FTNA History Paper 1 2012 — Past Paper & Online Quiz

1. 5 alamas

The student is able to read, summarise and discuss written sources. The teacher should guide the students in groups to: (i) analyse the objectives of the African continent. (ii) explain the establishment of "continuous co-operation" and its impact on Africa. E.g. UAO and UA. (5 marks)

(a)) Analyze the sources to provide water services. African independence 6 alama

(1(a)) Explain the meaning of the concepts of direct rule. 0 alama

(a) Analyze the written sources and services after the provision of the housing. 0 alama

(i) analyse the objectives of the African continent. 1 alama

(a) Analyze the written texts concerning health services in Brallier. 1 alama

(b) i)) Evaluate the strengths and weaknesses of the sources. Water supply 3 alama

(b) Appreciate the housing pattern. 0 alama

(ii) explain the establishment of "continuous co-operation" and its impact on Africa. E.g. UAO and UA. 5 alama

(1(b)) Explain the concepts of indirect rule. 0 alama

(b)) Analyze the factors which influenced the texts written. i) Write texts on the factors. ii) Analyze the texts in Braille about the factors which influenced the world wide spread. iii) Summarize the factors which influenced the world wide spread. 7 alama

(a (ii) Summarize the features of education in Africa after independence. 1 alama

(b) Appreciate the features of health services. 1 alama

(c) Assess the steps taken. 0 alama

(1(c)) Explain the concepts of direct rule and indirect rule. 0 alama

(iii) Prepare notes on the following colonial transport and communication systems and discuss the nations indicating colonial economy. • Agricultural community • Trade and sketches maps • Industry for visual impaired • Transport and students • Financial Institutions (i) The teacher to use sketches maps (i) (ii) The teacher to guide the students to study the pattern of colonial to study the pattern of colonial economy in groups of different African countries and show areas where transport and communication were the main sources of agricultural and mineral materials. 4 alama

(b) ii) Evaluate the strengths and weaknesses of the sources. Water supply 3 alama

((a)(i) Analyze texts written in Braille that lead to the spread of the war. 0 alama

(i) The teacher should guide the students to: 1 alama

(c) Assess (i) Texts on the student (ii) Texts in Africa Independent? Weaknesses and strengths of individual education Analyze research on the African continent after independence. (ii) The teacher to guide the student. Discuss and present in groups, to conduct a (iii) to conduct a student Weaknesses and strengths of education in Africa. ?Independent Independent. 2 alama

(c(i)) Text on the steps taken is the student the teacher to guide the student. The student is able to: 0 alama

(b (ii) Discuss with groups of students in groups and present their findings in class for further discussion and clarification. 1 alama

(1(d)) Assess the factors. 0 alama

(iv) The teacher will use charts on the discussion to present further discussions and clarifications. 0 alama

(c) i)) Explain the meaning of 'age-set'. 0 alama

(d) Assess the impact of colonial labour on African societies. 6 alama

(ii) Discuss and clarify the objectives on independence in Africa. 1 alama

(d) Explain the concept of colonialism. 3 alama

(e) Explain the tactics used to impose colonial rule in Africa. 4 alama

(c(iii) Guide the students to present their findings in class and for further discussion. 1 alama

(1(e)) Evaluate the outcome. 0 alama

(v) What are traders? 1 alama

(iii) The teacher should guide the students to: Discuss and clarify the objectives on independence in Africa. Find the health centers and their location, services, administration of health services and discuss their findings in groups. 1 alama

(c(ii)) Assess the steps taken in the colonial housing distribution pattern. 0 alama

(f) Explain the meaning of capitalism and industrialisation. 0 alama

(iv) The teacher should guide the students to: Discuss and clarify the objectives on independence in Africa. 1 alama

((b)(i) Analyze texts written in Braille that lead to the spread of the war. 0 alama

(c) ii) The teacher should use a sketch map to present the findings of each group in the class, which shows the location of the practice. Discuss further for the society. 0 alama

(vi) What are Associations? 1 alama

(g) Identify which were the commercial or slave commodities exchanged. 1 alama

(c) iv) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(v) The teacher, the teacher, the teacher, the teacher: 0 alama

(c (ii) Discuss and present the findings on individual weaknesses and strengths of students. Discuss and present the findings on individual weaknesses and strengths of students. Guide the teacher to conduct a debate on the weaknesses and strengths of education in Africa after independence. 1 alama

(vii) What are Companies? 1 alama

(vi) The teacher, the teacher, the teacher, the teacher: 0 alama

(c) v)) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(h) Make a summary of the commodities exchanged and those imported from Africa to Portugal and exported from Portugal to Africa during the early commercial commodities. 1 alama

(c) vi) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(j) Discuss the individual to group. 1 alama

((c)(i) Discuss and read groups to present responses for the class. 0 alama

(k) Make summaries of the commodities that were traded. 1 alama

Boresha ili kuona majibu ya mfano.

2. 12 alamas

The student is able to read written sources. The teacher should guide the students in groups to: (i) analyse the objectives of different regional groupings in Africa. E.g. COMESA, SADC, CAE, CDAS. (6 marks) (ii) Present the objectives of different regional groupings in Africa to the group. (6 marks)

(2(a)) Appreciate the motive. 0 alama

(d) Analyse the problems. 4 alama

(a) Analyze the written resources; discuss and after independence, analyze the written resources and summarize the objectives of education in Africa. 3 alama

(a)) Analyze the sources to provide housing services. African independence 6 alama

(a) Analyze the legal and establishment objectives. 0 alama

(i) analyse the objectives of different regional groupings in Africa. E.g. COMESA, SADC, CAE, CDAS. 6 alama

(none) State any FOUR objectives of education in Tanzania. 4 alama

(2.1) Discuss the causes of migration. 0 alama

(b) i)) Appreciate the pattern of housing provision. African independence 2 alama

(b) Make a summary of the establishment objectives. 0 alama

(ii) Present the objectives of different regional groupings in Africa to the group. 6 alama

(2(b)) Identify and discuss various colonial motives for the application of the system of indirect rule. 0 alama

(b)) Analyze the causes of the Great Depression. i) Write texts on the causes. ii) Analyze texts in Braille about the causes of the Great Depression. iii) Summarize the causes of the Great Depression. 6 alama

(a (ii) Summarize the features of economic development in Africa after independence. 1 alama

(b) Appreciate Discuss and after independence in Africa African countries and features of education Summarize the features of education in Africa after independence. 3 alama

(2(c)) Present their responses in groups and discuss further for clarification. 0 alama

(c)) Assess the impact of the Great Depression on Africa. i) Write texts on the impact. ii) Analyze texts in Braille about the impact of the Great Depression on Africa. iii) Summarize the impact of the Great Depression on Africa. 7 alama

(c) Assess the strengths and weaknesses. 0 alama

(b) ii) Appreciate the pattern of housing provision. African independence 2 alama

(iv) Local findings of the individual's advantages on using iron tools. 1 alama

(b (ii) Discuss with groups of students in groups and present their findings in class for further discussion and clarification. 1 alama

(2(d)) Analyze the differences and similarities of the system of indirect rule and the system of direct rule. 0 alama

(2.1 () Discuss and clarify the meaning of social organization and production in the colonial period. 0 alama

(c(i)) Text on the functions is the student the teacher to guide the student. The student is able to: 0 alama

(d) The teacher is to use the students. The students are guided by the teacher to guide the students. Study the pattern of the colonial economy. Show the areas which were the main sources of agricultural products and materials. 1 alama

(c) Assess the strengths and weaknesses of the provision of health services. 1 alama

(c) i)) Assess the steps taken to change the colonial housing provision pattern. African independence 3 alama

(c(ii)) Discuss and summarize the strengths and weaknesses of the national military and legal institutions. 0 alama

(i) Texts on the strengths. 1 alama

(2.2) Types of social organization. 0 alama

(v) Written texts in the class. 1 alama

(c) ii) Assess the steps taken to change the colonial housing provision pattern. African independence 3 alama

(e) Explain the tactics used to impose colonial rule in Africa. 4 alama

(f) Write texts in Brazil on the impact of the fall of Portugal rule in East Africa. 1 alama

(vi) The teacher to the student is to guide the students. and clarification. and discussion. 1 alama

(c(iii) Propose ways to improve the institutions. 0 alama

(ii) Using the question and answers, to assess the strengths and weaknesses of the provision of health services. 1 alama

(c) iv) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(iii) The teacher should guide the students to: Assess the strengths and weaknesses of the provision of health services. Discuss and clarify the objectives on dependence in Africa. 1 alama

(g) What is its impact and its impact? 1 alama

(iii) The teacher is to guide the students to: Write a summary on the major individual. And independence for Africa after the event. Reasons for them. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

(c (ii) Discuss and present the findings on individual weaknesses and strengths of students. Discuss and present the findings on individual weaknesses and strengths of students. Guide the teacher to conduct a debate on the weaknesses and strengths of economic development policies in Africa after independence. 1 alama

(vi) Written sources on each student's findings. 0 alama

(2.2 () The teacher guides the students to discuss and summarize for further discussion and clarification in class. 0 alama

Boresha ili kuona majibu ya mfano.

3. 10 alamas

The student is able to read written sources. The teacher should guide the students in groups to: (a) explain Africa's participation in international affairs. (6 marks) (b) Critically assess the achievements and problems resulting from Africa's participation in international affairs.

(i) Assess critically. 0 alama

(3(a)) Analyze the differences and similarities of the system of indirect rule and the system of direct rule. 0 alama

(a) explain Africa's participation in international affairs. 6 alama

(b) Critically assess the achievements and problems resulting from Africa's participation in international affairs. 4 alama

(b) i)) The teacher should assign students written resources to read on state organization. Explain. 0 alama

(3(b)) Present their answers in groups in the class for clarification and further discussion. 0 alama

(ii) Present findings on the impact of the Second World War on Africa. 5 alama

(a) Analyze and discuss the objective on the provision of water services in Africa. 1 alama

(iii) Discuss the impact of the Second World War on Africa. 5 alama

(b) ii) Using the question and answer method, guide the students to explain the meaning of state organization. 0 alama

(c) Analyze the economic and political conduct after Africa. 1 alama

(c) Assess the strengths and weaknesses of individual health services provision in Africa after independence. Analyze research on the African continent after independence. (ii) Texts in Africa Independent? Weaknesses and strengths of individual education Analyze research on the African continent after independence. (ii) The teacher to guide the student. Discuss and present in groups, to conduct a (iii) to conduct a student Weaknesses and strengths of education in Africa. ?Independent Independent. 2 alama

(iv) What are the roles of missions in industrialization in Africa? 0 alama

(iv) Why did Omani rulers encourage the slave trade in Zanzibar in the 19th Century? 2 alama

(c) i)) Explain the meaning of 'state'. 0 alama

(d) The teacher should guide the students to; Use case studies to trace the trade routes that involved societies and communities. Present their findings in groups for further discussion and clarification. 1 alama

(d) Problems hindering development: 1 alama

(d(i)) Backwardness 1 alama

(v) What are the roles of traders in industrialization in Africa? 0 alama

(v) Why did Omani rulers expand their rule? 1 alama

(b) Evaluate and discuss the successes and failures of the provision of water services. 1 alama

(e) Explain the tactics used to impose colonial rule in Africa. 4 alama

(i) Texts on the successes. 1 alama

(d(ii)) Political instability 1 alama

(c) ii) The teacher should guide the groups to discuss their findings in the class for further discussion and clarification. 0 alama

(none) What are the merits and demerits of power sharing under feudalism? 0 alama

(f) The teacher is to guide the individual students to consolidate the students' knowledge of South Africa and Africa. 1 alama

(vi) Sketch maps showing the slave trade routes used by slave traders. 2 alama

(vi) What are the roles of Associations in industrialization in Africa? 0 alama

(ii) Student should be able to evaluate and discuss the successes and failures of the provision of water services. 1 alama

(d(iii) Poverty 1 alama

(vii) What are the roles of Companies in industrialization in Africa? 0 alama

(c) iv) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(g) Write a brief summary of the reasons for the settlement of the Cape. 1 alama

(d(iv)) Single party rule 1 alama

(c) v)) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(iii) The teacher should guide the students to: Conduct a study visit to water supply authorities and collect information on successes and failures and the provision of water services in dependence. 1 alama

(c) vi) The teacher should use a chart to consolidate the students' knowledge. 0 alama

(d(v)) Disasters 1 alama

(d(vi)) Illiteracy 1 alama

(d(vii) Corruption 1 alama

(d(ix)) Neo-colonialism 1 alama

(d(x)) Military coups 1 alama

(d(xi)) Inter-territorial boundaries 1 alama

(d(xii) Refugees 1 alama

Boresha ili kuona majibu ya mfano.

4. 5 alamas

The student is able to read written sources. The teacher should guide the students in groups to: (i) analyse the objectives of the African continent. (ii) Explain the establishment of "continuous co-operation" and its impact on Africa. E.g. UAO and UA. (5 marks)

(i) Texts on the problems. Students in groups to read problems. 3 alama

(a) Analyze the strengths and weaknesses of 'armed struggle'. 5 alama

(i) analyse the objectives of the African continent. 1 alama

(a) Analyze the library research and write problems of social, political development. 1 alama

(b) Write brief notes on the political, economic after dependence. 1 alama

(ii) Explain the establishment of "continuous co-operation" and its impact on Africa. E.g. UAO and UA. 5 alama

(a(i)) Find out from written sources the motives of the British in the Cape. 1 alama

(b) Discuss the contribution of 'armed struggle' towards the way forward. 5 alama

(ii) Analyse the written sources and analyse. Able to. During the experience. Struggle for independence. Problems. Through revolution. 5 alama

(a(ii)) Explain the motives of the British in the Cape. 1 alama

(iii) Present their responses in class for further clarification and discussion. 0 alama

(iii) Using a sketch map of Africa, identify the countries where political parties and African nationalism developed after the Second World War. 4 alama

(c) Analyze the economic and political conduct after Africa. 1 alama

(c) Explain the social and economic effects of slave trade between Africa and the Middle East/Far East. 2 alama

(d) Problems hindering development: 1 alama

(b(i)) Discuss the literature on the tactics used by the British. 1 alama

(d(i)) Backwardness 1 alama

(e) Explain the tactics used to impose colonial rule in Africa. 4 alama

(b(ii)) Find out from written sources the first part used by the British in order to occupy the Cape. 1 alama

(d(ii)) Political instability 1 alama

(b(iii) Guide the students to the tactics used by the British to occupy the Cape. 1 alama

(d(iii) Poverty 1 alama

(iv) Discuss and present to the groups their responses for class discussion. 0 alama

(d(iv)) Single party rule 1 alama

(c(i)) The teacher will guide the students to explain the reasons for the Boer Republics. 1 alama

(d(v)) Disasters 1 alama

(d(vi)) Illiteracy 1 alama

(c(ii)) Guide the groups for the Boer Republics and find out the reasons why the Boer Republics moved northwards after the Boer Trek. 1 alama

(c(iii) Make brief notes on the effects of the Boer Republics on the African communities and societies. 1 alama

(d(vii) Corruption 1 alama

(d(ix)) Neo-colonialism 1 alama

(d(x)) Military coups 1 alama

(d(xi)) Inter-territorial boundaries 1 alama

(d(xii) Refugees 1 alama

Boresha ili kuona majibu ya mfano.

5. 12 alamas

The student is able to read written sources. The teacher should guide the students in groups to: (i) analyse the objectives of different regional groupings in Africa. E.g. COMESA, SADC, CAE, CDAS. (6 marks) (ii) Present the objectives of different regional groupings in Africa to the group. (6 marks)

(a) Analyze the library research and write problems of social, political development. 1 alama

(a) Explain the sub-topic: Decolonization. 4 alama

(i) Analyse the types of colonial labour. 0 alama

(i) analyse the objectives of different regional groupings in Africa. E.g. COMESA, SADC, CAE, CDAS. 6 alama

(b) Write brief notes on the political, economic after dependence. 1 alama

(ii) Present the objectives of different regional groupings in Africa to the group. 6 alama

(b) Explain the meaning of 'revolution'. 6 alama

(c) Analyze the economic and political conduct after Africa. 1 alama

(iii) Discuss the economic and social effects of the slave trade on African societies. 3 alama

(iii) Form groups, discuss and write notes on each type of colonial labour. 0 alama

(ii) The teacher to guide the students: (ii) The teacher to guide the students. 3 alama

(c) Analyse the challenges faced by students during the struggle for independence. 1 alama

(d) Problems hindering development: 1 alama

(d(i)) Backwardness 1 alama

(d(ii)) Political instability 1 alama

(d(iii) Poverty 1 alama

(d(iv)) Single party rule 1 alama

(d(v)) Disasters 1 alama

(d(vi)) Illiteracy 1 alama

(d(vii) Corruption 1 alama

(d(ix)) Neo-colonialism 1 alama

(d(x)) Military coups 1 alama

(d(xi)) Inter-territorial boundaries 1 alama

(d(xii) Refugees 1 alama

Boresha ili kuona majibu ya mfano.

6. 10 alamas

The student is able to read written sources. The teacher should guide the students in groups to: (i) explain Africa's participation in international affairs. (6 marks) (ii) Critically assess the achievements and problems resulting from Africa's participation in international affairs.

(a) Analyze the causes of 'revolution'. 6 alama

(i) Texts on the conditions. 3 alama

(i) explain Africa's participation in international affairs. 6 alama

(a) Analyze the library research and write problems of social, political development. 1 alama

(b) Write brief notes on the political, economic after dependence. 1 alama

(ii) Critically assess the achievements and problems resulting from Africa's participation in international affairs. 4 alama

(ii) The teacher to guide the students. 3 alama

(b) Discuss the meaning of 'revolution'. 4 alama

(c) Analyze the economic and political conduct after Africa. 1 alama

(iii) The teacher to guide the students to summarize findings and discuss in class for presentation. 3 alama

(c) Analyse the contributions and weaknesses of armed struggle. 1 alama

(d) Problems hindering development: 1 alama

(d(i)) Backwardness 1 alama

(d(ii)) Political instability 1 alama

(iii) The teacher is to guide the students to: Write a summary on the major individual. And independence for Africa after the event. Reasons for them. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

(d(iii) Poverty 1 alama

(d(iv)) Single party rule 1 alama

(d(v)) Disasters 1 alama

(d(vi)) Illiteracy 1 alama

(d(vii) Corruption 1 alama

(d(ix)) Neo-colonialism 1 alama

(d(x)) Military coups 1 alama

(d(xi)) Inter-territorial boundaries 1 alama

(d(xii) Refugees 1 alama

Boresha ili kuona majibu ya mfano.

7. 10 alamas

The teacher is to guide the student to: (i) Explain to the student (i) Strengths of the continent (ii) Discuss in groups (iii) Summarize their findings

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Summarize the changes in political, ideological and administrative systems in Africa after independence. (Give reasons for them). 0 alama

(a) Assess the contribution of 'revolution' towards the way forward. 6 alama

(i) Texts on mass nationalism. 3 alama

(ii) The teacher to guide the students. 3 alama

(b) Write short notes on the contribution of revolution. 4 alama

(ii) The teacher is to guide the students to: Write a summary on the major individual. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

(c) Explain how. 1 alama

(iii) The teacher to guide the students to summarize findings and discuss in class for presentation. 3 alama

(d) Discuss and explain how. (i) The student is. (ii) The teacher then guides the students to. (iii) The teacher then guides the students to. 1 alama

Boresha ili kuona majibu ya mfano.

8. 10 alamas

Study the texts below and answer the questions that follow. Text (i) The teacher to guide. Is the student. Texts on the social. Text (ii) Texts in Brilliant Problems hindering Political, economic, social development. Research and write a brief notes on the political, economic, social development problems after independence in Africa. Analyze the library. (a) Analyze the economic and political conduct to be able to analyze. Students in groups to. Text (ii) Texts in Brilliant Tribalism effects. and their causes, economic problems (i) effects of tribalism (ii) Regional imbalances (iii) Poverty (iv) Single party rule (v) Desert case (vi) Illiteracy in Africa (ii) The teacher to guide. Discuss and clarify their findings in class. Students in groups to. What are the effects of tribalism?

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Analyze the clarification in class for discussion and present their findings. 0 alama

(c) Analyse the problems. 4 alama

(i) Explain the motives of the Dutch settlement at the Cape. 5 alama

(a) Analyze the economic and political conduct to be able to analyze. Students in groups to. 4 alama

(ii) The teacher to guide. Discuss and clarify their findings in class. Students in groups to. 6 alama

(ii) The teacher is to guide the students to: Read texts. (i) The student is the student. Analyze the experience during the student's experience. Able to analyze written sources and struggle for independence. (ii) Teacher's guide to the student Struggle for independence through the revolution. Answer their responses in class for further discussion. ?Revolution clarification and discussion 0 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(iii) Use sketches to locate agricultural practices in different parts of Africa. 5 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

Boresha ili kuona majibu ya mfano.

9. 10 alamas

The teacher is to guide the student to: (i) Explain to the student (i) Strengths of the continent (ii) Discuss in groups (iii) Summarize their findings

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Write texts on the factors/causes of changes in the political, ideological and administrative systems which led to: 0 alama

(i) Texts on mass nationalism. 3 alama

(ii) The teacher to guide the students. 3 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(iii) The teacher to guide the students to summarize findings and discuss in class for presentation. 3 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

(ii) The teacher is to assign students Read written sources on. ?Independence. 0 alama

(iii) The teacher is to guide the students to: Write a summary on the major individual. And independence for Africa after the event. Reasons for them. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

Boresha ili kuona majibu ya mfano.

10. 10 alamas

The teacher is to guide the student to: (i) Explain to the student (i) Strengths of the continent (ii) Discuss in groups (iii) Summarize their findings

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Summarize the changes in political, ideological and administrative systems in Africa after independence. (Give reasons for them). 0 alama

(i) Explain the motives behind the Dutch settlement at the Cape. 5 alama

(ii) Discuss the impact of the Dutch settlement at the Cape on the Africans. 5 alama

(ii) The teacher is to guide the students to: Write a summary on the major individual. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

(iii) Use sketches to locate agricultural practices in different parts of Africa. 5 alama

Boresha ili kuona majibu ya mfano.

11. 10 alamas

The teacher is to guide the student to: (i) Explain to the student (i) Strengths of the continent (ii) Discuss in groups (iii) Summarize their findings

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Analyze the clarification in class for discussion and present their findings. 0 alama

(i) Explain the reasons for the fall of the Portuguese rule in East Africa. 5 alama

(ii) Write a brief summary of the fall of the Portuguese rule in East Africa. 5 alama

(ii) The teacher is to guide the students to: Read texts. (i) The student is the student. Analyze the experience during the student's experience. Able to analyze written sources and struggle for independence. (ii) Teacher's guide to the student Struggle for independence through the revolution. Answer their responses in class for further discussion. ?Revolution clarification and discussion 0 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(iii) Explain the types of agricultural practices in Africa. 5 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

(iv) Explain the types of agricultural practices in Africa. 5 alama

(v) Explain the types of agricultural practices in Africa. 5 alama

(vi) Explain the types of agricultural practices in Africa. 5 alama

Boresha ili kuona majibu ya mfano.

12. 10 alamas

The teacher is to guide the student to: (i) Explain to the student (i) Strengths of the continent (ii) Discuss in groups (iii) Summarize their findings

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Write texts on the factors/causes of changes in the political, ideological and administrative systems which led to: 0 alama

(i) Explain the impact of the Dutch settlement at the Cape. 5 alama

(ii) Discuss the reaction of the Africans against the Dutch invasion at the Cape. 5 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

(iii) Use sketches to locate agricultural practices in different parts of Africa. 5 alama

(ii) The teacher is to assign students Read written sources on. ?Independence. 0 alama

(iii) The teacher is to guide the students to: Write a summary on the major individual. And independence for Africa after the event. Reasons for them. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

Boresha ili kuona majibu ya mfano.

13. 10 alamas

The teacher is to guide the student to: (i) Explain to the student (i) Strengths of the continent (ii) Discuss in groups (iii) Summarize their findings

(a) Critically assess Contributions of the strengths and weaknesses 4 alama

(i) Summarize the changes in political, ideological and administrative systems in Africa after independence. (Give reasons for them). 0 alama

(i) Explain the reasons for the slave trade in East Africa. 5 alama

(ii) Explain the routes of the slave trade and the expansion of the slave trade. 5 alama

(ii) The teacher is to guide the students to: Write a summary on the major individual. Is the student able to summarize, discuss and analyze Strengths and weaknesses. (i) The teacher is to guide the students to: Conduct individual library research and: Summarize the changes in the political, ideological and administrative systems of Africa. Strengths and weaknesses. States. New independence. Political, ideological and administrative contributions. 0 alama

(b) Conduct research in groups on the strengths and weaknesses Strategies and policies adopted 4 alama

(c) Discuss in groups Contributions of the strengths and weaknesses 2 alama

(iii) Present their findings in class. 5 alama

Boresha ili kuona majibu ya mfano.

14. 10 alamas