
beginning the class differentiate between the terms history and story and the terms fact
and opinion.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. Introduce the lesson by giving definitions of history by answering
brainstorming questions. Therefore, you may begin the lesson by asking questions such
as:
• Discuss in group about prehistory and history?
Be sure that the students understand the objectives of the lesson.
B. Body of the lesson

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

Following the responses of your students, try to give a general definition of history.
Explain why it is difficult to have a single and simple definition of history.
• Present an overview of the unit in few statements to the class.
• Present the terms to know particularly on meanings of history and prehistory.
Arrange learners’ discussion, and guide them to arrive at the correct meanings
of history and prehistory.
C. Stabilization
Give a short summary of the following points:
• The meaning of history and prehistory.
• Make a distinction between history and prehistory.
4.4 Evaluation and follow-up
A. Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following:
• define history.
• ask them to differentiate between history and prehistory.
• who introduced the term history first in history?
• You may ask questions such as: the reasons why history has different
definitions?
B. Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• Define the term history and prehistory.
• Explain the term istoria?
• How do you differentiate prehistory and history?
Make sure that you are always grading and rating the students’ activities, levels of
participation.
C. Activities in the Textbook: Below you can find possible
answers for activities in the lesson
Activity 1.1
1. Prehistory refers to the long period of time before people invented the system of
writing whereas; History, the discipline that studies the chronological record of
events (as affecting a nation or people), based on a critical examination of source
materials and usually presenting an explanation of their causes. Difference between
History and Prehistory is explained here in brief. Prehistory studies past events

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History Grade 9 Teacher’s Guide

before human society started to keep records. Human prehistory is the period
between the use of the first stone tools and the invention of writing systems. History
is the study of the past starting from the time period when the writing system was
introduced and written records were maintained.
2. The term Istoria is derived from the Greek word, which means “inquiry” or “an
account of one’s inquiries”.
3. Critical thinking: History studies the interaction of human beings and the natural
environment in the past. Teacher support students to write a report by exploring
internet or reading history books one can produce report about “the role man on
environment”.
Activity 1. 2
1. A fact is a statement that can be proved to be true or false. An opinion, on the
other hand, expresses a personal belief, viewpoint, or emotion. Because opinions are
subjective, we cannot prove or disprove them. Opinions often include qualifying
words and phrases such as I think, I believe, probably, seems to be, may, might, could,
ought, in my judgment, or in my view. Also, look for expressions of approval or
disapproval such as good, bad, poor, and satisfactory. Be aware of superlatives such
as greatest, worst, finest, and best. Also, identify generalizations such as none, every,
always, and never.

1.2 The Discipline of History (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the importance of learning history.
• identify different sources of history.
• examine pieces of historical sources closely.
• appreciate the role of history in understanding societal development.
• discuss the level of accuracy of data obtained from other sources.
2. Contents:
• Importance of learning History
• Historiography
• Historical Interpretation
• Sources of History
• Dating and periodization in history
3. Lesson Overview:
Studying history allows us to observe and understand how people and societies lived. For

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

example, history provides us with the data that is used to create laws, or theories about
various aspects of society.
Historiography, the writing of history, especially the writing of history based on the
critical examination of sources, the selection of particular details from the authentic
materials in those sources, and the synthesis of those details into a narrative that stands the
test of critical examination. The term historiography also refers to the theory and history
of historical writing.
Historical interpretation is the process by which we describe, analyse, evaluate, and
create an explanation of past events. We base our interpretation on primary or first-hand and
secondary or scholarly historical sources. We analyse the evidence, contexts, points of
view, and frames of reference.
History is studied on the basis of sources that are divided into primary and secondary
sources. The past signifies events, which have taken place and the facts of the past, which
are kept in writing. More specifically, the distinction is between what happened in the past
or that part which exists independently of the historian and still waits to be recorded and
the accounts of the past provided by historians, that is, ‘history’.
Dating is crucial in the study of history. Calendars facilitate our study of history. The study
of history is both science and art.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of ruins (ancient building)
• Comparative chart of primary and secondary sources
• Artefacts
• Books
• Coins
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Debate
• Explanation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:

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History Grade 9 Teacher’s Guide

• Give reading assignments to students from the text, internet (text, audio or
video) and other relevant reading materials.
• Collect some pictures of ruins of ancient buildings.
• Prepare a comparative chart of the Gregorian and Islamic calendars.
4.3 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Questions by themselves are motivating factors which make students curious
and draw their attention to the lesson. Therefore, you may begin the lesson by asking
questions such as:
• Why we study history?
Hold discussions on general sources of history. Allow students to discuss on the sources
given. You can also use the pictures of the ruins of ancient buildings. And ask students’
own observation of the pictures about the societies that put up these constructions, skills
of construction, etc.
Encourage debate among students on issues raised, such as on the reliability of historical
sources.
• Discuss dating in history. Explain terms commonly used by historians in
connection with dating and chronology.
Make students do the exercise given in class so as to reinforce what have been
explained.
B. Body of the lesson
Following the responses of your students, try to give explanation about importance of
studying history, sources and dating.
• Let the students discuss in peer about the importance of learning history and
its interpretation by searching a tittle from internet in text, audio and video. Let
the students discuss the subject matter of history, and the need for the study of
history; and in the process give explanations on the subject. Discuss the role of
history in understanding societal development
• Write the meaning of historiography and historical interpretations
• Present and help students to identify different sources of history so as they
easily examine closely pieces of historical sources. Discuss on the level of
accuracy of data obtained from different sources.
• Discuss dating in history. Explain terms commonly used by historians in

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

connection with dating and chronology. Make students do the exercise given in
class so as to reinforce what have been explained.
C. Stabilization
Give a short summary of the following points:
• importance of learning history
• historiography
• historical interpretation
• different types sources of history
• dating and periodization in history
4.4 Evaluation and follow-up
A) Evaluation
To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved, ask the students some questions from your
lesson. Note that your questions should be based on the stated specific objectives of the
lesson. You can ask the students’ questions like the following.
• Explain why we bother about the past while living in the present and anticipate
what is yet to come?
• closely examining pieces of historical sources to check on the level of accuracy
of data obtained from different sources from case study on car accident from
textbook
After listening to students’ attempts, teacher gives feedback to class on the importance of
learning history and its interpretation.
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• Why they learn history
• Check how they are identifying different sources of history
• Are they closely examining pieces of historical sources?
• Bring one letter written by the school director to some office, bring a book, then
ask students to identify which one is primary and which one of the sources is
secondary or from case study on car accident from text book
• Ask students to suggest improvements that could be made to another student’s
work (bring various types of source and let learners identify which is primary
and which one secondary)
C) Activities in the Textbook: Below you can find possible answers for

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History Grade 9 Teacher’s Guide

activities in the lesson

Activity 1.3
1. We all live in the present and we plan for the future – but how do we understand where
we’re going and what progress looks like? To know exactly where you’re going, you
first need to understand where you have come from. For that you need an appreciation
of history.
2. Knowing the past enable someone to understand the present and to foresee the
future developments. It also helps us to have a broad understanding of national and
international issues including democratic principles and nationalism. In addition,
support students to search about the importance of history and its interpretation.
3. Answer for the case study:
This case study is intended to help the learner about identifying primary and secondary
sources. Implicitly it teaches about one of the crosscutting issues i.e. about the danger
of traffic accident.
A. The primary: the driver of the car and the passenger and the secondary sources are: the
police report and the parents of a victim
Activity 1.4
1. Decade refers to a period of ten years. A century is period of one hundred years
whereas millennium refers to a period of a thousand years.
2. Christianity arrived in 4th century AD and Islam arrived in the 7th century AD in
Ethiopia. For detail refer unit three in the textbook about the arrival of Christianity
and Islam in to Ethiopia.
Activity 1.5
1. The following historical events are arranged in chronological order from ancient to
recent
A. Sumerians developed cuneiform c. 3200BC
B. Pyramid Age begins c. 2700BC
C. Cities built on Indus valley c. 2500BC
D. Rise of Chinese Civilization c.2000BC
E. Democracy evolved after 700BC
F. Romans set up a Republic 509BC
Draw historical timeline on the above events
2. Both the Ethiopian and Gregorian calendars use the birthdate of Jesus Christ as a
starting point for their calculations. The difference in the two calendars is because
alternate calculations are used in determining this date.

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

1.3 The Evolution of Human Beings (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• appraise the major theories of human evolution.
• draw a chart showing major stages of human evolution.
• debate on the theories on the origin of mankind.
2. Contents:
• The Evolution of Human Beings
• Theories of the Evolution of Human Beings
3. Lesson Overview:
The appearance of human beings is explained on the basis of the scientific view of the
theory of evolution. Of the Hominid species, the immediate ancestor of human beings was
the species of the Genus Homo. Modern human being is similar to the species of Homo
sapiens which appeared about 100,000 years ago.
Modern human being appeared around 40,000 years ago. Hominids and Homo sapiens
first appeared in Africa. Most of the archaeological evidences have come from Ethiopia,
Kenya and Tanzania. The life of human beings is divided into two major periods known as
the period of hunting and gathering and that of civilization. During the period of hunting
and gathering human of beings passed through three stages of the Stone Age. During the
last stage of the Stone Age known as Neolithic Age, human beings domesticated plants
and animals and began farming. This was about 10,000 years ago. Human communities
and societies appeared and civilization emerged. The domestication of plants and animals
began in the Ethiopian region about 6000 years ago.
4. Teaching-Learning Process
4.1. Suggested Teaching Aids
• Pictures of hominids
• Comparative chart on characters of hominids
• Chart showing stages of human evolution
• Maps showing where archaeological evidences have discovered in:
World
Ethiopia
Africa
• Documentaries on the evolution of human beings

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History Grade 9 Teacher’s Guide

4.2. Suggested Teaching Methods

• Brainstorming
• Introduction and explanation
• Group discussion
• Presentation
• Showing documentaries on Human Evolution
• Debating
4.3. Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect pictures of Hominid fossil remains and drawings showing various
presumed faces of Hominids.
• Make an enlarged picture chart of human evolution on a big piece of drawing
paper.
• Collect pictures of artifacts such as hand-axes (i.e. primitive stone tools) that
were used during Palaeolithic Age, and clay pots, baskets and the like which
were used during the Neolithic Age.
• Draw a sketch map of Ethiopia showing the different archaeological sites, where
Hominid and early human fossils were found. Indicate on the sketch map the
places and archaeological sites of the Neolithic Revolution too.
4.4. Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Questions by themselves are motivating factors which make students curious
and draw their attention to the lesson. Therefore, you may begin the lesson by asking
questions such as:
• Explain the idea of human evolution
• Debate on the two theories of human evolution
B. Body of the lesson
Following the responses of your students, try to give a general explanation about
evolution of human beings. Explain why the scientific theory is controversial.
• Explain clearly and concisely the scientific theory of evolution, whil at
the same time allowing room for the free flow of ideas and other views.
Encourage students to open a discussion on Hominids. Use the pictures of
Homnids you have collected and the chart you have prepared on human evolution.

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

Using maps and documentaries discuss the major archaeological sites that have
produced evidences on human evolution. Emphasize the centrality of Ethiopia
and Africa in the evolution of human beings.
• Let the learners form groups for discussions and watch documentary on human
evolution in audio/ video format. After listening/ watching the documentary
make to debate on the theories of Human Evolution.
C. Stabilization
Give a short summary of the following points:
• the major theories of human evolution
• major stages of human evolution
• Show different archaeological sites of Ethiopia using a map
4.5. Evaluation and Follow-up
A) Evaluation
To assess your students and acquire information about the effectiveness of your
instruction and the students’ level of understanding, you can ask them some questions that
are drawn from your lesson. Your questions may include the following.
• Explain the term Human Evolution and argue on two theories of Human
Evolution.
• What are the three sub-species of the Homo family that appeared in succession
in the Horn of Africa?
• What makes East Africa so important for the study of human origin?
• Draw a chart showing major stages of human evolution
• Using a map, please show different archaeological sites of Ethiopia.
• Debate on the theories on the origin of mankind after listening/ watching the
documentary
• After listening to students’ attempts, teacher gives feedback to class on the
theories of Human Evolution.
B) Follow up
To further widen the students understanding of Africa’s geological history and relief
structure have them work on topics like the following, either individually or in small
groups.
• Write on the different views on the Origin of Human beings with particular
emphasis on evolution.
Use oral questions at the end of your lessons in order to reinforce what has been taught,
and also gauge how much students have followed the lessons. Use some of the questions

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History Grade 9 Teacher’s Guide

given as exercises for the purpose.

Give class works from the exercises given at the end of the unit in the text book as you
deem fit. You can frame some questions of your own, too, in order to be given to students.
Manage carefully the listening/watching of the documentary and arrange a debate on the
theories of Human Evolution and follow it.
C) Activities in the Textbook : Below you can found possible answers for
activities in the lesson
Activity 1.6
1. Human evolution is the lengthy process of change by which people originated from
apelike ancestors. Scientific evidence shows that the physical and behavioural traits
shared by all people originated from apelike ancestors and evolved over a period of
approximately six million years. There are two major opposing theories on the origin
of human beings. These are the creationist and the evolutionist (scientific) theories.
The creationist view advocates the notion that man, including all living things, was
created by God or a supernatural being.
2. Homo habilis, Homo erectus and Homo sapiens.
3. Show the major archaeological sites in Ethiopia using map. And then, help them to
sketch the map archaeological sites in Ethiopia.

1.4 Africa and Human Evolution (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• draw a chart showing major stages of human evolution.
• show different archaeological sites of Africa including Ethiopia using a map.
2. Contents:
• Australopithecus
• Hominids
• Genus homo
3. Unit Overview:
Africa is in a profound sense the source of human evolution. The earliest humanlike
creatures lived in Africa as far back as six or seven million years ago. One group of
hominids was called Australopithecines (Southern ape). Australopithecines, so called
by their discoverer, Donald Johanson, it flourished in eastern and southern Africa.
Australopithecines were the first hominids to make simple stone tools. Australopithecines
had small brains and large faces and jaws. Hominids and Homo sapiens first appeared in

14
 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

Africa and then later moved out into Asia Europe and the Americas.
4. Teaching-Learning Process
4.1. Suggested Teaching Aids
• Pictures of hominids
• Map of Africa showing where archaeological evidences have discovered
• Documentaries on the evolution of human beings
4.2. Suggested Teaching Methods
• Brainstorming questions
• Debate
• Explanation
• Group discussion
• Presentation
• Showing

4.3. Pre-Lesson Preparations

Before you begin teaching the lesson:
• Collect pictures of Hominid fossil remains and drawings showing various
presumed faces of Hominids.
• Make an enlarged picture chart of human evolution on a big piece of drawing
paper.
• Collect pictures of artefacts such as hand-axes (i.e. primitive stone tools) that
were used during Palaeolithic Age, and clay pots, baskets and the like which
were used during the Neolithic Age.
• Draw a sketch map of Africa showing the different archaeological sites, where
Hominid and early human fossils were found. Indicate on the sketch map the
places and archaeological sites of the Neolithic Revolution too.
4.4. Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Questions by themselves are motivating factors which make students curious
and draw their attention to the lesson.
B. Body of the lesson
Following the responses of your students:
• Consider the background knowledge of the students; make your presentation to

15
History Grade 9 Teacher’s Guide

the whole class through the method of your preference.

• Display the teaching aids which you have acquired/prepared and have the
students identify the areas of archaeological site in Africa.
• By using the same teaching aids, have the students identify the major
archaeological site in Ethiopia as part of Africa.
• Repeat the same activity to help students develop a better understanding of the
evolution of human beings in of Africa.
• Emphasize the centrality of Ethiopia and Africa in the evolution of human
beings.
C. Stabilization
Give a short summary of the following points:
• major sites of human evolution in Africa.
• show different archaeological sites of Africa using a map.

4.5. Evaluation and Follow-up

A. Evaluation
To assess your students and acquire information about the effectiveness of your
instruction and the students’ level of understanding, you can ask them some questions that
are drawn from your lesson. Your questions may include the following.
• What makes East Africa so important for the study of human origin?
• Draw the map of Africa and show the major archaeological sites.
B. Follow up
To further widen the students understanding of human evolution of Africa, have them
work on topics like the following, either individually or in small groups.
• Use oral questions at the end of your lessons in order to reinforce what has been
taught, and also gauge how much students have followed the lessons. Use some
of the questions given as exercises for that purpose.
• Give class works from the exercises given at the end of the unit in the text book
as you deem fit. You can frame some questions of your own, too, in order to be
given to students.
C. Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 1.7
1. The fact that East Africa has produced a large number of hominid fossils ever found,

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

some dating back over 3.5 million years ago. Teacher, help students to write a report
on why east Africa is important for the study of human origin.
2. Show the major archaeological sites in Africa using map. And then, help them to
sketch the map archaeological sites in Africa.

1.5 The Stone Age (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• analyse stages of the Stone Age.
• discuss the achievements during the Stone Age.
2. Contents:
• Palaeolithic
• Mesolithic
• Neolithic Revolution

3. Lesson Overview:
Stone Age is a period of prehistoric human culture characterized by the use of stone
tools. It is typically broken into three distinct periods: the Paleolithic Period, Mesolithic
Period and Neolithic Period. Divided into three periods: Paleolithic (or Old Stone Age),
Mesolithic (or Middle Stone Age), and Neolithic (or New Stone Age), this era is
marked by the use of tools by our early human ancestors. People in the Stone Age were
hunter-gatherers and lived in caves. There were no permanent settlements during the Stone
Age. People moved around from place to place so that they could get the food and shelter
they needed. The Stone Age lasted until about 3,300 B.C. when the Bronze Age began.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of stone ages
• Wall Map of Ethiopia
• Wall Map of Africa
• documentaries on stone Age
4.2 Suggested Teaching Methods
• Brainstorming questions
• Debating
• Questioning
• Introduction and explanation

17
History Grade 9 Teacher’s Guide

• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare instructional aids suggested. Give
reading assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Questions by themselves are motivating factors which make students curious
and draw their attention to the lesson. Therefore, you may begin the lesson by asking
questions such as:
• What do you know about Stone Age?
• Let students discuss on Stone Ages.
Let the students themselves answer the questions orally. Nevertheless, guide them to
arrive at the correct answers of each question. Be sure that the students understand the
objectives of the lesson.
B. Body of the lesson
Based on responses of your students:
• Discuss on key concepts such as: period of Hunting and Gathering and the
stages of Stone Age in general and Neolithic Age in particular. Explain to
students about the Neolithic Revolution, and how it becomes the basis for the
emergence of organized human settlement.
• Use pictures you have collected in order to clarify points in the course of
your explanations. Using maps indicate places and archaeological sites of the
Neolithic Age in Ethiopia and the rest of the world. Discuss the achievements
of Neolithic Revolution in the Ethiopian region.
Allow active student participation in your discussion by using pertinent questions given
in the textbook and questions of your own.
C. Stabilization
Give a short summary of the following points:
• stages of the Stone Age
• achievements on Stone Ages
4.4 Evaluation and Follow-up
A) Evaluation

18
 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

To acquire information about the effectiveness the teaching-learning process:

• provide feedback for student’s responses.
• reviews learning against the objectives at the end of the lesson.
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• Observe activities while learners are engaged in pair and group works.
• Identify and record student’s strength and weakness.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 1.8
1. Just as people do today, Palaeolithic peoples used technological innovations, including
stone tools, to change their physical environment. The technology available at the
beginning of human history was quite simple. It consisted primarily of the ability
to make stone tools. To make such tools, early people used very hard stones, such
as flint. They used one stone to chip away parts of another, creating an edge. Hand
axes of various kinds-pointed tools with one or more cutting edges-were the most
common. Eventually, axes were set into wooden handles, making them easier
to use. By attaching wooden poles to spear points and hardening the tips in fire,
humans created spears to kill large animals. Over time, tool technology evolved and
ever-smaller stone points and blades were made. Near the end of the Paleolithic period,
there is evidence of such refined tools as bone needles. Needles formed from animal
bones could be used for making nets and baskets and even sewing hides together for
clothing. The first tools served a variety of purposes. Humans used stone weapons to
kill animals and butcher their meat. Other sharp-edged tools were used for cutting up
plants, digging up roots, and cutting branches to build simple shelters. Scraping tools
were used to clean animal hides for clothing and shelter.

Activity 1.9
1. Stone Age is a prehistoric cultural stage characterized by the making and use
of stone tools. The Stone Age, whose origin coincides with the discovery of the
oldest known stone tools: usually divided into three separate periods –Paleolithic,
Mesolithic and Neolithic – based on the degree of sophistication in the fashioning
and use of tools.  The Paleolithic age was the longest of the stone ages whereas the
Mesolithic age was a transitional period to Neolithic Age. During Paleolithic

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History Grade 9 Teacher’s Guide

period, early human beings made the first crude stone tools known as hand – axes,
lived in caves and discovered fire. They also began to use language. During
Mesolithic age stone tools were slightly improved while in the Neolithic period
agriculture was introduced and transformed the lives of Neolithic people.
2. Show on the map, illustrated in the textbook for that purpose, where archaeological
sites of Ethiopia are located.
3. A civilization is a complex culture in which large numbers of human beings share a
number of common elements. Historians have identified the basic characteristics of
civilizations. Six of the most important characteristics are cities, government, religion,
social structure, writing, and art.

1.6 The Emergence of State (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• identify features of state.
• explain possible factors for the emergence of states.
• identify the major theories on the origin of state.
2. Contents:
• Theories of emergence of state
• Meaning and Features of State
3. Lesson Overview:
One of the theories about the emergence of states is related to the development of religion.
As religion developed priests become important.
Priests appeared in early societies. Early states that were ruled by priests were known
as theoretic states. Village chiefs, however, gradually replaced priests. The beginning of
agriculture led to the emergence of state and external trade accelerated the growth of
states in the Horn of Africa.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of stone ages
• comparative chart on achievements of stone ages
• maps archaeological sites of stone age
• wall map of the world
• sketch map of Ethiopia

20
 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

• wall map of Africa

• documentaries
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Showing documentary
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a comparative chart of the
prehistoric and historic times. Give reading assignments to students both from the text and
other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
Before giving detailed explanation to the students on the lesson, it is better to start the
lesson by asking the students some questions about the topic. This would help you identify
where your students are with respect to the lesson and its expected outcomes. Questions
like the following can help you conduct a brainstorming session with the students.
Explain possible factors for the emergence of states
What are the features of state?
B. Body of the lesson
Following the responses of your students, try to give a general definition of history.
Explain why it is difficult to have a single and simple definition of history.
• Let students discuss how the first states emerged.
• Discuss the meanings of key terms; periods of Hunting and Gathering and
Civilization, the Stone Age in general and Neolithic Age in particular. Explain
to students, about the Neolithic Revolution, and how it becomes the basis for
the emergence of human communities and societies, and of civilization. Use
questions and answers in order to drive home your key points. Use pictures of
artificial and other drawings you have collected in order to clarify points in the
course of your explanations.
• Using the wall map of the world and the sketch map of Ethiopia that you have
at hand, indicate places and archaeological sites of the Neolithic Revolution
in Ethiopia and the rest of the world. Discuss the achievements of Neolithic

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History Grade 9 Teacher’s Guide

Revolution in the Ethiopian region. Allow active student participation in your

discussion by using pertinent questions given in the textbook and questions of
your own.
C. Stabilization
Give a short summary of the following points:
• possible factors for the emergence of states
• the features of state
4.5 Evaluation and follow-up
A) Evaluation
Review learning against the objectives at the end of the lesson; this is in order to check
the effectiveness of the teaching-learning experience, and to see if the expected levels of
competence and behavioral changes have been achieved. You can ask them some
questions and direct some activities that relate to your lesson, such as the following:
• Analyse stages of the Stone Age.
• Explain possible factors for the emergence of states.
B) Follow up
To further widen the students’ understanding of Africa’s geological history and relief
structure, have them work on topics like the following, either individually or in small
groups
• Analyse stages of the Stone Age
• Explain possible factors for the emergence of states
Provide a reading assignment for students to write short notes in-group on theories of
the emergence of state and present to class.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 1.10
1. Society is wider in scope than State. Society is prior to State. State is a politically
organized unity of the people; Society is a natural unity of people bound together in
social relationships.
2. There are various theories that describe the origin of state. One of these theories is
related to religion. The other are related to agriculture and trade through which social
consensus was established and led to the emergence of state. Others insist on that
force (war) was the factor for the emergence of state.

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 UNIT 1|THE DISCIPLINE OF HISTORY AND HUMAN EVOLUTION

Possible Answer for Unit One Review Questions

Part I: True/False Items
1. True 2. False 3. True 4. False 5 .
False
Part II: Multiple Choice Items
1. B 2. C 3. B 4. A 5. D
Part III: short answer
1. The objective of studying history is helping students to understand the present existing
social, political, religious and economic conditions of the people. The present is in fact
the child of the past. It is a development of the past. Without the knowledge of history,
we cannot have the background of our religion, customs institutions, administration
and so on. Our present conditions are thus the result of the past problems. In addition,
the study of history is very important to our society. It:
• satisfies man instinct of curiosity about the lives lived by our forefathers
• stresses the continuity of human consciousness from generation to generation.
• enables us to know the truth about the past by sibling facts from myths legends
or fairy tales
• helps people to know their places of origin and relationship with others people’s
environment.
• Through the study of history, we can understand contemporary economic and
political problems of a nation.
2. In the last few decades, archaeologists have found startling evidences of early human
being in East Africa. In 1959, Mary and Louis Leaky found pieces of bone embedded
in ancient rock at Olduvai Gorge in Tanzania. In 1974, Donald Johansson found the
oldest complete human skeleton in Ethiopia. He named his find “Lucy” after a Beatles
song. Because of such evidences, scientists think that the earliest people lived in
East Africa. Later, their descendants migrated into Europe and Asia. In time, people
reached the Americas, Australia, and the islands of the Pacific.
3. The oldest theory about the origin of the state is the divine origin theory. It is also
known as the theory of religion. The exponents of this theory believe that the state did
not come into being by any effort of man. The King who rules over the state is an agent
of God on earth. So, the state is created by God. Another early theory of the origin
of the state is the theory of force. The exponents of this theory hold that wars and
aggressions by some powerful tribes were the principal factors in the creation of the
state. They rely on the saying “war created the ruler” as the historical explanation of

23
History Grade 9 Teacher’s Guide

the origin of the state. The most famous theory with regard to the origin of the state is
the social contract theory. The theory goes to tell that the stale came into existence out
of a contract between the people and the sovereign at some point of time. According
to this theory, there were two divisions in human history – one period is prior to
the establishment of the state called the “state of nature” and the other period is one
subsequent to the foundation of the state called the “civil society”. The state of nature
was bereft of society, government and political authority. There was no law to regulate
the relations of the people in the state of nature.

Part IV: Meeting Special needs: In addition to the above assessments, this part in the
textbook is intended to address students with special needs or students
with different learning skills.
1. Verbal learner: Organize students into small groups, and have each group list on
a sheet of paper the key terms and concepts for this section. Ask groups to skim the
section for definitions. When the groups have finished, have them compare their
definitions for each term.
Dear teacher, check at list weather the students have listed at least the following key
terms or concepts:
• Prehistory, History, Sources, Chronology,
• Paleolithic, Mesolithic, Neolithic
• Human Evolution,
• State.
Auditory Learner: Point out to students that the key terms in this section may seem to
belong. Read aloud each term, emphasizing its syllables. Then have students repeat the
words.
2. Critical thinking: You must learn to distinguish fact from opinion in order to
effectively evaluate and analyze information acquired from a variety of sources such
as books, television, and the Internet. In the debate, the statement “Sixty percent of
students do not repay their loans on time” is a fact. By reviewing statistics on the
number of student loan recipients who repay their loans, we can determine whether
it is true or false. To identify facts, look for words and phrases indicating specific
people, places, events, dates, and times. In the opening example, most statements by
the candidates are opinions.

24
 UNIT 2|Ancient World Civilizations up to C. 500 AD

U 2 NIT
Ancient World Civilizations up to C. 500 AD
Total Periods Allotted: 6
1. Unit Introduction
This unit focuses on some of the important civilizations of the ancient world that
developed in Africa, Asia, Europe and America. It consists of three lessons. In lesson one,
you will study about two old civilizations of Africa, those of Egypt and Nubia and their
economic, social and political features and enduring achievements. In lesson two, you
will examine the civilization of Mesopotamia, India and China in Asia. In lesson three,
you will examine the civilization of Inca, Maya and Aztecs in America. In the last lesson,
you will learn with some depth about the civilizations of Greece and Rome and their
achievements. You will also learn about the rise and spread of Christianity and its lasting
impacts.
2. Unit Learning Outcomes:
At the end of this unit, learners will be able to:
• explain the major ancient world civilization with their major achievements.
• compare and contrast ancient civilization of Africa with the ancient world
civilization of Asia.
• discuss on how the ideas of civilizations were disseminated all over the world.
• examine the ways in which ancient civilizations shaped the life of humankind.
• write on the rise and spread of Christianity into different parts of the world.
3. Main Topics of the Unit:
2.1 Ancient Civilization of Africa
2.1.1 Egypt
2.1.2 Kush- Meroe
2.2 Ancient Civilization of Asia
2.2.1 Mesopotamia
2.2.2 Persia
2.2.3 India
2.2.4 China
2.3 Ancient Civilization of Latin America
2.3.1 Maya
2.3.2 Inca
2.3.3 Aztecs

25
History Grade 9 Teacher’s Guide

2.4 Ancient Civilization of Europe:

2.4.1 Greece
2.4.2 Rome
2.5 The rise and spread of Christianity

2.1 Ancient Civilization of Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• outline the major achievements of ancient African civilization.
• analyse major achievements of ancient African civilizations.
• draw a map of Africa to locate major centres of ancient African civilization and
show how it spread to the rest of the world.
• evaluate the impact of the ancient African civilizations on the modern society.
• appreciate the ways in which ancient African civilizations shaped the life of
mankind.
• appreciate the importance of the ancient African civilisations to the modern
society, as this will develop the learner’s spirit of working hard.
2. Contents:
• Egypt
• Kush- Meroe
3. Lesson Overview:
Africa is one of the continents where ancient civilizations began. Of those, Egypt
and Nubia are examples. The Egyptian and Nubian civilizations influenced each
other politically and culturally. The civilization of ancient Egypt which began in the Nile
valley about 3000 BC was the most remarkable in the history of human beings. Egyptian
achievements include the building of the pyramids. Ancient Egyptians developed
hieroglyphics, one of the oldest forms of writing system in the world. It contributed to the
scientific and cultural development of ancient Egypt. It also helped ancient Egyptians to
keep their administrative records and diplomatic letters. The need to extend farming land
and control irrigation projects led to the development of mathematics and astronomy. The
ancient Egyptians had close cultural and commercial contacts with the Ethiopian region.
The name Kush/Nubia existed in Egyptian sources since 2000B.C. It was the name
ancient Egyptians gave to the region of upper Nile or roughly the present-day Republic
of the Sudan. Nubia was known for being a centre of iron production and dissemination.
Kush had been conquered by Egypt in the 1500’s BC. And the Kushites adopted elements

26
 UNIT 2|Ancient World Civilizations up to C. 500 AD

of Egyptian art, language and religion. The Kushites conquered Egypt at about the eighth
century B.C. When the Assyrians destroyed Napata, the capital of Kush, the Kushites
moved southwards and moved their capital to Meroe. Ezana, the Aksumite king destroyed
Meroe at about 350AD.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of Pyramid and Pharaoh
• Models of Pyramid
• Chart showing the hierarchy of ancient Egyptian society
• wall map of the Africa
• Documentaries on the Ancient Egypt and Kush
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Debating
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a picture of Pyramid and Pharaoh
of ancient Egypt and Nubia. Prepare also Chart showing the hierarchy of ancient Egyptian
society. Obtain also documentaries from internet on the Ancient Egypt and Kush. Give
reading assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Therefore, you may begin the lesson by asking questions such as:
• Discuss in group about the contribution of the ancient African civilization to
mankind.
• What were the major achievements of ancient Nubian civilization?
Be sure that the students understand the objectives of the lesson. You may ask questions
such as: what reasons do you suggest for the fact rise and success of the Ancient Egyptian
and Nubian civilizations?
B. Body of the lesson

27
History Grade 9 Teacher’s Guide

Following the responses of your students, try to give a general highlight of Ancient
African Civilizations.
• Present an overview of the unit in few statements to the class.
• Let the teacher divide learners into groups and let them discuss on the
contribution of the ancient civilization to Mankind.
• Let the teacher bring a documentary/video related to ancient Egyptian and
Kushite civilizations. After listening / watching ask them to write a short report
and present it to their classmates.
• Let the students to locate Ancient Egyptian and Kushite Civilization on the
world map and show to their classmate on the way it spread to the rest of the
world.
C. Stabilization
Give a short summary of the following points:
• The contribution of the ancient Egyptian and Nubian civilization to Mankind.
• The source of wealth for ancient Egypt and Nubia.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following:
• In groups discuss on the contribution of the ancient Egyptian civilization.
• List the major achievements of ancient Egyptian civilization
• Sketch a map of Africa and locate major centers of ancient Egyptian and Nubian
civilization
• Evaluate the impact of the ancient African civilizations on the modern society.
• In what ways the ancient African civilizations shaped the life of mankind
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• Observe activities while learners are engaged in pair and group works.
• Identify and record students’ strength and weakness.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can found possible
answers for activities in the lesson

28
 UNIT 2|Ancient World Civilizations up to C. 500 AD

Activity 2.1
1. The many achievements of the ancient Egyptians include: the building of monumental
pyramids and temples; a system of mathematics, a practical and effective system of
medicine, irrigation systems and agricultural production techniques.
Activity 2.2
1. Show on the map, illustrated in the textbook for that purpose, where ancient
Egyptian and Nubian civilizations are located.
2. They developed solar calendar of 365 day the one the modern society uses today.
Egyptian hieroglyphs, along with cuneiform, give a birth for English alphabets
we use today.  Ancient Egyptians laid foundations for internal medicine due their
experience in mummification. African contribution to civilization in the area of burial
methods such as mummification is worth to mention. Human burial is an important
part of every society and the development of mummification as a way of burying
humans shows the evolution of cultural thought in relation to the concept of death. The
African contribution to medicine, specifically the surgical procedure also deserves
to be noted. Civilization in Africa is also evident in the field of mathematics. The
African contribution to the Iron Age is also significant and is another aspect of African
Civilization that spread around the world. Africa didn’t even have a Bronze Age, and
went from the Stone Age straight into iron which is very unique. Africa’s buildings
and monuments stand as witnesses of Civilization in Africa in the field of Architecture
in Ancient Times.

2.2 Ancient Civilization of Asia (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• outline the major achievements of ancient Asian civilization.
• analyze major achievements of ancient Asian civilizations.
• evaluate the impact of the ancient Asian civilizations on the modern society.
• appreciate the ways in which ancient Asian civilizations shaped the life of
mankind.
• appreciate the importance of the ancient Asian civilizations to the modern
society, as this will develop the learner’s spirit of working hard.
2. Contents:
• Mesopotamia
• Persia

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History Grade 9 Teacher’s Guide

• India
• China
3. Lesson Overview:
There are four main old civilizations of Asia, those of Mesopotamia, Persia, India and
China. The lesson introduces us with environmental conditions and the economic, social
and political organization of these civilizations. In Greek language Mesopotamia means
“land between rivers”. Sumerians began to build the first cities here. They also invented
cuneiform, the world’s first writing system. The Persians called the ‘’Land of the Aryans’’
land which included the present-day Iran and Afghanistan. The Persians built an empire
that lasted for over two hundred years. Ancient Indian civilization began in the Indus
valley at about 2500BC. Mesopotamian (Sumerian) civilization developed in the fertile
regions between the Euphrates and Tigris. They were also skilled builders of temples
using mud bricks.
The Indian people had systems of counting, measuring, weighing and writing. They also
developed their own religion. Buddhism emerged from Hinduism as a reform movement.
Buddhism emerged from Hinduism as a reform movement. Buddhism was founded by
Siddhartha Gautama (c.563-483BC).
The Civilization of ancient China first developed in the Yellow River Region of
Northern China. Ancient Chinese civilization reached the highest stage at about-3000BC
in the Hwang Ho valley. Confucianism teaches the importance of a well-ordered society
in which parents rule their children; men rule women and the educated rule the common
people. Ancient Chinese developed their own system of writing and also constructed the
Great-wall.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of ancient Mesopotamia, Persia, India and China Monuments
• Chart showing the hierarchy of ancient Indian Society
• wall map of the Asia showing ancient civilization sites
• Documentaries on the Ancient Mesopotamia, Persia, India and China
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation

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 UNIT 2|Ancient World Civilizations up to C. 500 AD

• Showing documentaries
• Exploring internet
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Obtain or prepare pictures on ancient Mesopotamia, Persia, India and China
civilization Monuments.
• Prepare also Chart showing the hierarchy of ancient Indian Society.
• Obtain also documentaries from internet on the ancient Mesopotamia, Persia,
India and China civilization.
• Give reading assignments to students both from the text and other relevant
reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions such as:
• Discuss in group about the contribution of the ancient Asia civilization to
mankind.
• What were the major achievements of ancient Asian civilizations?
Be sure that the students understand the objectives of the lesson. You may ask questions
such as: what reasons do you suggest for the rise and success of the ancient Asian
Civilizations?
B. Body of the lesson
Following the responses of your students, try to give a general highlight of Ancient Asian
Civilizations.
• Present an overview of the unit in few statements to the class.
• Let the teacher divide learners into groups and let them discuss on the
contribution of the ancient civilization to Mankind.
• Let the teacher bring a documentary/video related to ancient Mesopotamia,
Persia, India and China civilization. After listening / watching ask them to write
a short report and present it to their classmates in 5 minutes.
• Let the students to locate ancient Mesopotamia, Persia, India and China
civilization on the world map and show to their classmate on the way it spread
to the rest of the world.
C. Stabilization

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History Grade 9 Teacher’s Guide

Give a short summary of the following points:

• The contribution of the ancient Mesopotamia, Persia, India and China
civilization to Mankind.
• The source of wealth for ancient Mesopotamia, Persia, India and China
civilization.

4.5 Evaluation and follow-up

A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• In groups discuss on the contribution of the ancient Mesopotamian civilization.
• Help students to explore internet on documentaries about Asian civilization and
write a short report in what ways their contributions shaped the life of modern
society.
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• What environmental features do you think favored the development of
civilization in Mesopotamia?
• Locate where Indian Civilization was started on world map.
• Discuss the most important achievements of Chines Civilization?
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can found possible answers
for activities in the lesson
Activity 2.3
1. Mesopotamia housed some of the world’s most ancient states with highly
developed social complexity. Mesopotamian people developed many technologies,
among them metalworking, writing system, textile weaving, pottery, and agriculture
and irrigation. They were also one of the first Bronze Age people in the world.
Activity 2.4
1. Asian civilization contributed in writing system, philosophy, wheel making,
irrigation, architecture, religion, calendar, agriculture, etc.
2. The Great Wall of China is a serious of fortifications that were built across the
historical northern boarders of ancient Chinese states and Imperial China as a

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 UNIT 2|Ancient World Civilizations up to C. 500 AD

protection against various nomadic groups from the Eurasian steppe. Several walls
were built from as early as the 7th century BC. We can learn from this that the ancient
states like China built a large wall along their boarders mainly for protection and to
defend their territories. Such a tradition of construction of wall was also known in
many parts of Ethiopia. Example: the Harar Jegoule, king Halala Kella (fortification
in local term), etc.

2.3 Ancient Civilization of Latin America (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• outline the major achievements of ancient American civilizations.
• analyse major achievements of ancient American civilizations.
• evaluate the impact of the ancient American civilisations on the modern society.
• appreciate the ways in which ancient American civilizations shaped the life of
mankind.
• appreciate the importance of the ancient American civilisations to the modern
society.
2. Contents:
Ancient Civilization of Latin America
• Maya
• Inca
• Aztecs
3. Lesson Overview:
The Maya were Native American people who developed a magnificent civilization in
western hemisphere before the coming of the Europeans. The Mayan civilization reached
its peak from about 250 to 900 A.D in Central America and southern Mexico. The Maya,
an American Indian people, developed an accurate calendar.
The Inca were a South American native people. They ruled one of the largest and richest
empires in the Americas. The Inca Empire included parts of the present- day Colombia,
Ecuador, Peru, Bolivia, Chile and Argentina. Its capital was Cusco in southern Peru. The
Inca Empire was conquered by Spanish forces after 1532.
The Aztecs were another Native American people who ruled a powerful empire in Mexico
during the 15th and 16th centuries. The center of the Aztec civilization was the valley of
Mexico. Its economy was based on agriculture. The Aztecs worshiped hundreds of gods
and goddesses. The Spaniards destroyed the Aztec empires in 1521.

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History Grade 9 Teacher’s Guide

4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of ancient Latin America civilizations
• wall map of the America
• Documentaries on the Ancient Inca, Maya and Aztecs
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a picture of Pyramid and Pharaoh
of ancient Inca, Maya and Aztecs. Obtain also documentaries from internet on the Ancient
Inca, Maya and Aztecs. Give reading assignments to students both from the text and other
relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by asking brainstorming questions. You might use your own method
of presenting the lesson in a way you see fit for that particular topic. You may begin the
lesson by asking questions such as:
• What are the major achievements of ancient American civilizations?
• What arts did the Aztecs practice?
• When did the Spanish destroy Mayan culture?
Be sure that the students understand the objectives of the lesson. You may ask questions
such as: what reasons do you suggest for the fact rise and success of the Ancient American
civilizations?
B. Body of the lesson
Following the responses of your students, try to give a general highlight of ancient
American Civilizations.
• Present an overview of the unit in few statements to the class.
• Divide learners into groups and let them discuss on the contribution of the
ancient civilization to Mankind.
• Bring a documentary/video related to Inca, Maya and Aztecs civilizations.
After listening/watching ask them to write a short report and present it to their

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 UNIT 2|Ancient World Civilizations up to C. 500 AD

classmates in 5 minutes.
• Let the students to locate Inca, Maya and Aztecs Civilization on the world map
and show to their classmate on the way it spread to the rest of the world.
C. Stabilization
Give a short summary of the following points:
• The contribution of the ancient Inca, Maya and Aztecs civilization to Mankind.
4.5 Evaluation and follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following:
• What were the achievements of ancient Inca, Maya and Aztecs?
• What arts did the Aztecs practice?
• When did the Spanish destroy Mayan culture?
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• Let them listen and ask to reflect about what they listen, then give a brief
summary.
• Ask students to suggest improvements that could be made to another student’s
work.
• Provide feedback.
• Reviews learning against the objectives at the end of the lesson.
C) Activities in the Textbook: Below you can find possible
answers for activities in the lesson
Activity 2.5
1. The more we learn about Inca, Maya and Aztecs cultures, the more we can
appreciate what was special about each of them. The Mayas, for example, made
notable advances in writing, astronomy, and architecture. Both the Mayas and the Aztecs
created highly accurate calendars. The Aztecs adapted many ideas from earlier groups,
including their calendars and pyramids. The Aztec system of writing used both glyphs and
pictographs. The Incas showed great skill in engineering and in managing their huge
empire. The Incas’ greatest technological skill was engineering. 
2. Art was an important part of Aztec life. They used some forms of art such as music,
poetry, and sculpture to honour and praise their gods. Other forms of art, such as
jewellery and feather-work, were worn by the Aztec nobility to set them apart from

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History Grade 9 Teacher’s Guide

the commoners.
3. The Spanish destroy Mayan culture in 1532AD.

2.4 Ancient Civilization of Europe (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• outline the major achievements of ancient European civilization.
• analyse major achievements of European civilizations.
• evaluate the impact of the ancient European civilizations on the modern society.
• appreciate the ways in which ancient European civilizations shaped the life of
mankind.
2. Contents:
• Greece
• Rome
3. Lesson Overview:
The Greeks and Romans were European people who developed a magnificent
civilization in Europe. The birth place of western civilization was ancient Greece
about 2500 years ago. Greek civilization developed mainly in small city -states called
polis. The best-known city states were Athens and Sparta. Ancient Greeks made great
achievements in architecture, pottery and sculpture.They also developed drama and originated
western philosophy. The Ancient Greece was the birth place of western civilization. Greek
cultural achievements, on which our civilizations are still based, reached great heights
in the 5th century BC and later, in the Hellenistic period, in Alexandria. Greek cultural
achievements were very great in the classical period and were the ancient legacy to
Europe and the world.
Around 753BC, the Latin people settled on the hills above the River Tiber in central
Italy. The city and empire of Rome was originated at this same place. Ancient Romans
were farmers. Latin, the language of ancient Romans, became the basis of French,
Italian, Spanish and other languages. Roman law had become the foundation for the legal
systems of most of western European and Latin American countries. The Roman Republic
was established in 509 BC and it lasted nearly 500 years, until 27BC. The Roman Empire
was established after the republic was destroyed and it lasted until Rome fell in 476AD.

4. Teaching-Learning Process
4.1 Suggested Teaching Aids

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 UNIT 2|Ancient World Civilizations up to C. 500 AD

• Pictures of statues of ancient Greeks and Rome

• wall map of the Europe
• Documentaries on the ancient Greeks and Rome
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Exploring internet
4.3 Pre-Lesson Preparations
Obtain or prepare pictures of statues of ancient Greeks and Rome, before you begin
teaching the lesson. Obtain also documentaries from internet on the ancient Greeks and
Rome. Give reading assignments to students both from the text and other relevant reading
materials.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by asking brainstorming questions. You might use your own method
of presenting the lesson in a way you see fit for that particular topic. You may begin the
lesson by asking questions such as:
• What were the major achievements of ancient Greece?
• What were the major achievements of ancient Roman?
What are the major influences of ancient Rome on the development of western
civilization?
Be sure that the students understand the objectives of the lesson.
B. Body of the lesson
Following the responses of your students, try to give highlight of ancient American
Civilizations.
• Present an overview of the unit in few statements to the class.
• Let the students to locate ancient Greek and Roman civilization on the world
map and show to their classmate on the way it spread to the rest of the world.
• Bring a documentary/video related to ancient Greek and Roman civilization.
After listening / watching ask them to write a short report and present it to their
classmates in 5 minutes.
C. Stabilization

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History Grade 9 Teacher’s Guide

Give a short summary of the following points:

• The contribution of the ancient Greek and Roman civilization to Mankind.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following:
• In what ways ancient Greece civilizations shaped the life of mankind?
• Which of the Greek city states has most historic contribution for the present
world? Why?
B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
• Let them listen and ask to reflect about what they listen, then give a brief
summary.
• Ask students to suggest improvements that could be made to another student’s
work.
• Provide feedback. Reviews learning against the objectives at the end of the
lesson.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 2.6
1. Greek culture influenced the Roman Empire and many other civilizations, and it
continues to influence modern cultures today. For example, the Greeks made import-
ant contributions to philosophy, mathematics, astronomy, and medicine. Literature
and theatre were an important aspect of Greek culture and influenced modern drama.
2. Athens and Sparta, among the city states of Greek, has most historic contribution for
the present world in terms of government, politics, Olympic, marathon, military etc.
Activity 2.7: help students to think critically on peace education
1. The Romans developed the principle that people should be ruled by law rather than by
the wishes of leaders. Law is a code of conduct and rights recognized by a society. It
provides social control, order, and justice, and it enables people to know their rights
and responsibilities. Law is also the cornerstone of a constitutional government,
helping to ensure justice and fair treatment of all citizens. “Where law ends, tyranny
begins,” said William Pitt, an English leader in 1770.
The rule of law is a key to coordinating peace building activities. Finally, the prevalence

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 UNIT 2|Ancient World Civilizations up to C. 500 AD

of rule law entails peaceful transfer political power.

A case study: Laying foundation for Republic (dear teacher use this idea as guide in the
answering question)
Around 451-450BC, a group of judges posted 12 tablets in Rome’s main forum, or
marketplace. According to legend, the common people of Rome had demanded that the
laws be written down for all to see, so that they would then know their rights. The Twelve
Tables, as they were called, remained in effect for almost 1,000 years. When Roman
armies conquered other nations, they brought their laws with them.
By 120AD, the Roman law governed the entire Mediterranean world. The
Romans developed important legal principles: the law applied to all people regardless of
wealth or power, and people should be ruled by law rather than the whims of their leaders.
In 533-534AD, the Byzantine emperor Justinian consolidated all Roman law into a single
written code. The Justinian Code, The Body of Civil Law as it is properly named, became
the foundation of today’s civil law system. (Jackson J. Spielvogel, 2005, Glencio World
History (Glencio /McGraw-Hill SchoolCompany), p.13.
Activity 2.8
1. The main difference between the Roman Republic and the Roman Empire was that the
former was a democratic society and the latter was run by only one man. Also, the
Roman Republic was in an almost constant state of war, whereas the Roman Empire’s
first 200 years were relatively peaceful.
2. Rome left behind an important legacy, that is, what Rome passed on to the world in
its culture and institutions. Some of the most important ones include the following:
• The Latin Language. Latin developed into the “Latin languages” of Europe and
Latin America.
• Latin literature, authors like Cicero, Caesar (he wrote the history of his own
wars) and the poets Vergil, Horace and others.
• Roman law, which was revived in the European Middle Ages.
• The Julian calendar, introduced by Julius Caesar, on which the present
Gregorian calendar is based.

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History Grade 9 Teacher’s Guide

2.5 The Rise and Spread of Christianity (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the origin of Christianity.
• explain spread of Christianity into different parts of the world.
2. Contents:
• The rise and spread of Christianity
3. Lesson Overview:
Christianity, as a religion based on the life and teachings of Jesus Christ, emerged in
Palestine in the first century AD. The teachings of Jesus included a belief in a single
God, brotherly love and eternal salvation in heaven. The Romans persecuted Christians
for more than two centuries. After 312AD, however Christianity became the official
religion of the Roman Empire. In 395AD, the church was divided into western and eastern
churches. Christianity replaced the Roman Empire as a unifying force in Western Europe,
during the Middle Ages.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures and statues
• Map showing the spread of Christianity
• wall map of the Middle East
• Documentaries on the Rise and Spread of Christianity
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Exploring internet
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a Pictures and statues of
Christianity. Prepare also map showing the rise and spread of Christianity. Obtain
also documentaries from internet on the rise and spread of Christianity. Give reading
assignments to students both from the text and other relevant reading materials.

40
 UNIT 2|Ancient World Civilizations up to C. 500 AD

4.4 Presentation of the lesson

A. Lesson introduction
Introduce the lesson by asking brainstorming questions. You might use your own method
of presenting the lesson in a way you see fit for that particular topic. You may begin the
lesson by asking questions such as:
• What do you know about the origin of Christianity and its spread?
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the rise and
spread of Christianity.
• Divide learners into groups and let them discuss on the rise and spread of
Christianity.
• Bring a documentary/video related to the rise and spread of Christianity.
After listening/watching ask them to write a short report and present it to their
classmates.
• Let the students to locate the site of the origin of Christianity on the world map
and show to their classmate on the way it spread to the rest of the world.
C. Stabilization
Give a short summary of the following points:
• the origin of Christianity
• the spread of Christianity into different parts of the world
4.5 Evaluation and follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• Explain the term monotheism.
• Discuss the major reasons for the spread of Christianity to the rest of the world.
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• What is monotheism?
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can found possible
answers for activities in the lesson

41
History Grade 9 Teacher’s Guide

Activity 2.9
1. Monotheism is the doctrine or belief that there is but one God.
2. People were attracted by the ideals of Christianity such as “equality of men
before God” which appealed specially to the poor and oppressed. The Christian
missionaries travelled and preached through the Roman Empire. The early Churchmen
displayed courage, sincerity and ability in their deeds. People were impressed by many
early Christians, who rather than renounce their faith, suffered persecution and died as
martyrs. Thus, Christianity continued to grow stronger and gain converts.

Possible Answer for Unit Two Review Questions

Part I: True/False Items
1. True 2. False 3. True 4. False 5. True
Part II: Matching Items
1. E 2. H 3. G 4. F 5. C
Part III: Multiple Choice Items
1. B 2. D 3. B 4. B 5. D 6. B

Part IV: Meeting Special needs: In addition to the above assessments, this part in the
textbook is intended to address students with special needs or students
with different learning skills.
1. Verbal Learner: To help students understand that important events occurred around
the world at the same time, have them make a list of all the events on the time line by
breaking them into 1000-year intervals. Rather than group them by civilization, have
students group them by date. Sample historical time line of events.

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 UNIT 2|Ancient World Civilizations up to C. 500 AD

2. Visual/Spatial Learners: Have students take a simple outline map of the region
covered in this unit. Then have them mark the time line events on the map to illustrate
where they took place. Dear teacher checks that the map drawn by students should
like this.

3. Gifted and Talented Learners: Have students research several events on the time
line from different cultures. Then have them write a short description of each event
and present it to the class.

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 3
History Grade 9 Teacher’s Guide

U NIT
Peoples & States in Ethiopia & the Horn to
the end of 13th C.
Total Periods Allotted: 11
1. Unit Introduction
The first lesson of this unit gives students with a brief description on the languages the
people of Ethiopia speak, major religions they had been practicing and the peopling of the
region at large. The next four lessons describe about socio-economic and political history
processes in Ethiopia from ancient times to the end of the 13th century. It also describes
the relationships among centralized polities known to have existed in the region during
the period under discussion.
2. Unit Learning outcomes:
At the end of this unit, learners will be able to:
• differentiate the main language supper families of Ethiopia
• examine the nature of interaction among different peoples of Ethiopia to the end
of thirteenth century.
• list down the major religion of Ethiopia.
3. Main Topics of the Unit:
3.1. Languages, Religions and Peoples of Ethiopia and the Horn
3.1.1. Languages families
3.1.2. Major Religions of Ethiopia
3.1.3. Settlement pattern of peoples of Ethiopia
3.2. Pre-Aksumite States and Their Geographical Setting
3.3. Aksumite Kingdom
3.4. Zagwe Dynasty
3.5. The Sultanate Shewa

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

3.1 Languages, Religions and Peoples of Ethiopia and the Horn

3.1.1 Languages Families (2 Periods)
1. Competencies:
At the end of this lesson, learners will be able to:
• analyse how language influenced Ethiopia’s relationship with neighbouring
countries.
• draw a map showing the distribution pattern of the various languages of
Ethiopia.
• respect and tolerate the different languages of Ethiopia.
2. Contents:
• Languages families of Ethiopia and the Horn
3. Lesson Overview:
Ethiopia inhabited by people who speak various languages and practicing various types
of religious. Languages of Ethiopians belong to Afro–Asiatic and Nilo-Saharan Super
families. These super-families are further sub-divided into families. Like Ethiopians,
the peoples of the Horn of Africa speak languages that belong to the Afro – Asiatic and
Nilo-Saharan super–families. Hence, linguistically there is a close relationship among the
peoples of the Horn of Africa. The people of Ethiopia have existed inter-acting among
themselves throughout their history. There have been economic, political, social and
cultural inter-relations and inter-dependence among them for a long period of time. Like
languages, various religious beliefs characterize Ethiopia.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Chart of languages
• Documentaries on the distribution of language families,
• Maps showing language distribution
4.2 Suggested Teaching Methods
• Brainstorming questions
• Group discussion
• Gaped lecture
• Questioning and answering
• Jigsaw group projects
• Guest speaker
• Field visit

45
History Grade 9 Teacher’s Guide

• Exploring internet
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson on:
• obtain flow chart of languages and map that indicates the distribution of
languages of Ethiopia.
• let students reading from textbook in group to list down the language families
of Ethiopia and then let them in groups to draw a map showing the distribution
pattern of the various languages of Ethiopia.
• refer or read the provisions on the FDRE Constitution concerning languages
rights.
4.4 Presentation of the lesson
A. Lesson Introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
• tell about the distribution pattern of the various languages of Ethiopia.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• Discuss about the classification of languages into families and super-families.
• Give a sample list of speakers of some languages of Ethiopia or Make the
students to list languages spoken their locality and the then let the students
sort out them in to proper language families and super-families to which they
belong.
• You can make use of the sketch map of the geographical distribution of the
languages in order to help you in your discussion. Stress on the equality of the
languages of Ethiopia and how this was achieved throughout history. Let the
class discuss briefly on the extinct languages of Ethiopia. List some Ethiopian
languages in danger of extinction and let them know why they are in danger.
• You can invite an expert on language and culture studies to enable your students
to get additional information about language classifications and some issues
related linguistic studies.
• You can also take your students to museum in your locality to see historical
sources or collections which are associated with languages. Students should
write reports about what they have observed in the field and present the reports.

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

C. Stabilization
Give a short summary of the following points:
• the classification of languages in to super-families and families by using flow
chart.
• Stress on the equality and equal recognition of all Ethiopian languages,
religions and people.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions:
• what are the major language families of Ethiopia? Explain how language
influenced Ethiopia’s relationship with neighbouring countries. Draw a map
where the language families found distributed in Ethiopia?
• explain how Judaism, Christianity and Islam were introduced into Ethiopia.
• what was the effect of peaceful introduction of Islam into Ethiopia?
• why various religions co-existed peacefully in Ethiopia?
• how people in your locality explain about their origin and settlement of that
particular society?
• what determined the settlement pattern of people of Ethiopia?
B) Follow Up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
• Check that they have listed the major language families of Ethiopia.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
• Check the students stay on task. Give the students a marking scheme; after the
allocated time instruct each student to exchange their work with a partner and
then mark their partner’s work using the marking scheme. Let the students to
peer assess their work and let they suggest improvements that could be made to
classmates.
• Review learning against the objectives at the end of the lesson and make
sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for

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History Grade 9 Teacher’s Guide

activities in the lesson

Activity 3.1.
1. Tracing the race of people is very difficult compared to language or culture for
various reasons. Race is a biological factor that is naturally given while culture is a
dispositional factor that can be learned. Species of Homo erectus spread out to the rest
of the world: first to Africa, then Eurasia and later to the Western Hemisphere. On their
ways, they conducted a constant struggle to master the natural environment that has
different features. The struggle to master the natural environment and the movement
from one part of the globe to the other is a constant phenomenon of human beings.
This constant struggle of humans in different geographical settings created different
cultures, the sum total of learned and socially transmitted behaviour. The expeditions
to obtain raw materials and competition for scarce natural resources have increased
the distance people had to travel from their original place over time.
Then, the initial medium of communication diversified over time in such a way as to
produce multiplicity of languages that we see in the world today. By same fashion, the
Horn is marked by ethnic and linguistic diversity. Estimates of the number of languages
in the region are as high as 100. Nevertheless, there is considerable interrelationship
among these seemingly diverse languages.
2. Give a sample list of speakers of some languages of Ethiopia or make the students to
list languages spoken in their locality and the then let the students sort out them in to
proper language families and super-families to which they belong. Use the flow chart
below to evaluate how students sorted out various languages they listed into families
and super-families.

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

3. A number of reasons have been cited for the death of a language. Languages can’t
exist without their speakers and therefore they die. Reasons for death of languages
include geographical location, cultural contact, religious and social factors such as
intermarriages, modernisation and urbanisation, and peaceful coexistence with other
languages. For example, as the elder speakers will die while the rest will start speaking
another language. Look in the table below some languages of Ethiopia in danger of
extinction.
Omotic Semitic Nilo-Saharan
Ganza Argobba Gabato
Hozo Geez Kwama
Kachama Zay Kwegu
Karo Opuuo
Nayi Shabo
Southern Mao (Anfillo)

3.1.2 Major Religions of Ethiopia (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• respect and tolerate the different religions of Ethiopia.
• explore the factors for rise and introduction of Christianity and Islam into
Ethiopia.

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History Grade 9 Teacher’s Guide

2. Contents:
• Major Religions of Ethiopia
3. Lesson Overview:
Like languages, various religious beliefs characterize Ethiopia. Indigenous
Religions are beliefs that are practiced only within a given culture and also native religious
ideology to the land. Indigenous religion practitioners are said to have worshipped natural
phenomena. They also owe special reverence to their ancestors. Indigenous Religions
could be either monotheistic or polytheistic. An interesting feature of indigenous religion
is the way how its practices and beliefs syncretized either with Christianity or Islam.
Moreover, neither Christianity nor Islam completely displaced all traces of traditional
religions.
Judaism has been followed in Ethiopia since early times by a community of people
known as Beta-Israel. There is continuing discussion over how and when the religion was
introduced into Ethiopia. The Bête-Israel preserved their Judaic heritage for many years
despite determined pressure from their Christian neighbours. Like Ethiopian Orthodox
Christianity Judaism is established in the teachings of the Old Testament part of Bible
and had similarities with Ethiopian Orthodox Christianity. Judaism mainly spread and
confined to northern part of Ethiopia.
Christianity introduced to Ethiopia in the early fourth century AD. It was a great
historical development that was followed by two important and long-lasting
developments. First, the church-state relationship and second, the relationship that came
into being between Ethiopia and Egypt. Catholicism started in the 16th century with a
strategy to reinforce the political power. Although Catholicism had begun from royal
court like fourth century but faced strong opposition from Ethiopian Orthodox Church.
Protestant Christianity began mainly in the early 19th century but widely spread after 20th
century through missionary activities.
Islam was founded by Prophet Mohammed around 610AD. When the Quraysh tribe
planned to attack, considerable number of Muslim refugees arrived at Ethiopia. This
made the introduction of Islam in Ethiopia through peaceful means through agency of
Muslim clerics and merchants. Because of the favour that Ethiopians had done for the early
Muslim refugees, Ethiopia was exempted from the Muslim Arab jihad. The exemption
enabled Ethiopia to preserve pre-Islamic religions, language and civilization and also
prevented the bloodshed which other countries of the Middle East had suffered.
Islam entered the Ethiopia through the Red Sea in the north but could not penetrate in

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to the interior Ethiopia, and it was confined to the lowland region. Islam penetrated into
the interior of Ethiopia through the port of Zeila. Muslim sultanates were formed in the
Ethiopian interior and the Horn mainly along the major trade routes of Zeila.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of religious information
• Map of Ethiopia indicating expansion of religions
• Documentaries on religion
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Questioning and answering
• Jigsaw group projects
• Guest speaker
• Field visit
• Exploring internet
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson on:
• Make students collect oral traditions about the introduction of christianity,
judaism and islam to ethiopia. If it is possible, arrange students to visit religious
places and related heritage sites.
• Refer or read the provisions on the fdre constitution concerning religious rights.
4.4 Presentation of the lesson
A. Lesson Introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
• list major types of religions being practiced in Ethiopia.
• write on the list of religions of Ethiopia.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• Give a sample list of major types of religions of Ethiopia. Point out factors for

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History Grade 9 Teacher’s Guide

the introduction of various religions how they lived in tolerance and respect for
each other.
• You can invite religious experts or clerks to enable your students to get
additional information about how various religions lived in tolerance and
respect for each other.
• You can also take your students to museum in your locality to see historical
sources or collections which are associated with religions. Students should write
reports about what they have observed in the field and present their reports.
C. Stabilization
Give a short summary of the following points:
• factors for the introduction of various religions.
• Stress on the equality and equal recognition of all Ethiopian languages,
religions and people.

4.5 Evaluation and Follow-up

A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions:
• explain how Judaism, Christianity and Islam were introduced into Ethiopia.
• what was the effect of peaceful introduction of Islam into Ethiopia?
• why various religions co-existed peacefully in Ethiopia?
B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
• Check that they have listed the major language families of Ethiopia.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
• Check the students stay on task. Give the students a marking scheme; after the
allocated time instruct each student to exchange their work with a partner and
then mark their partner’s work using the marking scheme. Let the students to
peer assess their work and let they suggest improvements that could be made to
classmates.
• Review learning against the objectives at the end of the lesson and make
sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.

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C) Activities in the Textbook: Below you can find possible

answers for activities in the lesson

Activity 3.2
1. Dear teacher, help students to list major indigenous religions in their locality and also
how it is practiced.
Activity 3.3
1. Indigenous religions, Judaism, Christianity and Islam.
2. Dear teacher, help students to collect an information on the contribution of religion
from the local elders and ask them to present to their classmate.

3.1.3 Settlement Peoples of Ethiopia and the Horn (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• discuss the settlement patterns of Ethiopian peoples.
2. Contents:
• Settlement pattern of peoples of Ethiopia
3. Lesson Overview:
The peopling of Ethiopia and the formation of ethno-cultural groups was a result of
long-drawn-out process of fission and fusion. Irrespective of the territories that they
occupy today, the majority of the peoples of Ethiopia have traditions that trace their origin
to one or more other place. Owing to these traditions of origins, it is rare for a people to
assert that where they live now is where they have lived always. People’s movement due
to push or pull factors contributed for the process of fusion and fission.
Due to these processes, people had shared experiences that go beyond their
locality and developed a sort of mutual interdependence. These all created the sense of
belonging to the wider national community. People have been interconnected due to
geographical contiguity or by economic forces such as trade has been a particularly
important source of interconnection and interdpendence. As a result, people have
developed both institutional and occasional forms of depending on each other. Due to
these processes, both individuals and entire groups had had bonds and ties that go beyond
their locality or immediate community.

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History Grade 9 Teacher’s Guide

4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Ethiopia indicating settlement pattern of Ethiopia
• Documentaries on settlement pattern of Ethiopia
• Videos and films
4.2 Suggested Teaching Methods
• Group discussion
• Gaped lecture
• Questioning and answering
• Guest speaker
• Field visit
• Exploring internet

4.3 Pre-Lesson Preparations

Before you begin teaching the lesson on:
• let students reading from textbook in group to list down the language families
of Ethiopia and then let them in groups to draw a map showing the distribution
pattern of the various languages of Ethiopia.
• give students reading assignment from textbook about the settlement patterns
of people of Ethiopia.
4.4 Presentation of the lesson
A. Lesson Introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
• discuss about the settlement patterns of people of Ethiopia.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• The settlement pattern of people of Ethiopia determined by long process of
movement of people.
• You can also take your students to museum in your locality to see historical
sources or collections which are associated with settlement patterns.
Students should write reports about what they have observed in the field
and present the reports.

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

C. Stabilization
Give a short summary of the following points:
• how settlement pattern of people of Ethiopia determined
• Stress on the equality and equal recognition of all Ethiopian languages,
religions and people.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions:
• how people in your locality explain about their origin and settlement of that
particular society?
• what determined the settlement pattern of people of Ethiopia?

B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
• Write responses on the blackboard for questions on the end of the lesson
and let students compare it with their response.
• Check the students stay on task. Give the students a marking scheme; after
the allocated time instruct each student to exchange their work with a
partner and then mark their partner’s work using the marking scheme. Let
the students to peer assess their work and let they suggest improvements
that could be made to classmates.
• Review learning against the objectives at the end of the lesson and make
sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible
answers for activities in the lesson
Activity 3.4
1. Help students to collect traditions about their origin from local elders and ask
them to write short report about their tradition of origin.

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History Grade 9 Teacher’s Guide

3.2 Pre-Aksumite States and their Geographical Setting

(1 period)
1. Competencies:
At the end of this lesson, learners will be able to:
• list down the names and achievements of the pre-Aksumite and Aksumite
civilizations.
• analyse the socio-political, economic and cultural organizations of the states.
• investigate the nature of interaction between the early States of Ethiopia and the
outside world.
• appreciate the place of Ethiopia among the great civilizations of the world.
2. Contents:
• Punt
• Yeha
• Hewalti-Melazo
• Damat
3. Lesson Overview:
In the past, it used to be widely believed that Aksum was the first centralized polity in
Ethiopia and the Horn. However, this belief is now by and large abandoned. There
are many indications that several principalities had emerged and declined before the
emergence of Aksum. Punt, Hawlti-Melazo, Addi-Seglemeni, Metera, Kaskase and
Damat are to mention few.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures on inscription
• Map of Ethiopia
• Map of Punt
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Jigsaw group projects
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
Give reading assignments to students both from relevant reading materials or exploring

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

internet about pre-Aksumite states.

4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. Therefore, you may begin the lesson by asking questions such as:
• Using the wall map of the world and the sketch map of Ethiopia that you have
at hand, indicate places and archaeological sites of the Neolithic Revolution
in Ethiopia and the rest of the world. Discuss the achievements of Neolithic
Revolution in the Ethiopian region.
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction. Then,
• Present on the origin and development states of Punt and Damat from the text
book.
• Let the students themselves answer the questions orally.
• Let students to discuss about the achievements, socio-political, economic and
cultural organizations of the states as well as the nature of their interaction with
the outside world .
• By displaying the sketch maps of the Horn Africa, have the students identify
where pre-Aksumite states are located in Africa.
C. Stabilization
Give a short summary of the following points:
• on the emergence of the state in Ethiopia such as Punt and Damat.
• list down the achievements of the Pre-Aksumite .
• analysis the socio-political, economic and cultural organizations of the states
• the nature of interaction between the early states of Ethiopia and the outside
world.
• enable students to appreciate the place of Ethiopia among the great civilizations
of the world .
4.5 Evaluation and follow-up
A) Evaluation
To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved, ask the students some questions from your
lesson. Note that your questions should be based on the stated specific objectives of the
lesson.

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History Grade 9 Teacher’s Guide

• Explain when and where the states of Punt and Damat emerged.
• Discuss the socio-political, economic and cultural organizations of the
Pre-Aksumite states.
B) Follow up
To help your students get more understanding on the topic, you can have them work on
topics that are directly related to your lesson. For example, you can give them assignments
on following topics.
• The role of emergence of states and its contribution on the socio-political,
economic and cultural organizations for today.
• the nature of interaction between the early stages of Ethiopia and the outside
world.
• Make sure that you are always grading and rating the students’ activities, levels
of participation and quiz results.
C) Additional Questions and Activities in the Textbook: Below you can find
possible answers for activities in the lesson

Activity 3.5
1. Addi-Seglemeni: is located at 10kms southwest of Aksum, from where a stone slab
is fetched and the oldest Ethiopian monumental inscription is discovered. These sites
were initiated by the Habashat and Agazi tribes who migrated into Ethiopia from
Saudi Arabia.
2. Looking at any map of Africa, it is easy to understand that Ethiopia is
geographically located at the centre of Horn of Africa. The Ethiopians tried to establish
formal relations with outside world since ancient time. Ethiopia played an active role in
regional and global politics and continued in doing so even before Aksum.

3.3 Aksumite Kingdom (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• identify major factors for the rise and fall of Aksumite.
• explain the nature of the Ethiopian society and economy during the Axumite
period.
• analyse the socio-political, economic and cultural organizations of the
Aksumite.

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

• investigate the nature of interaction between the Aksumite and the outside
world.
• appreciate the place of Ethiopia among the great civilizations of the world.
2. Contents:
• Aksumite Kingdom
3. Lesson Overview:
In this lesson, first discuss the general the factors for the rise of it. Then there will be
discussion about the socio-political and economic developments. The Aksumite state
derived much of its income from agriculture. But later on the Red sea trade became the
major source of income for Aksum. Territorially, outside Africa, Aksum also expanded to
bring part of the Arabian Peninsula under its control. This was mainly to monopolize the
Red Sea trade on both sides. Christianity was introduced in the 4th century and Islam in the
7th century. The destruction of the port on the Red Sea and its king inability to check the
internal rebellions of the subject peoples caused its decline. Thus, beginning from
the ninth century onwards, we began to see the southward political orientation of the
Christian kingdom of Aksum. Finally, the Aksumite kings totally lost their power to a
new dynasty called as Zagwe. However, Aksum had left behind several legacies of its
civilization in craft, literature, stales, temples, coins, iron tools etc.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Maps
• Models
• Documentaries on Aksumite Civilization
4.2 Suggested Teaching Methods
• Lecture
• Small-group discussion
• Demonstration
• Projects
• Students’ independent work
• Exploring internet
4.3 Pre-Lesson Preparations
Before you directly proceed to your classroom instruction, check the extent to which
your students are familiar with the topic. Relate the lesson with what they have learned
previously in other grade levels and ask them to associate their past experience with the
present lesson. To do this, conduct a brainstorming session with the students, asking

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History Grade 9 Teacher’s Guide

questions like the following.

• Where do you locate the Akumite civilization?
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way is introducing objectives of the daily lesson.
B. Body of the lesson
After listening to your students’ brainstorming responses to the above and some
other questions, you can present your lesson based on the information that that you have
acquired about their background knowledge.
• By displaying the maps, the pictures about Aksumite civilization, have the
students identify the major events and the vital contributions of Aksumites.
By using the same teaching aids, help the students to identify the locations of
Aksumites.
C. Stabilization
Reviews learning against the objectives at the end of the lesson
Give a short summary of the following points:
• the rise of Aksum
• from what the Aksumite state derived much of its income, its territorial extent,
types of religions practiced and why its kings totally lost their power to a new
dynasty
• what Aksum had left behind as legacies
4.5 Evaluation and follow-up
A) Evaluation
To assess your students and acquire information about the effectiveness of your instruction
and the students’ level of understanding, you can ask them some questions that are drawn
from your lesson:
• when Aksum might have emerged?
• from what the Aksumite state derived much of its income?
• mention the territorial extent of Aksumite.
• list types of religions that were practiced.
• why its kings totally lost their power to a new dynasty?
what Aksum had left behind as legacies?
B) Follow up
• Observe activities while learners are engaged in pair and group works.

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

• Check the students stay on task. Give the students a marking scheme and after
the allocated time the teacher instruct each student to exchange their work with
a partner and then mark their partner’s work using the marking scheme. Or let
the students to peer assess their work and let they suggest improvements that
could be made to classmates.
C) Additional Questions and Activities in the Textbook: Below you can find
possible answers for activities in the lesson
Activity 3.6.
1. The Kingdom of Aksum is notable for a number of achievements, such as its own
alphabet, the Ge’ez alphabet. The architectural legacy observed from the giant
obelisks. Known for its monumental obelisk Axum became one of the important
centres for tourist attraction. UNESCO added Axum’s archaeological sites to its list
of World Heritage Sites due to their historic value. Under Emperor Ezana, Aksum
adopted Christianity, which gave rise to the present-day Ethiopian Orthodox
Tewahedo Church and Eritrean Orthodox Tewahdo Church. With its position next to
the Red Sea, Axum became a major centre for international trade by then.
2. Refer the introduction of Christianity from the lesson given above (3.1.2.). Dear
teacher evaluates the students’ report against topic. For instance, Christianity
introduced 4th century AD during Aksumite king Ezana.

3.4 Zagwe Dynasty (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• identify major factor for the rise and fall of Zagwe dynasty.
• outline the main political economic, social and cultural features of Zagwe
dynasty.
• investigate the nature of contact with the outside world during the Zagwe
period.
• appreciate the place of Ethiopia among the great civilizations of the world.
2. Contents:
• Zagwe Dynasty
3. Lesson Overview:
The founding of Zagwe dynasty marked the shift of state power from Semitic
speaking of the Aksumite rulers to the Cushitic speaking Agaw people. Thus, it is all about

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History Grade 9 Teacher’s Guide

political power shift but not new Kingdom. The Zagweans continued of the Aksumite
cultural tradition and there was no break as such. Their income derived from agriculture,
trade and also from taxes and tributes. The Zagwe kings did not enjoy vast territory like the
Akumite monarchs. Zagweans southward extension was mainly to monopolize the trade via
Zeila. Through Zeila they conducted trade and kept good relations with the external world,
mainly with Egypt and Palestine. The Zagwe were known for their rock hewn Church
with vital architectural achievements that located at Lalibela. It is recognized as one of
the world’s cultural heritages and serving as one of popular centres of tourist attraction
in Ethiopia. The attempt to establish the Aksumite monarchies’ hegemony was the main
cause for the decline of Zagwe dynasty. To this end, the ancient Cathedral of Aksum and
the monastery of Dabra Damo saw them as illegitimate to power. The supporters of the
ancient Aksum monarchies also tried to restore the ancient Aksumite rule.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Maps
• Models of Lalibela Churches
• Documentaries on Zagewe dynasty
4.2 Suggested Teaching Methods
• Brainstorming
• Lecture
• Small group discussion
• Demonstration
• Individual/group projects
4.3 Pre-Lesson Preparations
Obtain the proposed teaching aids for the lesson. If not available please try to prepare
your own: at least map of Ethiopia that indicating the town of Lalibala and pictures of the
churches.
Read related materials to have full information about the lesson topic you teach.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the topic briefly with the help of brainstorming. Be sure the students are clear
about the objectives of the lesson. Conduct a brainstorming session with the students.
• What is the difference between the Aksumite rulers and Zagwe dynasty?
• What are factors for the rise of Zagwe dynasty after the decline of Aksumite
power?

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B. Body of the lesson

Following the responses of your students, try to give brief explanation on questions like:
• When did Zagwe Dynasty take power?
• Emphasis on the achievements and on the factors for the decline of the Zagwe.
C. Stabilization
Give a short summary of the following points:
• The founding of Zagwe dynasty marked the shift of state power from Semitic
speaking of the Aksumite rulers to the Cushitic Agaw speaking.
• The Zagwe continued of the Aksumite cultural tradition and there was no break
as such.
• The Zagwe were known for their rock hewn Church building technology
located at Lalibela. The architectural achievement of the Zagwe is now
recognized as one of the world’s cultural heritages and served as one of popular
centers of tourist attraction in Ethiopia.
4.5 Evaluation and follow-up
A) Evaluation
Check the students’ understanding of the lesson by giving them activities such as:
• What do we mean by the term Zagwe?
• How does Zagwe dynasty rise to power and differ from its predecessor?
• What were their achievements?

B) Follow up
Inform the students about and guide them in discussing the following issues. Check their
findings. After evaluating the class work, grade their achievements.
• Let them analyze the nature of contact with the outside world during the Zagwe
period.
• Follow about how students are either appreciating the place of Ethiopia among
the great civilizations of the world or giving less value.
• Check the students stay on task that the students either have listed out the
socio-political, economic and cultural achievements. Give the students a
marking scheme and after the allocated time the teacher instruct each student
to exchange their work with a partner and then mark their partner’s work using
the marking scheme. Or let the students to peer assess their work and let they
suggest improvements that could be made to classmates.
C) Additional Questions and Activities in the Textbook: Below you

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History Grade 9 Teacher’s Guide

can find possible answers for activities in the lesson

Activity 3.7 Critical thinking:
1. This question is designed to develop students’ life skills in valuing their society
and in decision making too. Let students the place of Ethiopia among the great
civilizations of the world in terms of historical achievements. To enable students
to value the role and place of Ethiopia among the great civilizations of the world
consider the following points. Until the late 19th century, Christian influence on
African architecture was minimal, with the exception of the remarkable rock hewn
churches of Lalibela, Ethiopia. 
2. The Zagwe dynasty is renowned in Ethiopian history for its remarkable
architectural achievement. This was the technology of building the monolithic rock-hewn
Churches. The aim was to reproduce the holy city of Jerusalem in the mountains
of Wag and Lasta and to discourage pilgrims from journeying to Jerusalem. The
Zagweans left their deepest imprint in history through the construction of
eleven monolithic rock-hewn churches. It was built during Lalibala, who was one
of the most famous among Zagwean kings. Thenceforth, the churches called as
Laibala churches. The capital city Roha (Adefa) was renamed into Lalibala and
continued to these days. The churches regarded finest architectural achievements of the
world. That is why they have been recognized by UNESCO as part of world cultural
heritage. The Zagwe kings were further distinguished from the Aksumite kings in
that they did not belong to the same ethnic and linguistic group as the Aksumites.
These kings were, therefore, strongly opposed by the supporters of Aksumite rulers.
Tigray and Amhara, who saw themselves as heirs to Aksum, denied the Zagwe to stay
in power.

3.5 The Sultanate Shewa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• identify major factors for the rise and fall of sultanate of Shewa.
• analyse the socio-political, economic and cultural organizations of the Muslim
sultanates.
• investigate the nature of interaction between the early states of Ethiopia and the
outside world.
2. Contents:
• The Sultanate of Shewa.

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3. Lesson Overview:
Along the Zeila trade route, which served as the most important gateway of Islam to the
interior of Ethiopia, series of Muslim states were formed. The first known Muslim state in
Ethiopian region was the sultanate of Shewa. It was founded by the Makhzumite dynasty
towards the end of the ninth century A.D on the eastern foothills of the Shewan plateau.
Around 1285AD Shewa was annexed and occupied by another Muslim sultanate called
Ifat. It was ruled by the Walasma dynasty and the founder and the first ruler of this dynasty
was Umar Walasma.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Maps on trade routes of Zeila.
• Pictures .
• Map of the Red Sea that shows the position of the Dahlak Islands.
4.2 Suggested Teaching Methods
• Brainstorming: to bring the students’ attention to the lesson. Encourage
students to try to answer questions.
• Explanation: explain the topic briefly and give the students opportunities
to give their own opinions or to ask questions. Your explanation should be
assisted with the appropriate teaching aids.
• Demonstration: demonstrate how on maps how the emergence of Shewa
Muslim Sultanate associated with trade route of Zeila.
• Group discussion: each group is expected to discuss issues regarding
factor for the rise of Sultante of Shewa and its interaction with the outside
world. They have to present their ideas through one of the group members.
• Give projects to be done in their groups for further understanding the
lesson.
4.3 Pre-Lesson Preparations
Get the aforementioned teaching materials ready. If none is available in the school’s
pedagogical centre, organize the students to work with you to prepare the teaching aids.
Collect Magazines and Trade Route Maps to simulate the role of trade in the class.
Give group assignments in advance to make your presentation interesting.
Draw sketch map of Ethiopia and indicate the approximate location of states in the region.
4.4 Presentation of the lesson
A. Lesson introduction
• Introduction: introduce the lesson topic, including its objectives.

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History Grade 9 Teacher’s Guide

• Present an overview of the unit in few statements to the class.

• Harmonize the students’ previous impressions about the emergence of states
owing to trade with the real essence of the Shewa Sultanate.
B. Body of the lesson
First, encourage free discussion and debates among students on the issues related to the
topic such as: When the Sultanate of Shewa emerged?
• Please locate the Sultanate of Shewa and other contemporaneous polities in
Ethiopia and the horn.
• Then, make your own presentation to the class, based on the students’ responses
to the above questions.
• By displaying the sketch maps of Zeila trade route, have the students identify
where the Shewa Muslim Sultanate was located in Ethiopia in terms of relative
locations with reference to other polities. Along with that, motivate them to
identify the location of polities that were discussed in earlier lessons.
• Demonstration: demonstrate how to interpret different maps of early states that
are associated with the emergence of Shewa Muslim Sultanate.
• Field visit: you can take your students out in the field to see the real land
features which are associated with river basins. Students should write reports
about what they have observed in the field and present the reports.
• Group discussion: each group is expected to discuss elected issues regarding
drainage basins. They have to present their ideas through one of the group
members.
C. Stabilization
To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved, ask the students some questions from your
lesson. Note that your questions should be based on the stated specific objectives of the
lesson. You can ask the students questions like the following.
• Identify major factors for the rise and fall of states
• Analyse the socio-political, economic and cultural organizations of the states
• Investigate the nature of interaction between the early states of Ethiopia and the
outside world
• Explain the nature of the Ethiopian society and economy in the period under
consideration
4.5 Evaluation and Follow-up
A) Evaluation

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 UNIT 3|Peoples & States in Ethiopia & the Horn to the end of 13th C.

To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved, ask the students some questions from your
lesson. Note that your questions should be based on the stated specific objectives of the
lesson. You can ask the students questions like the following.
• Identify major factors for the rise and fall of states.
• Analyse the socio-political, economic and cultural organizations of the states.
• Investigate the nature of interaction between the early stages of Ethiopia and
the outside world.
• Explain the nature of the Ethiopian society and economy in the period under
consideration.
B) Follow up
To help your students get more knowledge on the topic, you can have them work on topics
that are directly related to your lesson. For example, you can give them assignments on
following topics.
• Check either they wrote major factors for the rise and fall of state power of
Shewa Sultanate.
• Follow have they analyzed or not about the socio-political, economic and
cultural organizations of the states.
• Inspect their answer concerning the nature of interaction between Ethiopia and
the outside world as well as Ethiopian society and economy in the period under
consideration.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 3.8
• The introduction of Islam to Ethiopia led to the formation of sultanate of
Shewa in the ninth century AD. In the 13th century A.D the Ifat ousted the
sultanate of Shewa.

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History Grade 9 Teacher’s Guide

Possible Answer for Unit Three Review Questions

Part I: Matching Items
1. E 2. B 3. A 4. D 5. C
Part II: Multiple Choice Items
1. A 2. A 3. C 4. D 5. B
Part III: short Answer
1. Help students to refer their textbook about the introduction of Christianity and
Islam (3.1.2).
2. Help student to explore internet and write a report on the decline of Aksumite
ruleTheir response should include at least:
• The Aksumite loss of the red sea trade.
• The Beja people rebellion etc.
Part IV: Meeting special needs: In addition to the above assessments, this part in the
textbook is intended to address students with special needs or students with different
learning skills.
1. Visual/Spatial Learner: Have students study the images in this unit. Lead a
discussion in which students relate what the pictures illustrate about life during that
time. Dear teacher, help students to find the figure on the textbook i.e (Figure 3.1, 3.2,
3.3, 3.4).
2. Auditory Learner: Ask a volunteer to read aloud the subsection “Axumite Kingdom”
After the reader is finished, lead a discussion in which students identify the class
distinctions that help distinguish Axum as a civilization.
3. Verbal Learner: Review with students the classification of Ethiopian languages. Dear
teacher, have students write in their own words a classification of Ethiopian languages.

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 4
UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

U NIT
The Middle Ages and Early Modern World, C.
500 to 1750s
Total Periods Allotted: 7
1. Unit Introduction
This unit discusses major themes in world history during the Middle Ages and the Early
Modern world periods. In the first section, you will learn about the Dark Ages, the main
features of Medieval European societies and especially about the central institutions of
feudalism. You will also learn about the main features of the medieval Byzantine Empire
(Eastern Roman Empire) that flourished after the downfall of the Western Roman Empire
in the 5th century.
In the second section, it describes the rise and expansion of Islam and the expansion
of the Ottoman Empires; the characteristics of the Ottoman Empire and lastly the
Dynastic cycle in China In the third section of the unit, you will explore how European
societies and subsequently the world was transformed with the development of Capitalism
in Europe beginning in the 16th century, the reasons behind these transformations and the
establishment of a globalized world. In this section you will also discuss about the Age of
Explorations and Discoveries and its impact on the world society.
In the fifth section of the unit, you will explore how European society changed with
the rise of the new idea and thinking’s during the Renaissance period. The sixth lesson
focuses on the rise of religious movements and reforms made during the Reformation and
the last lesson discusses about Industrial Revolution in Europe.
2. Unit Learning Outcomes:
At the end of this unit, learners will be able to:
• distinguish the major characteristics of European feudal society during the
medieval period.
• examine the main features of the byzantine empire.
• discuss on the rise and expansion of Islam during the period.
• explain the relationship between Europe and the ottoman Turkish empire.
• evaluate the major changes that took place during the medieval ages and the
modern times.
3. Main Topics of the Unit:
4.1 Middle Age in Europe

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History Grade 9 Teacher’s Guide

4.1.1 Dark Ages

4.1.2 Feudal society
4.1.3 Byzantine Empire
4.2 Middle Ages in Asia
4.2.1 The Rise and Expansion of Islam
4.2.2 The expansion of Ottoman Empire
4.2.3 Dynastic cycle in China
4.3 Development of Early Capitalism
4.4 The Age of Explorations and Discoveries
4.5 The Renaissance
4.6 The Reformation
4.7 Industrial Revolution

4.1 Middle Age in Europe (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the main features the medieval period.
• analyse the components of medieval world civilizations.
• recognise the merits and demerits of the medieval period.
2. Contents:
• Middle Age in Europe
3. Lesson Overview
“Dark Ages” were a period of mainly poverty and insecurity; it covers a period of
European history from 500AD to1500AD. It covers the period from the fall of the Western
Roman Empire and the rise of feudalism to the rise of capitalism in 1500AD.
It was called the Dark Ages because Civilization in Western Europe declined during this
period. Feudal society, which emerged from the Dark Ages, was made up of three estates:
the clergy, the feudal lords and their vassals and the common people. Feudalism worked
as a political, economic and social system in Western Europe.
The ruling class was composed of monarchs, nobles, knights and the higher clergy. They
were the owners of the land. A system of vassalage tied together the lords of the land
from high to low. The smallest administrative, political and economic units were known
as manors.

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

The lords of manors lived in their fortified castles as masters of their peasant- serfs. The
religious and feudal ideology propagated by the Roman Catholic Church inculcated
fatalism among both high and low sections of society. The feudal system was oppressive
and exploitative. The Byzantine Empire was the continuation of the East Roman Empire.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Chart showing the hierarchy of Medieval European feudal society
• wall map of the Medieval Europe
• Documentaries on the Middle Ages European Society
4.2 Suggested Teaching Methods
• Brainstorming
• Exploring internet
• Questioning
• Group discussion
• Presentation
• Debate
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare Chart showing the hierarchy
of Medieval European feudal society. Obtain also a wall map of the Medieval Europe.
Obtain also documentaries from internet on the Middle Ages European Society. Give
reading assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Therefore, you may begin the lesson by asking questions such as:
• What was the Dark Ages? And how it was started?
• What are the main features of the medieval period?
Introduce the lesson by answering brainstorming questions.
B. Body of the lesson
Following the responses of your students, try to give a general highlight of the Dark Ages.
• Divide learners into groups and let them discuss on the main features of the
Medieval period.
• Bring a documentary/video related to the Middle Ages European Society.
After listening / watching ask them to write a short report and present it to their

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History Grade 9 Teacher’s Guide

classmates in 5 minutes.
• Let the students to locate the Middle Ages Europe on the world map and show
to their classmate.
C. Stabilization
Give a short summary of the following points:
• The main features of the medieval period.
4.5 Evaluation and follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• Explain the term feudalism.
• Discuss about the economic and social impacts of Feudalism.
• Compare medieval Europe’s agriculture and peasant conditions with those of
traditional Ethiopia.
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise.
• Observe activities while learners are engaged in pair and group works what they
know about the Middle Ages.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Additional Questions and Activities in the Textbook: Below you can find
possible answers for activities in the lesson

Activity 4.1
1. Feudalism is a social system that existed in Europe during the Middle Ages in which
people worked and fought for nobles who gave them protection and the use of land in
return.
2. Feudalism appeared in Western Europe during the Dark Age. Societies became rural.
Political fragmentation took place. The only two large empires that were found were
the Carloginian Empire (481 – 882) and the Holy Roman Empire (962 – 1806). But
these were in no way equal to the old Roman Empire. Arab and Northern invasions
greatly troubled Western Europe.

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

3. Dear teacher, help students to compare and contrast tax collection during feudal
Europe and tax collection during the modern period, also help students to develop a
pamphlet like the one below on the importance of tax collection.

4.2 Middle Ages in Asia (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the main features the medieval period.
• explain the rise and expansion of Islam throughout the world.
2. Contents:
• Middle Ages in Asia
3. Lesson Overview:
Islam began in the Arabian Peninsula with the life and teaching of the Prophet
Mohammed in Mecca. The Arab Caliphates developed a high civilization. In fact, the Arab
Caliphates were wealthy and sophisticated civilizations.
The Ottoman Turks were named after their chief known as Osman or Othman, during their

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History Grade 9 Teacher’s Guide

rise to power in 1299. The Ottomans conquered Constantinople in 1453 and renamed into
Istanbul then made it their capital city.
The Chinese created a great civilization in the world. This civilization had a great impact
on other countries in East Asia, particularly Korea and Japan. China was united as an
empire under the Qin (221-210BC) then the Han dynasties (206 BC-220 AD). The
Chinese believed in a cycle (repetition) of dynasties rising and falling; this is called the
“dynastic cycle”.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of Middle Ages Arabian, Ottoman Turkish and Chines Monuments
• Wall map of the Middle Ages Arabia, Ottoman Empire and China
• Documentaries on the rise of Islam, Ottoman Empire and Middle Ages
China
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a picture of Middle Ages
Arabian, Ottoman Turkish and Chines Monuments. Obtain also documentaries from
internet on the Ottoman Empire and Chines society during the MiddleAgesAsia. Give reading
assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Therefore, you may begin the lesson by asking questions such as:
• Discuss the rise and expansion of Islam.
• What do you know about the dynastic cycle of China?
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the Middle
Ages Asia.
• Let the teacher divide learners into groups and let them discuss on what they

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

know about the Middle Ages.

• Bring a documentary/video related to the rise of Islam, Ottoman Empire and
Middle Ages China. After listening/watching ask them to write a short report
and present it to their classmates in 5 minutes.
• Let the students to locate the Middle East and Southern Arabia on the Map on
the world map and show to their classmate on the way Islam spread to the rest
of the world.
C. Stabilization
Give a short summary of the following points:
• The rise and spread of Islam.
• The Ottoman Turkish Empire and Dynastic Cycle in China.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions:
• Clarify the rise and expansion of Islam throughout the world.
• Do you think the ideas of the dynastic cycle and the “Mandate of Heaven
” encouraged rebellion in China?
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise.
• Observe activities while learners are engaged in pair and group works what they
know about the Middle Ages.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 4.2
1. Islam spread through military conquest, trade, pilgrimage, and missionaries. Arab
Muslim forces conquered vast territories and built imperial structures over time. The
caliphate, a new Islamic political structure, evolved and became more sophisticated
during the Umayyad and Abbasid caliphate.

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History Grade 9 Teacher’s Guide

2. Dear teacher, help students to draw the chart like the one below.

Activity 4.3
The Chinese created the Mandate of Heaven: the idea that there could be only one
legitimate ruler of China at a time, and that this ruler had the blessing of the gods. They
used this Mandate to justify their overthrow of the Shang, and their subsequent rule.
Therefore, the idea of rebellion discouraged. It also helped them to peaceful transfer of
political power.

4.3 Developments of Early Capitalism (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• explain the development of early capitalism.
• value the importance early capitalist relations to the modern world
2. Contents:
• Developments of Early Capitalism
3. Overview:
Early capitalism in Europe took shape in between 1500 and 1700 after slow transition in
the 14th century. Some of the developments of early capitalism had their genesis in the last
years of the feudal Medieval Period. Trade began slowly to revive and old Roman towns
like London revitalized and new commercial centres arose in places like Venice and the
Low Countries (Belgium and parts of the Netherlands). These towns were the centre of
production and exchange.

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Wall map of Europe
• Documentaries on Early capitalism
4.2 Suggested Teaching Methods
• Brainstorming
• Questioning
• Exploring internet
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare suggested teaching aids.
Obtain also documentaries from internet on early capitalism. Give reading assignments to
students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by asking brainstorming questions. Be sure that the students
understand the objectives of the lesson. You might use your own method. You may begin
the lesson by asking questions such as:
• Discuss about early capitalist relations.
• What is the importance of early capitalist relation?
B. Body of the lesson
Following the responses of your students, try to give a general highlight on Early
Capitalism.
• Let the learners sit groups and let them discuss on the contribution urban centres
and trade during the early capitalist Europe.
• Show them a documentary/video related to the Developments of Early
capitalism. After listening / watching ask them to write a short report and
present it.
• Let the students to locate major trade routes and urban centres during the
Developments of Early Capitalism on the world map and show to their
classmate on the way it connects different peoples.
C. Stabilization
• Give a short summary of the following points:

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History Grade 9 Teacher’s Guide

rise early capitalist relations.

the contribution of trade and urban centres for the rise of early capitalism idea.
4.5 Evaluation and follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• Discuss about early capitalist relations.
• What is the importance of early capitalist relation?
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise.
• Observe activities while learners are engaged in pair and group works what they
know about the Middle Ages.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 4.4
1. Early capitalism relied much on individual entrepreneurship in organizing productive
activities, and businesses flourished as outputs were consumed and traded. Capitalism,
undoubtedly, is a major driver of innovation, wealth, and prosperity in the modern era.
Competition and capital accumulation incentivize businesses to maximize efficiency,
which allows investors to capitalize on that growth and consumers to enjoy lower
prices on a wider range of goods.

4.4 The Age of Explorations and Discoveries (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• draw a map showing the early routes of Explorations and Discoveries.
2. Contents:
• The Age of Explorations and Discoveries
3. Overview:
Europeans were driven to start their exploring activities due to their need to pursue
long- distance trade with the rest of the world and their general interest in the study
of human beings and their surroundings. The explorations were, in part, instigated by
the need to circumvent Ottoman Turkish blockade of the old long- distance trade route

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

from Europe to the Far East. Spain and Portugal were the leaders in the exploration and
discoveries in the 15th and 16th centuries. In the 15th century Europeans discovered new
regions in Africa, the Far East and Americas.
Factors encouraged explorations and discoveries were: Europeans interest in the
long-distance trade, new inventions like compass, better maps and ships; growing interest in
geographical knowledge and Prince Henry the Navigator (1394-1460) of the Portugal and
Queen Isabella (1451-1504) of Spain g supported the voyages of explorers.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of the Portuguese and Spanish navigators
• Wall map of the world showing explorations and discoveries
• Documentaries on the 15th to 16th century Europeans discovered
4.2 Suggested Teaching Methods
• Brainstorming
• Questioning
• Internet exploring
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare suggested teaching aids.
Obtain also documentaries from internet on early capitalism. Give reading assignments to
students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by asking brainstorming questions. Be sure that the students
understand the objectives of the lesson. You might use your own method. You may begin
the lesson by asking questions such as:
• What do you know about the age of exploration and discoveries?
B. Body of the lesson
Following the responses of your students, try to explain about European explorations and
discoveries.
• Let the learners discuss on the age of exploration and discoveries and reflect to
their classmates on their contribution to humankind.
• Let students to sketch a map showing the early routes of Explorations and

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History Grade 9 Teacher’s Guide

Discoveries, discuss on their achievements, and reflect to their peers.

• Individual work: Students collect the photograph/pictures of notable explorers
and write a short brief under each of them and the teacher facilitate students to
present their work.
C. Stabilization
Give a short summary of the following point:
• The European Explorations and Discoveries.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following’
• What do you know about the age of exploration and discoveries?
• Why the European ruler did sponsor early explorers? What are their motives?
B) Follow up
Observe activities while learners are engaged in pair and group works what
they know about the age of exploration and discoveries.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 4.5
1. Magellan took from Spain to Philippines 20 months or approximately 600 hundred
days to cover the distance of 7378 miles. So it took him 12.3 miles per day. Use
mathematical skill to calculate.
Activity 4.6
1. They sponsored for the sake of their economy, religion and glory. They wanted to
improve their economy for instance by acquiring more spices, gold, and better and
faster trading routes. Also, they really believed in the need to spread their religion,
Christianity. For example, in 1497 Henry VII of England sponsored an expedition to
the New World headed by John Cabot.

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

4.5 The Renaissance (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• compare and contrast the ideals of the renaissance on today’s world thinking.
2. Contents:
• The Renaissance
3. Overview:
The word renaissance indicates the “rebirth” of learning. It began in the 4th century and
ended in the 17th century. Renaissance began in Italy and spread to the rest of Europe,
mainly to England, France, Germany, Spain and Holland. The Renaissance idolized
the study of human beings and their world as well as freedom of thought and action. It
produced great works of literature, painting, sculpture, architecture and science. Among
the great names of the Renaissance were Dante Aligieri, Thomas More, Cervantes,
Shakespeare, Martin Luther, Leonardo da Vinci, Michael Angelo, Titian, Raphael,
Boticelli, Donatello, Vesalius and Nicholas Copernicus.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures and statues indicating renaissance
• Map of the Europe
• Documentaries on the Renaissance
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a Pictures and statues of
renaissance. Obtain also documentaries from internet on the renaissance. Give reading
assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by asking brainstorming questions. Before you begin teaching
the lesson, obtain or prepare suggested teaching aids. Obtain also documentaries from

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History Grade 9 Teacher’s Guide

internet on Renaissance. Give reading assignments to students both from the text and
other relevant reading materials.
• What is the concept of Renaissance?
Be sure that the students understand the objectives of the lesson.
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the
Renaissance.
• Let students sit in into groups and let them discuss on the contributions of
renaissance to humankind.
• Let the teacher bring a documentary/video related to Renaissance. After
listening / watching ask them to write a short report and present it to their
classmates.
C. Stabilization
Give a short summary of the following point:
• The origin of Renaissance and its contribution to mankind.
4.5 Evaluation and follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• What is the concept of Renaissance?
• What were the contributions of renaissance to humankind?
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise. Observe
activities while learners are engaged in pair and group works what they know about the
age of exploration and discoveries.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 4.7
1. The Renaissance had a profound influence on the course of  the development of
modern society, culture, and, since it is a natural extension of both, artistic expression.
By introducing a new realism, they allowed the common person to enjoy tales and this
tradition has continued in today’s society.
2. The Renaissance teaches us the power of looking to the past for insights and

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

inspiration in dealing with today’s issues. By looking to the past for guidance today,
not only can we find potential sources of answers, but also ways to address current
challenges that previous societies have faced. It led to the development of modern
thinking, art and science.

4.6 The Reformation (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• compare and contrast the ideals of reformation on today’s world thinking.
2. Contents:
• The Reformation
3. Overview:
Reformation was a religious movement that led to the separation of Protestant from
the Catholic Church at the beginning of the 16th century. It was religious movement
began in Germany and led by Martin Luther. The Protestant reformers broke away from
the Catholic Church protesting against what they considered to be mal- practices in the
Catholic Church. The religious differences between Catholics and Protestants led to violent
conflicts. In Catholic countries such as Spain and France, a large number of
anti-Catholics were put to death with the sanction of the Catholic Church. In Germany, a
civil war was fought. Major wars were fought between Catholic and Protestant states in
Europe in the sixteenth and seventeenth centuries.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures and statues indicating Reformation
• wall map of the Europe
• Documentaries on Reformation
4.2 Suggested Teaching Methods
• Brainstorming
• Internet exploring
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Debate

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History Grade 9 Teacher’s Guide

4.3 Pre-Lesson Preparations

Introduce the lesson by asking brainstorming questions. Before you begin teaching
the lesson, obtain or prepare suggested teaching aids. Obtain also documentaries from
internet on Reformation. Give reading assignments to students both from the text and
other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit. Be sure that
the students understand the objectives of the lesson. You may begin the lesson by asking
questions such as:
• What is Reformation? And what was its contribution to humankind?
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the
Reformation.
• Let learners sit in groups and let them discuss on the contributions of
Reformation to humankind.
• Bring a documentary/video related to Reformation. After listening / watching
ask them to write a short report and present it to their classmates.
C. Stabilization
Give a short summary of the following point:
• Contribution of Reformation
4.5 Evaluation and follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• Why did Protestant revolt against the Roman Catholic?
B) Follow up
Observe activities while learners are engaged in individual or group works what they
know about the Reformation. Follow them while watching at documentaries. Check the
students’ understanding of the lesson by giving them an exercise. Make sure that you are
always grading and rating the students’ activities, levels of participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

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 UNIT 4|The Middle Ages and Early Modern World, C. 500 to 1750s

Activity 4.8
1. The Protestant reformers broke away from the Catholic Church protesting against
what they considered to be mal- practices in the Catholic Church. These were
corruption and immorality. They were also against the great powers exercised by the
papacy. The Protestant movement was supported by monarchs and princes of some
European national states and the peasants of Germany.
2. The Peace of Westphalia ended the Thirty Years’ War in 1648. It stated that all
German states, including the Calvinist ones, should determine their own religion. The
states that made up the Holy Roman Empire were recognized as independent states,
bringing an end to the Holy Roman Empire as a political entity. It helps to prevent the
detrimental effects of unresolved international trade conflicts and to mitigate the
imbalances between stronger and weaker players by having their disputes settled on
the basis of rules rather than having power determine the outcome.

4.7 Industrial Revolution (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• define industrial revolution.
• list the contribution of industrial revolution to the modern world.
2. Contents:
The Industrial Revolution
3. Overview:
Industrial Revolution began in Britain; it eventually touched every nation on Earth.
During the Industrial Revolution, Europe saw a shift from an economy based on farming
and handicrafts to an economy based on manufacturing by machines in factories.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures indicating industrial revolution and industrial workers.
• Wall map of the Europe
• Documentaries on Industrial Revolution
4.2 Suggested Teaching Methods
• Brainstorming
• Questioning
• Exploring internet

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History Grade 9 Teacher’s Guide

• Debate
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Obtain also documentaries from internet on the industrial revolution. Before you
begin teaching the lesson, obtain or prepare pictures indicating industrial revolution and
industrial workers. Give reading assignments to students both from the text and other
relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. Be sure that the students understand the objectives of the lesson.
Questions by themselves are motivating factors which make students curious and draw
their attention to the lesson. You may ask question:
• What technological changes led to the development of industrialization?
B. Body of the lesson
After the responses of your students, try to give a general highlight on the industrial
revolution.
• Bring a documentary/video related to industrial revolution. After listening /
watching ask them to write a short report and present it to their classmates.
• Arrange groups and let them discuss on the contributions of industrial
revolution to humankind.
C. Stabilization
Give a short summary of the following points:
• Industrial Revolution and its contribution to mankind.
4.5 Evaluation and Follow-up
A) Evaluation
Make sure that your students have understood the essential concepts of the lesson by
asking:
• Who built the first steam locomotive?
• What was the social impact of the Industrial Revolution in Europe, especially
on women?
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise. Observe

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activities while learners are engaged in individual or group works what they know about
the Reformation. Follow them while watching at documentaries. Make sure that you are
always grading and rating the students’ activities, levels of participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 4.9
1. The first steam engines were invented by Savry (1698) and Newcomer (c.1705-1711).
James Watt (1782-84) improved the steam engines and adopted for operating all kinds
of machinery, including machines in factories.
2. Dear teacher, help students to develop an inquiry letter to the British ministry of
industry. It includes how to make clothes and new innovations in textile industries.

Possible Answer for Unit Four Review Questions

Part I: True/False Items
1. False 2. True 3. True 4. True
Part II: Matching Items
1. C 2. A 3. D 4. B 5. E
Part III: Multiple Choice Items
1. A 2. A 3. C 4. D 5. D 6. B
Part IV: Fill the Blank Space
1. Janissaries
2. 500 AD to 1000 AD
3. Portuguese and Spanish
4. Martin Luther
Part V: Further Activity
The  Industrial Revolution  afforded women new opportunities and at the same time
exposed them to new dangers. Generally, women who worked during the Industrial
Revolution did so out of necessity. Because of industrialization, many women left their
homes and began to live independently. Although this caused worry for the well-being of
women, it also allowed them to become a more vibrant part of social activism and labour
movements that ultimately began to change dangerous working conditions.

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History Grade 9 Teacher’s Guide

U NIT
Peoples and States of Africa to 1500
Total Periods Allotted: 7 Periods
1. Unit Introduction
In unit two you have learnt about ancient Egypt and Nubia. In Africa, besides these, others
peoples had also built civilizations of various standards in different parts of the continent.
In this unit, first the distribution of the four language super-families of Africa is discussed.
Then, the spread of Islam and its impacts on peoples and states of Africa, the role of
Trans-Saharan trade and interaction within and outside world stated briefly.
2. Unit Learning Outcomes:
At the end of this unit, learners will be able to:
• describe peoples and language families of Africa.
• outline the major economic, cultural, social and political developments in
pre- colonial Africa.
• analyse inter-connections and inter-dependence among Africans as a result of
trade, population movements and wars.
• evaluate the factors for the rise and decline of various empires in Africa to the
beginning of the 16th century.
• explain the origin of Islam and the role it played during the expansion of the
west African empire.
3. Main Topics of the Unit:
5.1 Languages and Peoples of Africa
5.2 States in North Africa
5.3 Spread of Islam and its impact in West Africa
5.4 States in Western Africa
5.5 Equatorial, central and Eastern Africa
5.6 Southern Africa
5.7 Africa’s Intra and Inter-continental Relations
5.8 Trans-Saharan trade
5.9 Early contacts with the outside world

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 UNIT 5|Peoples and States of Africa to 1500

5.1 Languages and Peoples of Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe languages and peoples of Africa.
• appreciate diversity of the languages of Africa.
2. Contents:
• Afro-Asiatic speakers
• Nilo-Saharan speaker
• Niger-Congo speakers
• Khoisan speakers
3. Overview:
Africa inhabited by people who speak various languages that belong to Niger-Congo,
Afro -Asiatic, Nilo-Saharan and Khoisan Super –Families. The super-families that are
further sub-divided into families. Yet, all languages spoken in Africa today native to the
continent.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Chart of languages
• Map of Africa indicating the distribution of language of Africa
• Documentaries on language
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Jigsaw group projects
• Showing
• Debate
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson on Languages families of Africa obtain flow chart
of languages and map that indicates the distribution of languages of Africa. Let students
to revise about language families of Ethiopia.
4.4 Presentation of the lesson
A. Lesson introduction
Try to explain the objectives of lesson topic you are going to deliver. Then, introduce

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History Grade 9 Teacher’s Guide

each lesson by raising questions such as:

• What is native language? Discuss in group.
• Remind them about the distribution pattern of the various languages of
Ethiopia.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic. Based on
the descriptive and illustrative information given in the student textbook:
• Discuss about the classification of languages into families and super-families.
• Give a sample list of speakers of some languages of Africa and let the students
sort out them in to their proper language families.
• Highlight on the impacts of non-native languages of Africa and how they
arrived to the continent.
C. Stabilization
Give a short summary of the following points:
• the classification of languages in to super-families and families by using flow
chart.
• list non-native languages in Africa.
4.5 Evaluation and Follow-up
A) Evaluation
Before formally concluding your lesson, check the effectiveness of the teaching-learning
experience, and to see if the expected levels of competence and behavioural changes
have been achieved.
• Let the students to work the case study in the textbook (activity 5.1) in
group.
• What are the major language families of Africa?
B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
• Observe activities while learners are engaged in pair and group works.
• Check that they have listed the major language families of Africa.
• Write responses on the blackboard for questions on the end of the lesson
and let students compare it with their response.
• Ask students to suggest improvements that could be made to another
student’s work.

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 UNIT 5|Peoples and States of Africa to 1500

C) Activities in the Textbook: Below you can find possible answers for activ-
ities in the lesson
Activity 5.1, from case study in the textbook:
1. Five
2. Sketch chart that indicates Super-Families of Africa as illustrated in the
textbook. Then show languages that Naema speaks in the cart.
3. English is imported language whereas Afan-Oromo, Amharic, Somali, and
Swahili are native to Africa.

5.2 States in North Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• explain about the Mamluk Egypt.
• discuss about Funji Kingdom.
2. Contents:
• Mamluk Egypt
• Funji
3. Overview:
Between 969 and 1171AD Egypt was ruled by a dynasty called Fatimid. The Fatimid
declared Egyptian independence from the rule of Baghdad in 969AD. The Mamluks
finally took power militarily and founded their own dynasty.
This dynasty ruled Egypt from thirteenth to the sixteenth centuries. During Mamluk
Egypt’s relations with Ethiopia were, full of conflicts. This continued all the way until
Zara Yaeqob (r.1434-1468) established good relations with the Mamluk rulers of Egypt.
Nevertheless, the Ethio – Egyptian tension due to the Nile question has always given an
additional problem to the Ethio – Egyptian relations. Egypt under the Mamluk rulers
was a very active state in the Red Sea Trade. It maintained commercial relations with the
northern Ethiopian region.
The founders of Funj were cattle keepers and horsemen from southern part of upper
Nubia in the present-day Republic of the Sudan. By the beginning of the sixteenth century,
the people of Funj accepted Islam as their religion and established their capital, known as
Sennar.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Northeast Africa

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History Grade 9 Teacher’s Guide

4.2 Suggested Teaching Methods

• Group discussion
• Gaped lecture
• Jigsaw group projects
• Documentaries on Mamluk Egyptians and Funji
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect the appropriate teaching materials.
• Give either group or individual assignment in advance to make your
presentation more attractive.
4.4 Presentation of the lesson
A. Lesson introduction
The simplest ways of introducing a topic are by raising relevant questions and introducing
the objectives of the lesson. Therefore, you may begin the lesson by asking questions
such as:
• What do you know about states in North Africa?
• the contribution of the Mamluks towards the Egyptian growth and decline.
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction. Then,
• Divide class room students in five groups and let them to discuss on early states
of Africa and their role in internal development and external relations.
• Present Mamluk rule, historical relations between the states, factors that lead to
the decline of ancient Mamluks and Funji.
• Discuss the political, social and economic organisations in order to determine
why Mamluks lasted for long while Funji rulers lasted for a short time.
• Make students do the exercises and questions for critical thinking either in class
or at home.
C. Stabilization
Give a short summary of the following points:
• the role Islam played during the Mamluks period.
• the contribution /achievements of the Mamluks and Funji.
4.5 Evaluation and Follow-up
A) Evaluation
To check the level of understanding of your students of the lesson and be sure that the

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expected levels of competence are achieved:

• Use oral questions at the end of all lessons in order to reinforce what have been
taught, and at the same time to check students’ follow up of the lessons.
• Explain the reasons for the rise and fall of Mamluk Egypt and Funji Sultanate.
• Ask students to suggest improvements that could be made to another student’s
work.
• Give class activity from the exercises given at the end of the unit in the
textbook as you deem fit. You can supplement the exercises with those of your
own making.
B) Follow up
To help your students get more understanding on the topic and to have students grasp the
most important essence of the lesson give them activities to be done either individually
or in small groups.
• Observe activities while learners are engaged in pair and group works.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 5.2
1. Between 969 and 1171 AD Egypt was ruled by a dynasty called Fatimid. The Fatimid
declared Egyptian independence from the rule of Baghdad in 969 AD. The Mamluks
finally took power militarily and founded their own dynasty. This dynasty ruled Egypt
from thirteenth to the sixteenth centuries. The founders of Funj were cattle keepers
and horsemen from southern part of upper Nubia in the present-day Republic of the
Sudan. By the beginning of the sixteenth century, the people of Funj accepted Islam as
their religion and established their capital, known as Sennar.

5.3 Spread of Islam and its Impact in West Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• explain the origin of Islam and the role it played during the expansion of the
West African Empire.
• recognise the role of Islam in the expansion of the various empires in West
Africa in order to develop the respect of the religions in the society.
2. Contents:
• Spread of Islam and its impact in West Africa

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History Grade 9 Teacher’s Guide

3. Overview:
Islam promoted trade between West Africa and the Mediterranean. The religion developed
and widened the trans-Saharan Caravan trade. The trade enriched the West African and
the Muslim traders. Muslims from North Africa came in their numbers and settled in the
commercial centres. Islam in Africa has linked together diverse peoples through better
cultural understanding and a spirit of cooperation and common wealth. The historical
impact of Islam upon trade, particularly in West Africa, greatly increased the wealth of
African people and helped form many great African empires.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Africa
4.2 Suggested Teaching Methods
• Group discussion
• Gaped lecture
• Jigsaw group projects
• Documentaries on expansion of Islam
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect the appropriate teaching materials. Have the students prepared models
and other teaching aids.
• Give either group or individual assignment in advance to make your
presentation more attractive.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce by raising relevant questions and introduce the objectives of the lesson. You
may begin the lesson by asking questions such as:
• What do you know about the religions in West Africa?
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction. Then,
• Divide class room students in five groups and let them to discuss on early states
of Africa and their role in internal development and external relations.
• Present the student task on the role Islam played during the expansion of the
West African Empire.
• Make students do the exercises and questions for critical thinking either in class

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 UNIT 5|Peoples and States of Africa to 1500

or at home.
C. Stabilization
Before formally concluding your lesson, check the effectiveness of the teaching – learning
experience, and to see whether the expected levels of competence have been achieved.
• the role Islam played during the expansion of the West African Empire
4.5 Evaluation and Follow-up
A) Evaluation
To substantiate the level of understanding of your students of the lesson and be sure that
the expected levels of competence are achieved:
• Use oral questions at the end of all lessons in order to reinforce what have been
taught, and at the same time to check students’ follow up of the lessons.
• Ask students to suggest improvements that could be made to another student’s
work.
• Give class activity from the exercises given at the end of the unit in the
textbook as you deem fit. You can supplement the exercises with those of your
own making.
• Discuss the impacts of Islam while it spreads in to West Africa.
B) Follow up
To help your students get more understanding on the topic:
• To have students grasp the most important essence of the lesson give them
activities to be done either individually or in small groups.
• Observe activities while learners are engaged in pair and group works.
• assess the students’ performance.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 5.3
1. Islam promoted trade between West Africa and the Mediterranean. The religion
developed and widened the trans-Saharan Caravan trade. The trade enriched the
West African and the Muslim traders. Muslims from North Africa came in their
numbers and settled in the commercial centres.

5.4 States in Western Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• write on the origin, rise and fall of various empires of West Africa.

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History Grade 9 Teacher’s Guide

• appreciate the achievements of the African kings towards the rise various
empires in West Africa.
• recognise the role of Islam in the expansion of the various empires in West
Africa in order to develop the respect of the religions in the society.
2. Contents:
• Ghana
• Mali
• Songhai
• Hausa city states
• Kanem Bournu
3. Overview:
In this lesson, present about the territorial extent of ancient Ghana included the
present-day Southern Mauritania and Mali. It was mainly inhabited by the Soninke
people. They were speakers of Soninke language which belongs to the Niger Congo
language family. The Soninke people once controlled the main source of gold and ivory.
The strongest West African state was Mali-which was founded by the Mandinka speaking
people under the leadership of a man called Sundiata. The economy of Mali was based on
farming, iron working and trade.
Songhay was located along the middle Niger River, to the southeast of Gao. Its principal
peoples were farmers and hunters. The revival of Trans-Sharan trade increased the wealth
of Songhay economy. Two Songhay kings, Sunni Ali and Askia Mohammed strengthened
the empire.
The state of Kanem emerged around the ninth century in the region to the north of Lake
Chad. It was founded by a group of pastoral communities. The Sefuwa royal family ruled
Kanem from the ninth to the nineteenth centuries. After Bornu became a province of
Kanem, the empire was often called Kanem-Bornu.
The Hausa city-states emerged between 1000 and 1200AD, in the present-day
Nigeria. The Hausa people used to build walled villages in order to defend themselves from
raiders. Their economy was based on agriculture and the trans-Saharan trade.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Africa
4.2 Suggested Teaching Methods
• Group discussion
• Gaped lecture

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 UNIT 5|Peoples and States of Africa to 1500

• Jigsaw group projects

• Documentaries
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect the appropriate teaching materials.
• Have the students prepare models and other teaching aids.
• Give either group or individual assignment in advance to make your
presentation more attractive.
4.4 Presentation of the lesson
A. Lesson introduction
While introducing a lesson raise relevant questions; introduce the objectives of the lesson.
And also remind what they dealt in pervious lesson. You may begin the lesson by asking
questions such as:
• explain about different empires in west Africa.
B. Body of the lesson
Listen to the students’ responses to the above question. Then:
• Present the student task on the historical relations between the states, factors
that lead to the decline of ancient Ghana, the principal economic activities of
the Songhai state, the nature of relations between the states of Bornu in West
Africa.
• Divide class room students in groups and let them to discuss on early states of
Africa and their role in internal development and external relations.
• Discuss the political, social and economic organisations in order to determine
why some kingdoms in West Africa lasted for long while others lasted for a
short time.
• Make students do the exercises and questions for critical thinking either in class
or at home.
C. Stabilization
Give a short summary of the following points:
• the contribution /achievements of the African rulers.
• the role Islam played during the expansion of the West African Empire.
• the nature of relationships among the different regions of Africa.
• Why some kingdoms lasted for long while others lasted for a short time?
4.5 Evaluation and Follow-up
A) Evaluation

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History Grade 9 Teacher’s Guide

To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved:
• Ask them to discuss the socio-political, economic and cultural organizations
of states under discussion.
• Use oral questions at the end of all lessons in order to reinforce what have
been taught, and at the same time to check students’ follow up of the lessons.
• Give class activity from the exercises given at the end of the unit in the
textbook as you deem fit. You can supplement the exercises with those of
your own making.
• Describe the unique features of different empires in West Africa.
B) Follow up
To have students grasp the most important essence of the lesson give them activities to be
done either individually or in small groups.
• Observe activities while learners are engaged in pair and group works
• Ask students to suggest improvements that could be made to another student’s
work
C)Activities in the Textbook: Below you can find possible answers
for activities in the lesson
Activity 5.4
1. The development of such major Sudanic kingdoms and empires as Ghana, Mali,
Songhai, the Hausa states, and Kanem-Bornu along the southern fringes of the Sahara
had a number of important consequences for the history of western Africa as a whole.
2. Rapidly growing trade brought a lot of wealth and power to West Africa, just as the
Ghana Empire was getting its start. The Ghana Empire, in particular, grew rich from
the trans-Sahara trade. It certainly helped that the empire had control over the three
major gold fields to the south of them.

5.5 Equatorial, Central and Eastern Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• analyse the nature of relationships among the different regions of Africa.
2. Contents:
• Kongo
• Swahili

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 UNIT 5|Peoples and States of Africa to 1500

3. Overview:
In this lesson, students are going to learn about the states of Central and Eastern Africa.
First, they will learn the Kingdom of Kongo was located in the lower bank of the Zaire
River. It was founded by the Bakongo people in the late fourteenth century. Portuguese
explorers reached the Kongo in 1482.
The east coastal region of Africa had received a great impetus Muslim Arabic speaking
merchants who married into local Bantu speaking people. Subsequently, the language and
culture that was developed distinctly African but with Islamic and Arabic influences. This
mixed Bantu-Arab stocks in general, their language and culture referred as Swahili. There
were commercial centres emerged in the east coast Africa called as Swahili city-states.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Africa
4.2 Suggested Teaching Methods
• Gaped lecture
• Group discussion
• Jigsaw group projects
• Documentaries
• Independent work
• Reading Assignment
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect the appropriate teaching materials.
• Give either group or individual assignment in advance to make your
presentation more attractive.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by raising relevant questions and the objectives of the lesson. Or you
may begin by asking brain storming questions such as:
• What do you know about the kingdom of Kongo and Swahili states?
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction. Then,
• present factors that lead to the rise and decline of ancient Kongo, the
principal economic activities of the Swahili states, the nature of relations between

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History Grade 9 Teacher’s Guide

African states with outside world.

• divide class room students in five groups and let them to discuss on early states
of Africa and their role in internal development and external relations.
• make students do the exercises and questions for critical thinking either in class
or at home.
C. Stabilization
Give a short summary of the following points:
• Evaluate the impacts of trade on Africa.
• the contribution/achievements of the African rulers.
• the role of Islam in the expansion of the various empires.
4.5 Evaluation and Follow-up
A) Evaluation
To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved:
• Use oral questions at the end of all lessons in order to reinforce what have been
taught, and at the same time to check students’ follow up of the lessons.
• Ask them to discuss the socio-political, economic and cultural organizations of
states under discussion.
• Ask students to suggest improvements that could be made to another student’s
work.
• Give class activity from the exercises given at the end of the unit in the
textbook as you deem fit. You can supplement the exercises with those of your
own making.
B) Follow up
To have students grasp essence of the lesson:
• Observe activities while learners are engaged in pair and group works.
• Ask students to suggest improvements that could be made to another
student’s work.
C) Activities in the Textbook: Below you can found possible
answers for activities in the lesson
Activity 5.5
1. The Swahili civilization is an example of cultural diffusion that  formed from the
interaction between Arabic, Persian and Bantu traditions. Several Muslim
independent city-states flourished along the Swahili Coast. They were directly
connected to the long-distance trade network of Indian Ocean since 8th century. After

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 UNIT 5|Peoples and States of Africa to 1500

the rise of Islam, the region received a great impetus from Muslim Arabic speaking
merchants who married into local ruling families. Subsequently, the language and
culture were developed quite African but with Islamic and Arabic influences. This
mixed Bantu-Arab stocks in general, their language and culture referred to as Swahili
meaning “coasters” in Arabic. Swahili has now remained the common language in
East African countries.

5.6 Southern Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the different kingdoms of Southern Africa.
• explain about the nature of the southern African people.
2. Contents:
• Zimbabwe
• Khoi
• San
3. Overview:
In this lesson, students are going to learn about the southern Africa. First, they will learn
the Great Zimbabwe was built by the Shona people and was known for its gold mines.
Mwene Mutapa was founded by Mutota at the end of the fifteenth century. Mwene
Mutapa dominated the long-distance trade which led to the Indian Ocean coast.
Then there will be discussion about the Khoisan. The Khoi-Khoi was originally hunters.
However, the change from hunting way of life to that of sheep/cattle breeding had taken
place since 1000AD. The Europeans called them Hottentots. The San lived in parts of
the present-day Angola and Namibia before they were pushed out of their land by the
European settlers. The San were hunter-gatherers. They were called Bushmen by the
Europeans. They speak Khoisan languages.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Africa
4.2 Suggested Teaching Methods
• Gaped lecture
• Group discussion
• Jigsaw group projects

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History Grade 9 Teacher’s Guide

• Documentaries
• Independent work
• Reading Assignment
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect the appropriate teaching materials.
• Have the students prepare models and other teaching aids.
• Give assignment in advance to make your presentation more attractive.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce a topic is by raising relevant questions. You may begin the lesson by asking
question such as:
• Discuss about Great Zimbabwe kingdom, the Khoi - Khoi and the San peoples
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction. Then,
• Present the student task on the historical relations between the states,
factors that lead to the decline of ancient Zimbabwe, the nature of relations
between the states of Khoi and San.
• Divide class room students in groups and let them to discuss on early states
of Africa and their role in internal development and external relations.
Make students do the exercises and questions for critical thinking either in class or at
home.
C. Stabilization
Give a short summary of the following points:
• What were the contributions of Zimbabwe and Khiosan peoples?
4.5 Evaluation and follow-up
A) Evaluation
To have students grasp the most important essence of the lesson and understanding of your
students of the lesson and be sure that the expected levels of competence are achieved:
• Use oral questions at the end of all lessons in order to reinforce what have been
taught, and at the same time to check students’ follow up of the lessons.
• Ask students to suggest improvements that could be made to another student’s
work.
• Give class activity from the exercises given at the end of the unit in the

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 UNIT 5|Peoples and States of Africa to 1500

textbook as you deem fit. You can supplement the exercises with those of your
own making.
• Discuss about the kingdom of Great Zimbabwe.
B) Follow up
To help your students get more understanding on the topic:
• Observe activities while learners are engaged in pair and group works.
• Reviews learning against the objectives at the end of the lesson.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 5.6
Great Zimbabwe was a medieval African city known for its large circular wall and tower.
It was part of a wealthy African trading empire that controlled much of the East African
coast from the 11th to the 15th centuries C.E. With an economy based on cattle husbandry,
crop cultivation, and the trade of gold on the coast of the Indian Ocean, Great Zimbabwe
was the heart of a thriving trading empire from the 11th to the 15th centuries.

5.7 Africa’s Intra and Inter-continental Relations: (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• Describe the Intra Relations among African states.
• Show the major Inter-continental Relations of Africa.
• evaluate the impacts of slave trade on Africa.
• indicate routes of the Trans Saharan trade by sketching a map.
• evaluate the impact of the slave trade on Africa’s development.
2. Contents:
• Africa’s Intra and Inter-continental Relations
• Trans-Saharan Trade
• Early contacts with the outside world
3. Overview:
In this lesson, students are going to learn about how the pre-existing intra and inter
contacts peoples of various regions in Africa. The most important link was trade. First,
they will learn about the Trans-Saharan trade. It contributed to the development of strong
economic and political systems on both sides of the Sahara. The spread of Islam in
Africa further strengthened the relation with peoples of Arabs. Trade contacts facilitated the

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exchange of ideas and technology. For example, North Africa become Arabized.
Since the mid-fifteenth century the turn of global events brought Africa into closer
association with rest of the world. Europeans, especially Portugal and Spain, were
determined to dominate international trade. The exploration and subsequent contact with
European powers contributed to the ever-changing African economy, culture, language,
politics and environment. The outcome of Afro-European contact during exploration era
was the opening of the Trans-Atlantic Slave Trade.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Map of Africa
• Documentaries on trans Saharan Trade
4.2 Suggested Teaching Methods
• Gaped lecture
• Jigsaw group projects
• Independent work
• Reading Assignment
• Showing Documentaries
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson:
• Collect the appropriate teaching materials.
• To make your presentation more attractive, give either group or individual
assignment in advance.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the topic by raising brainstorming question:
• What are Intra and Inter-continental Relations?
• What do you know about Sahara Desert and the trade route that passes through
it?
• Who were the first European countries that arrived at Africa?
B. Body of the lesson
By using teaching aids suggested, Present about the Intra and Inter-continental Relations
in Africa.
• Make students do the exercises and questions for critical thinking either in class
or at home.
• Divide class room students in groups and let them to discuss on Intra and

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 UNIT 5|Peoples and States of Africa to 1500

Inter-continental Relations in Africa, Trans-Sahara trade and Africa’s early

contact with outside world mainly with Spain and Portugal.
• Let students respond to the questions why Europeans considered Africans
as uncivilized while Africa heritages like Great Zimbabwe and other and
indigenous arts and technology.
• Give students hint about how art and heritage of Africa are symbols/ legacies of
ancient civilization.
C. Stabilization
Give a short summary of the following point:
• Using a map to indicate routes of the Trans Saharan trade, Africa’s early contact
with outside world and importance in the interaction.
4.5 Evaluation and follow-up
A) Evaluation
To be sure that the expected levels of competence are achieved; ask the questions such as
the following.
• Describe Africa’s Intra -continental Relations.
• Show routes of the Trans Saharan trade by sketching a map.
• Why Europeans considered Africans as uncivilized?
• Or use oral questions at the end of all lessons in order to reinforce what have
been taught, and at the same time to confirm students’ follow up of the lessons.
B) Follow up
To help your students get more understanding on the topic:
• Observe activities while learners are engaged in pair and group works.
• Review learning against the objectives at the end of the lesson.
• Ask students to suggest improvements that could be made to another student’s
work.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 5.7
1. An intra-African relation is critical to the development of the respective African states
in particular, and the continent in general. At the political and security end of the
relations, African states need each other to reinforce political stability and security in
the region. As a result of the porous borders within Africa, and governments’ inability
to secure those borders, positive relations between neighbouring states are critical to

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History Grade 9 Teacher’s Guide

stability and development in the region. It is often the case that most serious threats
of states within Africa start from the fringes of those states. Thus, collaborative effort
by neighbouring states to ensure the establishment of effective democratic political
systems and good governance is imperative. These relations could also have some
security benefits as states watch out for their neighbours and disrupt any rebel
activities across their common borders.

Activity 5.8
1. Help students to sketch a map depicting the tans-Saharan trade and compare that is
within the textbook on the title.

Activity 5.9
1. Europeans created an image of Africa that was the perverse opposite of Europe’s-its
mirror image. Europe’s general superiority would, by comparison with and in contrast
to this image, be self-evident. Europe’s own idea of itself was thus predicated on its
image of Africa.

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 UNIT 5|Peoples and States of Africa to 1500

Possible Answer for Unit Five Review Questions

Part I: True/False Items
1. False 2. True 3. True 4. False
Part II: Matching Items
1. C 2. A 3. C 4. E
Part III: Multiple Choice Items
1. A 2. A 3. C 4. B

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 6
History Grade 9 Teacher’s Guide

U NIT
Africa and the Outside World 1500- 1880s
Total Periods Allotted: 8
1. Unit Introduction
This unit discusses major themes in African history during 1500 to 1880s. In the first
section, you will learn about Africa’s Contact with the outside world especially, especially
about the early contacts along the Western and central African coasts with European
powers. In the second section, the unit then moves to Slavery and Trans-Atlantic Slave
Trade (Origin, Phases and its Effects). In the third section of the unit, you will explore
the about the “Legitimate” trade. In the fifth section of the unit, you will learn about
White Settlement in South Africa. The sixth lesson focuses on the European Explorers
and Missionaries.
2. Unit Learning Outcomes:
At the end of this unit, learners will be able to:
• evaluate the nature of relationship between African and European during the
period.
• analyse the political, social and economic impacts of Trans-Atlantic Slave
Trade.
• examine the living conditions of African people during the Trans- Atlantic
and the Trans- Saharan slave trade.
• compare and contrast the consequences of Trans-Atlantic Slave Trade on
Africa.
• explain the motives of white settlers in south Africa during the period.
3. Main Topics of the Unit:
6.1 Contact with the outside world
6.2 Slavery
6.3 Trans-Atlantic Slave Trade
6.4 The “Legitimate” trade
6.5 The White Settlement in South Africa
6.6 European Explorers and Missionaries

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 UNIT 6|Africa and the Outside World 1500- 1880s

6.1 Contact with the Outside World (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• outline the nature of African and European relation.
2. Contents:
• Contact with the outside world
3. Overview
Portugal was the European country established early contacts with the coastal regions
of West Africa. When the Portuguese first sailed out on their voyages of exploitation
along the West African coast, the desire to reach India was their distant objective. Their
immediate to bypass Muslim North Africa and gain direct access to the gold producing
region of West Africa.
Portugal was the European country established early contacts with the coastal regions of
West Africa. Nevertheless, the other European powers soon followed its footsteps. During
the seventeenth and eighteenth centuries, adventurers the Dutch, English, and the French
joined the competition for overseas trade.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of Pictures of European Explorers & Ship
• Wall map of the world
• Documentaries on the European Explorers, 1500-1800s
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare a picture of European
Explorers & Ship. Obtain also a wall map of the world indicating voyages. Obtain also
documentaries from internet on the European Explorers, 1500-1800s. Give reading
assignments to students both from the text and other relevant reading materials.

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History Grade 9 Teacher’s Guide

4.4 Pesentation of the lesson

A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. Introduce the lesson by asking brainstorming questions.
• What do you think about the nature of African relations with the rest of the
world?
• Be sure that the students understand the objectives of the lesson.
B. Body of the lesson
Following the responses of your students, try to give a general highlight of the early
Africa’s relation with Europe.
• Divide students into group and discuss on the nature of African and European
relation and ask them to present their finding to their classmates.
• Let students produce and present an essay on the mission of the European
Explorers and Missionaries in Africa in group.
• Bring a documentary/video related to the European Explorers, 1500-1800s.
After listening /watching ask them to write a short report and present it to their
classmates.
C. Stabilization
Give a short summary of the following points:
• The nature of African and European relation.
• Factors lead to the Portuguese and Spaniards voyages to Africa.
4.5 Evaluation and Follow-up
A) Evaluation
To make sure that your students have understood the essential concepts of the lesson ask:
• Why Henry was bothered to give financial and material support for the
Portuguese voyagers?
B) Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
Observes the group’s activities by reviewing and reflecting on individual achievements
• States what s/he expects each student to have achieved by the end of the lesson.
• Ask students to peer assess their work.
• Makes effective use of reflection with groups and individuals.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.

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 UNIT 6|Africa and the Outside World 1500- 1880s

C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 6.1
1. The rising expense of the sea voyages also generated criticism, and Henry had to find
ways to make the voyages pay for themselves. His hopes to find gold in the West
African states did not materialize except for some gold dust; but the slave trade proved
profitable and soon became the basis of his sponsored voyages.

6.2 Slavery (3 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• explain the factors for the development and decline of Trans-Atlantic slave trade
• describe economic activities of Africans during the Trans-Atlantic and slave
trade period.
• explain how the slave trade affected African economy.
• analyse the living conditions of African people during the Trans- Atlantic and
the Trans- Saharan slave trade.
• sketch a map to indicate routes of the Trans- Atlantic and the Trans- Saharan
trade.
• argue on the political and economic influences of other continents on Africa
during the period.
• criticize the crime against humanity committed during the slave trade.
2. Contents:
• Slavery
• Trans-Atlantic Slave Trade
3. Lesson Overview:
Slavery has a long history in Africa, as well as in Europe and Asia. Most often slavery is
manifested in the lives of those categorized as servants, serfs, apprentices, or slaves. In the
ancient civilizations of Europe, Asia and Africa, for example, persons defined as slaves
were part of a distinct social group, whose lives were routinely controlled by others. The
expansion of long-distance trade had promoted the use of slave labor in agriculture, and
many of the early kings of Mali and Songhai, as well as of other states. The transatlantic
slave trade is also called triangular trade for it had connected three continents: Africa,
America and Europe. Africa is the source of human labor. Slaves were taken to America

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History Grade 9 Teacher’s Guide

and the Caribbean regions. There, with the African slave labor, they produced sugarcane,
tobacco, coffee and the like.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures of chained Slaves during Trans-Atlantic Slave Trade.
• Map of the World indicating triangular slave trade
• Documentaries on the Trans-Atlantic Slave Trade
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Exploring internet
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare suggested teaching aids.
Obtain also documentaries from internet on the Trans-Atlantic Slave Trade. Give reading
assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by asking brainstorming questions. Be sure that the students
understand the objectives of the lesson. You might use your own method of presenting the
lesson in a way you see fit for that particular topic. You may begin the lesson by asking
questions such as:
• Discuss about slavery and slave trade.
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the Slave trade
and Trans-Atlantic Slave Trade. Briefly explain on major effects of slavery on African
continents.
Use audio and visual materials browsed from the internet such as documentaries that
describe the nature and courses and consequences of the Trans Saharan.
Bring a documentary/video related to the Trans-Atlantic Slave Trade. After listening /
watching ask them to write a short report and present it.
Let the students to locate the Triangular Slave trade on the world map and show to their
classmate on the way it connects the three continents.

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 UNIT 6|Africa and the Outside World 1500- 1880s

Divide learners into groups and let them discuss on what they know about Slave trade.
C. Stabilization
Give a short summary of the following points:
• The Trans-Atlantic Slave Trade
• The origin, phase and effects of the Trans-Atlantic Slave Trade
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions:
• Why did Africans engage in slave trade?
• Which part of Africa was the greatest source of slaves? Why?
B) Follow up
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results. Observes students’ activities by reviewing; makes effective
use of reflection with groups and individuals.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 6.2
1. The Africans who complicity engaged in slave trading themselves did so because
they received guns and goods from the Europeans, making it quite lucrative for both
the African slave traders and European recipients of said slaves. African slave sellers
grew wealthy by selling captives to European traders on the coast. They were able
to deal on equal terms with European traders. On the African side, the slave trade
was generally the business of rulers or wealthy and powerful merchants, concerned
with their own selfish or narrow interests.
Activity 6.3
1. Western Africa (part of which became known as “the Slave Coast”), Angola and
nearby Kingdoms and later Central Africa, became the source for enslaved people to
meet the demand for labor.

6.3 The “Legitimate” Trade (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• argue on the political and economic influences of other continents on Africa

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History Grade 9 Teacher’s Guide

during the period.

2. Contents:
• The “Legitimate” trade
3. Overview:
For two or three centuries, the slave trade dominated trade along the West African coast. It
had disrupted and distorted developments in the interior. European gradually outlawed the
slave trade; they found West Africa the fertile field for what they referred to as “legitimate
commerce”. Thus, the development of West Africa’s export trade in raw materials did not
provide African states with any real opportunities to develop their own economic strength
and Independence.
4. Teaching-Learning Process
4.5 Suggested Teaching Aids
• Pictures indicating “legitimate commerce” and commodities.
• Map of the world
• Documentaries on the “legitimate commerce”
4.5 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.5 Pre-Lesson Preparations
Before you begin the lesson,
• obtain or prepare suggested teaching aids and also.
• give reading assignments to students both from the text and other relevant
reading materials.
4.5 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by telling objectives of the lesson or by asking brainstorming
questions.
• What is legitimacy and legitimate trade?
• You may ask questions such as: what reasons do you suggest for the change
from slave trade to “legitimate commerce”?
B. Body of the lesson
Following the responses of your students, try to give a general highlight on.

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 UNIT 6|Africa and the Outside World 1500- 1880s

Group learners and let them discuss about the “legitimate commerce”.
• Use audio and visual materials or browsed from the internet such as
documentaries that describe the consequences of the “legitimate commerce”.
• Use documentary/video related to the “legitimate commerce”. After listening /
watching ask them to write a short report and present it
C. Stabilization
Give a short summary of the following points:
• The contribution of “legitimate commerce”.
4.5 Evaluation and Follow-up
A) Evaluation
Use oral questions at the end of all lessons in order to reinforce what have been taught,
and at the same time to check students’ follow up of the lessons.
• Give class works from the exercises given at the end of the unit in the
textbook as you deem fit. You can supplement the exercises with those of your own
making.
• What were the consequences of “legitimate” commerce on Africa?
B) Follow up
Observes students’ activities by reviewing; makes effective use of reflection with groups
and individuals.
Make sure that you are always grading and rating the students’ activities,
levels of participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 6.4
1. Trade in human being changed into commodities. Legitimate trade was the trade
conducted in Africa since after the abolition of slave trade in Africa where by people
now start the free trading system in which Africans had to produce for their own but
the people from abroad came and traded the crops and other resources of Africa. the
following we’re the effect of Legitimate trade in Africa as follows;
a. It lead to the intensive exploitation of African natural resources such as
minerals, crops
b. It stimulated colonialism of Africa continent
c. Spread of Christianity religion.
d. It led to unequal trading system.

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History Grade 9 Teacher’s Guide

6.4 The White Settlement in South Africa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to
• explain the motives of white settlers in south Africa during the period
2. Contents:
• The White Settlement in South Africa
3. Overview:
In 1652, the Dutch trading company established a small permanent settlement on the
southern shores of South Africa to regulate the trade with the Khoisan. The Boers’
settlement on Khoisan grazing land led directly to the first Khoi-Dutch war in 1659. In
the Second Khoi-Dutch war of 1673-77 the natives were unable to win over the Dutch. In
1795, the British government seized control of the Cape colony from the Dutch settlers
for strategic purposes.
4. Teaching-Learning Process
4.5 Suggested Teaching Aids
• Pictures of the Dutch trading company 1652
• Map of the world
• Map of Southern Africa
• Documentaries
4.5 Suggested Teaching Methods
• Brainstorming
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Internet exploring
4.5 Pre-Lesson Preparations
Before you begin the lesson:
• obtain or prepare regional maps of Africa in order to demonstrate to students
where the various peoples lived and formed different states.
• give reading assignments to students.
• prepare daily lesson plans.
4.5 Presentation of the lesson
A. Lesson introduction

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 UNIT 6|Africa and the Outside World 1500- 1880s

You might use your own method of presenting the lesson in a way you see fit for that
particular topic. Introduce the lesson by telling objectives of the lesson or by asking
brainstorming questions.
• What do you hear about white settlers in Southern Africa?
• What were the motives of the white settlers in South Africa?
• You may ask questions such as: what reasons do you suggest for the change
from slave trade to “legitimate commerce”?
B. Body of the lesson
Following the responses of your students:
• Let students debate on the motives of white settlers in South Africa and present
their idea to their class students.
• Use documentary/video related to Boers’ settlement in South Africa during the
period. After listening / watching ask them to write a short report and present it
to their classmates.
• Sketch a map showing the early routes of Dutch (Boer) settlement in South
Africa and discuss on their impact on the local peoples.
C. Stabilization
Give a short summary of the following points:
• The Dutch (Boers) settlement in South Africa.
• Impacts of the Dutch and British settlement on the local people of South Africa.
4.5 Evaluation and Follow-up
A) Evaluation
To evaluate whether your students have understood the lesson by asking questions or
giving them tasks like the following.
What were the motives of the white settlers in South Africa?
B) Follow up
Check the students’ achievement of the lesson by giving them an exercise. Observes
students activities by reviewing; makes effective use of reflection with groups and
individuals.
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

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History Grade 9 Teacher’s Guide

Activity 6.5
1. In 1652, the Dutch trading company established a small permanent settlement on the
southern shores of South Africa to regulate the trade with the Khoisan, have fresh fruit
and vegetables for their ships, and to provide a hospital for sick sailors.

6.5 European Explorers and Missionaries (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• argue on the political and economic influences of other continents on Africa
during the period.
2. Contents:
• European Explorers and Missionaries
3. Overview:
It was the movement for the abolition of the slave trade which provided the
stimulus for a revival of European interest in Africa. Between 1788 and 1877 an enormous
number of European explorers set out into the heart of Africa in an attempt to rectify their
ignorance of the continent. Much Africa remained to be mapped, but from now on European
explorers were generally direct agents of colonial expansion. African rulers were
interested in contact with Europeans, but they wanted new trading openings, technical
assistance and firearms. They did not want new ideas that threatened to undermine the
traditional religious basis of their authority. In a number of cases Christian missionaries
played a significant role in promoting and shaping the advent of European colonialism
4. Teaching-Learning Process
4.5 Suggested Teaching Aids
• Pictures indicating European explorers and missionaries
• Map of Africa
• Map of Europe
• Documentaries on the European explorers and missionary in Africa.
4.5 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation

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 UNIT 6|Africa and the Outside World 1500- 1880s

4.5 Pre-Lesson Preparations

Before you begin the lesson:
• obtain or prepare suggested teaching aids.
• give reading assignments to students both from the text and other relevant
reading materials.
• prepare daily lesson plans.
4.5 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by brainstorming. You might use your own method of presenting
the lesson in a way you see fit for that particular topic. Introduce lesson objectives or by
asking questions of your own.
• What do you know about European explorers and missionaries in Africa?
You may ask questions such as: What were the motives of the European Explorers and
Missionaries in Africa?
B. Body of the lesson
After brainstorming of introducing the lesson,
• Let learners discuss and on produce an essay on the motives of the European
Explorers and Missionaries in Africa in group.
• Use documentary/video related to European explorers and missionary in Africa.
After listening / watching ask them to write a short report and present it to their
classmates.
C. Stabilization
Give a short summary of the following points:
• The motives of European explorers in Africa.
• The motives of European missionaries in Africa.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, to evaluate whether your students have understood the lesson by
asking questions or giving them tasks like the following.
What were the motives of the European Explorers and Missionaries in Africa?
B) Follow up
Observes students’ activities by reviewing; makes effective use of reflection with groups
and individuals. Check the students’ achievement of the lesson by giving them an
exercise.
Make sure that you are always grading and rating the students’ activities, levels of

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History Grade 9 Teacher’s Guide

participation and quiz results.

C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 6.6
1. There are three main reasons for European Explorers and missionaries coming to
Africa: for the sake of their economy, religion and glory. They wanted to improve their
economy for instance by acquiring more spices, gold, and better and faster trading
routes. Also, they really believed in the need to spread Christianity. In a number of
cases Christian missionaries played a significant role in promoting and shaping the
advent of European colonialism.

Possible Answer for Unit Six Review Questions

Part I: Multiple Choice Items
1. D 2. B 3. C 4. C 5.A 6.B
Part II: Short Answer
1. The slave trade had devastating effects in Africa.  Economic incentives for
warlords and tribes to engage in the slave trade promoted an atmosphere of
lawlessness and violence. Depopulation and a continuing fear of captivity made
economic and agricultural development almost impossible throughout much of
western Africa.
2. The term, “legitimate trade” refers to the trade in commodities between Africans and
the European merchants immediately after the abolition of slave trade. It was a trade
where African raw materials, especially cash crops were exchanged for European
goods.

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 7
Unit 7|States, Principalities, Population Movements and Interactions in Ethiopia, 13th to Mid-16th C.

U nit
States, Principalities, Population Movements
and Interactions in Ethiopia, 13th to Mid-16th C.
Total Periods Allotted: 13 Periods
1. Unit Introduction
This unit deals with states, principalities, population movements and interactions in
Ethiopia, 13th to Mid-16th centuries. In the first section you will learn about the restoration
of ‘Solomonic’ dynasty. In the second section, you will learn about some of the Muslim
sultans of the region such as Ifat, Fatigar, Dawaro, Dara, Bali, Hadya, Arbabini, Sharka,
and Adal. In the third section, you will learn about the emergence of a series of conflicts
between the Christian Kingdom and the Sultanate of Adal.
In the fourth section, you will learn about the societies and states in central and southern
parts of the country in the period. In the fifth section, you will learn about the population
movements of Afar, Somali, Argobba and the Oromo population Movement. In the sixth
section, you will learn about the Oromo Gadaaa system, which was an institution through
which the Oromo socially organized themselves and administered their affairs. In the
seventh section, you will learn about the Oromo adoption system. In the eighth section,
you will learn about the egalitarian system of governance.
2. Unit learning Outcomes:
At the end of this unit, learners will be able to:
• examine the major characteristics of peoples, states and principalities in
Ethiopia from 13th to 16th centuries.
• explain the major population movement, expansion and integration in Ethiopia.
• examine the features of the relationship between the Christina kingdom and the
Muslim Sultanates.
• discuss the Oromo Gadaa system.
3. Main Topics of the Unit:
7.1 The “Solomonic” Dynasty and the Christian Kingdom, 13th to 16th century.
7.2 The Muslim Principalities
7.3 Relationship Between the Christian Kingdom and the Sultanate of Adal,
1520s to 1559
7.4 Political and socio-economic conditions of southern and central states in
Ethiopia
7.5 Population Movements, Expansion and Integration in Ethiopia

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History Grade 9 Teacher’s Guide

7.6 Population Movements of the Afar, Somali and Argobba

7.7 Oromo population Movement, Expansion and Integration
7.8 Cause and Consequences of Population Movement and Expansion
7.9 Gadaaa System of the Oromo
7.10 Moggasa and Guddifacha
7.11 Egalitarian System of Governance
7.12 Sidama (Luwa), Gedeo, Konso, Burj etc.

7.1 The “Solomonic” Dynasty and the Christian Kingdom, 13th

to 16th Centuries (2 Periods)
1. Competencies:
At the end of this lesson, learners will be able to:
• outline factors that led to the restoration of “Solomonic” Dynasty.
• analyse social, economic and political features of the Christina kingdom.
• sketch the major political, economic, social and cultural features of the
Christian kingdom.
2. Contents
• The “Solomonic” Dynasty and the Christian Kingdom, 13th to 16th centuries
3. Overview
Yekuno Amlak claimed to be the descendant of the Aksumite kings. Accordingly, he
founded the so called ‘Solomonic’ dynasty in 1270AD, using the legend of Queen
Sheba and King Solomon. This dynasty, which comes to power in 1270, called itself
“Solomonic” and Yekuno Amlak and his followers took this dynastic name to justify
their legitimacy by claiming that the Zagwe rulers were illegitimate. To justify this, they
resorted to the legend of Queen of Sheba and King Solomon.
The Kibre Negest claims that Ethiopian ruling class descended from the line of
Menilek I, son of the Queen of Sheba and King Solomon of Israel. Just like the Zagwes, the
Christian highland kingdom under Yekuno- Amlak and his successors continued the
tradition of Aksumite state structure, religion and economy. The rulers exercised both
secular and religious powers.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures
• Charts

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• Map of Ethiopia showing “Solomonic” Dynasty of 13th to 16th centuries

• Documentaries
4.2 Suggested Teaching Methods
• Brainstorming
• Exploring internet
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare teaching aids. In addition:
• give reading assignments to students both from the text and other relevant
reading materials.
• prepare daily lesson plans.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by answering brainstorming questions. You might use your own
method of presenting the lesson in a way you see fit for that particular topic. You may
begin the lesson by asking one of the following brainstorming questions:
• What were the factors that led to the restoration of “Solomonic” Dynasty?
• What were the major features of the Christian kingdom from 13th to 16th
centuries?
• Tell what is expected from each student by the end of the lesson by using
objectives.
B. Body of the lesson
Following the responses of your students:
• present an overview of the unit in few statements to the class.
• arrange group discussion on the nature of “Solomonic” Dynasty and ask them
to present their finding to their classmates.
• bring a documentary/video related to the “Solomonic” Dynasty or the
Christian kingdom 13th to 16th centuries. After listening/watching ask them to
write a short report and present it to their classmates.
• gives gapped lecture on “Solomonic” Dynasty to sum up.
• Let the students to locate the “Solomonic” Dynasty or the Christian kingdom
13th to 16th century on Ethiopian map and show to their classmate.

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C. Stabilization
Give a short summary of the following points:
• Factors lead to factors that led to the restoration of “Solomonic” Dynasty
• The nature of “Solomonic’ Dynasty
• Territorial expansion
• Spread of Christianity
4.5 Evaluation and Follow-up
A) Evaluation
Ask questions such as:
• What were the factors that led to the restoration of “Solomonic” Dynasty?
• What were the natures of “Solomonic’ Dynasty?
• What were the major features of the Christian kingdom 13th to 16th centuries?
B) Follow up
Check the students’ understanding of the lesson:
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Check the essay done by students and provides positive and constructive
feedback.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps and how
to take them.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 7.1
1. It was politically, an attempt to consolidate the vast territory that expanding too south.
The need to get daily food supplies and firewood are for such a great number of court
officials, soldiers and servants also necessitated the use of mobile camps.
2. They were mainly located on the highland for military strategies which is to oversee
and check rebellions. Initially, military motives prompted the then elite to change
their capitals from fixed to mobile settlements.
Activity 7.2
1. In order to effectively rule the expanding territory, the kings sent
administrative and military officials to their new territory. This system was called as

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gult right which lasted for long in Ethiopian history until 20th century. These officials
received no salary instead given the right to take part of the produce of the peasants
for their own. Along with the expansion of the territory the period witnessed further
expansion of Christianity to the south. The Church-state relationship become very
strong and almost reached its peak during this period. That is why it was called Christian
Kingdom. The medieval kings of Ethiopia had no fixed capital city.
2. The name “Solomonic” is placed in quotation marks because the claim of descent
from King Solomon of Israel is legendary and cannot be historically proven. The
claim has been elaborated in the Kibre Negest (“Glory of Kings”) in 14th century.
The Kibre Negest claims that the Ethiopian ruling class descended from the line
of Menilek I, son of the Queen of Sheba and King Solomon of Israel. As a result,
Ethiopian monarchs from Yikuno Amlak to Emperor Haile Silassie I claimed descent
from Menilek I.

7.2 The Muslim Principalities (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• point out the historical relationship between the Muslim states and the Christian
kingdom.
• acknowledge the contributions of trade routes in linking the states and peoples
in Ethiopia and the Horn.
2. Contents:
• Ifat,
• Fatigar,
• Dawaro,
• Dara,
• Bali,
• Hadya,
• Arbabini,
• Sharka,
• Adal
3. Overview:
The introduction of Islam to the Horn was followed by the emergence of a series a Muslim
state such as Ifat, Fatigar, Dawaro, Dara, Bali, Hadya, Arbabini, Sharka, and Adal since

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the 9th century AD. The need to control trade and the trade route of Zeila become the
main source of conflict between the Muslim Sultanate and Christian highland kingdoms.
Around 1285AD Shewa was annexed and occupied by another Muslim sultanate called
Ifat. It was ruled by the Walasma dynasty and the founder and the first ruler of this dynasty
was Umar Walasma.
Since 1285 Ifat became the strongest and leading Muslim sultanate in the Horn of Africa.
It controlled vast territory through which the long-distance trade routes of Zeila passed
to the interior. Besides Ifat, there were also several other minor Muslim sultanates in
the region. These were Fatagar, Dawaro, Bali, Dara, Arbabini, Hadya and Sharka. Their
economy was mainly based on agriculture and the monopoly of the rich long-distance
trade of Zeila. Ifat’s monopoly over the Zeila trade routes brought it into conflict with the
Christian kingdom of the Solomonic dynasty, which also developed great interest in the
Zeila trade after 1270 AD. It was mainly the desire to control the Zeila trade and trade
routes which led to frequent clashes of the two rival states.
4. Teaching-Learning Process:
4.1 Suggested Teaching Aids
• Pictures
• Chart
• Map of Ethiopia indicating Muslim Principalities
• Documentaries
4.2 Suggested Teaching Methods
• Brainstorming
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare teaching aids. In addition:
• give reading assignments to students both from the text and other relevant
reading materials.
• prepare daily lesson plans.
4.4 Presentation of the lesson
A. Lesson introduction
Introduce the lesson by answering brainstorming questions. You might use your own
method of presenting the lesson in a way you see fit for that particular topic. You may

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begin the lesson by asking one of the following brainstorming questions:

• What reasons do you suggest for the rise of Muslim Sultanate in Ethiopia?
B. Body of the lesson
Following the responses of your students:
• Briefly explain on major trade routes that links different states and peoples in
Ethiopia and the Horn
• Present an overview of the unit in few statements to the class.
• Let the learners sit in groups and let them discuss on what they know about the
Muslim Sultanate.
• bring a documentary/video related to the Muslim Sultanates and trade routes.
After listening /watching ask them to write a short report and present it to their
classmates.
• Let the students to locate the Muslim Sultanates and trade routes in Ethiopia and
show to their classmate on the way it connects different peoples.
C. Stabilization
Give a short summary of the following points:
• The rise of Muslim Sultanate in Ethiopia
• The relationship between the Muslim states and the Christian kingdom.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, giving them tasks like the following:
• What were the nature of relationship between the Muslim states and the
Christian kingdom?
• How did trade routes link different states and peoples in Ethiopia and the Horn?
B) Follow up
Check the students’ understanding of the lesson:
• observes the group’s activities by reviewing and reflecting on individual
achievements.
• makes effective use of reflection with groups and individuals.
• check the essay done by students and provides positive and constructive
feedback.
• Make sure that you are always grading and rating the students’ activities, levels
of participation and quiz results.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

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History Grade 9 Teacher’s Guide

Activity 7.3
1. Since 1270 the Christian highland state also began to develop a very great interest
in the Zeila trade and trade routes. Therefore, they need to control the Zeila trade
to become the main source of conflict between the two states. Frequent skirmishes
between the two finally resulted in the defeat of Ifat by the Christian forces of Amde
Seyon (r.1314-44) in 1332 AD. As a result, it can be said that trade and trade routes
established a sense of interconnection among Ethiopians.

7.3 Relationship Between the Christian Kingdom and the

Sultanate of Adal, 1520s to 1559 (2 Periods)
1. Competencies:
At the end of this lesson, learners will be able to:
• criticize how conflicts between the Christian kingdom and Muslim sultanates
are presented as if they were religious ones.
• analyse the relationship between the Christian kingdom and the Muslim
Sultanates as well as the other States.
• acknowledge the contributions of trade routes in linking the states and peoples
in Ethiopia and the Horn.
2. Contents:
• Causes and Consequences of the conflict
• Foreign Intervention
3. Overview:
Conflict between the Christian Kingdom and the Sultanate of Adal, was caused
competition and struggle for control over the trade routes between the Christian
Kingdom and the Muslim principalities mainly with Adal. Foreign powers, Portuguese and
Ottoman Turkish involved in the Conflict. Beside conflicts, the long-distance trade and
local markets served as core areas of social ties and continued to be the major channel of
social integration between the Christian Kingdom and the Sultanate of Adal.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures indicating Muslim states and the Christian kingdom.
• wall map of the Ethiopia indicating the battle field between the Muslim
states and the Christian kingdom.
• Documentaries on the Muslim states and the Christian kingdom

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4.2 Suggested Teaching Methods

• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare teaching aids. In addition:
• give reading assignments to students both from the text and other relevant
reading materials.
• prepare daily lesson plans.
• obtain or prepare suggested teaching aids.
4.4 Presentation of the lesson
A. Lesson introduction
The simplest way of introducing a topic is by raising relevant questions. Use such as:
• What were the Causes of the conflict between the Christian kingdom and
Muslim sultanates?
• Be sure that the students understand the objectives of the lesson.
B. Body of the lesson
Following the responses of your students, try to give a general highlight on Christian
kingdom and Muslim sultanates.
• Present an overview of the unit in few statements to the class.
• Group students and let them discuss on the relationship between the Muslim
Sultanates and Christian Highland Kingdoms. Let them to draw sketch map to
locate major battle fields.
• Use audio and visual materials (browsed from the internet such as
documentaries.) that describe the consequences of the Muslim Sultanates and
Christian Highland Kingdoms. After listening /watching ask them to write a
short report and present it to their classmates.
C. Stabilization
Sum up on the following points:
• The consequences of the conflict between the Christian kingdom and Muslim
sultanates.
• Foreign intervention

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4.5 Evaluation and follow-up

A) Evaluation
At the end of the lesson, make sure:
• that your students have understood the essential concepts of the lesson by
asking questions.
• effective use of reflection with groups and individuals.
B) Follow up
Make sure that you are always grading and rating the students’ activities, levels of
participation and quiz results. Check the students’ understanding of the lesson:
• observes the group’s activities by reviewing and reflecting on individual
achievements.
• makes effective use of reflection with groups and individuals.
• check the essay done by students and provides positive and constructive
feedback.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

Activity 7.4
1. Apart from the hostile relations, there were wider socio-economic and cultural
interactions between the Christian Kingdom and Muslim principalities. As in
earlier periods, trade continued to be the major channel of social integration. Also,
it had long been the source of friendship, interaction, interdependence, and conflict
among the states of the region. The long-distance trade and local markets served
as core areas of social ties. Relatively, the difference in ecology of the Muslim
sultanates and the Christian Kingdom created economic interdependence, which in
due course strengthened socio-economic bondage. Merchants of the two regions
often moved from the highlands to the coast and vice versa. It was through such caravan
merchants that the social links were strengthened and religions spread. These
interactions and interdependence in economic, social, cultural and political spheres
lay the foundation for modern Ethiopia.
2. This question designed to help students to think critically. Please help students
to think critically about the role of women and their participation in Ethiopian
political affairs. Then let them to explore and write a short report on: “women and their
participation in Ethiopian”. Dear teacher, check at least their answer whether
mentions or not the role of Yodit Gudit, Fura, Akomanoye, Bati Del Wonbara,

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Seblewongel, Etege Mentwab, Wubit, Taitu, Empress Zewditu, Shewareged Gedle

… etc.

7.4 Political And Socio-Economic Conditions of Southern And

Central States in Ethiopia (1 Period)
1. Competencies:
At the end of this lesson, learners will be able to:
• explain major characteristics of central and southern states and peoples in the
Ethiopian region.
• sketch map of Ethiopia and the Horn to locate the territorial extent of various
states of Ethiopia.
• acknowledge the contributions of trade routes in linking the states and peoples
in Ethiopia and the Horn.
2. Contents:
• Political and socio-economic conditions of southern and central states in
Ethiopia.
3. Lesson Overview:
In central and southern parts of the region there were also states and peoples with
traditional religion. Damot was probably the earliest of these states located in the lands to
the south of Abbay, east of Didesa River and west of the sources of Awasa River. It seems
to have existed as early as the Aksumite period over an extensive territory. The kingdom
of Enareya probably existed in the area north of the Gojeb River.
The influence of the highland Christian state into the area seems to have extended
through Damot. The state of Walayta might have also been part of the kingdom of Damot
since its connection with Damot was strong. The Gurage chiefdoms, on the other hand,
were concentrated in the area west of Lake Zeway and the highlands of Dawaro. The
Agaw kingdom of Gojjam was mentioned in the Christian historical documents. It was
predominantly Agaw speaking and located to the south of Lake Tana. It exercised
strong control over the Lake and its islands. Agricultural activities and trade relations
interconnected various peoples and states in the Ethiopian region and the Horn.
4. Teaching-Learning Process
4.5 Suggested Teaching Aids
• Pictures of the southern States and peoples in Ethiopian region
• Chart showing the relationship between southern States and peoples

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• Map of the Ethiopia indicating different parts of Ethiopia

• Documentaries on the southern States and peoples in Ethiopian during the
period.
4.5 Suggested Teaching Methods
• Brainstorming
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
In advance you begin teaching the lesson:
• obtain or prepare suggested teaching aids.
• obtain documentaries from internet on the relationship between southern States
and peoples in the Ethiopian region during the period.
• give reading assignments to students both from the text.
4.4 Presentation of the lesson
A. Lesson introduction
Be sure that the students were introduced with the objectives of the lesson. Questions by
themselves are motivating factors which make students curious and draw their attention to
the lesson. Therefore, you may begin the lesson by asking questions such as:
• What were the major characteristics of central and southern States and peoples
of Ethiopian region?
B. Body of the lesson
After brainstorming, try to give a general highlight on the Political and socio-economic
conditions of southern and central states in Ethiopia.
• Let students debate on the major characteristics of central and southern States
and peoples of Ethiopian region during the period.
• bring documentary/video related to the Southern States and peoples in
Ethiopian during the period. After listening / watching ask them to write a short
report and present it to their classmates.
C. Stabilization
Sum up the following points:
• Political and socio-economic conditions of southern and central states in
Ethiopia.
4.5 Evaluation and Follow-up

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A) Evaluation
To make sure that your students have understood the essential concepts of the lesson by
asking questions:
• List some peoples and states in the southern and central Ethiopia during the
period.
• By sketch map of Ethiopia and the Horn, would you locate the territorial extent
of southern and central states of Ethiopia?

B) Follow up
Check the students’ understanding of the lesson:
• observes the group’s activities by reviewing and reflecting on individual
achievements.
• makes effective use of reflection with groups and individuals.
• check the activity done by students and provides positive and constructive
feedback.
• Make sure that you are always grading and rating the students’ activities, levels
of participation quiz results.

C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 7.5
1. In central and southern parts of the region, there were also states and peoples with
traditional religions. The most known ones were Damot, Kaffa, Enarya, Bizamo,
Walayta, Yem, Kambata, the Gurage chiefdoms, and the Agaw kingdom of Gojjam.
2. Help students to sketch the map of the southern and central Ethiopia to locate
territorial extent of southern and central states.

7.5 Population Movements, Expansion and Integration in

Ethiopia (3 Periods)
1. Competencies:
At the end of this lesson, learners will be able to:
• explain the causes and consequences of population movement in Ethiopia and
the Horn.
• draw a sketch map of Ethiopia to indicate the main directions of Oromo
population movement.

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2. Contents:
• Population Movements, Expansion and Integration in Ethiopia.
3. Overview:
The Oromo are indigenous Cushitic people of the Ethiopian region. A combination of
natural and manmade factors caused the Oromo population movement of the
sixteenth and seventeenth centuries. Natural factors include demographic pressure and
subsequent need for land to accommodate the growing human and livestock population. The
population movements of Afar, Somali, Argobba and the Oromo were resulted in the
integration of peoples in Ethiopia. The Gadaaa system played crucial role in the success
of the Oromo population movement.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures
• Charts
• Map of Ethiopia indicating Population Movements in Ethiopia
• Documentaries on the population movements, expansion and integration
in Ethiopia.
4.2 Suggested Teaching Methods
• Brainstorming
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
• Exploring internet
4.3 Pre-Lesson Preparations
Ahead of beginning the lesson:
• obtain or prepare suggested teaching aids, obtain documentaries on population
movements, and their socio-political organizations and legacies.
• give internet exploring and reading assignments to students both from the text.
4.4 Presentation of the lesson
A. Lesson introduction
Brainstorming is a motivating factor which makes students curious and draws their
attention to the lesson. And also, be sure that the students were introduced with the
objectives of the lesson. You may begin the lesson by asking questions such as:

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• What is population movement? Discuss in group.

• What were the causes of population movements in Ethiopia and the Horn?
• What were the main directions of Oromo population movement?
B. Body of the lesson
After introduction of the lesson:
• group learners and let them discuss on the population movements and
expansion of Afar, Argoba, Somali and Oromo in group.
• explain about population movements and expansion of Afar, Argoba, Somali
and Oromo.
• bring a documentaries/video related to the population movements, expansion
and integration in Ethiopia.
• Let the students to locate the main directions of Oromo population movement
on Ethiopian map and show to their classmate.
C. Stabilization
Summarize of the following points:
• population movements of Afar, Argoba, Somali and Oromo.
• expansion and integration.
• The consequences of population movement in Ethiopia.
4.5 Evaluation and Follow-up
A) Evaluation
To make sure that your students have understood the essential concepts of the lesson by
asking questions
• What is population movement?
• What were the causes of population movements in Ethiopia and the Horn?
• Can you indicate the main directions of Oromo population movement?
B) Follow up
Motivate your students to raise issues and discuss the effects of population movements
in Ethiopia and the Horn.
• observes the group’s activities by reviewing and reflecting on individual
achievements.
• makes effective use of reflection with groups and individuals.
• check the activity done by students and provides positive and constructive
feedback.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson

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History Grade 9 Teacher’s Guide

Activity 7.6
1. The Oromo population movement and expansion brought about far- reaching changes in the
Ethiopia and the Horn. Among these were:
A. fundamental changes in the demographic picture of the Ethiopian region (it forced the
Damot and Gafat peoples to be assimilated with the Oromo or to move out of their
region to the north and intermingle with the Christian community of the area).
B. the weakening of Adal and the destruction of such states as, Damot, Bizamo and
Enarya.
C. termination of the age-old conflict between the sultanate of Adal and the Christian
kingdom,
D. Cultural inter- mixing took place between the Oromo and other peoples of the region.
E. permanent settlement of some Oromos outside Ethiopia, such as in Kenya
F. further weakening of the Christian Kingdom and shift of its political center from
Shewa in the south to the Gondar area in the north and
G. gradual transformation of the Oromo into sedentary agriculturalists, their adoption of
Islam and Christianity, and evolution of Oromo feudal kingdoms in the course of time.

7.6 Gadaa System of the Oromo (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• discuss the Oromo Gadaa system.
2. Contents:
• Gadaa System of the Oromo
3. Overview:
The Gadaa system organized the Oromo society into age-grades and generation sets
delineating members’ social, political, and economic responsibilities. It was an
institution through which the Oromo socially organized themselves, administered their
affairs, defended their territories, maintained law and order, and managed their
economies. The Gadaa system constituted elements of democracy such as periodic
succession and power sharing to prevent a one-man rule. The Gadaa system functioned
by the cyclical power transfer from one Gadaa class to the next every eight years. Gadaa
constituted rules of arara (conflict resolution), guma (compensation) and rakoo (marriage).
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures indicating Gadaa System of the Oromo People

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• Chart showing the power transfer of the Oromo Gadaa system

• wall map of Ethiopia indicating Oromia where Gadaa practiced
• Documentaries on the Oromo Gadaa system
4.2 Suggested Teaching Methods
• Brainstorming
• Questioning
• Group discussion
• Presentation
• Role play
• Internet exploring
• Debate
4.3 Pre-Lesson Preparations
Prepare or make ready the required teaching aids to support your instruction plan, your
instruction and update yourself with up -to- date information concerning the lesson. Refer
to materials that can help you develop better understanding of population-related issues.
4.4 Presentation of the lesson
A. Lesson introduction
Before presenting the lesson to the students, you should conduct a brainstorming session
with the students so as to identify their areas of weaknesses and strengths and thereby
gain information on which to base and plan your instruction. This would help you to
identify the existing gaps in the students learning. You can start your lesson by raising such
questions as:
• What is the Gadaa System?
• How power transfer took place in it?
• What were the main features of the Gadaa System?
• What was the role of Abba Gadaa?
Be sure that the students understand the objectives of the lesson.
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the Gadaa
System.
Continue the discussion by defining the terms such Gadaa, Abba-Gadaa
• Present an overview of the unit in few statements to the class.
• Divide learners into groups and let them discuss on the Oromo Gadaa system.
• Bring documentary/video related to the Oromo Gadaa System. After listening/
watching ask them to write a short report and present it to their classmates.

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History Grade 9 Teacher’s Guide

• Let the students to locate the main Gadaa sites.

C. Stabilization
Give a short summary of the following points:
• Gadaa System of the Oromo.
• The main features of the Oromo Gadaa System.
4.5 Evaluation and Follow-up
A) Evaluation
Check whether your students have achieved the expected levels of competence or not. In
doing so ask your students questions from the lesson you taught. You can ask the learners
questions like the following:
• What is the Gadaa System? How power transfer took place?
• What was the role of Abba Gadaa?
• What were the main features of the Gadaa System?
B) Follow up
Motivate your students to ask questions or raise critical issues and discuss.
Shows students examples of good outcomes from previous lessons; States what s/he
expects each student to have achieved by the end of the lesson.
• Ask students to peer assess their work.
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Check the essay done by students and provides positive and constructive
feedback.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 7.7
1. Gadaa system has the principles of checks and balances and division of power.
The political philosophy of Gadaa is based on three main values: terms of periodic
succession of every eight years, balanced opposition among five parties, and power
sharing between higher and lower levels. In the Gadaa system, generation, age, sex,
and class were the guiding criteria in labor division and the sharing of responsibilities.

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Activity 7.8
1. The Abba Gadaa or Abba Boku served as the spokesman of the reigning set. He did
not have absolute power. The supreme authority rested up on the assembly (chaffe),
which consisted of all members of the ruling Gadaa class or those in the sixth Gadaa
grade (41 – 48 years).

7.7 Moggasa and Guddifacha (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• point out the main features and practice of the Moggasa and Guddiacha System
of the Oromo.
• explain the consequences of Moggasa and Guddiacha System of the Oromo.
2. Contents:
• Moggasa and Guddifacha
3. Overview:
The Oromo contact with diverse peoples in the sixteenth century brought
far-reaching integrations among peoples across ethnic and religious background. The Oromo
integrated non-Oromo through two adoption mechanisms: Guddifacha (refers to the
adoption of a child by a foster parent) and Moggasa. Guddifacha (was a system of adopting
non-Oromos commonly known as Oromsu. The Oromo also adopted cultures and
traditions of the people with whom they came into contact. The case in point is the
adoption of monarchical systems and the integration of the Oromo to the Christian and
Muslim states.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures
• Maps
• Documentaries on the Moggasa and Guddifacha of the Oromo People
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Group discussion
• Presentation
• Role play

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History Grade 9 Teacher’s Guide

• Report writing
4.3 Pre-Lesson Preparations
• Collect teaching aids and teaching materials.
• Refer to materials that are relevant to the topic you are teaching.
4.4 Presentation of the lesson
A. Lesson introduction
Before you start teaching the topic, supervise the extent to which your students are
familiar with the topic. Relate the lesson with the previous topic i.e Gadaa system and
ask them to associate their past experience with the present lesson. This can be conducted
with brainstorming session with the students’ asking questions like the following:
• What were Moggasa and Guddifacha system of the Oromo People?
• What is contribution indigenous system of to the modern society of Ethiopia?
Be sure that the students understand the objectives of the lesson.
B. Body of the lesson
Following the responses of your students, try to give a general highlight on the
Renaissance.
• Present an overview of the lesson in few statements to the class.
• Let the teacher explain Moggasa and Guddifacha of the Oromo People.
• Let the teacher divide learners into groups and let them discuss on the Moggasa
and Guddifacha of the Oromo People.
• Let the teacher bring a documentary/video related to the Moggasa and
Guddifacha of the Oromo People. After listening / watching ask them to write a
short report and present it to their classmates in 5 minutes.
C. Stabilization
Give a short summary of the following points:
• Moggasa and Guddifacha system of the Oromo.
• The consequences of Moggasa and Guddifacha system of the Oromo.
4.5 Evaluation and Follow-up
A) Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following.
• What were the consequences of Moggasa and Guddifacha system of the
Oromo?
B) Follow up
Check the students’understanding of the lesson by giving them an exercise to do independently.
• Give assignment to each group to be done in their localities.

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• The assignment is action research on adoption system.

C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 7.9
1. The moggasa and guddifacha culture allowed other peoples to mix up with the
Oromos and live together in peace. So, in the process of their expansion,
the Oromo were able to adopt much of the population they came across into
themselves and use them in their wars with the next group. The process significantly
contributed to the social cohesions, national integration, and the revival of
long-distance trade. The interactions also resulted in an exchange of socio-cultural
values and institutions. Several people in the neighborhood of the Oromo adopted Gadaaa
system and Oromo language. Likewise, the Oromo adopted the cultures and traditions
of the people with whom they came into contact. The case in point is the adoption of
monarchical systems and the integration of the Oromo to the Christian and Muslim
states. On a larger scale, the Oromo contact with diverse peoples in the sixteenth
century brought far-reaching integrations among peoples across ethnic and religious
backgrounds.

7.8 Egalitarian System of Governance (2 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• explain an egalitarian democracy in Ethiopia among the Sidama, Gedeo, Konso
and Burji.
• draw a sketch map of Ethiopia and show the site of egalitarian democracies in
Ethiopia.
2. Contents:
• Egalitarian System of Governance
3. Lesson Overview:
The Sidama had an indigenous system of governance led by the Mote (king). The Mote
exercised political and administrative authority in consultation with the council of
elders called Songo. Songo. Sidama society was divided into generation-sets called
Luwa. The Gedeo traditional governance system is known as ballee. The system had
five grades each lasting for eight years. It is based on an age system and has similarities
with the Gadaa system of the neighboring Gujji Oromo. Political organization among the

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Konso was non-centralized. Power was shared among different individuals and groups.
Traditional Burji administration had an elective system known as basha (shumet). Under the
basha system, appointment took place in different ceremonies in which official titles were
conferred.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Pictures indicating egalitarian democracies in Ethiopia (Sidama, Gedeo,
Konso, Burji etc.).
• Chart showing the frequencies of practices of an egalitarian democracy in
Ethiopia (Sidama (Luwa), Gedeo, Konso, Burji etc.).
• Map of Ethiopia indicating places of egalitarian democracies in Ethiopia
(Sidama, Gedeo, Konso, Burji etc.).
• Documentaries on the egalitarian democracies in Ethiopia (Sidama, Gedeo,
Konso, Burji etc.).
4.2 Suggested Teaching Methods
• Brainstorming questions
• Questioning
• Introduction and explanation
• Group discussion
• Presentation
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain or prepare pictures indicating egalitarian
democracies in Ethiopia (Sidama (Luwa), Gedeo, Konso, Burji etc.). Prepare also a Chart
showing the frequencies of practices of an egalitarian democracy in Ethiopia (Sidama
(Luwa), Gedeo, Konso, Burji etc.). Obtain also documentaries on the practices of an
egalitarian democracy in Ethiopia (Sidama (Luwa), Gedeo, Konso, Burji etc.). Give
reading assignments to students both from the text and other relevant reading materials.
4.4 Presentation of the lesson
A. Lesson introduction
You might use your own method of presenting the lesson in a way you see fit for that
particular topic. You may begin the lesson by asking questions such as:
• What is an egalitarian democracy? Where it was practiced?
• Which ethnic groups in Ethiopia are practicing an egalitarian democracy?
• What reasons do you suggest for the development of an egalitarian democracy
in Ethiopia?

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B. Body of the lesson

Following the responses of your students, try to give a general highlight on the egalitarian
democracies in Ethiopia.
• Explain the egalitarian democracies in Ethiopia (Sidama (Luwa), Gedeo,
Konso, Burji…).
• Group learners into groups and let them discuss on the egalitarian democracy
(Sidama (Luwa), Gedeo, Konso, Burji…).
• Let the learners to use internet to search on the practice of egalitarian
democracy by different Cushitic groups in Ethiopia. Give time for students to
reflect on the egalitarian democracies in Ethiopia.
• Bring a documentary/video related to the egalitarian democracies in Ethiopia
(Sidama (Luwa), Gedeo, Konso, Burji…).
• After listening / watching ask them to write a short report and present it to their
classmates in 5 minutes.
• Let the students to locate the main site of egalitarian democracies in on
Ethiopian (Sidama (Luwa), Gedeo, Konso, Burji…) map and show to their
classmate.
C. Stabilization
Give a short summary of the following points:
• Egalitarian System of Governance: Sidama (Luwa), Gedeo, Konso, Burji…
4.5 Evaluation and Follow-up
A. Evaluation
At the end of the lesson, make sure that your students have understood the essential
concepts of the lesson by asking questions and giving them tasks like the following
• What is an egalitarian democracy? Where it was practiced? Use map of
Ethiopia to show the site.
• Which ethnic groups in Ethiopia are practicing an egalitarian democracy?
• What reasons do you suggest for the development of an egalitarian democracy
in Ethiopia?
B. Follow up
Check the students’ understanding of the lesson by giving them an exercise to do
independently.
• Give assignment to each group to be done in their localities.
• The assignment is action research on adoption system.
C) Activities in the Textbook: Below you can find possible answers for

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History Grade 9 Teacher’s Guide

activities in the lesson

Activity 7.10
1. Help students to write a paragraph about women and power in their localities. For
instance, Fura among the Sidama, Ako Manoye among the Oromo, Yodit Gudit in
northern Ethiopia… etc.
Activity 7.11
1. Sidama, Oromo, Gedeo, Burgi, Konso, … etc

Possible Answer for Unit Seven Review Questions

Part I: True/False Items
1. True 2. False 3. True 4. False 5. True 6. False 7. True
Part II: Matching Items
1. C 2. E 3. D 4. B 5. F 6 . A

Part III: Multiple Choice Items
1. C 2. D 3. B 4. D 5. B 6. D

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 8
UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

U NIT
Political, Social and Economic Processes in
Ethiopia, Mid- 16th to Mid- 19th Centuries
Total Periods Allotted: 12 Periods
1. Unit Introduction
This unit deals with the wide-ranging political and socio-economic developments
that took place in the Ethiopia from the mid-16th to the mid-19th centuries. Various
socio-economic and political processes took place in Ethiopia unlike the preceding
period, which is discussed in Unit Seven. During 13th to Mid-16th centuries, the Christian
Kingdom was the dominant power. But in the time under discussion political power was
decentralized across the country.
his unit discusses how peoples in the southern half of the Ethiopian region had developed
their own independent states and how some of the independent polities that flourished
to the western, southern and eastern Ethiopia. In these polities, this section describes,
ways in which economic, political and social process was organized. The differences and
similarities that existed among them as well as societies which are not so highly organized
were highlighted.
The next section of the unit describes changes and continuities in the Christian kingdom
from the mid-16th to the mid-19th centuries. This section explains how the Christian
kingdom confined at Gondar after the conflict the Sultanate of Adal. Once again it explains
in what way the efforts of revival of Christian kingdom were upset by elements of regional
power struggle that was called the Zemene Mesafent. Through this period the Christian
Kingdom entered into chaos. This unit would form a significant setting to comprehend
the dynamic forces of the creation of the modern Ethiopian which would be discussed in
grade 10.
2. Unit Learning Outcomes:
At the end of this unit, learners will be able to:
• escribe peoples and states of Ethiopia from mid-16th –mid 19th Centuries.
• explain the major socio-economic and political structure of Ethiopia during
the period.
• explain major features and achievements of the Gondarine period.
• identify the main characteristic features of the Zemene Mesafint and the
Yejju Dynasty.

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History Grade 9 Teacher’s Guide

3. Main Topics of the Unit:

8.1.1 Southern states
8.1.2 Western states
8.1.3 Eastern states
8.1.4 Gondarine Period
8.1.5 Zemene Mesafint
8.1.6 The Yejju Dynasty
8.1.7 The Kingdom of Shewa

8.1 Peoples and States of the Eastern, Central, Southern and

Western Regions
8.1.1 Southern States (4 periods)
1. Competencies:
At the end of this lesson, learners will be able to:
• describe the source of political power in the peoples and states in southern,
western and eastern Ethiopia.
• explain the socio-economic and political structure of Omotic, Cushitic, Semitic
and Nilotic peoples.
• show the competitive and cooperative forms of political dynamics between
peoples Omotic and Cushitic states socio-political structure.
• value the historical, cultural and political values shared by different peoples of
Ethiopia.
2. Contents:
• Omotic States and Peoples under Tato system
• Omotic States and Peoples under Kawo/Kati system
• Cushitic States and Peoples under Sera-Woma system
• Gedeo
• Konso
• Gurage chiefdoms
3. Overview:
This section gives a review of some polities that flourished in the southern part of Ethiopia
in the period and their major political, economic and social features. From the middle of
the 16th to the middle of the 19th centuries, the many people of the Ethiopia were politically
autonomous and independent polities flourished. They led an independent position from

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 UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

the domination of either the Christian Kingdom or any other power of their kind. They
also survived the Oromo pressure and wars of Imam Ahmed.
The states include Omotic Kafa, Yem Wolayta, Dawuro, Gamo, Gofa, Konta, Basketo, …
and Cushitic Hadiya, Kambata, Sidama, Tambaro, Kabena, Halaba, Gedeo, Konso and
Burji.
They also existed as independent political entity for three successive centuries until late
19th century. Yet these polities and their people maintained a sort of relationship through
trade, marriage and conflicts over resources.
Due to such process these polities either expanded their territory or lost territory. These
states seem to have similar economic and political systems. One could see clearly the
importance of mobility of ideas and peoples by looking at the histories of many of the
peoples of Ethiopia and the Horn.
In southern and western Ethiopia, many people are made up of a large number of clans.
Many of these clans are indigenous. Still many others, however, trace their origins from
peoples who live close by or at other times in distant places.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Chart or Map of languages
• Map indicating the distribution of states in Ethiopia, 16th to 19th centuries
• Documentaries on socio-economic and political issues of states
• Videos and films
• Real objects such as insignia of offices in various states
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Jigsaw group projects
• Guest speaker
• Independent reading
• Internet exploring
• Story telling
• Biographical teaching
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, collect some picture related to the states of the
southern, western, eastern and central regions of Ethiopia in the ninth and tenth century;

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History Grade 9 Teacher’s Guide

their emblems, palaces, blinding and mosques. Let students reading from textbook in
group to list states in Southern, western and central Ethiopia between 16th to 19th centuries.
4.4 Presentation of the lesson
A. Lesson introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
• What ecological and economic conditions do you think facilitated the formation
of enduring states in south, western and eastern Ethiopia?
• Remind them about the distribution pattern of the various languages and
settlement pattern of Ethiopia that they learned in unit three.
• Write on the list of states and peoples under period of study.
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in the due course of your instruction. Based on the descriptive and illustrative
information given in the student textbook:
• Make your own presentation to the class by basing yourself on what has been
provided by the students as response to the above questions. Discuss about the
Omotic, Cushitic, and Guraghe chiefdoms.
• By displaying the teaching aids which you have arranged earlier to the class,
make the students say something about the concept of economic growth and
development the Omotic, Cushitic, and Guraghe chiefdoms
• Give a sample list of titles traditional administration and let the students sort out
them in to their proper categories.
• Group students to list the different peoples and states of Omotic, Cushitic,
and Guraghe chiefdoms and give their own critiques. You can make use of
the sketch map of the geographical distribution of the Omotic, Cushitic, and
Guraghe chiefdoms in order to help discussion let them present to their
classmates.
C. Stabilization
Sum up the following points:
• The Kingdoms and states in the south, central and south-western Ethiopia
survived until late 19th century like other.
• How they survived the Oromo pressure and existed as independent political
entities for three successive centuries.
• Their kings had the royal titles, some are centralized and others are loosely

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 UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

organized.
4.5 Evaluation and Follow-up
A) Evaluation
To check the level of understanding of your students of the lesson and be sure that the
expected levels of competence are achieved, ask students some questions from your
lesson. Note that your questions should be based on the stated specific objectives of the
lesson. You can ask the students’ questions like the following.
• How long states exited in south, central and south-western Ethiopia?
• How do you describe the relationship between states in southern half of
Ethiopia and the Christian kingdom from the middle of the 16th to 19th centuries?
Shows students examples of good outcomes from previous lessons; ask students to peer
assess their work; and providing feedback which leads students to recognize their next
steps and how to take them.
B) Follow up
Ask your students to do the following:
• Check that they have listed the states under discussion.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
• Draw a map and list some states under discussion and then ask students to
locate where they were found distributed in Ethiopia.
• Observes the group’s activities by reviewing and reflecting on individual
achievements..
• Makes effective use of reflection with groups and individuals.
• Ask students to suggest improvements that could be made to another student’s
work.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.1
1. Kafa and Yem used almost similar title i.e., tato. This is resulted from their relation
with the kingdom of Enarya.
2. Christianity introduced to these regions through Enarya. They had relation with
Christian kingdom until they were cut off after the Oromo population movement.
Activity 8.2
1. The Omotic states defended their boundaries by using fortifications are called Kella.
It gives us how people of these places defended their territory.

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History Grade 9 Teacher’s Guide

2. The Wolayta side bordering the Omo River, the remnants of a wall, which the
local people called Ijajo kella or the “Wall of Ijajo”. Konso Cultural Landscape
is an arid property of stone walled terraces and fortified settlements in the Konso
highlands of Ethiopia. It constitutes a spectacular example of a living cultural tradition of
generations adapted to its dry hostile environment. In Kafa there was practice digging
trenches for defense. These are to mention few. The Harari also built the Jogol gimb
to defend themselves.
3. Help students how to write a paragraph per each state and people by using internet.
Activity 8.3
1. A federation was formed at the summit of Mount Ambaricho by seven clans of
Kambata. Mount Ambaricho, with an elevation over 3000 meters above sea level,
served as socio-political center for Kambata kings and society up to late 19th century.
It was not occupied by the force of Imam Ahmed. Orthodox Church objects were
hidden in caves on Mt. Ambaricho. Therefore, Ambaricho has cultural or political
significance. Crosscheck that students have mentioned:
• Aksum
• Fasil Ghebi, Gondar
• Hara Jugol, the Fortified Historic Town
• Konso Cultural Landscape
• Rock Hewn Churches, Lalibela
• etc.
2. Since the mid-16th century, several states emerged by the people who belong to the
“Highland East Cushitic” languages. These include: Hadiya, Kambata, Sidama,
Tambaro, Kabena, Halaba, Gedeo, Konso and Burji.

8.1.2 Western States (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the source of political power in the peoples and states in western
Ethiopia.
• explain the socio-economic and political structure of Nilotic peoples.
• value the historical, cultural and political values shared by different peoples of
Ethiopia.
2. Contents:
• Oromo Monarchies: Gibe States, Leqa States

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 UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

• Sheikdoms and Peoples of Beni-Shangul Gumuz.

• Local Chiefs of Gambella peoples
3. Overview:
Under this lesson a review of some polities that flourished in the western part of
Ethiopia in the period under discussion and their major political, economic and social
features. In various part of Ethiopia people were politically autonomous and administered
independent polities, from the middle of the 16th to the middle of the 19th centuries. Like
southern part of Ethiopia, they led an independent position from the domination of either the
Christian Kingdom or Sultanate of Adal. Yet these polities and their people maintained a
sort of relationship through trade, marriage and conflicts over resources.
Due to such process these polities either expanded their territory or lost it as well. By
looking at the clan histories of many of the peoples of Ethiopia, one could see clearly the
importance of mobility of ideas and peoples. In western Ethiopia, many people are made
up of a large number of clans. Many of these clans are indigenous.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Charts
• Map indicating the distribution of states in Ethiopia, 16th to 19th century
• Documentaries on socio-economic issues of states and peoples
• Real objects such as insignia of offices in various states
• Videos
• Films
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Jigsaw group projects
• Guest speaker
• Independent reading
• Internet exploring
• Story telling
• Biographical teaching
4.3 Pre-Lesson Preparations
Obtain or prepare teaching aids that indicates the distribution of states in Southern, western
and central Ethiopia.

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History Grade 9 Teacher’s Guide

• Let students reading from textbook in group to list states in Southern, western
and central Ethiopia between 16th to 19th centuries. Then let them in groups to
draw a map showing the distribution pattern.
4.4 Presentation of the lesson
A. Lesson introduction
First, explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
• Remind them about the distribution pattern of the various languages and
settlement pattern of Ethiopia that they learned in unit three.
• Write on the list of states and peoples under period of study.
B. Body of the lesson
After the responses of students, try to give an overview of the topic in few statements
to the class. Based on the descriptive and illustrative information given in the student
textbook:
• Discuss about the Oromo monarchies, sheikdoms in the west and chiefdoms of
Gambella.
• Give a sample list of titles traditional titles and let the students sort out them in
to their proper categories.
• Group students to list the different peoples and states of western Ethiopia and let
them to give their own critiques in the formation of these chiefdoms and their
contribution in Ethiopia.
• You can make use of the sketch map of the geographical distribution of the
monarchies or chiefdoms in order to help the discussion.
C. Stabilization
Give a short summary of the following points:
• the location of western states between 16th to 19th centuries by using map.
• discuss the sources of political power in states in western Ethiopia.
• historical, political and cultural standards by different peoples of Ethiopia.
4.5 Evaluation and Follow-up
A) Evaluation
To see if the expected levels of competence and behavioral changes have been achieved,
you can direct some activities that relate to your lesson, such as:
• locate the states western Ethiopia by using map,
• discuss the sources of political power in states in western Ethiopia.
• what socio-political and economic conditions do you think facilitated the

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 UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

formation of enduring states in western Ethiopia?

B) Follow up
To further widen the students understanding of states in the western Ethiopia:
• draw a map and list some states under discussion and then ask students to locate
where they were found distributed in Ethiopia.
• check that they have listed the states under discussion.
• write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
• observe the group’s activities by reviewing and reflecting on individual
achievements and make effective use of reflection.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.4
1. Damot, Gafat and Bizamo
2. Besides agriculture, the economy of Leqa states was based on the Ethio-Sudanese
frontier trade.
Activity 8.5
1. As a result of continuous interactions between the local Benishangul -Gumuz and the
Arabic speaking merchant immigrant families from Sudan, a number of small Muslim
Sheikhdoms were formed.

8.1.3 Eastern States (2 Periods)

1. Competencies:
At the end of this lesson, learners will be able to:
• Describe the source of political power in the peoples and states in eastern
Ethiopia.
• Value the historical, cultural and political values shared by different peoples of
Ethiopia.
2. Contents:
• Harar
• Afar
• Somali
3. Overview:
This section gives a review of some polities that flourished in the eastern part of

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History Grade 9 Teacher’s Guide

Ethiopia in the period and their major political, economic and social features. They led an
independent position from the domination of either the Christian Kingdom or any other
power of their kind. Yet these polities and their people maintained a sort of relationship
through trade, marriage and conflicts over resources. Due to such process these polities
either expanded their territory or lost territory.
One could see clearly the importance of mobility of ideas and peoples by looking at the
clan histories of many of the peoples of Ethiopia and the Horn. In southern and western
Ethiopia, many people are made up of a large number of clans. Many of these clans are
indigenous. Still many others, however, trace their origins from peoples who live close by
or at other times in distant places.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Chart or Map of languages
• Map indicating the distribution of states in Ethiopia, 16th to 19th centuries
• Documentaries on socio-economic and political issues of states
• Videos and films
• Real objects such as insignia of offices in various states
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Jigsaw group projects
• Guest speaker
• Independent reading
• Internet exploring
• Story telling
• Biographical teaching
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain teaching aids that indicates the distribution
of states in Southern, western and central Ethiopia. Let students reading from textbook
in group to list states in Southern, western and central Ethiopia between 16th to 19th
centuries. Then let them in groups to draw a map showing the distribution pattern.
4.4 Presentation of the lesson
A. Lesson introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce

154
 UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

each lesson by raising questions such as:

• What ecological and economic conditions do you think facilitated the formation
of enduring states in south, western and eastern Ethiopia?
• Remind them about the distribution pattern of the various languages and
settlement pattern of Ethiopia that they learned in unit three.
• Write on the list of states and peoples under period of study.
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction.
Then, make your own presentation to the class, based on the students’ responses to the
above questions.
By displaying the political maps:
• Discuss about the Omotic, Cushitic, and Guraghe chiefdoms.
• Give a sample list of titles traditional administration and let the students sort out
them in to their proper categories.
• Group students to list the different peoples and states of Omotic, Cushitic,
and Guraghe chiefdoms and give their own critiques. You can make use of
the sketch map of the geographical distribution of the Omotic, Cushitic, and
Guraghe chiefdoms in order to help discussion.
• Organize the classroom into small groups and let students discuss on the
Omotic, Cushitic and other states in Ethiopia during the period and present to
their classmates.
C. Stabilization
Give a short summary of the following points:
• the classification of languages in to super-families and families by using flow
Discuss about the Omotic, Cushitic, and Guraghe chiefdoms
4.5 Evaluation and Follow-up
A) Evaluation
Before formally concluding your lesson, conduct a brainstorming session with your
students to assess the students’ level of understanding, to check the effectiveness of
the teaching-learning experience, and to see if the expected levels of competence and
behavioral changes have been achieved. You can direct some activities that relate to your
lesson, such as:
• Shows students examples of good outcomes from previous lessons;
• States what s/he expects each student to have achieved by the end of the lesson

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History Grade 9 Teacher’s Guide

• Ask students to peer assess their work;

• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps and how
to take them.
B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
Check that they have listed the states under discussion.
Write responses on the blackboard for questions on the end of the lesson and let students
compare it with their response.
• Draw a map and list some states under discussion and then ask students to
locate where they were found distributed in Ethiopia.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.6
1. Harar served as a political center of the Sultanate of Adal up to the sixteenth
century. It also existed as a center of Islamic studies. Following the Oromo
movement, the Walasma rulers abandoned it and moved to Awsa.
2. Semitic

8.1.4 Gondarine Period (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the major features and achievements of the Gondarine period
• show appreciations for the achievements of the Gondarine period
2. Contents:
• Gondarine Period
3. Overview:
This section describes major features and achievements of the Gondarine period.
Gondar was founded by Fasilades in 1636. It became permanent capital city of the Christian

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 UNIT 8|Political, Social and Economic Processes in Ethiopia, Mid- 16th to Mid- 19th Centuries

kingdom, after Aksum and Lalibala. Before 1636 Gondar was a well-known market
place, strategically located on the long-distance trade route linking the south-western
region with Masawa and Metemma. Gondar thus became a famous commercial centre and
known for its architectural achievements and building technology following the tradition
of Aksum and Lalibala.
Gondarine kings-built castles, churches bridges and swimming pools in Gondar.
However, later on Gondar declined as an important political center and economic
prosperity. Instead, political disorder and court intrigues became common in Gondar.
Emperor Fasiladas restored the Orthodox faith and expelled the Jesuit missionaries
from Ethiopia. This was followed by a new close-door policy of the Ethiopian emperors
towards Europe and the Europeans. Instead, the Ethiopian emperors encouraged closer
relations with the neighbouring Muslim countries. The isolation of Ethiopia from Europe
continued until the early 19th century.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Chart or Map of languages
• Documentaries on socio-economic and political issues of states
• Map indicating the distribution of states in Ethiopia, 16th to 19th century
• Real objects such as insignia of offices in various states
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming
• Group discussion
• Gaped lecture
• Jigsaw group projects
• Guest speaker
• Independent reading
• Internet exploring
• Story telling
• Biographical teaching
4.3 Pre-Lesson Preparations
Before you begin teaching the lesson, obtain teaching aids that indicates the distribution
of states in Southern, western and central Ethiopia. Let students reading from textbook in
group to list states in Southern, western and central Ethiopia between 16th to 19th centuries.
Then let them in groups to draw a map showing the distribution pattern.

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4.4 Presentation of the lesson

A. Lesson introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
What ecological and economic conditions describe Gondar period?
Remind them about how the Christian kingdom pushed towards north-western part of
Ethiopia and established its capital at Gondar.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• Discuss about the establishment of Gondar as capital city of Christian Kingdom.
• Group students to list the achievements of Gondar period.
• Organize the classroom into small groups to describe the achievements of
Gondar period.
C. Stabilization
Give a short summary of the following points:
• By using map show students, the location of Gondar.
• List the achievements of Gondar period.
4.5 Evaluation and Follow-up
A) Evaluation
Before formally concluding your lesson, conduct a brainstorming session with your
students to assess the students’ level of understanding, to check the effectiveness of
the teaching-learning experience, and to see if the expected levels of competence and
behavioral changes have been achieved. You can direct some activities that relate to your
lesson, such as:
• Shows students examples of good outcomes from previous lessons;
• States what s/he expects each student to have achieved by the end of the lesson
• Ask students to peer assess their work;
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps and how

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to take them.
B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
• Check that they have listed the states under discussion.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
• Draw a map and list some states under discussion and then ask students to
locate where they were found distributed in Ethiopia.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.7
1. Mentewab was the wife of Emperor Bakafa. She dominated the last stage of the
Gondarine period. Soon after the death of Bakafa she began to rule over the kingdom
as a regent for her young son and the successor of Bakafa, Iyasu II (r.1730-55) until
he died in 1768, she was supported by her strong brother, Welde Leul, on whom she
bestowed the prestigious title of Ras Bitweded. Mentewab lost power in 1769 to the
Tigrean warlord, Ras Michael Sehul. Michal Sehul came to Gondar, killed the
reigning king, Iyoas (1755-1769), and took over the title of Ras Bitweded.
Teacher also helps students to discuss the role of women in political affairs among your
society.

8.1.5 Zemene Mesafint (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• identify the main characteristic features of the Zemene Mesafint.
• locate using a map a competing region for political upper hand during Zemene
Mesafint.
• value the historical, cultural and political standards shared by different peoples
of Ethiopia.
2. Contents:
• Zemene mesafint
3. Overview:
This lesson describes about many regionally based northern Ethiopian war lords used to

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fight each other for different objectives. They fought to expand their regional territories, to
assume the title of Ras Bitwodad so as to collect as much tribute as possible in the name
of puppet kings. This period of warlords ‘predominance came to be known as the Zemene
Mesafint. It lasted between 1769– 1855.
Besides the regional power conflicts, the Zemene Mesafint also witnessed an intense
doctrinal controversy within the Orthodox Church over the number of births of Christ.
This further weakened the central government. The burdens of the zemene mesafint
were carried by the peasantry who were obliged to feed the army of belligerent lords.
They were also looted and plundered by feudal army as well as by the shiftas. All this
discouraged surplus production which in turn affected the development of trade.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Charts
• Documentaries on socio-economic and political issues of states
• Map indicating the distribution of competing regions in Ethiopia during
• Pictures of leaders during Zemene Mesafint
• Real objects such as insignia of offices in various states
• Sketches
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming
• Biographical teaching
• Debate
• Demonstration
• Discussion
• Explanation
• Group discussion
• Independent reading
• Internet exploring
• Jigsaw group projects
• Question and answer
• Story telling
4.3 Pre-Lesson Preparations
Obtain teaching aids that indicated.
• Arrange student visits to museums, architectural centres like Gondar and Harar

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and other areas where such facilities are found.

• Collect some picture related to the states of the southern, western, eastern
and central regions of Ethiopia in the ninth and tenth century; their emblems,
palaces, blinding and mosques.
4.4 Presentation of the lesson
A. Lesson introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
Remind them about Gondar period.
List the main characteristic features of the Zemene Mesafint.
Locate using a map a competing region for political upper hand during Zemene Mesafint
Value the historical, cultural and political standards shared by different
peoples of Ethiopia
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• Open discussions on the Zemene Mesafint and the major regions involved in
the wars of the Zemene Mesafint. Make explanations using activities given on
the subject.
• Let the students identify in group the main features of Zemene Mesafint.
• Make the students to conduct a debate on the prominent women in Ethiopian
history, like Itege Mentewab.
• Let the students discuss about the peoples and states in the southern, western,
central and eastern Ethiopian regions. Encourage student discussion about the
basic economic activities of these regions and finally guide them to arrive at the
basic points of similarities and differences of these regions.
• Let the students discuss in group and reflect the revival of Ethiopia’s relations
with Europe.
• Arrange discussions and debate among the students on the vital issues available
in the unit.
C. Stabilization
Give a short summary of the following points:
• By using map show students, the location of Gondar.
• List the achievements of Gondar period.

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4.5 Evaluation and Follow-up

A) Evaluation
Before formally concluding your lesson, conduct a brainstorming session with your
students to assess the students’ level of understanding, to check the effectiveness of
the teaching-learning experience, and to see if the expected levels of competence and
behavioral changes have been achieved. You can direct some activities that relate to your
lesson, such as:
• Shows students examples of good outcomes from previous lessons;
• States what s/he expects each student to have achieved by the end of the lesson
• Ask students to peer assess their work.
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps and how
to take them.
B) Follow up
Check the students’ understanding of the lesson by following the activities and giving
them feedback.
Check that they have listed about the achievements of Zemene mesafint.
Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.8
1. During the Zemene Mesafint, various lords came to abuse their positions by making
Emperors and encroached upon the succession of the dynasty, by candidates among
the nobility. Religious controversies were main features of the time. The lords aspired
to collect taxes, dispense land grants, award military and civil.

8.1.6 Yejju Dynasty (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• identify the main characteristic features of the Yejju Dynaty.

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• locate using a map competing regions for political upper hand during Yejju
Dynasty.
• value the historical, cultural and political standards shared by different peoples
of Ethiopia.
2. Contents:
• Yejju Dynasty
3. Unit Overview:
This lesson describes how the Yejju dynasty dominated the period of Zemene mesafint.
Besides the regionalism, the Yejju dynasty fixed their capital at Debre-Tabor. They
became king makers.
4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Charts
• Documentaries on socio-economic and political issues of states
• Map indicating the distribution of competing regions in Ethiopia during
• Pictures of leaders during Zemene Mesafint
• Real objects such as insignia of offices in various states
• Sketches
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming
• Debate
• Discussion
• Explanation
• Group discussion
• Independent reading
• Internet exploring
• Question and answer
• Story telling
4.3 Pre-Lesson Preparations
Obtain teaching aids that indicated.
Collect some picture related to the states of the southern, western, eastern and central
regions of Ethiopia in the ninth and tenth century; their emblems, palaces, blinding and
mosques.

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4.4 Presentation of the lesson

A. Lesson introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
• Remind them about Gondar period.
• List the main characteristic features of the Yejju Dynasty.
• Locate using a map a competing region for political upper hand during Yejju
Dyansty.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• Open discussions on the Yejju Dynasty and the major regions involved in the
wars of the Yejju Dynasty. Make explanations using activities given on the
subject.
• Let the students identify in group the main features of Yejju dynasty.
• Let the students discuss about the peoples and states in the southern, western,
central and eastern Ethiopian regions. Encourage student discussion about the
basic economic activities of these regions and finally guide them to arrive at the
basic points of similarities and differences of these regions.
• Let the students discuss in group and reflect the revival of Ethiopia’s relations
with Europe.
• Arrange discussions and debate among the students on the vital issues available
in the unit.
C. Stabilization
Give a short summary of the following points:
• By using map show students, the location of Debre Tabor.
• List the achievements of Yejju Dynasty.
4.5 Evaluation and Follow-up
A) Evaluation
Before formally concluding your lesson, conduct a brainstorming session with your
students to assess the students’ level of understanding, to check the effectiveness of
the teaching-learning experience, and to see if the expected levels of competence and
behavioral changes have been achieved. You can direct some activities that relate to your
lesson, such as

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• Shows students examples of good outcomes from previous lessons;

• States what s/he expects each student to have achieved by the end of the lesson
• Ask students to peer assess their work;
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps and how
to take them.
B) Follow up
Ask your students to do the following things:
• Check that they have listed about the achievements of Yejju Dynasty.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.9
1. Ali Gwangul, or “Ali the great”, the founder of the Yejju dynasty, was a
powerful Ras from Yejju in the 1770s and 1780s.

8.1.7 The kingdom Shewa (1 Period)

1. Competencies:
At the end of this lesson, learners will be able to:
• describe the historical developments in Shewan region before 1696.
• explain the advantages of Shewan isolation from the wars of the Zemene
Mesafint.
2. Contents:
• The kingdom of Shewa
3. Overview:
The kingdom of Shewa emerged in Menz district around the late 17th or early 18thc.
Shewa did not involve in the constant wars of the Zemene Mesafnt and its successive
kings consolidated the kingdom. Under King Sahle Selase (r.1813-47) Shewa brought
several regions under its control and maintained law and order in the kingdom.

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4. Teaching-Learning Process
4.1 Suggested Teaching Aids
• Charts
• Documentaries on socio-economic and political issues of states
• Map indicating the distribution of competing regions in Ethiopia during
• Pictures of leaders during Zemene Mesafint
• Real objects such as insignia of offices in various states
• Sketches
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming questions
• Debate
• Discussion
• Explanation
• Group discussion
• Independent reading
• Internet exploring
• Question and answer
• Story telling
4.3 Pre-Lesson Preparations
Obtain teaching aids that indicated.
• Collect some picture related to the states of the southern, western, eastern
and central regions of Ethiopia in the ninth and tenth century; their emblems,
palaces, blinding and mosques.
4.4 Presentation of the lesson
A. Lesson introduction
Try to explain the objectives of each lesson topic you are going to deliver. Then, introduce
each lesson by raising questions such as:
Remind them about Gondar period.
• List the main characteristic features of the kingdom of Shewa.
• Locate using a map a competing region, for political upper hand during Yejju
Dyansty.
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the

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student textbook:
• Open discussions on the kingdom of Shewa. Make explanations using activities
given on the subject.
• Let the students discuss about the peoples and states in the southern, western,
central and eastern Ethiopian regions. Encourage student discussion about the
basic economic activities of these regions and finally guide them to arrive at the
basic points of similarities and differences of these regions.
• Let the students discuss in group and reflect the revival of Ethiopia’s relations
with Europe.
• Arrange discussions and debate among the students on the vital issues available
in the unit.
C. Stabilization
Give a short summary of the following points:
• By using map show students, the location of Debre Tabor.
• List the achievements of Yejju Dynasty.
4.5 Evaluation and Follow-up
A) Evaluation
Before formally concluding your lesson, conduct a brainstorming session with your
students to assess the students’ level of understanding, to check the effectiveness of
the teaching-learning experience, and to see if the expected levels of competence and
behavioral changes have been achieved. You can direct some activities that relate to your
lesson, such as:
• Shows students examples of good outcomes from previous lessons.
• States what s/he expects each student to have achieved by the end of the lesson
• Ask students to peer assess their work.
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Makes effective use of reflection with groups and individuals.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback which leads students to recognize their next steps and how
to take them.
B) Follow up
Ask your students to do the following things:
• Check that they have listed about the achievements of Kingdom of Shewa.

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History Grade 9 Teacher’s Guide

• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 8.10
1. The kingdom of Shewa served as political center during the revived
territorial expansion of the Christian Kingdom.

Possible Answer for Unit Eight Review Questions

Part I: Multiple Choice Items
1. B 2. A 3. B 4. C 5. B
Part II: Matching Items
1. D 2. C 3. A 4. E 5. B

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 9
UNIT 9|The Age of Revolutions, 1750s to 1815

U NIT
The Age of Revolutions, 1750s to 1815
Total of Periods allotted: 7 Periods
1. Unit Introduction
This unit intends to acquaint you with the Age of Revolutions, 1750s to 1815.
Accordingly, the lessons in this unit cover, main political, economic and social
consequences of the industrial revolution, consequences of French revolution and the
Napoleonic period that followed it, the American Revolution and the congress of Vienna
discussed briefly. In order to facilitate your learning and to make it interesting to you,
major points and arguments are illustrated with examples and images. The unit closes
with a summary of the main points of each lesson, followed by review questions that
enable you to measure your achievements all through the unit.
2. Unit Learning Outcomes
At the end of this unit, learners will be able to:
• evaluate the major changes during the Modern Europe.
• describe the causes and consequences of the French Revolution and American
War of Independence.
• discuss the contribution of the Industrial Revolution to humankind.
3. Main Topics of the unit:
9.1 Industrial Capitalism in Europe
9.2 French revolution
9.3 Napoleonic Era
9.4 American war of Independence
9.5 Congress of Vienna (1815)

9.1 Industrial Capitalism in Europe (2 Periods)

1. Competences
At the end of this lesson, the students will be able to:
• point out factors that led to the consolidation of capitalism in Modern Europe.
• write a report on the main political, economic and social consequences of the
industrial revolution.
• appreciate political, economic and social effects of Industrial Revolution.

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History Grade 9 Teacher’s Guide

2. Contents:
• Political, Economic and Social effects of Industrial Revolution
3. Unit Overview
The consolidation of capitalism in Europe was an outcome of change in the methods of
producing cloth, iron, steel, and other manufactured goods. It was largely the replacement
of manual works by the new machines that made large-scale production of goods possible.
The introduction of new machines reduced the value of skilled labor with minimum wages.
4. Teaching Learning process
4.1 Suggested Teaching Aids
• Charts on socio-economic and political impacts of industrial capitalism
• Documentaries on socio-economic and political impacts of industrial
capitalism
• Pictures
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming
• Debate
• Discussion
• Explanation
• Group discussion
• Independent reading
• Question and answer
4.3 Pre-Lesson Preparations
• Give pre-reading assignments to students.
• Prepare daily lesson plans.
4.5 Presentation of the lesson
A. Lesson introduction
To begin the class:
• Explain the concepts of industrial capitalism.
• Let the students discuss on critical questions and exercise questions related to
the rise and growth of Industrial capitalism.
• What consolidated the industrial capitalism?
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the

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student textbook:
• Group students to list the achievements of industrial capitalism
• Discuss how industrial capitalism was consolidated
• List factors for the consolidation of and impacts on socio-economic and
political of industrial capitalism
C. Stabilization
Give a short summary of the following question:
• What consolidated the industrial capitalism?
• What are the political, social and economic impacts of industrial capitalism?
4.5 Evaluation and follow-up
A) Evaluation
To check the effectiveness of the teaching-learning experience, and to see if the expected
levels of competence and behavioral changes have been achieved:
• conduct a brainstorming session to assess the students’ level of understanding
• you can direct some activities that relate to your lesson, such as the political,
social and economic impacts industrial capitalism.
Ask the following question:
• What is the political, social and economic impacts industrial capitalism?
B) Follow up
Ask your students to do the following things:
• Check that they have listed about the social, economic and political impacts of
industrial capitalism.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
• Ask students to peer assess their work.
• Observes the group’s activities by reviewing and reflecting on individual
achievements.
• Providing feedback which leads students to recognize their next steps and how
to take them.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 9.1
1. Industrial capitalism affected  the bourgeoisie and the working class. Although
the bourgeoisie gained money and power, the working class suffered through poor
working conditions. The bourgeoisie, also known as the middle class, gained money

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History Grade 9 Teacher’s Guide

and power as the industrial capitalism got stronger. The Industrial Revolution had
many positive effects. Among those was an  increase in wealth, the production of
goods, and the standard of living. People had access to healthier diets, better housing,
and cheaper goods. In addition, education increased during the Industrial Revolution.

9.2 French Revolution (2 Periods)

1. Competences
At the end of this lesson, learners will be able to:
• point out & explain the causes, course and the consequences of the French
Revolution.
• examine the causes, course and the consequences of the French revolution.
2. Contents:
• Causes
• Consequences
3. Unit Overview
The causes and consequences of the French Revolution highlighted in this section. The
immediate action that led to the French Revolution came from the poor of Paris who
found it difficult to overcome the high price of bread and other daily needs. Enlightenment
had its own impacts Revolution in France.
The enlighteners were more popular regarding law and crimes. They praised liberties of
people and appealed for public rights. In the course of the revolution new political forces
emerged in Paris and in various French cities.
The years of the First French Republic were very stormy and bloody. In the course of the
revolution new political forces emerged in Paris and in various French cities. The big and
middle bourgeoisie were represented by Girondins. The Revolutionary Jacobins made a
number of reforms. The power of the Directory came to an end with the rise of Napoleon
Bonaparte in 1795.
The French Revolution destroyed the old feudal order in France and led to the
development of capitalist system. It further led to the growth of industrial capitalism.
Napoleon Bonaparte was a supporter and a friend of the French revolution.

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 UNIT 9|The Age of Revolutions, 1750s to 1815

4. Teaching Learning process

4.1 Suggested Teaching Aids
• Charts
• Documentaries of French Revolution
• Maps
• Pictures
• Sketches
• Videos and films
4.2 Suggested Teaching Methods
• Brainstorming
• Discussion
• Explanation
• Group discussion
• Independent reading
• Question and answer
4.3 Pre-Lesson Preparations
Summarize the previous topic in few statements to the class.
• Give pre- reading assignments to students about the French revolution.
• Get ready the political maps of the Europe showing Paris, Moscow and
Waterloo.
• And also prepare daily lesson plans.
4.4 Presentation of the lesson
A) Lesson introduction
Summarize the previous topic in few statements to the class before you begin the new
lesson. Then:
• you may start the lesson by posing questions like; what were factors that led to
French Revolution?
• let the students discuss on critical questions and exercise questions related to
the French revolution.
B) Body of the lesson
After brainstorming, based on the descriptive and illustrative information given in the
student textbook:
• define the term revolution.
• start your discussion by explaining the impacts of Revolution on society.
• give a briefing on concept/meaning of Revolution.

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History Grade 9 Teacher’s Guide

• discuss how French revolution started.

• group students to list the result of French Revolution to the contemporary
society.
C. Stabilization
To sum up the lesson:
• Ask students to list the causes of French Revolution.
• Remind students to explain the consequences of French Revolution.
4.5 Evaluation and Follow-up
A) Evaluation
To check the effectiveness of the teaching-learning experience and to see if the expected
levels of competence and behavioural changes have been achieved; let students do the
following tasks:
• Form a group and ask students to discuss on the contribution of the French
Revolution to the contemporary society.
• Discuss the consequences of French revolution.
• Makes effective use of reflection with groups and individuals.
B) Follow up
To help your students get more knowledge on the topic, you can have them work on topics
that are directly related to your lesson. For example, you can give them assignments on
following topics.
• the impacts of Revolutions on society.
• the contribution of the French Revolution to the contemporary society.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback that leads students to recognize their next steps and how to
take them.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 9.2
1. The French Revolution had a great and far-reaching impact that probably transformed
the world more than any other revolution. It led to the eventual rise of Napoleon
Bonaparte as the Emperor of France. It also led to the eventual development of the
Welfare State. It also signified the end of ancient beliefs and political systems. Its

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effects include lessening the importance of religion; rise of Modern Nationalism and

popularized the idea of nationalism; spread of Liberalism and igniting the Age of
Revolutions.

9.3 Napoleonic Era ( 1 Period)

1. Competences
At the end of this lesson, learners will be able to:
• explain that major reforms introduced by Napoleonic Bonaparte.
• state the contribution of the Napoleonic era to the contemporary society.
2. Contents:
• Napoleonic era
3. Lesson Overview
Napoleon started to become famous as a defender of the revolution from the reactionary
forces of the European monarchical states. Napoleon Bonaparte commanded the French
army that fought in Italy and got victory over Austria in 1796. From 1798 to 1801 he was
in Egypt and managed a short-lived conquest of that country. He made himself imperial
dictator and introduced the Napoleonic Code of Laws in 1804.
Under Napoleon employment and promotion in government offices depended upon
ability. Steps were taken to expand education. State secondary schools and universities
were opened. Napoleon conquered the nations of Europe, built a European Empire, and
ruled it until 1814.
British resistance against the Napoleonic Empire was particularly strong. Eventually
Napoleon was defeated at the battle of Waterloo in Belgium in 1815 in the hands of the
British and the Prussian forces.
4. Teaching Learning process
4.1 Suggested Teaching Aids
• Documentaries on socio-economic and political issues of states
• Maps Napoleonic Europe
• Pictures of leaders during Napoleonic era
• Videos
• Films
4.2 Suggested Teaching Methods
• Brainstorming
• Discussion

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History Grade 9 Teacher’s Guide

• Explanation
• Group discussion
• Independent reading
• Internet exploring
• Question and answer
• Role play
4.3 Pre-Lesson Preparations
Thorough preparation of the lesson is important. To this end, referring to other reference
materials to substantially raise your knowledge about the area is advisable.
4.4 Presentation of the lesson
A. Lesson introduction
You should assess the students’ background so as to identify their areas of weaknesses
and strengths and thereby arrange your instruction, before presenting the lesson to the
students. This would help you to identify the existing gaps in the students’ learning. You
can start your lesson by raising such questions as:
• Who was Napoleon Bonaparte?
• What were his reforms in French?
B. Body of the lesson
Listen to the students’ responses to the above questions and try to identify where your
students are in need of your instruction. Then, make your own presentation to the class,
based on the students’ responses to the above questions.
C. Stabilization
To summarize the lesson:
• Ask students to list the reforms introduced in the course of Napoleonic era
• Let students write a report and discuss in pairs on the Napoleonic Era to their
classmates by referring internet materials.
4.5 Evaluation and Follow-up
A) Evaluation
Use oral questions at the end of all lessons in order to reinforce what has been taught, and
at the same time to check students’ follow up of the lessons.
• Give home works from the exercises given at the end of the unit in the
textbook, as you deem fit. You can supplement the exercises with those of your own
making.
• Let students write a report and discuss in pairs on the Napoleonic Era to their
classmates by referring internet materials.

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B) Follow up
Support your students get more knowledge on the topic, you can have them work on
topics that are directly related to your lesson. For example, you can give them assignments
on following topics.
• the reforms introduced during Napoleonic era
• the contribution of Napoleonic era to the contemporary society
• Write responses on the blackboard for questions on the end of the lesson and
let students compare it with their response. Provide feedback that leads students
to recognize their next steps and how to take them. Ask students to suggest
improvements that could be made to another student’s work
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 9.3
1. Both used the principle that the same law used to govern all people. Teacher, for
further detail please support students to investigate the relation between Napoleonic
Code and Roman law.
2. The development of the Napoleonic Code was a fundamental change in the nature of
the civil law system, making laws clearer and more accessible. It also superseded the
former conflict between the royal legislative power and the views of the judges, thus
having no case law in France.
Activity 9.4
1. It destroyed the French monarchy and established a republic, but it also divided France
and threw much of Europe into turmoil. From the chaos of the Revolution, a general,
Napoleon Bonaparte (1769–1821) emerged to lead the nation, first as a republican
magistrate and finally as an emperor. People were left in poverty and misery with high
tax rates, high cost of living, and high unemployment rates. The lack of jobs left many
men deciding to join the military, also causing a rise in mortality rates. After the war,
many were left hopeless and impoverished.

9.4 American war of Independence (1 Period)

1. Competences
At the end of this lesson, learners will be able to:
• point out & explain the causes, course and the consequences of the American
Revolutions.
• examine the causes, course and the consequences of the American Revolution.

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• recognise the consequences of the American war of Independence on later

democratic and nationalist movements all over the world.
2. Contents:
• Causes and effects of American war of Independence
3. Lesson Overview
At the end of the eighteenth-century AD two thirds of Northern America was under the
British rule. France also ruled some areas in the continent. From 1689 to 1763, however
there were several revisions of the boundaries between the various British and French
possessions. Both even fought wars between 1744 and 1748.
The American Revolution was principally caused by colonial opposition to British
attempts to impose greater control over the colonies. The British victory at Quebec in
September 1759 weakened the French military power and led to the end of the war.
In 1776, representatives from the thirteen colonies met in Philadelphia to declare their
independent. The famous and influential Declaration of Independence which was drafted
by Thomas Jefferson (1743-1826) justified the act of rebellion.
The War of Independence brought about the liberation of American people from the
British rule. After French assistance helped the Continental Army, the British surrender
at Yorktown, Virginia, in 1781, the Americans had effectively won their independence;
though fighting would not formally end until 1783.
4. Teaching Learning process
4.1 Suggested Teaching Aids
• Documentaries
• Films
• Maps
• Pictures
• Videos
4.2 Suggested Teaching Methods
• Brainstorming
• Discussion
• Explanation
• Group discussion
• Independent reading
• Internet exploring
• Question and answer
• Story telling

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4.3 Pre-Lesson Preparations

You might use your own method of presenting the lesson in a way you see fit for that
particular topic. However, the simplest way of introducing a topic is by raising relevant
questions. Questions by themselves are motivating factors which make students curious
and draw their attention to the lesson.
4.4 Presentation of the lesson
A. Lesson introduction
Start the class by brainstorming:
• What do you know about the American war of independence?
B. Body of the lesson
Following the responses of your students, try to give an overview of the topic in few
statements to the class. Based on the descriptive and illustrative information given in the
student textbook:
• Discuss how the American war of independence started.
• Group students to list the result of American war of independence.
C. Stabilization
4.5 Evaluation and Follow-up
A) Evaluation
Use oral questions at the end of all lessons in order to reinforce what has been taught, and
at the same time to check students’ follow up of the lessons.
• Ask students to tell the cause/factors that led to American war of Independence.
• Form groups and ask students to discuss on the contribution of the American
war of Independence to the contemporary society.
Give home works from the exercises given at the end of the unit in the textbook, as you
deem fit. You can supplement the exercises with those of your own making.
B) Follow up
Provide help to your students get more knowledge on the topic; you can have them work on
topics that are directly related to your lesson. For example, you can give them assignments
on following topics.
• the reforms introduced during Napoleonic era
• the contribution of Napoleonic era to the contemporary society.
Write responses on the blackboard for questions on the end of the lesson and let students
compare it with their response. Provide feedback that leads students to recognize their
next steps and how to take them. Ask students to suggest improvements that could be
made to another student’s work

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History Grade 9 Teacher’s Guide

C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 9.5.
1. Like the Roman government,  the United States has a tripartite system. The U.S.
system of checks and balances makes sure that one branch of the government doesn’t
have too much power. This system is like the veto, which limited the power of Roman
consuls.
2. They set the rule of law. The rule of law idea has been around since ancient Roman
Republic times. Everyone is expected to live and make decisions within the principles
of the rule of law – regardless of their position in their society. This means that no
person, government official or government is above the law.
Activity 9.6.
1. American Revolution, also called United States War of Independence or American
Revolutionary War, (1775–83), insurrection by which  13 of Great Britain’s North
American colonies won political independence and went on to form the United States
of America. The Revolution’s most important long-term economic consequence
was the end of mercantilism. The British Empire had imposed various restrictions on
the colonial economies including limiting trade, settlement, and manufacturing. The
Revolution opened new markets and new trade relationships.

9.5 The Congress of Vienna (1 PERIOD)

1. Competences
At the end of this lesson, learners will be able to:
• point out the aims and consequences of the Congress of Vienna (1815).
2. Contents:
• the Congress of Vienna
3. Lesson Overview
Congress of Vienna, assembly  in 1814–15  that reorganized Europe after the
Napoleonic Wars. It began in September 1814, five months after Napoleon I’s first
abdication and completed its “Final Act” in June 1815, shortly before the Waterloo campaign
and the final defeat of Napoleon. The objective of the Congress of Vienna was to provide a
long-term peace plan for Europe by settling critical issues arising from the French
Revolutionary Wars and the Napoleonic Wars. Emperor ofAustria, Metternich, who hosted the
congress had three goals at the congress: first, he wanted to prevent future French

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aggression by surrounding France with strong countries; second, he wanted to restore a

balance of power, so that no country would be a threat to others; and third, he wanted to restore
Europe’s royal families to the thrones they held before the Napoleonic Wars.
4. Teaching Learning process
4.1 Suggested Teaching Aids
• Documentaries
• Sketches
• Videos and films
• Maps
• Pictures
• Charts
4.2 Suggested Teaching Methods
• Brainstorming
• Discussion
• Explanation
• Group discussion
• Independent reading
• Question and answer
4.3 Pre-Lesson Preparations
Give pre- reading assignments to students about the French revolution.
• Get ready the political map of the Europe during the Congress of Vienna (1815).
• And also prepare daily lesson plans.
4.4 Presentation of the lesson
A. Lesson introduction
Summarize the previous topic in few statements to the class before you begin the new
lesson. Then:
• you may start the lesson by posing questions like; what was the aim of Congress
of Vienna?
B. Body of the lesson
After brainstorming, based on the descriptive and illustrative information given in the
student textbook:
Start your discussion by describing and explaining the impacts of Vienna congress
• Discuss how the congress started.
• explain why the Vienna congress was held and the result of the congress to the
contemporary society.

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C. Stabilization
To sum up the lesson:
• Ask students to explain: why the Vienna congress was held?
4.5 Evaluation and follow-up
A) Evaluation
To see if the expected levels of competence and behavioural changes have been achieved;
let students do the following tasks:
• Form a group and ask students to discuss explain why the Vienna congress was
held and the result of the congress to the contemporary society.
• Make effective use of reflection with groups and individuals.
B) Follow up
You can have them work on topics that are directly related to your lesson. For example,
you can give them assignments on following topics.
• Ask students to suggest improvements that could be made to another student’s
work.
• Providing feedback that leads students to recognise their next steps and how to
take them.
• Write responses on the blackboard for questions on the end of the lesson and let
students compare it with their response.
C) Activities in the Textbook: Below you can find possible answers for
activities in the lesson
Activity 9.7
1. The Congress of Vienna (1814–1815)  dissolved the Napoleonic world and
attempted to restore the monarchies Napoleon had overthrown, ushering in an era of
conservatism. They brought the bourbon dynasty back and they created decorated
small states on the boundary to control the further expansion of France and they
left states of German Confederation on touched. It was so significant because the
Congress of Vienna was the first of a series of international meetings that came to be
known as the Concert of Europe, an attempt to forge a peaceful balance of power in
Europe. It served as a model for later organizations such as the League of Nations in
1919 and the United Nations in 1945.

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Possible Answer for Unit Nine Review Questions

Part I: Multiple Choice Items
1. C 2. D 3. C 4. C 5. C
Part II: Short Answer
1. The French Revolution led to the eventual rise of Napoleon Bonaparte as the Emperor
of France. Feudalism of France was thrown away by the people. It also signified the
end of ancient beliefs and political systems. Monarchy was abolished and Republic
was established in France. It popularized the idea of nationalism. Privileges of church,
nobles were abolished. It also led to the eventual development of the Welfare State.
2. Napoleon encouraged loyal exiles to return and he allowed peasants to keep lands
they got from nobles or the church. He also established the Napoleonic code, which
granted equality, religious toleration, and abolished feudalism. He revolutionized
military organization and training; sponsored the Napoleonic Code, the prototype of
later civil-law codes; reorganized education; and established the long-lived Concordat
with the papacy.

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History Grade 9 Teacher’s Guide

References
• Alamayehu Haile and et al. 2006. History of the Oromo to the 16the Century.
Oromia Culture and Tourism Bureau, 2nd Ed. Finfine: Berhanena Selam Printing
Enterprise.
• Ayenew Fanta. 2019. “Society and Environment in Mätäkäl, Northwestern Ethiopia,
1880s to 1990s”, PhD Dissertation, Addis Ababa University.
• Asmarom Legesse.1973. Gadaa: The Three Approaches to Study African Society.
New York, United States of America: The Free Press, Macmillan.
• Assefa Bequele and Eshetu Chole. A Profile of the Ethiopian Economy.
London: Oxford University Press, 1969.
• Bahru Zewde. A History of Modern Ethiopia, 1855-1991. Addis Ababa: Addis Ababa
University Press, 2002.
• Baxter, P.T.W, Hultin, Jun and Truilzi, Alesandro (ed.). 1996. “Being and
Becoming Oromo”, A Historical and Anthropological Inquires, In Nordiska,
Africa Institutet, Uppsala, pp.185-188.
• Cohen John et al. Revolution and Land Reform in Ethiopia: Peasant
Associations, Local Government and Rural Development. Cornell University,
January 1976.
• Cohen John and Dov Weintraub .Land and Peasants in Imperial Ethiopia: The
Social Background to a Revolution.Assen: Van Gorcum and Co., 1975.
• Crummy, Donald. 2000. Land and Society in the Christian Kingdom of Ethiopia,
from the Thirteenth to the Twentieth Century. Addis Ababa: Addis Ababa University
Press.
• Dessalegn Rahmato. The Peasant and the State: Studies in Agrarian Change in
Ethiopia, 1950s- 2000s. Addis Ababa: Addis Ababa University Press, 2010.
• Gebru Tareke. The Ethiopia Revolution: War in the Horn of Africa. USA: Yale
University Press, 2013.
• Ethiopia: Power and Protest. Peasants Revolts in the Twentieth Century.
Cambridge: Cambridge University Press, 1991.
• Gilkes, Patrick. The Dying Lion: Feudalism and Modernization in Ethiopia. New
York: St. Martin’s Press, 1975.
• Markakis, John. 1974. Ethiopia: Anatomy of the Traditional Polity. Oxford:
Clarendon Press.
• Mohammed Hassen. 1994. The Oromo of Ethiopia: A History 1570-1860. Trenton,
N.J.: Red Sea Press.

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 References

• Mohammed Hassen. 2015. The Oromo and the Christian Kingdom of Ethiopia:
1300-1700 (Eastern Africa Series), Woodbridge: James Currey.
• The Council of Nationalities, SNNRP. Feb,2017. A Profile of the Nations,
Nationalities and Peoples of South Region (English Version).
• Sihab ad-Din. 2003. Futuh Al-Habasha: The Conquest of Abyssinia, Tsehai
Publishers.
• Taddese Tamirat. 1972. Church and State in Ethiopia, 1270-1527. Oxford: Clarendon
Press.
• Teshale Tibebu. 1995. The Making of Modern Ethiopia, 1896-1974. Lawrenceville,
New Jersey, The Red Sea Press, Inc.
• Teshome Kebede. 1982. “Some Aspects of Feudalism in Ethiopia”, Edited by
Sven Rubenson, in the proceedings of the seventh International Conference of
Ethiopian Studies, University of Lund, pp., 201-210.
• Trimingham, J.S. 1965. Islam in Ethiopia. London: Oxford University Press.

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Glossary
Abbaa : father, master of a ceremony/ religion.
Abbaa Gadaa: Prime Councilor, Master of Gadaa period, Gadaa leader.
Abbaa Muudaa : ather of anointing.
Abba Duula: commander in chief.
Balabbat : hereditary owner of rist land; or is an appointee at district level by the state to
serve as subordinate land administrator or local land lord.
Balambaras : ‘head of the amba’ a low-level administrative title.
Butta Cermony: the cermony occured every eight years by the Oromo,when power
transfered from one Gadaa grade to the next.
Chaffe : the Oromo Gadaa assembly.
Dajӓzmӓčh : a higher warrior title of the Amhara.
Etege : equivalent to Queen.
Fitӓwrӓri: a warrior title literally means “leader of the vanguard army.”.
Gäbbar: tribute paying peasants either in kind or many.
Gadaaa: an Oromo indigenous, traditional socio-political system through which the
Oromo society exercise self-governance.
Geber: agrarian tribute, invariably paid in kind, tax.
Gult: is a right given to an official to share in the produce of the peasantry.
Guddifacha: a form of parent adopting a child Oromo family.
Grazmach: a warrior title of the Amhara, literally means “left leader”.
Jabarti: the Ethiopian Muslim merchants of the 19th the and early 20 centuries.
Janissaries: a member of the Turkish infantry forming the Sultan’s guard between the
14th and 19th centuries.
Kawo : Tittle for King of Wolayta, Gamo and other Omotic people.
Luwa: is an age grade system of Sidama where each grade rotates every 8 years.
Mannor : Villages during the medieval European.
Moggasa :was a system of adopting non-Oromo community into Oromo clan.
Odaa : a sycamore tree chosen for the performance of religious rituals as well as political
actions.
Nagadras : head of merchant, later chief government official in charge of the collection
of customs.
Negus : King.
Qaalluu: Oromo religious leader. He leads ritual performances and prayers, anoint the
participants as a religious piety. His gosa and he are believed to be the ‘eldest’. He

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 UNIT 9|Glossary

is seen as a custodian of the waqeffanna and the guardian of the harmonious

functioning of the Gadaa system.
Qannazmach: an Amharic warrior title literally means “right leader”, or commander of
the right.
Ras : ‘head’, the highest traditional title next to negus.
Rist : a lineage system of land ownership, giving usufruct right to the claimant; in the 20th
century, and rist assumes the meaning of absolute private property.
Tato: tittle for King of Kafa and Yem People.
Sera : a set of cultural norms regulating the social structure of the society among Cushitic
peoples (Law).
Woma : Tittle for King among Kambata, Sidama, Tambaro, Halaba and others.

187