THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

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HISTORY SYLLABUS FOR ORDINARY SECONDARY EDUCATION
FORM I - IV
2023
© Tanzania Institute of Education, 2023

Published 2023

Tanzania Institute of Education

P.O. Box 35094

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Dar es Salaam, Tanzania

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Tel. +255 735 041 168 / 735 041 170
E-mail: director.general@tie.go.tz
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Website: www.tie.go.tz

This document should be cited as: Ministry of Education, Science and Technology (2023). History Syllabus for Ordinary
Secondary Education Form I-IV. Tanzania Institute of Education.

All rights reserved. This syllabus may not be reproduced, stored in any retrieval system or transmitted in any form or by any
means, whether electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of the Tanzania
Institute of Education.

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 Table of Contents

List of Tables ......................................................................................................................................................................... iv

Abbreviations and Acronyms................................................................................................................................................. v
Acknowledgements ............................................................................................................................................................... vi
1.0 Introduction .................................................................................................................................................................... 1
2.0 Main Objectives of Education in Tanzania ........................................................................................................................ 1
3.0 Objectives of Ordinary Secondary Education..................................................................................................................... 2
4.0 General Competences for Ordinary Secondary Education ................................................................................................... 2

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5.0 0DLQDQG6SHFL¿F&RPSHWHQFHV ....................................................................................................................................... 3
6.0 The Roles of Teachers, Students and Parents in Teaching and Learning .............................................................................. 5

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6.1 The teacher ........................................................................................................................................................... 5
6.2 The student ........................................................................................................................................................... 5
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6.3 The parent/guardian ............................................................................................................................................. 6
7.0 Teaching and Learning Methods ...................................................................................................................................... 6
8.0 Teaching and Learning Resources ..................................................................................................................................... 6
9.0 Assessment ..................................................................................................................................................................... 7
10.0 Number of Periods........................................................................................................................................................... 8
11.0 Teaching and Learning Contents ....................................................................................................................................... 8
Bibliography ........................................................................................................................................................................ 26

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 List of Tables

7DEOH0DLQDQG6SHFL¿F&RPSHWHQFHVIRU)RUP,,9 ......................................................................................................... 4
7DEOH&RQWULEXWLRQRI&RQWLQXRXV$VVHVVPHQWDQG1DWLRQDO([DPLQDWLRQLQWKH¿QDOVFRUH .............................................. 7
Table 3: Detailed Contents for Form I ...................................................................................................................................... 9
Table 4: Detailed Contents for Form II ................................................................................................................................... 13
Table 5: Detailed Contents for Form III ................................................................................................................................. 17
Table 6: Detailed Contents for Form IV ................................................................................................................................. 21

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 Abbreviations and Acronyms

AU African Unity
EAC East African Community
ECOWAS Economic Community of West African States
FAO Food and Agriculture Organisation
ICT Information and Communication Technology
OAU Organisation of African Unity
SADC Southern Africa Development Community

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TIE Tanzania Institute of Education
TSL Tanzanian Sign Language

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UNCHR United Nations Commission on Human Rights
UNDP United Nations Development Programme
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81(6&2 8QLWHG1DWLRQV(GXFDWLRQDO6FLHQWL¿FDQG&XOWXUDO2UJDQLVDWLRQ
UNICEF United Nations Children’s Fund
WHO World Health Organisation

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 Acknowledgements

The writing of the History Syllabus for Ordinary Secondary Education Form I-IV involved experts from government and
non-government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all the experts who

developers from TIE. The Institute is also grateful to the National Technical Committee that the Minister for Education, Science
and Technology formed for coordinating the curriculum review process for pre- primary, primary, secondary, and teacher
education. The Committee discharged its responsibilities professionally by ensuring that the contents of this syllabus are in
line with the main objective of the 2023 curricula review, which is to ensure that the graduates develop skills, knowledge and
attitude that will enable them to create self-employment, employ others, be employed and able to sustain themselves.

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Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and

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distribution of this syllabus.

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Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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1.0 Introduction
History is one of the compulsory core subjects for Form I-IV students in the General Education pathway. The purpose of
learning History is to enable students to use historical events in society to understand themselves and the world around
them. It includes studying various aspects of society and society to understand how it came to be the way it is and how they
impact the world, thus, being responsible for themselves, others and the Nation at large.

The History syllabus is designed to guide the teaching and learning of History at Ordinary Secondary Education Form I
-IV in the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Ordinary Secondary
Education Curriculum. It contains valuable information that will enable teachers to effectively plan their teaching process
and help learners to develop the intended competences. It is expected that the subject will help students to develop patriotism

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and the 21st Century skills.

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2.0 Main Objectives of Education in Tanzania
The main objectives of education in Tanzania are to enable every Tanzanian to:
(a) 'HYHORSDQGLPSURYHKLVRUKHUSHUVRQDOLW\VRWKDWKHRUVKHYDOXHVKLPVHOIRUKHUVHOIDQGGHYHORSVVHOIFRQ¿GHQFH
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(b) RHVSHFWWKHFXOWXUHWUDGLWLRQVQRUPVDQGFXVWRPVRI7DQ]DQLDFXOWXUDOGLIIHUHQFHVGLJQLW\KXPDQULJKWVDWWLWXGHV
DQGLQFOXVLYHDFWLRQV
(c) Advance knowledge and apply science and technology, creativity, critical thinking, innovation, cooperation,
communication and positive attitudes for his or her own development and the sustainable development of the nation
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(d) Understand and protect national values, including dignity, patriotism, integrity, unity, transparency, honesty,
DFFRXQWDELOLW\DQGWKHQDWLRQDOODQJXDJH
(e) GHYHORSOLIHDQGZRUNUHODWHGVNLOOVWRLQFUHDVHHI¿FLHQF\LQHYHU\GD\OLIH
(f) 'HYHORSDKDELWRIORYLQJDQGYDOXLQJZRUNWRLQFUHDVHSURGXFWLYLW\DQGHI¿FLHQF\LQSURGXFWLRQDQGVHUYLFHSURYLVLRQ

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 (g) Identify and consider cross-cutting issues, including the health and well-being of the society, gender equality, as well
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(h) Develop national and international cooperation, peace and justice per the Constitution of the United Republic of
Tanzania and international conventions.

3.0 Objectives of Ordinary Secondary Education

The objectives of Ordinary Secondary Education - General are to:
(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed in Primary
(GXFDWLRQ
(b) Safeguard customs and traditions, national unity, national values, democracy, respect for human and civil rights, duties
DQGUHVSRQVLELOLWLHVDVVRFLDWHGZLWKVXFKULJKWV

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DQGWHFKQLFDONQRZOHGJH
(d) Improve communication using Tanzanian Sign Language (TSL), Tactile communication, Kiswahili and English. The
student should be encouraged to develop competence in at least one other foreign language, depending on the school
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VLWXDWLRQ
(e) Strengthen accountability for cross-cutting social issues, including health, security, gender equality and sustainable
HQYLURQPHQWDOFRQVHUYDWLRQ
(f) Develop competence and various skills which will enable the student to employ himself or herself, to be employed,
HPSOR\RWKHUVDQGPDQDJHKLVRUKHUOLIHE\H[SORLWLQJKLVRUKHUHQYLURQPHQWZHOODQG
(g) Develop readiness to continue with tertiary and Advanced Secondary Education.

4.0 General Competences for Ordinary Secondary Education

The general competences for Ordinary Secondary Education are to:
(a) Use WKHNQRZOHGJHDQGVNLOOVGHYHORSHGLQ3ULPDU\(GXFDWLRQWRVWUHQJWKHQDQGH[SDQGDFDGHPLFXQGHUVWDQGLQJ

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 (b) Value FLWL]HQVKLSDQGQDWLRQDOYDOXHV
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SUDFWLFDONQRZOHGJH
(d) Use language skills including Tanzania Sign Language (TSL), Kiswahili and English languages and at least one other
IRUHLJQODQJXDJHWRFRPPXQLFDWH
H  8VHNQRZOHGJHRIFURVVFXWWLQJLVVXHVWRPDQDJHWKHHQYLURQPHQWHFRQRPLFDQGRWKHUVRFLDOLVVXHVDQG
(f) Use knowledge and skills to enable him or her to be employed, employ others and self-employed to manage life and
the environment.

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Table 1: 0DLQDQG6SHFL¿F&RPSHWHQFHV IRU)RUP,,9
Main competences 6SHFL¿FFRPSHWHQFHV

1.0 Demonstrate mastery of 1.1. Demonstrate an understanding of the concept of History and sources of historical
African history before information
colonialism 1.2. Demonstrate an understanding of theories of the origin of human beings
1.3. Demonstrate an understanding of the economic, political, social and technological
development in pre-colonial Africa
1.4. Demonstrate an understanding of interactions among African societies during the
pre-colonial era
1.5. Demonstrate an understanding of the early contacts among the people of Africa, the

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Middle East, the Far East and Europe from the 1st Century to the 19th Century

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2.0 Demonstrate mastery of 2.1. Demonstrate an understanding of the development of capitalism and its impact on
the relationship between Africa
capitalism and Africa 2.2. Demonstrate an understanding of colonial systems in Africa
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2.3. Demonstrate an understanding of the history of nationalist movements in Africa
3.0 Demonstrate mastery 3.1. Demonstrate mastery of the history of nation-building in post-colonial Africa
of the history of nation- 3.2. Demonstrate an understanding of the successes and challenges of nation-building in
building in post-colonial post-colonial Africa
Africa
4.0 Demonstrate mastery of 4.1. Demonstrate an understanding of the formation of African regional integration
the history of Africa’s 4.2. Demonstrate an understanding of the history of Africa’s participation in the United
participation in regional Nations Organisation
and international affairs

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6.0 The Roles of Teachers, Students and Parents in Teaching and Learning
Good relationships between a teacher, student and parent, or guardian is fundamental to ensuring successful learning. This
section outlines the roles of each participant in facilitating effective teaching and learning of History.

6.1 The teacher

The teacher is expected to:
(a) Help the student to learn and develop the intended competences in History
(b) Use teaching and learning approaches that will allow students with different needs and abilities to:
(i) Develops the competences needed in the 21st&HQWXU\DQG
(ii) Actively participate in the teaching and learning process.
(c) Use student centred instructional strategies that make the student a centre of learning which allow them to think,

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(d) &UHDWHDIULHQGO\WHDFKLQJDQGOHDUQLQJHQYLURQPHQW

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(e) 3UHSDUHDQGLPSURYLVHWHDFKLQJDQGOHDUQLQJUHVRXUFHV
(f) &RQGXFWIRUPDWLYHDVVHVVPHQWUHJXODUO\E\XVLQJWRROVDQGPHWKRGVZKLFKDVVHVVWKHRU\DQGSUDFWLFH
J  7UHDWDOOWKHVWXGHQWVDFFRUGLQJWRWKHLUOHDUQLQJQHHGVDQGDELOLWLHV
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K  3URWHFWWKHVWXGHQWIURPWKHULVN\HQYLURQPHQWZKLOHKHRUVKHLVDWVFKRRO
L  .HHSWUDFNRIWKHVWXGHQW¶VGDLO\SURJUHVV
(j) Identify individualVWXGHQW¶VQHHGVDQGSURYLGHWKHSURSHULQWHUYHQWLRQ
N  ,QYROYHSDUHQWVJXDUGLDQVDQGWKHVRFLHW\DWODUJHLQWKHVWXGHQW¶VOHDUQLQJSURFHVV
O  ,QWHJUDWHFURVVFXWWLQJLVVXHVDQG,&7LQWKHWHDFKLQJDQGOHDUQLQJSURFHVVDQG

6.2 The student

The student is expected to:
(a) Develop the intended competences by participating actively in various learning activities inside and outside the
FODVVURRPDQG

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 (b) Participate in the search for knowledge from various sources, including textbooks, reference books and other
publications in online libraries.

6.3 The parent/guardian

The Parents/Guardian is expected to:
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E  :KHUHSRVVLEOHSURYLGHDFKLOGZLWKWKHQHHGHGDFDGHPLFVXSSRUW
F  3URYLGHDFKLOGZLWKDVDIHDQGIULHQGO\KRPHHQYLURQPHQWZKLFKLVFRQGXFLYHIRUOHDUQLQJ
G  .HHSWUDFNRIDFKLOG¶VSURJUHVVLQEHKDYLRXU
H  3URYLGHWKHFKLOGZLWKDQ\QHFHVVDU\PDWHULDOVUHTXLUHGLQWKHOHDUQLQJSURFHVVDQG

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(f) Instil in a child a sense of commitment and positive value towards education and work.

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7.0 Teaching and Learning Methods
The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching
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ZRUNUHVHDUFKVFLHQWL¿FH[SHULPHQWVDQGSURMHFWZRUNV+RZHYHUDWHDFKHULVDGYLVHGWRSODQDQGXVHRWKHUDSSURSULDWH
methods based on the environment or context. All the teaching and learning methods should be integrated with the everyday
lives of students.

8.0 Teaching and Learning Resources

The process of teaching and learning requires different resources. In that regard, both a teacher and students should work
together to collect or improvise alternative resources available in the school and home environment when needed. Teachers
and students are expected to constantly seek for information from various sources to effectively facilitate the teaching and
learning process. The list of approved textbooks and reference books shall be provided by the TIE.

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9.0 Assessment
Assessment is important in teaching and learning of History subject. It is divided into formative and summative assessments.
Formative assessment informs both the teacher and students on the progress of teaching and learning, and in making
decisions on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range of
formative assessment methods which include but not limited to discussions, presentations, oral questions, experiments,
observations, practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are
expected to use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects.
The scores obtained from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous

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as indicated in Table 2.

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Table 2: &RQWULEXWLRQRI&RQWLQXRXV$VVHVVPHQWDQG1DWLRQDO([DPLQDWLRQLQWKH¿QDOVFRUH
S/No
1.
Assessment category
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Form Two National Assessment
Percentage (%)
10
2. Form Three Final Assessment 05
3. Project 05
4. Form IV Mock Examination 10
5. National Examination 70
Total 100

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10.0 Number of Periods
The History Syllabus for Ordinary Secondary Education Form I-IV provides time estimates for teaching and learning
HDFKVSHFL¿FFRPSHWHQFH7KHHVWLPDWHVFRQVLGHUWKHFRPSOH[LW\RIWKHVSHFL¿FFRPSHWHQFHVDQGWKHOHDUQLQJDFWLYLWLHV
Therefore, while Form I and II will have two (2) periods of 40 minutes per week, Form III and IV will have three (3)
periods of 40 minutes each.

11.0 Teaching and Learning Contents

7KHFRQWHQWVRIWKHV\OODEXVDUHRUJDQLVHGLQWRDPDWUL[ZLWKVHYHQFROXPQVZKLFKLQFOXGHPDLQFRPSHWHQFHVVSHFL¿F
competences, learning activities, suggested teaching and learning methods, assessment criteria, suggested resources and
number of periods as presented in Table 3 to 6.

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 Form I
Table 3: 'HWDLOHG &RQWHQWVIRU)RUP,
Main competence 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
and learning methods criteria resources of
periods

1.0 Demonstrate 1.1 Demonstrate an Describe the Guide students through The concept On-line 12
mastery understanding concept of History brainstorming, group of History materials and
of African of the concept and the sources discussion, jigsaw, and sources journal articles
of History of historical resourceful person, of Historical on the concept
history before

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and sources information study tour and self- information is of History and
colonialism of historical clearly described historical charts,
UHÀHFWLRQWRGHVFULEHWKH

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information graphs, time-line
concept of History and
on the sources
the sources of historical
of historical
D information
information

1.2 Demonstrate an (a) Describe the Invite religious Theories of On-line sources, 18
understanding of theories of the leaders and historian/ the origin of and journal
theories of the origin of human archaeologist to present human beings articles on
origin of human beings are correctly theories of the
on the origin of human
beings described origin of human
beings.
beings
Guide students to
write a report on the
theories and present for
discussions

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Main competence 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
and learning methods criteria resources of
periods

(b) Describe Guide students in groups The stages of Charts, pictures,

the stages to role-play the physical human evolution journal articles
of human development of a child and their on the stages of
evolution technological human evolution
from sitting, crawling
and their ages are clearly and their
to walking in relation
technological described technological
Ages to stages of human Ages
evolution from SULPDWHV

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KRPRHUHFWXVWRKRPR

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VDSLHQVincluding tools
used and economic
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each stage of human
evolution

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Main competence 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
and learning methods criteria resources of
periods

1.3 Demonstrate an (a) Describe Let students visit Different modes Pictures and 40
understanding different modes a nearby society to of production journal articles
of the economic, of production study ownership and in pre-colonial on different
political, in pre-colonial characteristics of Africa are modes of
social and Africa various production evidently production in
technological activities, paste each described pre-colonial
development Africa
JURXS¶V¿QGLQJVRQFODVV

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of pre-colonial
walls, and let each group
Africa

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study other groups’
¿QGLQJV
D Let them relate the
¿QGLQJVZLWKYDULRXV
modes of production
one after another in pre-
colonial Africa

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Main competence 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
and learning methods criteria resources of
periods

(b) Explain Organise students Different Journal articles

different to share economic economic and on-line
economic activities available in the activities and sources on
activities and nearby society and their their impact on different
their impact on impacts on society. Let pre-colonial economic
pre-colonial WKHPUHODWHWKH¿QGLQJV African societies activities and
African are clearly their impact on
with different economic

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societies explained pre-colonial
activities and their
African societies

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impact on pre-colonial
African societies
D (c) Describe
social-political
Organise students in
manageable groups to
Social-political
organisations
Charts, and
pictures on
organisations discuss social-political and education social-political
and education organisations and in pre-colonial organisations
in pre-colonial education in pre-colonial African societies and education
African African societies are evidently in pre-colonial
societies described African societies

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 Form II
Table 4:'HWDLOHG&RQWHQWVIRU)RUP,,

Main competence 6SHFL¿FFRPSHWHQFH Learning Suggested teaching Assessment Suggested Number

activities & learning methods criteria resources of
periods
1.0 Demonstrate 1.1 Demonstrate an Describe the pre- Each student to The pre-colonial On-line 24
mastery understanding colonial imagine the types, interactions materials and
of African of interactions interactions among factors that facilitated among the journal articles
history before among African the societies of interactions and societies of Indian on pre-colonial

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colonialism societies during Indian Ocean effects of pre-colonial Ocean Islands, interactions
the pre-colonial Islands, Eastern, interactions with Eastern, Western, among the

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period Western, Northern societies of Indian Northern and societies of
D and Southern Ocean Islands, Southern Africa Indian Ocean
Africa FRQGLWLRQV Eastern, Western, FRQGLWLRQVDQG Islands, Eastern,
DQGFRQVHTXHQFHV Northern and FRQVHTXHQFHV are Western,
Southern Africa clearly described Northern and
Southern
Africa

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Main competence 6SHFL¿FFRPSHWHQFH Learning Suggested teaching Assessment Suggested Number
activities & learning methods criteria resources of
periods
1.2. Demonstrate an (a) Describe the Use jigsaw to let The early contacts On-line sources 46
understanding early contacts students study African between African and journal
of the early between contact with either societies and articles on
contacts among African the Middle East, Far the Middle East, early contacts
the people of societies and East or Europe by Far East and between African
Africa, the the Middle focusing on factors Europe from the societies and
Middle East, East, Far East that facilitated the 1st Century to the Middle

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the Far East and and Europe contact and the effects the 15th Century East, Far East
Europe from the from the from the 1st Century to FRQGLWLRQVDQG and Europe

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1 Century to the
st
1st Century the 15th Century, then FRQVHTXHQFHV  are from the 1st
19th Century
D up to the let each group present clearly described Century up to
15th Century in the whole class. the 15th
FRQGLWLRQV /HWWKHPUHÀHFWRQ
and the existing African
FRQVHTXHQFHV relations with the
Middle East, Far East
and Europe and relate
them with those of the
1st Century to the 15th
Century

14
Main competence 6SHFL¿FFRPSHWHQFH Learning Suggested teaching Assessment Suggested Number
activities & learning methods criteria resources of
periods
(b) Explain the By using the jigsaw, The contacts Journal articles
contacts divide students into between African and on-line
between four groups and assign societies and sources on
African each group to study the Portuguese, the contacts
societies African societies’ French, Dutch between African
and the contacts with either and the British societies and
Portuguese, the Portuguese or from the 15th the Portuguese,

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French, Dutch French or Dutch or Century up to the French, Dutch
and British the British with an 18th Century are and British

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from the 15th emphasis on factors clearly explained from the 15th
D Century up that facilitated the Century up to
to the 18th contact and the effects the 18th Century
Century from the 15th Century
to the 18th&HQWXU\
then let each group
present followed by
discussions

15
Main competence 6SHFL¿FFRPSHWHQFH Learning Suggested teaching Assessment Suggested Number
activities & learning methods criteria resources of
periods
(c) Describe Use scenarios to The origin, Photographs,
the origin, guide students in development and charts and
development describing the origin, effects of the on-line sources
and effects of development and slave trade from on the origin,
the slave trade effects of the slave the 15th Century to development
from the 15th trade from the 15th the 19th Century and effects of
Century to the Century to the 19th are clearly the slave trade

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19th Century Century described from the 15th
Century to the

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19th Century
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 Form III
Table 5:'HWDLOHG&RQWHQWVIRU)RUP,,,

Main 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number

competence & learning methods criteria resources of periods
1.0 Demonstrate 1.1 Demonstrate an Describe the Guide students in The Journal articles, 43
mastery understanding of development groups to discuss development reports, speeches
of the the development of of capitalism in and role-play the of capitalism and on-line
relationship capitalism and its Europe and its development of in Europe and sources on the
between impact on Africa impact on Africa capitalism in Europe its impact on development

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capitalism and its impact on Africa is clearly of capitalism in
and Africa Africa described Europe and its

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impact on Africa

1.2 Demonstrate an
D (a) Discuss Use scenario/ The colonial Photographs, 30
understanding of colonial simulation to administrative charts, and
colonial systems in administrative guide students to systems in on-line sources
Africa systems in discuss colonial Africa *HUPDQ on colonial
Africa administrative )UHQFK%ULWLVK administrative
*HUPDQ systems in and 3RUWXJXHVH) systems in Africa
)UHQFK Africa *HUPDQ are clearly
%ULWLVKDQG )UHQFK%ULWLVKDQG discussed
3RUWXJXHVH) 3RUWXJXHVH)

17
 Main 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
competence & learning methods criteria resources of periods
(b) Discuss By using ICT The colonial On-line sources,
colonial support learning economic and pictures
economic tools, guide systems in on colonial
systems in students to discuss Africa are economic
Africa colonial economic accurately systems in Africa
((VWDEOLVKPHQW systems in Africa discussed
FKDUDFWHULVWLFV ((VWDEOLVKPHQW
VHFWRUVODERXU FKDUDFWHULVWLFV
LVVXHV) VHFWRUVODERXU

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LVVXHV)

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(c) Assess the Facilitate students The nature On-line sources,
nature and in four groups and and patterns pictures and
D patterns of assign each group of colonial photographs
colonial social one of the colonial social services on the nature
services in social services in Africa are and patterns of
Africa (education, health, accurately colonial social
water, housing) to assessed services in
explore and write a
Africa
report on the nature
and patterns of such
a service. Let them
share the report with
the whole class for
discussions

18
 Main 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
competence & learning methods criteria resources of periods
(d) Relate colonial Guide students The colonial On-line sources
economic, to research on economic, on relationships
political, the relationship political, between colonial
infrastructure, between the colonial infrastructure, economic,
and education economic, political, and education political,
systems in infrastructure, and systems in infrastructure,
Africa with the education systems Africa are and education
current African in Africa with the comprehensively systems in Africa
systems current African related with the with the current

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systems (IRFXVLQJ current African African systems

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RQVLPLODULWLHVDQG systems
GLIIHUHQFHV)
1.3 Demonstrate an
D (a) Describe By using jigsaw, Nationalist Photographs and 32
understanding nationalist guide students movements on-line sources
of the history movements in to describe in Africa are on nationalist
of nationalist Africa the nationalist correctly movements in
movements in movements in described Africa
Africa Africa, emphasising
tracing the
development of
pre-nationalist
movements

19
 Main 6SHFL¿FFRPSHWHQFH Learning activities Suggested teaching Assessment Suggested Number
competence & learning methods criteria resources of periods
(religious, peasants,
welfare and workers`
associations). Guide
them to relate
pre-nationalist
movements with
mass movements

(b) Assess the rise By using group The rise of Photographs,

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of nationalist discussion, nationalist speeches, reports
movements in guide students to movements and on-line

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Africa assess the internal in Africa is sources on
and external forces accurately the rise of
D for the emergence
of nationalist
assessed nationalist
movements in
movements in Africa Africa
(c) Appraise In manageable The lesson
the lessons groups, let drawn from
drawn from VWXGHQWVUHÀHFWRQ the nationalist
the nationalist lessons that the movements are
movements in current African appropriately
Africa countries can learn reviewed
from nationalist
movements

20
 Form IV
Table 6:'HWDLOHG&RQWHQWVIRU)RUP,9

Main 6SHFL¿F Learning Suggested teaching Assessment Suggested Number

competence Competence activities & learning methods criteria resources of
periods
1.0 Demonstrate 1.1 Demonstrate (a) Describe the Guide students in The concept and On-line sources, 30
mastery of mastery of concept and groups to discuss origin of nation – journal articles,
the history the history of origin of the meaning and building in Africa is reports, speeches
of nation- nation-building nation-building evolution of nation- well described on the concept

ft
building in in post-colonial in Africa building in various and origin of
post-colonial Africa post-colonial African nation-building in

ra
Africa countries Africa
D (b) Evaluate the
strategies used
Invite a guest speaker
to present on the
The strategies used
in nation building
in nation- strategies used in in Africa are
building nations-building in precisely described
Africa

21
 Main 6SHFL¿F Learning Suggested teaching Assessment Suggested Number
competence Competence activities & learning methods criteria resources of
periods
1.2 Demonstrate an (a) Appraise the Prepare a class debate The achievements On-line sources, 30
understanding achievements on achievements and challenges of journal articles,
of the and challenges and challenges of nation-building reports and
successes and of nation- Nation- building in in post-colonial speeches on the
challenges of building in independent African Africa accurately achievements
nation-building post-colonial countries. After the described and challenges of
in post-colonial Africa debate let the class nation-building

ft
Africa weigh the views in post-colonial
DQG¿QDOO\DSSUDLVH Africa

ra
nation-building in
D Africa

22
 Main 6SHFL¿F Learning Suggested teaching Assessment Suggested Number
competence Competence activities & learning methods criteria resources of
periods
(b) Design and Facilitate students to A project on nation-
carry out a explore a topic for building between
project on a project on nation- the 1960s and
nation-building building between 1970s by
between the the 1960s and 1970s using one African
1960s and from one of the country as a case
1970s XVH African countries. study is accurately

ft
RQH$IULFDQ Guide them to design designed, carried
FRXQWU\DVD and develop data out, and a report is

ra
FDVHVWXG\) FROOHFWLRQWRROV submitted
D let them collect
information, analyse,
synthesise and share
it before writing and
VXEPLWWLQJD¿QDO
report

23
 Main 6SHFL¿F Learning Suggested teaching Assessment Suggested Number
competence Competence activities & learning methods criteria resources of
periods
2.0 Demonstrate 2.1 Demonstrate an (a) Describe the Divide students The origin and On-line sources, 30
mastery of understanding origin and into four groups development of reports speeches,
the history of the regional development and assign them the Organisation pictures and
of Africa’s integration in of the with appropriate of African Unity photographs
participation Africa Organisation references from the (OAU/African on origin and
in regional of African internet to study on Union (AU) and development of
and Unity (OAU/ the establishment, economic regional the Organisation

ft
international African Union objectives, success groupings in of African Unity
affairs (AU) and and challenges of Africa is precisely (OAU/African

ra
economic regional groupings described Union (AU) and
D regional (OAU/AU, EAC, economic regional
groupings in SADC & ECOWAS, groupings in
Africa Arab Maghreb Africa
Union)

24
 Main 6SHFL¿F Learning Suggested teaching Assessment Suggested Number
competence Competence activities & learning methods criteria resources of
periods
(b) Assess the Prepare a motion The performance On-line sources,
performance on the performance of continental and reports speeches,
of continental of continental and regional integration pictures and
and regional regional integration efforts in Africa is photographs on
integration efforts in Africa for evidently assessed the performance
efforts in students to debate. of continental
Africa Let them write a and regional

ft
report and share the integration efforts
summary in the class in Africa

ra
2.2 Demonstrate an Appraise African Let students debate African On-line sources, 15
D
understanding
of the history
participation in the
United Nations
on participation of
Africa in the United
participation in the
United Nations
reports speeches,
pictures and
of Africa’s and its agencies Nations and its and its agencies is photographs on
participation agencies (UNICEF, clearly reviewed the performance
in the United UNDP, WHO, of African
Nations UNESCO, UNCHR, participation
Organisation FAO) in the United
Nations and its
agencies

25
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Cambridge Assessment International Education. (2020). 6\OODEXV &DPEULGJH 2OHYHO +LVWRU\ 2147 access at www.
cambridgeinternational.org/olevel Retrieved on 19th November 2022.
Cambridge O-level for centers in Mauritius History Syllabus. (2019). 0DXULWLXVDQG0RGHUQ:RUOG$IIDLUV.
Mauritius Institute of Education. (2015). 1DWLRQDO&XUULFXOXP)UDPHZRUN Nine-Year Continuous Basic Education (Republic
of Mauritius).
Ministry of Education and Culture. (1977). +LVWRU\6\OODEXVIRU2UGLQDU\6HFRQGDU\(GXFDWLRQ)RUP,9. Tanzania Institute
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ft
Ministry of Education and Culture. (2005). +LVWRU\6\OODEXVIRU2UGLQDU\6HFRQGDU\(GXFDWLRQ)RUP,9. Tanzania Institute
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ra
Ministry of Education and Vocational Training. (2010 +LVWRU\6\OODEXVIRU$GYDQFHG6HFRQGDU\(GXFDWLRQ)RUP9 9,.
Tanzania Institute of Education.
D
Tanzania Institute of Education. (2019). +LVWRU\ IRU 6HFRQGDU\ 6FKRROV 6WXGHQW¶V %RRN )RUP 2QH Tanzania Institute of
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Tanzania Institute of Education. (2019). +LVWRU\ IRU 6HFRQGDU\ 6FKRROV 6WXGHQW¶V %RRN )RUP 7ZR Tanzania Institute of
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Tanzania Institute of Education. (2021). +LVWRU\ IRU 6HFRQGDU\ 6FKRROV 6WXGHQW¶V %RRN )RUP 7KUHH. Tanzania Institute of
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Tanzania Institute of Education. (2022). +LVWRU\ IRU 6HFRQGDU\ 6FKRROV 6WXGHQW¶V %RRN )RUP )RXU. Tanzania Institute of
Education.

26