Uganda History and Political Education S

Ministry of Education and Sports
Low
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Curr
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HISTORY AND POLITICAL

EDUCATION SYLLABUS
HISTORY AND POLITICAL EDUCATION SYLLABUS
CONTENTS FOREWORD
• Foreword 2
The development of this curriculum framework was based on
• Acknowledgements 3 a wide range of stakeholder consultations. It therefore offers
a broad and balanced education that emphasises knowledge
• Introduction 4
creation, skills development and the nurturing of values
• Background to the new curriculum 5 and positive attitudes which will allow learners to develop
holistically.
• Key Changes 6
The lower Secondary Framework is also aligned to the Vision
• The new curriculum 8
2040, the NDP II, the 2030 Sustainable Development goals
- Key Learning Outcomes and the Education Sector Strategic Plan of Uganda (2017-20).
- Values It provides the five different elements of the new curriculum
- Generic Skills which are: Values, Key Learning Outcomes, Generic Skills,
- Generic Skills within History and Political Education Cross-cutting Issues and the Subject menu. It presents the
broad aims of secondary education in Uganda and the four
- Cross-cutting Issues key learning outcomes that should be exhibited by each lower
- Part 2: ICT Integration secondary graduate which include; self-assured individuals,
- History and Political Education responsible and patriotic citizens, lifelong learners and
within the new curriculum positive contributors to society. The framework emphasises
- Time allocation competences that are required in the 21st century. It
advocates for an inclusive education with a learner centred
- Rationale
approach, to allow for lifelong learning.
- Teaching and Learning: History and
Political Education The framework demonstrates what should be learned, for
how long and how it should be assessed. It focuses on the
• The History and Political Education Syllabus 13 cross-cutting issues, values and generic skills that must
• Detailed Syllabus 16 be emphasised during the learning teaching process. The
values are at the heart of the learning process therefore and
• Assessing History and Political Education 72 should be nurtured among learners and promoted through
- Examinations the selection of appropriate learning activities. Learners
- Formative Assessment are expected to exhibit the value of; Peace and harmony,
Integrity and honesty, Patriotism, Positive attitude towards
- How do we find the opportunity
work and Respect for human rights at the end of the learning
to make formative assessments?
experience. The learning process further emphasises the
- Generic Skills cross-cutting issues specifically; Environmental awareness,
- Attitudes Health awareness, Diversity and inclusion, Socio-economic
- Record keeping challenges, Citizenship and Life skills. Teachers should
endeavour to appropriately use the time allocated for each
• Glossary of Key Terms 77 subject to ensure the achievement of the intention of this
framework.
© National Curriculum Development Centre, Uganda, 2018 As the Minister responsible for the provision of education, I
Published by endorse this framework as the official guiding document for
the learning and teaching at the Lower Secondary School level
National Curriculum Development Centre,
P.O. Box 7002, Kampala
throughout the country.
ISBN: 978-9970-00-112-5
HON. JANET K. MUSEVENI
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, transmitted in any form or by any means; THE FIRST LADY AND MINISTER FOR EDUCATION
electronic, mechanical, photocopying, recording or otherwise AND SPORTS
without the prior written permission of NCDC.
Website: www.ncdc.go.ug
2
THE LOWER SECONDARY CURRICULUM
ACKNOWLEDGEMENTS
National Curriculum Development Centre (NCDC) would like
to express its appreciation to all those who worked tirelessly
towards the production of this Lower Secondary Syllabus.
Our gratitude goes to the Ministry of Education and Sports
for overseeing the development of the curriculum and taking
timely decisions whenever necessary. They have worked as a
team with NCDC to produce this Curriculum. Their decisions
have been invaluable in getting this work completed as
required. Our thanks also go to our partners in education who
provided the necessary guidance.
We would also like to thank the members of the public who
made helpful contributions towards shaping this curriculum.
Their efforts are invaluable towards having this curriculum
implemented in the schools and for improved quality of
education in Uganda.
The Centre is indebted to the learners and teachers who
worked with NCDC specialists and consultants from
Cambridge Education and The Curriculum Foundation. Great
thanks go to members of History and Political Education
Working Group who worked tirelessly to put together the
necessary facts and guidance in producing this Syllabus.
Furthermore, NCDC would like to thank the World Bank for
funding the Lower Secondary Curriculum Reform. The funding
was a component of the World Bank /Ministry of Education
and Sports Uganda Post-primary Education and Training
programme.
Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this Syllabus.
NCDC takes responsibility for any shortcomings that might be
identified in this publication and welcomes suggestions for
effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P.O. Box
7002 Kampala or email admin@ncdc.go.ug or
www.ncdc.go.ug.
GRACE K. BAGUMA IZIO

DIRECTOR
National Curriculum Development Centre
3
INTRODUCTION
The UNESCO Education Strategy (2014 – 2021) advocates for a The aims of secondary education in Uganda are to:
humanistic and holistic vision of education as a fundamental
• Instill and promote national unity, an understanding of
human right that is essential to personal and socio-economic
the social and civic responsibilities, strong love and care
development. UNESCO further recommends, societies that are
for others and respect for public property, as well as an
just, inclusive, peaceful and sustainable by 2030. The Uganda
appreciation of international relations and beneficial
Vision 2040 aims to transform Uganda into a modern and
international co-operation;
prosperous country, while the NDP recognises the existing
weaknesses in education, including the low efficiency and • Promote an appreciation and understanding of the cultural
variable quality at the secondary level. The Sustainable heritage of Uganda including its languages;
Development Goal 4 advocates for inclusive and quality
• Impart and promote a sense of self discipline, ethical and
education, while the National Development Plan II focuses on
spiritual values, personal and collective responsibility and
enhancement of human capital, development, strengthening
initiative;
mechanisms for quality, effective efficient service delivery and
improvement of quality and relevance of skills development. • Enable individuals to acquire and develop knowledge and
The NRM Manifesto (2016-2021), emphasises continuous an understanding of emerging needs of society and the
assessment examination systems , strengthening soft skills, economy;
which promote self-esteem, conscientiousness and a generally • Provide up-date and comprehensive knowledge in
positive attitude to work, promoting e-learning and computer theoretical and practical aspects of innovative production,
literacy in order to enhance learning outcomes. All these are modern management methods in the field of commerce
lacking and where they exist it is at a minimum level. and industry and their application in the context of socio-
In alignment with the above, the Education and Sports Sector economic development of Uganda;
Strategic plan (2017/20) advocates for delivery of equitable, • Enable individuals to develop basic scientific,
relevant and quality education for all. The current secondary technological, technical, agricultural and commercial skills
school curriculum of Uganda, although highly regarded required for self-employment;
by some, is focused on the needs of a tiny academically
oriented elite yet the needs of the majority of learners need • Enable individuals to develop personal skills of problem
to be the focus. The Ministry of Education and Sports (MoES) solving, information gathering and interpretation,
through the National Curriculum Development Centre independent reading and writing, self improvement
(NCDC) therefore, undertook a review of the Lower Secondary through learning and development of social, physical
Curriculum, aimed at providing a learning environment, and leadership skills such as are obtained through games,
opportunities, interactions, tasks and instructions that foster sports, societies and clubs;
deep learning by putting the learner at the centre of the • Lay the foundation for further education;
learning experience. This is in line with aims of secondary
education in Uganda as outlined opposite. • Enable the individual to apply acquired skills in solving
problems of community, and to develop a strong sense of
constructive and beneficial belonging to that community;
• Instill positive attitudes towards productive work and
strong respect for the dignity of labour and those who
engage in productive labour activities;
• Develop a positive attitude towards learning as a lifelong
process.
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BACKGROUND TO THE NEW CURRICULUM

The reform was based on the Education Sector Strategic Plan
(ESSP, 2009 – 2018) which set out strategies to improve the The ESSP further outlined what the reforms imply:
quality and relevance of secondary education. The ESSP’s sub-
“This reform will necessitate a sweeping revision of
objective 2.2 was to ensure that “Post-primary students [are]
the general secondary curriculum, away from strictly
prepared to enter the workforce and higher education”. This
academic learning objectives that are thought to prepare
is also in line with the current strategic plan of 2017-2020. To
students for erudite higher education and towards a set
achieve this objective, one of the Ministry’s strategies was to
of competencies that serve both those who continue
revise the curriculum and improve instruction and assessment
their education after S4 and those who choose to enter
by eliminating the short comings in the current curriculum.
the workforce. The new curriculum will enable learners
The review focused on: producing a secondary school to acquire specific vocational skills that they can use
graduate who has the competences that are required once they enter the world of work. The new curriculum
in the 21st century; promoting values and attitudes; will help learners make informed decisions as citizens
effective learning and acquisition of skills in order to reduce and family members, and it will give those who continue
unemployment among school graduates. with their education, either immediately in S5 or later in
life, the learning skills they need to think critically and
The reform also aimed at reducing the content overload
study efficiently.”
and contact hours in the classroom so as to create time for:
research and project work; talent development and creativity;
allowing for emerging fields of knowledge across all subjects
and doing away with obsolete information. There was a need
to address the social and economic needs of the country
like the mining sector, tourism, services provision, science
and technology development and to ensure rigorous career
guidance programme to expose learners to the related
subjects. This will enable learners to make informed choices as
they transit and to equip them with knowledge and skills that
will enhance their competitiveness in the global value chain.
To meet these requirements, the reforms are based on:

• The development of a holistic education for personal and
national development based on clear shared values
• A commitment to higher standards, deeper understanding
and greater opportunities for learners to succeed
• A focus on the key skills that are essential to work, to
learning, and to life, and which will promote life-long
learning
• An integrated and inclusive approach that will develop the
ability to apply learning in practical situations.
5
KEY CHANGES
The key change in the new curriculum is a move from a This approach to teaching and learning is in support of the
knowledge-based curriculum to a competence and skill- Sustainable Development Goals (SDG’s), otherwise known as
based curriculum. It is no longer sufficient to accumulate large the Global Goals. These are a universal call to action to end
amounts of knowledge. Young people need to develop the poverty, protect the planet and ensure that all people enjoy
ability to apply their learning with confidence in a range of peace and prosperity. The key changes in the curriculum will
situations. They need to be able to use knowledge creatively. A ensure that Uganda is making good progress towards SDG 4 in
level of competence is the ability to use knowledge rather than particular which aims to ensure inclusive and equitable quality
just to acquire it. This requires an active, learner-centred rather education and promote lifelong learning opportunities for all.
than passive, teacher-centred approach.
The change can be summarised in the following diagrams.
PREVIOUS KNOWLEDGE-BASED CURRICULUM
TEACHER
KNOWLEDGE
STUDENT STUDENT STUDENT STUDENT STUDENT
TEST AND SUMMATIVE ASSESSMENT
Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had
knowledge and transferred this knowledge to the students by lecturing, talking, asking them to read the text book or writing
notes on the board for the students to copy and learn. Students acquired the knowledge, often without fully understanding it, and
were tested at the end of a unit, term or school course to see if they had remembered it. The knowledge was based mainly on the
knowledge in the subjects traditionally taught at University, and little attempt was made to make it relevant to young people’s
own lives. The whole education system was seen by many people as a preparation for University, but the vast majority
of learners never reach university. The new curriculum will cater for this majority as well as those who later go on to University.
6
NEW COMPETENCE BASED CURRICULUM
ACTIVITY
STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,

PROBLEM-SOLVING, INVESTIGATION, GROUP ACTIVITIES,
EXPLORATION, EXPERIMENTS, FIELD WORK
DISCUSSION
LEARNER TEACHER LEARNER TEACHER LEARNER
FEEDBACK AND INTERACTION
FORMATIVE ASSESSMENT
In the new competence-based approach, the “student” becomes a “learner”. The new Learning Outcomes can only be
achieved through active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning becomes a two way process of dialogue between the Teacher and Learners. Learners also learn from
each other through discussion. Assessment also becomes a two way process of formative assessment; not just to give grades
but to find out problems the learners may be having and help to solve them.
7
THE NEW CURRICULUM
The new curriculum focuses on four “Key Learning Outcomes” At the heart of every subject there are generic skills that allow
of: self – assured individuals; responsible and patriotic development into life-long learners. Besides, there are also
citizens; lifelong learners; positive contributors to society. cross cutting challenges that are embedded across subjects
The curriculum emphasises knowledge, application and to enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.
Positive contributors to society who:

Key Learning Outcomes
• Have acquired and can apply the Generic Skills
The new curriculum sets out ‘Key Learning Outcomes’ that sum
• Demonstrate knowledge and understanding of the
up the expectations of the curriculum as a whole, and set out
emerging needs of society and the economy
clearly the qualities that young people will develop.
• Understand how to design, make and critically evaluate
By the end of the educational process, young people will become:
products and processes to address needs
Self-assured individuals who:
• Appreciate the physical, biological and technological
• Demonstrate self- motivation, self-management and world and make informed decisions about sustainable
self-esteem development and its impact on people and the
environment.
• Know their own preferences, strengths and limitations
• Adjust their behaviour and language appropriately to
different social situations
• Relate well to a range of personality types
Values
The new curriculum is based on a clear set of values. These
Responsible and patriotic citizens who: values underpin the whole curriculum and the work of
• Cherish the values promoted in the curriculum schools. They are also the values on which learners need to
base their lives as citizens of Uganda.
• Promote the development of indigenous cultures
and languages and appreciate diversity, equity and • Peace and harmony
inclusiveness • Integrity and honesty
• Apply environmental and health awareness when making • Patriotism
decisions for themselves and their community
• Positive attitude towards work
• Are positive in their own identity as individuals and global
citizens • Respect for human rights
• Are motivated to contribute to the well-being of • Self-Control
themselves, their community and the nation These values are not taught directly in lessons, nor will they be
assessed, but they will inform and shape all teaching and learning.
Lifelong learners who:
• Can plan, reflect and direct their own learning
• Actively seek lifelong learning opportunities for personal
and professional development
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Generic Skills Communication

The generic skills lie at the heart of every Subject. They are the • Listen attentively and with comprehension
skills that enable the learner to access and deepen learning
• Talk confidently and explain things clearly
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of work. • Read accurately and fluently
They are the skills that allow young people to develop into • Write and present coherently
lifelong learners who can adapt to change and cope with the
challenges of life in the 21st Century. • Use a range of media to communicate idea
Young people need to be able to think critically and solve
problems, both at school and at work. They need to be
creative and innovative in their approach to learning and life. Co-operation and Learning
They need to be able to communicate well in all forms, co-
• Work effectively in diverse teams
operate with others and also work independently. They need
to be able to use functional mathematics and ICT effectively. • Interact effectively with others
• Take responsibility for own learning
• Work independently with persistence
Critical thinking and problem-solving
• Manage goals and time
• Plan and carry out investigations
• Sort and analyse information
• Identify problems and ways forward Calculation and ICT
• Predict outcomes and make reasoned decisions • Use numbers and measurements accurately
• Evaluate different solutions • Interpret and interrogate mathematical data

• Use mathematics to justify and support decisions
• Use technology to create, manipulate and process
Creativity and innovation information
• Use imaginations to explore possibilities • Use technology to collaborate, communicate and
refine their work
• Work with others to generate ideas
• Suggest and develop new solutions
• Try out innovative alternatives
• Look for patterns and make generalisations
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GENERIC SKILLS WITHIN HISTORY AND

POLITICAL EDUCATION
These skills are not separate subjects in themselves; they are The Subjects also provide the contexts for progression within
developed within the subjects of the curriculum. They also the skills. The same skill definitions apply to all year groups,
help learning within those subjects. It is when these generic and skills progression is provided by the increasing complexity
skills are deployed that learning is most effective. of the subject matter within each Subject. For example, within
‘critical thinking’, learners begin thinking critically about the
The generic skills are a key part of the new curriculum.
relatively simple subject matter in Senior 1 and then progress
They have been built into the syllabuses for each of the
to thinking about the much more complex matters in Senior
Subjects, and these Subjects provide the context for the skill
4. Thus the progression is in the increasing complexity of the
development. History and Political Education provides a rich
matters being thought about.
context for learners to communicate, co-operate, and to think
critically about how the world works and to understand the
world from an historical and political point of view.
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY & INNOVATION
COMMUNICATION
COMPULSORY SUBJECT
COMPULSORY SUBJECT
COMPULSORY SUBJECT
COMPULSORY SUBJECT
COMPULSORY SUBJECT
ELECTIVE SUBJECT
ELECTIVE SUBJECT
ELECTIVE SUBJECT
SOCIO-ECONOMIC CHALLENGES
CITIZENSHIP
Cross-cutting Issues
There are some issues that young people need to learn about, but • Diversity and inclusion
which are not confined to one Subject. These are the ‘Cross-cutting • Socio-economic challenges
Issues’ and they need to be studied across the Subjects. These issues • Citizenship
develop learners’ understanding of the connections between the
These have been built into the syllabuses of each Subject. The
Subjects, and so of the complexities of life.
way in which they operate within the Subject is very similar to
The Cross-cutting Issues identified in the curriculum are: the generic skills. History and Political Education provides a
very good context for considering all five of these issues
• Environmental awareness
• Health awareness
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Part 2: ICT Integration

Under ICT integration, ICT shall be embedded as a learning/teaching tool across all subjects. ICT teachers should endeavour to
assist other subject teachers in making the ICT integration process a reality. In other subject syllabi, ICT integration guidelines have
been included. ICT integration draft framework is summarised below:
ICT APPLICATION (HOW ICT WILL BE INTEGRATED

CATEGORY OF A TASK IN THE SYLLABUS
FOR THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
Drawing/graphics Use publishing software, Word processor
Role play, narrations Use audio and video recordings
Demonstrations Use audio and video recordings and simulations
Locating and putting marks on an area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on Internet or by sharing
Writing equations and formulas Use equation editors
Using the Internet and other academic applications like
Carrying out academic research
“Encarta”, “Britannica” etc
Forming learning networks, formation of blogs, social media,
Sharing or learning with people across the world
emails etc.
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HISTORY AND POLITICAL EDUCATION

WITHIN THE NEW CURRICULUM
History and Political Education is a compulsory subject from Senior 1 to Senior 4.
Time allocation
HISTORY AND POLITICAL SENIOR 1 & 2 SENIOR 3 & 4

EDUCATION
3 periods a week 3 periods a week
Rationale
History and Political Education is the study of how the past has studied. They use a range of primary sources where possible to
created the present, and how people organise themselves in carry out their own investigations and evaluate interpretations
communities and nations. It is the key to the development of made by others.
good citizens.
The subject caters for critical thinking skills so as to help
Learners explore the past of their locality and the wider learners look beyond the headlines. It also trains the mind and
world. They find out some of the key events and people who teaches individuals how to think and process information.
have shaped our history and the world to-day. They learn It provides a basis for research and inquiry into the past so
to recognize the impact of the past on the present. They as to learn from it, while political education highlights the
learn to analyse and explain the reasons for, and results of, importance of politics in development.
the historical events, situations and changes in the periods
Teaching and Learning: History and Political Education

The thrust of the new syllabuses is experiential and towards own ideas and experiences as well as adding new knowledge
deeper understanding. The focus in History and Political and skills to it.
Education is on the development of understanding through
Learners need to interact with real situations inside and
sifting evidence, enquiry and rational thought
outside the classroom. They need to look at pictures or
The new syllabuses provide learners with a wide range of diagrams, examine statistics, or read texts from a range of
contexts in which to develop this understanding, and these sources. They need to find out knowledge and ideas for
contexts are designed to engage the interest of the learner themselves. They should then be expected to express these in
and to provide opportunities to build life-related knowledge, their own words, not those of the teacher, and so demonstrate
experience and skills. Teachers are encouraged to go beyond that they have understood what they have learnt.
the textbooks and provide as many meaningful contexts as
In this approach, learners are encouraged to:
possible. The generic skills have been integrated throughout
the curriculum and can only be acquired through active • Be responsible for their own learning
approaches.
• Think for themselves and form their own ideas and
The role of the teacher is to build on learners’ existing opinions
knowledge and experience, but to extend that by posing
• Become critical thinkers, ready to face new challenges and
problems to the learners. This makes them think about their
situations for themselves
12
THE HISTORY AND POLITICAL EDUCATION SYLLABUS
Programme Planner
SENIOR 1 THEME DURATION

(NUMBER OF PERIODS)
1: Finding out about our past 10

2: The Origin of man 14
3: Migration systems into East Africa since 1000AD 14
4: State formation in East Africa 10
5: External trade contacts to East African communities 10
6: Colonization and the scramble of East Africa 10
7: Response to the establishment of colonial rule in East Africa 10
8: Leadership and culture in our communities 10
9: Government administration systems in Uganda 10
10: Patriotism and History of Uganda since 1986 10
Total 108

(NUMBER OF PERIODS)
1: Civil society and non-governmental organizations 12

2: How do we own land in Uganda 12
3: Foreign Religions in East Africa 12
4: The colonial Administrative systems in East Africa 10
5: The colonial economy in East Africa 10
6: Trade systems in West Africa 14
7: The 19th Century Islamic Movements in West Africa 15
8: National Movements and struggles for independence in West Africa 15
9: Regional groups in West Africa: the Economic Organisation of West African States (ECOWAS) 8
Total 108
13

(NUMBER OF PERIODS)
1: The Uganda Railway 10

2: The Devonshire white paper of 1923 in Kenya 8
3: The world war II in East Africa, 1939-1945 10
4: Our systems of government 26
5: Human Rights 16
6: The Uganda crisis of 1967 12
7: Leadership of Idi Amin Dada in Uganda 14
8: The recent issues in East African History 12
Total 108

(NUMBER OF PERIODS)
1: The East African Community (EAC) and the East African Legislative Assembly (EALA) 15
2: Neo-colonialism in East Africa 15
3: Diplomacy and international relations 12
4: Globalization and foreign aid 12
5: Mineral discovery in South Africa 14
6: The Apartheid policy in South Africa 10
7: Liberation struggles in South Africa and the career of Nelson Mandela 14
Total 92
14
The syllabus details for all subjects are set out in three columns:
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT ACTIVITIES
The learner should be able to:
The sort of learning activities that
The knowledge, understanding or skills
include the generic skills and that will Opportunities for assessment within
expected top be learned by the end of
help learners achieve the Learning the learning
the topic
Outcomes.
Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are appropriate to
the needs of their class.
15
DETAILED SYLLABUS FOR HISTORY AND

POLITICAL EDUCATION
SENIOR 1 Theme 1: Finding out about our past
TOPIC: FINDING OUT ABOUT OUR PAST 10 PERIODS

Competency: Learners understand different methods of finding out about the past, and evaluate the importance of historical sites.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
a. appreciate the importance of learning • Guide learners in a discussion on the • Converse with learners as they
about our past. (u) (v) advantages and disadvantages of learning discuss and brainstorm to assess their
b. understand how people find out about about the past. understanding of historical methods and
the past (u) (k) (v) • Let learners watch a video or listen to sources, and their ability to evaluate and
a narration on historical research, and compare them.
c. know the historical sites in Uganda and
the rest of East Africa, and to visit any of discuss the different sources and methods • Observe their ability to draw a
these. (k) (s) (u) of finding out about the past. comparison table to assess ICT skills and
• Guide learners to use ICT in the study to their analysis.
research about our past. (s) • In their written reports, assess their ability
• In a discussion, compare modern and to evaluate why the site is important to
traditional methods of researching on the the nation’s history.
past.
• Guide learners to draw a table using
ICT that shows the advantages and
disadvantages of using different sources
and method of finding out about the past
the past.
16
SENIOR 1 Theme 2: The origin of man
TOPIC: TRADITIONAL/RELIGIOUS THEORIES ABOUT THE ORIGIN OF MAN 14 PERIODS

Competency: Traditional/religious theories about the origin of man.
LEARNING OUTCOMES
a. understand traditional East African beliefs • Guide learners in pairs to discuss about • Converse with learners to assess their
about the origin of man. (u) (v) (s) the beliefs that existed in traditional Africa understanding of traditional African and
b. understand the origin of man according and write about them. Biblical accounts of the creation of human
to the Bible. (u) (v) • Guide learners to read the Old Testament beings. Check their critical thinking
and role-play the Bible story of the skills as they identify the strengths and
c. evaluate the value of religious beliefs on
creation of man. . weaknesses of beliefs.
the origin of man (k, u) (v)
• Guide Learners to read individually the • In role plays, observe their understanding
story of the Garden of Eden and analyse of the Bible story, and creativity of
its significance in the creation of man. expression.
• Let learners discuss the strengths and • Assess learners ability to analyse and
weaknesses of religious beliefs about the compare the two stories of Creation of
creation of man. man.
• Guide learners to Research on the theory
of creation of man according to the bible
and compare it with the evolution of man.
SENIOR 1 Theme 2: The origin of man
TOPIC: SCIENTIFIC THEORY AND THE STAGES IN THE EVOLUTION OF MAN
LEARNING OUTCOMES
a. understand Charles Darwin’s theory of • Use internet or library research to study • In their written report, learners highlight
evolution. (v,u) Charles Darwin’s theory of evolution, and key aspects of Darwins theory and the
b. understand the reasons why man is write a summary. stages of human development.
different from other animals. (u) • Guide learners to discuss the key features • Assess learners critical thinking in arguing
c. know and understand the key stages in of Charles Darwin’s theory of evolution and presenting issues on Darwin’s theory
the evolution of man. (k,u) and its impact on traditional/religious of man.
beliefs.
• Timelines showing the stages in the
development of man from animals to
accompany the report, using ICT where
possible.
17
SENIOR 1 Theme 3: Migration into East Africa, and elsewhere
TOPIC: ORIGINS OF LOCAL PEOPLE 14 PERIODS

Competency: : Learners understand and analyse the origins of their own families, as a result of migration and settlement of
people in East Africa and else where.
LEARNING OUTCOMES
a. Know the origins of people in different • Carry out a research using the ICT or • Observe the the outputs of individual
areas of East Africa, (s,k) library to find out the origins of their learners research for correctness of facts.
families and other people in the area.
• Explain and illustrate their findings using
tables, diagrams and statistics..
• Illustrate and locate the origins of East
African people on a map .
• Use the above visual aids in the delivery
of an oral presentation on this fieldwork
to the class.
TOPIC: THE BANTU, LUO AND MFECANE MIGRATION
LEARNING OUTCOMES
a. understand the origins of Bantu, Luo and • Use internet or library research to locate • In conversation, assess their
Ngoni people who came to East Africa. (u) the Bantu, Luo and Ngoni migration . understanding of the Bantu, Luo and
b. know the reasons for the migration of • Task learners to discuss the origins, Ngoni movement and the reasons for
these peoples into East Africa. (k) culture and history of Bantu,Luo,and their migration.
c. understand the Bantu, Luo and Mfecane Ngoni.. • Assess the accuracy of learners migration
migration into East Africa. (k,u) • Use the internet/library reference books maps.
to access information to sketch a map(s) • Observe learners communication
showing the course of Bantu, Luo and skills and critical thinking in a debate /
Mfecane migration. discussion about the effect of these
• Discuss the reasons for the migration of migrations into East Africa.
these peoples into East Africa.
18
TOPIC: WHERE OTHER PEOPLE CAME FROM
LEARNING OUTCOMES
a. know the various groups of people who • Learners discuss in groups the main • Through a Conversation with learners
settled in North Africa. (k) groups of people that migrated to North assess their knowledge of who migrated
b. understand the causes and effects of Africa, and their reasons for migration. to North Africa and North America, their
migrations and settlement of people in • Individually learners investigate the reasons for doing so, and the time periods
North Africa. (u) effects of the settlement of people in covered.
c. know why and how Europeans settled in North Africa, and record the positives and • Observe their critical and analytical
North America (k) negative results. thinking discussion and debate on the
• Through a group discussion, learners effects of slavery and ethnically mixed
d. understand why and how Africans were
create a timeline showing when the main populations.
taken to North America (u)
groups of Europeans migrated to North
e. analyse the pros and cons of an ethnically
America.
mixed population. (u)
• Guide learners in a discussion about why,
how and when Africans were taken to
North America, and record their findings
including how slaves were acquired in
West Africa, and how they were treated in
North America
19
SENIOR 1 Theme 4: State formation in East Africa
TOPIC: PRE-COLONIAL SOCIETIES IN EAST AFRICA 10 PERIODS

Competency: Learners to analyse and evaluate the organisation of centralised and non-centralised states in East Africa.
LEARNING OUTCOMES
a. Know the centralised and non- • Learners brainstorm and compare the • Check learners drawn maps to see that
centralised states in East Africa. (v,k) centralised and non centralized states they have identified and located the
b. understand the characteristics of they are familiar with in East Africa: societies appropriately .
centralised and non-centralised societies . • Buganda • Converse with learners to find out if they
(u) • Ankole, can describe the distinction between
the centralised and non-centralised
• Bunyoro and
states, and analyse the strengths and
• Nyamwezi weaknesses of each.
• Masai,
• Bakiga,
• Chagga
• Acholi
Conduct research to ensure that all
existed pre-colonial states have been
identified and develop their individual
journals.
Learners discuss the strengths and
weaknesses of each type of society.
• Locate each society on a map.
20
TOPIC: ORGANISATION OF PRE-COLONIAL KINGDOMS
LEARNING OUTCOMES
a. Know the organization of selected • Learners make a research on the • Check learners research notes and maps
precolonial kingdoms(k,u,v). organization of kingdoms.. Take notes on for the accuracy of information given
b. understand the reasons for growth and Buganda, Ankole and Bunyoro kingdoms • Observe learners discussion for individual
expansion of pre- colonial kingdoms. before colonization in preparation to participation and interactions.
(u,v,s) present to class.
• Listen to learners ability to analyse
c. know where these kingdoms are located. • Learners present and discuss the factors the benefits of the organisation and
(u, s) that led to their growth and expansion of leadership of kingdoms.
states.
d. appreciate the level of organisation of • Look at their tables to observe their ability
these kingdoms before colonialism. (v,u) • Learners draw a sketch map of where to contrast and compare.
these kingdoms are located.
e. Appreciate the leadership skills of
traditional leaders of pre-colonial • Learners compare the organisation and
kingdoms of East Africa . (s,v,u) leadership of the Ankole and the Acholi.
• Guide learners to discuss the organization
of the pre-colonial states in East Africa
(social ,political and economic).
• Guide learners to research and discuss
pre-colonial styles of traditional leadership
in East Africa.
21
TOPIC: THE ORGANISATION OF DECENTRALISED SOCIETIES
LEARNING OUTCOMES
a. Understand the key elements of pre- • Learners use library or ICT research and • Check that their research demonstrates
colonial decentralised societies in East record their findings about the pre- understanding as well as knowledge.
Africa. (k) colonial Masai and Bakiga societies with a • Observe their oral presentation and clarity
b. Understand the organisation of the view to understand their organization. of communication.
Chagga society. (u) • Using ICT skills, or library learners research • In a conversation with learners assess
c. analyse the organisation of Northern and make an oral presentation of the their ability to compare and contrast pre-
Uganda societies. (u) organisation of the Chagga society using colonial societies
visual aids (photos, organisational chart,
maps).
• Learners research and analyse the
organisation of the Acholi society,
contrasting it with other decentralised
societies they have studied.
SENIOR 1 Theme 5: East Africa and its external trade contacts from 1800 to 1880
TOPIC: SLAVE TRADE AND SLAVERY IN AFRICA 10 PERIODS

Competency: Learners understand the external trade contracts of East Africa.
LEARNING OUTCOMES
a. Know the organization of slave trade and • Guide learners to discuss the organisation • Assess learners participation and
slavery (k). of slave trade and slavery in East Africa. contribution on the plight of slaves and
Understand the slave trade and its impact • Engage learners to find out accounts the benefits of trade and in a debate or
in East Africa. (u) and experiences of slaves in order to discussion.
understand their impact in East Africa. • Assess their research findings on slave
• Learners are involved in trade to ascertain the facts.
a role play to dramatise about the effects
of slave trade in East Africa. Involve
learners in library research and or use
ICT and find out the problems that were
faced by slave traders in East Africa.
• Guide learners in a brainstorm
session; debate the advantages and
disadvantages of slave trade in East Africa
22
TOPIC: INDIAN OCEAN TRADE
LEARNING OUTCOMES
a. Understand the background of East • Guide learners to discuss the possible • Converse with learners to ascertain their
African trade across the Indian Ocean. (v,s reasons for development of Indian Ocean understanding of Indian Ocean trade.
u) trade. • Observe learners discussions and
b. Appreciate the impact of Indian Ocean • Learners use library or ICT research to contributions to impact of Indian Ocean
trade. establish the reasons for creation of Indian trade in East Africa.
Ocean trade. • Assess learners’ sketch maps of East
• Guide learners to draw a sketch map of African trade routes for knowledge and
Indian Ocean trade routes and the goods understanding.
traded on them. • Engage in their discussions about this
• Engage learners in a discussion about the trade to observe their ability to analyse
rise, organisation and effects of the Indian and evaluate it.
Ocean trade.
TOPIC: EAST AFRICAN LONG DISTANCE TRADE
LEARNING OUTCOMES
a. Understand the background of East • Learners use ICT or Library research to • Assess learners’ on findings key aspects for
Africa’s long distance trade. (u) find out the background of long distance of long distance trade.
b. know the reasons for growth and trade. • Assess learner’s accuracy in movements
expansion of East Africa trade. (v,k) • Guide learners to draw a sketch map of and locating the trade routes in East Africa
c. evaluate the impact of East African trade. routes used in the long distance trade and using a sketch map.
(s,u,v) the goods traded. . • Observe learners creativity in
Learners to use the library or the internet presentations for facts.
to describe the rise, organisation and • Engage in a discussion about the effects
benefits of the long distance trade. of long distance trade with learners.
• In groups make learners to present
findings of their research.
• Guide learners to participate in a debate
session about the effects of Long distance
trade.
23
SENIOR 1 Theme 6: Colonisation and the scramble for East Africa
TOPIC: COLONISATION AND THE SCRAMBLE FOR THE EAST AFRICA 10 PERIODS
Competency: Learners should be able to understand and analyse the causes and methods of the colonisation of East Africa, and its
impact.
LEARNING OUTCOMES
a. Understand the reasons why Europeans • Guide learners in a discussion about the • Engage learners in Conversation with
and Asians came to East Africa. (u) various groups from Europe and Asia who students to assess agents who came to
b. Understand how Uganda and the rest of came to East Africa, and their roles: East Africa and their countries of origin...
East Africa was colonised. (u) • Missionaries • Check the accuracy of the information
c. Analyse the results of colonization of East • Chartered companies’ agents presented by learners on r maps, timelines
Africa. (s, u) and colonisation.
• Explorers
d. Appreciate the impact of European and • Observe learners participation and
• Imperialists
Asian influence in East Africa. (s) contribution in a debate giving
• Learners conduct a research, on entry factual information, and the effects of
e. Understand how the rest of Africa was of European and Asian into East Africa colonization.
colonized by the different European construct a timeline and a map.
powers. (u)
• In groups discuss/debate on the effects
of colonization of East Africa
• Engage learners in a discussion about
the methods used by European countries
in colonisation of East Africa and the
problems they faced.
• Engage learner’s jn a discussion about the
methods of colonization of East Africa.
• Construct a matching table and show
which European power colonized a
specific African country.
• Teacher tasks the individual learners to
write a story about the life of a colonized.
24
SENIOR 1 Theme 7: Response to the establishment of colonial rule in East Africa
TOPIC: INTRODUCTION TO COLONIAL RULE 10 PERIODS

Competency: Learners understand how East African communities reacted to colonial rule and achieved independence.
LEARNING OUTCOMES
a. Understand the concept of collaboration • Learners discuss in groups the concepts of • Observe learners discussion to assess
and resistance. (u) collaboration, resistance and agreement their understanding of the key terms.
b. know the key agreements made in East and prepare a presentation. • Check the learners research report for the
Africa with colonialists. (k) • Learners peer review each other’s accuracy for the information given.
presentation. • Note their creativity and understanding
• Learners use internet or library research to in imagining instances of resistance or
find out about the key agreements made collaboration.
in East Africa and write a report..
• Learners research on communities that
collaborated or resisted to colonial rule
and record their findings about the
benefits and challenges for publications.
TOPIC: COLLABORATION IN EAST AFRICA
LEARNING OUTCOMES
a. Understand the circumstances that led to a. Guide learners in a discussion about • Listen to learner’s discussion to ascertain
collaboration in East Africa. (v,u), v). Reasons why some East Africans the understanding of the reasons why
b. know the terms and the outcomes of collaborated with Europeans y. the East Africans collaborated with the
1900 Buganda Agreement. (v,k b. Learners conduct a research in East Europeans...
African communities that collaborated • Assess learners research report for the
with colonialists and give the terms, time accuracy of information given on the East
lines, key personalities and the outcomes African Societies that collaborated with
of such collaborations in a report form. the Europeans..
c. Learners make a presentations on • Observe the learners presentation of
the terms and the effects of the 1900 terms and effects of 1900 Buganda
Buganda Agreement based on research agreement..
and make a personal record.
d. Learners use internet and library research
to collect the artifacts about the 1900
Buganda Agreement and display it in a
school notice board
25
TOPIC: RESISTANCE TO COLONIAL RULE IN EAST AFRICA
LEARNING OUTCOMES
a. Understand the circumstances that led • Guide learners in a discussion about • Listen to learners in discussion about
to East African resistance to colonial rule. the circumstances that led to resistance circumstances and effects of resistance to
(k,v) against colonial rule, and the methods colonial rule.
b. Know the methods used by East Africans used. • Observe learners role-plays key aspects
in resistance against colonial rule.(k) • Learner’s research on the key methods in the events that led to resistance to
c. Appreciate the impact of resistance to used in a resistance against colonial rule colonial rule.
colonial rule. (u) and record in their study journals. • Debates on what resistance achieved.
• Learners in pairs role- play events
depicting resistance to colonial rule.
• Task learners to prepare an interview
guide and carry out an interview in the
community around the school on the
impact of resistance to colonial rule in
East Africa.
• Involve learners in a discussion about
the advantages and the disadvantages
of using resistance as a method to
imposition of colonial rule.
26
TOPIC: INDEPENDENCE STRUGGLE FOR UGANDA
LEARNING OUTCOMES
a. understand the reasons for the rise of • Use ICT or library research to find out the • Converse with learners to assess their
nationalism (u) background for the rise of nationalism in understanding of nationalism in principle
b. know the various approaches used by Uganda. and how it was expressed in Uganda.
people of Uganda to demand for their • Research on various approaches used by • Assess the learners publication for the
independence from colonial rule (u) Ugandans to demand their independence similarities and differences in the struggle
c. appreciate the steps taken in the struggle and write an imaginative piece work for the independence in the selected
for independence. (u,v) and how they would react on such countries s of East Africa.
circumstances. • In their imaginative writing and role play,
d. Compare the Ugandan struggle for
independence with that of the East • Read about the events leading to assess their creativity and knowledge.
African states. (k,u) independence, and role-play a key scene • In their comparative table, look for an
from one of those events. analysis of similarities and differences.
• Write about the struggle for the
independence on any selected East
African country and tease out key
highlights which relate to Ugandan
struggle.
• Let learner s write a summary journal
about Uganda’s struggle for the
independence.
27
SENIOR 1 Theme 8: Leadership and culture in our communities
TOPIC: THE ROLE OF DIFFERENT LEADERS 10 PERIODS

Competency: Learners understand the roles played by different types of leaders at all levels of society in helping communities and
resolving their conflicts.
LEARNING OUTCOMES
a. Understand different types of leadership • In a discussion guide learners to identify • Observe learners discussion to assess
in our communities : (u) the different types of leaders in the their knowledge of types of leaders in
b. Know the types of leadership in a family. communities in which they live. communities/families in which they live.
(k) • Let learners categorise leaders into formal • Listen and assess learners presentation
c. Know the best ways to lead a family. (s,u,v) and informal types. on the best ways to lead the family while
• Let learners write about leaders in their analysing their critical reasoning about
d. Understand the rights, responsibilities and
respective family and in the guided family leadership .Observe their critical
duties of leaders and those they lead in
discussion categorise them. thinking in their debates about family
the communities. (u)
leadership.
• Let learners conduct an interview an
interview with an adult person in the • Assess learners report for accuracy of
family in a best ways of leading a family. the comparison between the rights and
In small groups write a report on their responsibilities of each type of leader
findings and present it to class against the rights and the responsibilities
of those they serve..
• Learners compare the rights and
responsibilities of each type of leader
against the rights and responsibilities of
those they serve and write a report.
28
TOPIC: THE ROLE OF CULTURE IN LEADERSHIP
LEARNING OUTCOMES
a. Appreciate the existence of cultural • Task learners to develop an interview • Listen to the group presentations made
centres in in East Africa. (k,u) guide, visit nearby cultural centres after the historical site visit and provide
b. know the key cultural institutions and conduct a survey and write report about comments to the learners.
their leaders in East Africa.(k) the form of leadership used in managing • Observe class discussion and find out
the site... whether learners understood the role of
c. Understand the need to respect the
cultures of other ethnic groups to avoid • Guide learners to draw a sketch map of leadership in culture.
conflicts. (u, v) the main cultural centres in East Africa. • In role- plays/debates, assess their critical
d. Appreciate the value of traditional • Discuss how respect for other cultures can thinking about justice methods.
transitional justice mechanisms in conflict be useful in aspect of leadership, and can
resolutions. (k,v,u) reduce the possibility of other conflicts.
e. Understand the role of culture in • Guide learners to visit the nearby
leadership(u) community and research about the
traditional methods of justice used in
resolving conflicts.
• Guide learners to compare the modern
and the traditional methods of resolving
the community conflicts and find out
which of the two is very effective in
stabilising the community leadership.
TOPIC: CULTURE AND GENDER RELATIONS IN OUR COMMUNITIES
LEARNING OUTCOMES
a. understand the changing roles played by • Learners brainstorm on the traditional • Listen to learners as they discuss the roles
women and men in leadership. (u) roles of men and women in East Africa. of men and women in leadership.
b. understand the different leadership roles • Guide learners in discussion and they a • Assess the learners survey report and
by gender in families (u) note about the changing roles of men establish the different generational roles
and women in the leadership of their about leadership of families.
community and beyond. • In role plays, observe learners’ critical
• Task learners to prepare an interview reasoning by dramatizing gender issues.
guide and carry out a survey on the role
of gender roles in family leadership and
make presentations to class..
• Involve learners in a role play about
gender issues in family. use pictures or
photographs to illustrate gender roles (s)
29
TOPIC: CAUSES AND EFFECTS OF CONFLICTS IN COMMUNITIES
LEARNING OUTCOMES
a. Understand the recent community • In a guided discussion let learners • Engage and observe learners in a
conflicts in their society. (k) brainstorm on the recent conflicts in their discussion about causes and the results
b. know different forms of conflict using community. of common community conflicts
flowcharts. (k) • Engage learners in a discussion about • Assess their flowcharts for understanding
Understand how conflicts can be caused the common causes and the effects of of the progression of conflicts and ability
and resolved. (s,u) community conflicts in East Africa. to present this creatively
c. Evaluate on how conflicts can be solved Learners carry out a research to establish • In role play and debate, observe their
and avoided in society. (u) how leadership helped to solve a conflict critical thinking about the role of a leader
and report to class. in conflict resolution.
• Guide learners to classify different forms
of formal and informal conflict and create
flowcharts of how they progress
• Task learners to dramatise one type of
conflict show various stages through
which it progresses up to its resolution.
• Organise learners into debate about
how leaders can help resolve conflicts in
communities, resulting in a Community
Charter or a Guide for Peaceful Co-
existence.
30
SENIOR 1 Theme 9: Government administration systems in Uganda
TOPIC: GOVERNMENT ADMINISTRATION SYSTEMS IN UGANDA 10 PERIODS

Competency: Learners understand and evaluate the relationship between the central government and the decentralised
government systems in Uganda.
LEARNING OUTCOMES
a. understand the role and structure of • Guide learners to discuss the structure of • Assess learners’ organizational charts
Uganda’s government systems. (k,u,v) Uganda government systems. for knowledge and understanding of
b. understand the challenges faced by the • Guide learners to label the responsibilities structures and responsibilities
two forms of government. (v,u) of each part in the structure. • Observe learners as they engage with
c. Appreciate the relationship between • Invite officials of both central and government visitors and note their critical
central and decentralised government. (u) decentralised government to speak about thinking in their questions and responses
the relationship between the two systems to what they hear, and their ability to
of government, and the challenges they summarise the key points.
face. • In discussion afterwards, assess their
• Let learners summarise what they have problem-solving skills about the
learnt in their journals. challenges of government.
31
SENIOR 1 Theme 10: Patriotism and the history of Uganda since 1986
TOPIC: PATRIOTISM 10 PERIODS

Competency: Learners understand various meanings of patriotism, how its practiced and evaluate history of Uganda since 1986.
LEARNING OUTCOMES
a. Know the term “Patriotism”(k) • In groups learners share and brainstorm • Listen and assess learners as they discuss
b. Understand the purpose of patriotism (u). on the meaning of the term patriotism. about the benefits of being patriotic to
• Organise learners in groups to discuss the their country.
c. Know the forms of patriotism (k).
benefits of being patriotic. • Converse with learners and find out
d. Understand the importance of patriotism
• Support learners to participate in national whether they can discover and mention
(u).
functions e.g.. Independence day, more practices of patriotism in their
women’s day, labour day etc. communities.
• Guide learners to visit a nearby
community and participate in a
community activity for example ;clean
the market centres,paint roads.
• Guide learners to participate in national
elections and civic activities e.g..
voting,display and updating of registers
etc.
• Guide learners to discuss the functions of
community policing and support them
to participate in community policing work
e.g.. report criminals,run for rescue of your
attacked neighbours, take charge of your
neighbours property etc.
• Let learners engage in the protection of
the elderly,sick ones and the Persons with
Disability (PWDs)
• Task and allow learners to participate in all
forms of fundraising for the community
and national drives and write a report
about this activity .e.g. car wash drives,
marathon etc.
• Let learners research and establish
the available national resources for
development .They can show where they
would, start small businesses and ensure
creativity and innovativeness.
• Organise the class to brainstorm on other
activities that show acts of patriotism.
32
SENIOR 1 Theme 10: Patriotism and the history of Uganda since 1986
TOPIC: THE POLITICAL HISTORY OF UGANDA SINCE 1986
LEARNING OUTCOMES
a. Understand the background of NRM • Guide learners to use the ICT and library 1. Observe learners in a discussion analysing
ideology(u). research and find out the ideology of the contribution of NRM since 1986.
b. Understand the reasons for the formation NRM. 2. Converse with learners about the ways
of NRM. • Task learners to brainstorm on the reasons in which the NRM government has
c. Appreciate the achievements of NRM for the establishment of NRM(Ten point promoted patriotism in Uganda since
since 1986. programme). 1986.
d. Know the challenges of NRM rule since • Organise a debate session and make Assess learners essays, depicting
1986. learners share on the successes and innovative, problem-solving suggestions.
failures of NRM government.
• Task learners to identify the limitations
of NRM to perform and achieve its set
targets.
• Guide learners to categorise these
limitations into social, Political and
economic set up.
• Allow learners to move out of class and
interact with the nearby community
members to find out the possible
solutions to these challenges.
• Individual learners write an essay
proposing solutions to the challenges
facing NRM.
33
SENIOR 2 Theme 1: Civil society and non-government organisations
TOPIC: CIVIL SOCIETY AND NON-GOVERNMENT ORGANISATIONS 12 PERIODS

Competency: Learners understand the Civil Society and non-governmental organizations and analyse their roles and challenges
they face in promoting community welfare.
LEARNING OUTCOMES
a. Know the difference between Civil • Use internet or library research to identify • Assess learners ability to show the
Society Organisations (CSO’s), and Non- the similarities and differences between difference between CSOs and NGOs in
governmental Organisations (NGO’s). (k) CSO’s, CBO’s, NGO’s and Labour Unions in table drawn using ICT or Manually.
b. Understand the role of a CSO, and NGOs. East Africa. • Observe learners engagement and
(u,k) • Guide learners to create a comparison interaction with a CSO representative to
c. Appreciate the challenges facing civil table of these organizations giving assess their communication skills and
society organisations and NGOs in examples of those operating in Uganda. critical thinking.
Uganda. (u) • Host an expert in CSO work let learners • In written report assess the learner’s
d. Appreciate the role of Civil Society and listen to presentation. summary showing the key points from
NGOs in the development of the the • Using a pre-prepared question guide let the presentation.
country(u,k,v) school and country. (u) learners ask questions about the role of • Listen to the learners conversations or
their organisation, the challenges it faces, discussions of their reports to establish
the different types of CSO. Let learners their understanding of the organisations
carry out a research on school clubs and role and challenges.
write a report on what they do and their • Assess the learners report to establish
benefits to the community. their creativity and innovativeness in
• Let learners participate in the activities carrying out the Civil society work.
of a local Civil Society Organisations or
school club and write a report about their
expreinces, highlighting the challenges
faced including how they contribute to
the community welfare and present to
class.
34
SENIOR 2 Theme 2: How we own land in Uganda
TOPIC: TYPES OF LAND OWNERSHIP AND ITS HISTORY IN UGANDA 12 PERIODS

Competency: Learners understand and evaluate issues of land ownership and management in Uganda.
LEARNING OUTCOMES
a. Know the various types of land ownership • Guide learners to use ICT or Library • Converse with learners to establish
in Uganda. (v,k) research and record on types of land their knowledge about different land
b. Understand how land was traditionally ownership ,that include ; Mailo, freehold, ownership types for various communities
owned in Uganda. (v,u) customary and crown land in Uganda.
c. Know the difference between ownership, • Let learners carry out a survey in the • Listen to their discussion on how land was
access to, and control of land. (v,u) community and find out how land was traditionally owned in Uganda.
traditionally owned, and compare with • Listen and Observe learners in a
d. understand the historical development of
the practice today. discussion about the challenges of land
land ownership in Uganda. (u)
• Task learners to draw timelines that ownership in Uganda.
e. Appreciate the value of land as a
track the changes that have occurred in • Involve learners in a discussion about
cornerstone to development in Uganda.
land ownership in Uganda since 1900 the value of land for the different ethnic
(u)
as related to different ethnic groups, in groups since 1900 and the historical
order to discuss the value of land in the changes in land ownership, in Uganda
development of Uganda. and show their appreciation of those
changes.
SENIOR 2 Theme 2: How we own land in Uganda
TOPIC: CURRENT LAND ADMINISTRATION IN UGANDA
LEARNING OUTCOMES
a. understand how different laws and • In groups learners discuss on different • Assess the learners discussion
policies are used to govern land in laws and policies on land ownership in highlighting on land laws and policies
Uganda(u). Uganda. and their co-operation as a group.
b. Know the merits and the demerits of • In groups guide learners to conduct an • Observe class discussion and debate on
owning certain type of land in Uganda. (k) interview in the nearby community, find their analysis of pros and cons, and critical
c. evaluate the roles of men and women in out and make notes on the advantages thinking in forming opinions.
land ownership in Uganda(u). and the disadvantages of owning certain • Converse with learners and establish their
type of land and present to class. contributions on the role of men and
• Organise class into a debate session about women in ownership of land in Uganda.
the roles of women and men in land
ownership. Share group summaries with
the whole class so as to compare ideas.
35
SENIOR 2 Theme 2: How do we own land in Uganda
TOPIC: LARGER TRACTS OF LAND OWNERSHIP
LEARNING OUTCOMES
a. understand the advantages and the • In the light of the value of land in • Engage with learners’ discussion to
disadvantages of owning large pieces of Uganda’s future, involve learners in a observe their analysis of pros and cons to
land in Uganda. (k) guided discussion in which they evaluate large tracts of land.
b. Analyse why and how land ownership the advantages and disadvantages of • Observe their creativity in devising role
often leads to disputes (u) acquiring large tracts of land. plays about land disputes, and their
c. evaluate the need for a transparent • Guide learners to Role-play how a land problem-solving in resolving them.
system of land ownership and the dispute might begin, and how it might be • Note their problem- solving and
dangers of inequitable distribution of resolved. Communication skills in debates about
land. (s, u) • Debate possible solutions to the large land developments.
challenges associated with acquisition of
large pieces of land for development.
36
SENIOR 2 Theme 3: Foreign religions in East Africa
TOPIC: INTRODUCTION TO FOREIGN RELIGIONS IN UGANDA 12 PERIODS

Competency: The learner should understand and analyse and think critically about the influence of foreign religions in Uganda.
LEARNING OUTCOMES
a. know the Christian and Islamic religious • Learners discuss foreign religions in their • Assess learners’ co- operation with others
groups that came to Uganda in the 19th community and the wider East Africa, as they discuss religious differences with
century, why they came and where they mentioning differences in beliefs, dress, interest and respect.
had influence. (k) diet and customs, and raising questions • Look for their listening and
b. Understand the impact of foreign about what they don’t understand. communication skills with religious
religions in Uganda. (v,u) • Learners conduct a research to identify visitors, and members of their
c. Know the activities carried out by the those religions that arrived in the 19th communities, and ability to summarise
European Christian Missionaries. (v,s) century, where they came from and why their learning.
they came • Observe their analysis and critical thinking
• Invite and host the leaders of Christian when debating missionary activity.
and Muslim to visit the class to talk about
their history in Uganda, and their beliefs,
customs and influence.
• Learners to prepare questions in
advance and write up what they learned
afterwards.
• Task learners to conduct research to
members of their community about the
influence of religions faith in their area,
and make presentations to class about
their findings.
• Debate missionary activity in Uganda and
its positive or negative effects.
SENIOR 2 Theme 3: Foreign religions in East Africa
TOPIC: THE UGANDA MARTYRS
LEARNING OUTCOMES
a. understand why these Christians and • Guide learners to Use ICT or Library • In a conversation, assess their creative
some Muslims were killed at Namugongo. research and find out why religious ability to imagine other outcomes to
(v,u) people were killed in Namungongo. these events.
b. appreciate the significance of 3rd June in • Organise class into groups and discuss • Observe their critical thinking about how
the history of foreign religions in Uganda. whether or not a belief is worth dying for, far individuals should go to uphold their
(v,u) and in what circumstances. beliefs.
• Learners to write about the significance of • Read their written product assess the
the 3rd June to them, and to Uganda as a analysis of their views compared to those
whole. of all of Uganda.
37
SENIOR 2 Theme 4: The colonial administrative systems in East Africa
TOPIC: COLONIAL ADMINISTRATION IN UGANDA 10 PERIODS

Competency: The learner understands the nature and assess the impact of colonial administrative systems on the peoples of East
Africa.
LEARNING OUTCOMES
a. Understand the colonial administration • Use ICT or Library research to find out the • In conversation, assess learners critical
systems in Uganda. (u) Colonial administration system used in abilities highlighting the characteristics
c. Know the effects of indirect rule on Uganda of key features of a colonial system in
Uganda. (v,s,u) • In a brainstorm session guide learners Uganda.
to find out the reason why indirect rule • Observe the discussion and find out
was used in Uganda, and its social and whether the learners can highlight the
economic effects. application of indirect rule in Uganda.
• Involve learners in a brainstorm session
on the effects of colonial administration in
Uganda.
SENIOR 2 Theme 4: The colonial administrative systems in East Africa
TOPIC: COLONIAL ADMINISTRATIVE SYSTEM IN TANGANYIKA
LEARNING OUTCOMES
a. understand the reasons why direct • Guide learners to use internet or library • Read written product to assess
rule was applied by the Germans in research and find out the factors that led understanding of the reasons for direct
Tanganyika. (u) to direct rule in Tanganykia. rule.
b. appreciate the effects of the direct rule • Task learners to write reasons why it was • Assess their creativity in a dramatic scene
system on the peoples of Tanganyika. (s,u) used by the Germans. about the failure of direct rule.
c. evaluate the role played by Lord • Organise learners into groups to research • Listen to and note their analysis of Lord
Cameroon in the colonial administration about the effects of direct rule on the Cameroon’s influence.
in Tanganyika. (u) country.
• Arrange the class into a role-play a scene
that dramatises the failure of this colonial
system.
• Learners to read biographical material
about Lord Cameroon in Tanganyika, and
evaluate his influence in discussion.
38
SENIOR 2 Theme 5: The colonial economy in East Africa
TOPIC: BACKGROUND TO COLONIAL ECONOMY 10 PERIODS

Competency: The learner understands and think critically about the advantages and disadvantages of the colonial economy, and
the attempts at political/economic union of East Africa.
LEARNING OUTCOMES
a. understand economic conditions before • Guide learners to use internet and/or • Converse with learners to establish
and after the introduction of a colonial library research to compare the situation whether they know the pre and post
economy. (u) in East Africa before and after a colonial colonial economic situations in East Africa.
b. know the features of colonial economy in economy was established. • Note their critical thinking and analysis in
East Africa. • Guide learners to discuss the features of a debate.
c. Appreciate the impact of colonial colonial economy in East Africa.
economy in East Africa. • With regard to the colonial economy,
(v,u) debate the motion: ‘Autonomy is of
greater value than any economic
advantage, no matter what the
circumstances.’
TOPIC: AGRICULTURAL DEVELOPMENTS IN COLONIAL ECONOMY
LEARNING OUTCOMES
a. understand the reasons why the colonial • In groups, learners engage in guided • Observe learners in a discussion on
administration encouraged both peasant discussion about the reasons why the the differences about the peasant and
and plantation farming. (v,u) colonial administration encouraged the plantation agriculture in colonial
b. Know the problems and benefits of both peasant and plantation farming, economy of East Africa.
agriculture in the colonial economy of speculating as to whether or not this was • Converse with learners and establish their
East Africa. (v,k) best for East Africans. ability to outline the characteristics of
c. Evaluate an East Africa without the • Learners use ICT or library research to find colonial agriculture.
foundation laid by the colonial economy. out the nature of colonial agriculture and • Assess the written piece of work to
(s,u) write a report. establish the creativity on the suggestion
• Read articles that link the colonial about how East Africa would have been if
economy to the present. Learners to colonialism had not happened.
Learners in a debate imagine how East
Africa would be different today if the
colonial economy had not happened in a
39
TOPIC: INDUSTRIAL DEVELOPMENTS EAST AFRICA
LEARNING OUTCOMES
a. understand why industries were • Guide learners in reading about and • Assess their understanding of industrial
established in colonial East Africa,(v,u) discussing the circumstances that led to developments compared to agricultural
b. Understand differences between the the establishment of different industries ones in conversation.
agricultural and industrial economies. in East Africa. • Observe their critical thinking about the
(s,k,u) • Involve learners in a discussion about the effects of industrialisation in their debate.
c. Appreciate the impact of colonial challenges faced by whites in the colonial
economy in East Africa. (s, k) economy.
• Perform a debate about the results of
colonial economy in East Africa.
TOPIC: SOCIAL DEVELOPMENTS
LEARNING OUTCOMES
a. Understand the health and social • Guide learners to use internet or library • Converse with learners about their
problems that were faced during colonial research to learn about the health and research, and during discussion, to assess
economy period. (k,u) social problems of the colonial period, their understanding and analysis.
b. Appreciate the effects of the colonial and the objectives of the East African
health centres on the people of East health centres that were established.
Afirca. (k,u) • Discuss the changing role of these health
centres over time, and what they have
contributed to healthcare today.
40
TOPIC: POLITICAL DEVELOPMENTS IN EAST AFRICA
LEARNING OUTCOMES
a. Understand the motives for the formation • Learners participate in a guided • Listen to learners’ discussions to
of movement for a ‘Closer Union’ of East discussion about the proposed ‘Closer assess their understanding/ analysis of
Africa. (k,u) Union’ to know its aims and objectives, movements for East African unity.
b. Analyse the benefits of the East African and why it failed. • Observe their debate for their critical
Common Services Organisation in 1948. • Task learners to read about the East thinking about the effectiveness of the
(k,u) African Common Services Organisation EACSO.
c. Know the achievements and failures of 1948 and assess how it proposed to
of the East African Common Services benefit the region.
Organisation. (s,u) • Divide the class into Groups t to discuss
the successes and the failures of African
Common Services the East African
Common Services Organisation.
• Hold debates on whether or not the
EACSO was fit for purpose.
SENIOR 2 Theme 6: Trade systems in West Africa
TOPIC: TRANS-SAHARAN TRADE :

ORIGIN AND ORGANISATION OF THE TRADE 14 PERIODS
Competency: Learners should understand and evaluate the growth and decline of the Trans-Saharan and Triangular trade in West
Africa history.
LEARNING OUTCOMES
a. know the origin, organisation, traded • Guide learners in their use of the internet • Assess learners’ background knowledge
goods, routes and timeline of trans- or library research to discover the origins, gained from research through
Saharan trade. (v,k,u) organisation, items of trade, and countries conversation.
b. appreciate impact of organization of involved in trans- Saharan trade over time. • Note their ability to imagine different
Trans-Saharan trade.. (u,v) • Draw a sketch map of West Africa times and ideas in an ethical debate
showing the routes of Trans-Saharan about slavery.
trade.
• Involve learners in a debate about the
impact of Trans-Saharan trade and
summarise key issues on the trade and
slavery.
41
TOPIC: REASONS FOR ITS GROWTH, EXPANSION AND LATER DECLINE
LEARNING OUTCOMES
a. Understand the reasons for growth and • Guide learners to use ICT or library • Assess their creativity when imagining the
expansion of Trans-Saharan trade .Analyse research and find out the reasons for the life of a trader.
the problems encountered during the growth, and development of this trade • Observe their ability to analyse current
trans- Saharan trade.(v,u) and present to class. knowledge to predict the future of the
b. Evaluate the reasons why the Trans- • In a guided discussion let learners trade.
Saharan trade declined (v,u) establish the challenges of Trans-Saharan
c. Understand the impact of Trans-Saharan trade in West Africa.
trade in West Africa. (v,u) • Organise learners to dramatise on the
effects of Trans Saharan trade in West
Africa.
• Organise learners in a discovery session
to brainstorm on the factors that led to
decline of Trans-Saharan trade.
• Let learners evaluate their contributions
on factors in the light of historical fact,
with the most successful groups having
the most correct predictions.
TOPIC: THE TRIANGULAR TRADE IN WEST AFRICA

THE ORIGIN AND THE BACKGROUND OF TRIANGULAR TRADE
LEARNING OUTCOMES
a. Know the background to the Triangular • In groups, learners take different aspects • Observe background research
Trade. (k) of Triangular Trade research: origins, trade presentations for clarity of
b. Evaluate the reasons for growth and routes goods traded, timeline, key events, communication and identification of key
expansion of this trade. (u) etc., and compile the results into a report facts.
to give the class. • Assess in conversation their
• Guide the learners in discussion about understanding of the reasons for growth
the reasons for the trade’s growth, and its of the trade.
impact on West Africa.
42
TOPIC: ORGANISATION OF TRIANGULAR TRADE
LEARNING OUTCOMES
a. Understand the organisation of Triangular • Guide learners to read extracts about how • Assess learners’ understanding of their
Trade. (v,u) the trade was organised: the currencies reading in conversation.
b. Understand the methods used in and languages used, the shipping issues, • Observe their creativity in the portrayal of
transportation of slave trade. (k) the agreements between countries/key the slave trade.
individuals.
c. Appreciate the impact of the Slave trade. • Assess their critical thinking and analysis
(s,u) • Let learner summarise findings by in debating issues related to the trade.
creating a collage to describe Triangular
Trade.
• Organise learners to read accounts of the
transportation of slaves, and role-play a
scene about slaves being transported
across the Atlantic.
• Discuss the impact of triangular trade in
the West African states.
SENIOR 2 Theme 7: The 19th Century Islamic movements in West Africa
TOPIC: THE 19TH CENTURY ISLAMIC MOVEMENTS IN WEST AFRICA 15 PERIODS

Competency: The learner understands the causes and evaluates the effects of the Jihad movements in West Africa.
LEARNING OUTCOMES
a) Understand the background and • Guide learners to use internet or library • In conversation, let learners emulate key
the origin of the 19th century jihad research to find out the meaning of the aspects in a Jihads movement in
movements in West Africa. (v,u) term ‘jihad’ in 19th century West Africa., • Observe learners’ ability to analyse the
b) Know different jihad movements in West Guide learners to discuss the reasons for role of religion in the Jihads movements,
Africa and their timeframes and values. (k) the jihad movements, when and where of 19th Century of West Africa.
they took place, and the key personalities
c) analyse and evaluate the impact of the • In a conversation, listen to learners
behind them. In guided discussion and
Jihad movements in 19th century West evaluate the effectiveness of Jihads
discovery , consider the role of Islam in
Africa. (s, u) movements West Africa.
these resistance movements.
• Guide learner’s conduct further research
in order to assess the positive and
negative impact of these movements
socially, politically and economically, and
write summaries of their opinions on their
effectiveness in achieving their aims.
• Debate the use of religion as a tool
against colonial rule and agree as a class
on key aspects of the use of religion in
this way.
43
SENIOR 2 Theme 8: National movements and struggles

for independence in West Africa
TOPIC: BACKGROUND TO INDEPENDENCE IN WEST AFRICA 15 PERIODS

Competency: The learner understands the causes and consequences of the independence movements, and be able to compare
and contrast them.
LEARNING OUTCOMES
a. Understand the reasons for the rise of a. Understand the reasons for the rise of • Observe learners discuss the key aspects
African nationalism and the movements African nationalism and the movements for the rise of African Nationalism.
for independence. (u) for independence. (u) • Converse with learners on the key
b. Know the key personalities who b. Know the key personalities who personalities who led the West African
led the East African Struggle for the led the East African Struggle for the struggle for the independence
independence. independence. • Assess the learners summaries to establish
c. Know the key events in the struggle for c. know the key events in the struggle for the presence of key steps taken by West
independence of East African states. (k) independence of East African states. (k) African countries towards attainment of
the independence

TOPIC: GHANA’S STRUGGLE FOR THE INDEPENDENCE

Competency: The learner understands the causes and consequences of the independence movements, and be able to compare
and contrast them.
LEARNING OUTCOMES
a. Understand the events, and roles • Guide learners to use ICT or library • Assess the learners’ ability to analyse
played by various political parties and to carry out a research Ghana’s road research content in order to separate
personalities in Ghana’s struggle for to independence with a view to later it into pre-defined categories on the
independence. (u) contrast it with Uganda. role played by political parties and
b. Appreciate Ghana’s contribution to the • Supervise learners to organize their personalities in Ghana’s struggle..
overall struggle for African independence. findings into colonial conditions, and • Engage in their discussion to assess their
(v,u) independence figures and parties (e.g., Dr ability to think critically.
Nkwame Nkrumah, the CPP), and events
leading to independence.
• In discussion, learners form opinions on
Ghana’s contribution to Africa’s general
struggle for independence and document
their findings in their journals.
44

TOPIC: NIGERIA’S STRUGGLE FOR THE INDEPENDENCE
LEARNING OUTCOMES
a. understand the events, and the roles • Guide learners to conduct research on • Assess the learners’ ability to analyse
played by various political parties and Nigeria’s struggle for independence. And research content in order to separate it
personalities, in Nigeria’s struggle for recognise the, key independence figures into pre-defined categories.
independence. (u) and their political parties (e.g., Nnandi • Observe learners’ discussing about
b. Appreciate the independence Azikiwe, the NCNC), and events leading to Nigerias struggle for the independence
movements of Nigeria and Uganda. independence. highlighting the key issues on the road to
• Guide learners in groups to compile Nigerian independence.
their findings about the independence
movements of Nigeria and Uganda,
present their similarities and differences.
• Let learners summarise the key issues
discussed in their study journals.
SENIOR 2 Theme 9: Regional groups in West Africa: the Economic

Organisation of West African States (ECOWAS)
TOPIC: ORIGIN AND BACKGROUND OF ECOWAS 8 PERIODS

Competency: The learner understands and evaluates the role of ECOWAS, and propose ways of making it more effective.
LEARNING OUTCOMES
a. Know the origin and membership of • Guide learners to use internet or library • Assess learners understanding of the
ECOWAS. (k) research to discover the origins and background, aims and objectives of
b. Understand the aims and objectives of members of ECOWAS. ECOWAS in conversation and written
ECOWAS. (u) • Learners read extracts from the original summaries.
c. Analyse the factors that led to Treaty of Lagos, and its revised 1993 • Observe their ability to analyse the
establishment of ECOWAS (v,k,s) version, and summarise ECOWAS’s aims benefits of ECOWAS to its members.
and objectives in own words.
• Learners discuss why ECOWAS was
established, and consider its advantages
and disadvantages to its members.
45
SENIOR 2 Theme 9: Regional groups in West Africa: the Economic

Organisation of West African States (ECOWAS)
TOPIC: ACHIEVEMENTS AND FAILURES OF ECOWAS, AND THE WAY FORWARD

Competency: The learner understands and evaluates the role of ECOWAS, and propose ways of making it more effective.
LEARNING OUTCOMES
a. Understand the successes of ECOWAS Guide learners in discussing key events Assess learners’ ability to evaluate
since 1993. where ECOWAS was involved, in order to ECOWAS’s performance in discussion and
b. Know the failures of ECOWAS in West know the benefits of their intervention. in a written essay.
Africa. • Learners to read news reports and articles • Observe their arguments in a debate to
to evaluate the achievements and failures assess their problem- solving skills.
of ECOWAS in an essay.
• In a discussion guide learners to
suggest solutions to the problems faced
by ECOWAS that would enable the
organisation to contribute more to African
development.
SENIOR 3 Theme 1: The Uganda railway
TOPIC: BACKGROUND, REASONS, PROBLEMS FACED AND THE RESULTS 10 PERIODS

Competency: The learner understands and evaluates the original plans and final outcome of the Uganda railway.
LEARNING OUTCOMES
a. understand the justification for • Guide learners to read articles and • Observe learners as they share stories
construction of the Uganda railway and extracts the aims of the railway, and the about the background and the challenges
the obstacles encountered in building it. difficulties of its construction, and share met in the construction of Uganda
(u) interesting stories in groups. railway.
b. know the regions and major towns • Learners draw a sketch map of the • Note their skill of drawing a map and
served by the Uganda railway. (k) Uganda railway routes, according to their marking the key historical features on it.
d. Appreciate the impact of Uganda Railway timelines including the key railway town • Assess their analysis of the effects of
in the development of East Africa. (k,u) stations. Uganda Railway in East Africa.
• Learners carry out a debate to establish • Converse with learners and establish their
who benefited most between East ability to mention the reasons for the
Africans and the British with the decline of Uganda Railway in East Africa.
construction of the Uganda Railway.
• Guide learners in the discussion about
the effects for the construction of Uganda
Railway in 1896.
• Discuss the reasons for the decline of
Uganda Railway business in East Africa.
46
SENIOR 3 Theme 2: Devonshire white paper of 1923 in Kenya
TOPIC: THE DEVONSHIRE WHITE PAPER 8 PERIODS

Competency: The learner understands the events that led to the signing of the Devonshire White Paper of 1923 , and its main
terms, and analyse its contribution to attainment of independence of Kenya.
LEARNING OUTCOMES
a. understand the background to the • Guide learners to use the internet or • In a conversation ,assess learners
Devonshire White Paper of 1923. (u) library research and find out the events knowledge and understanding of the
b. analyse the terms of the White Paper. (k,u). that led to the signing of Devonshire background and terms of the 1923
White Paper of 1923. Devonshire White Paper
c. understand the impact of Devonshire
White Paper in the struggle for • Learners identify the parties that were • Observe their discussions and note their
independence in Kenya. (v,u) involved in the signing of the Devoshire evaluation of the Paper in terms of its
white paper of 1923. fairness and importance in promoting
• Let learners read the White Paper and nationalism.
summarise the main terms and how they • Task learners to write a paper about the
applied to: reasons for the decline of Uganda Railway
• Africans business in East Africa.
• Asians
• British
• In groups learners analyse the fairness of
these terms, and show how they aided
the rise to African nationalism in Kenya.
• Guide learners to read articles and
extracts on the aftermath of the White
Paper, and take notes on the part it played
in the eventual independence of Kenya,
and assess its overall impact on parties
involved.
47
SENIOR 3 Theme 3: World War II in East Africa, 1939-1945
TOPIC: WORLD WAR II IN EAST AFRICA, 1939-1945 10 PERIODS

Competency: The learner evaluates and analyses the impact of World War II on East Africa.
LEARNING OUTCOMES
a. understand the background of World War • Learners watch a documentary, or read • In a class discussion, assess the
II. (u) extracts, about the events that led to understanding of learners about the
b. understand the reasons for East Africa’s WWII, and afterwards be able to identify causes for the outbreak, course and
involvement in world war II. the world powers that were involved, and aftermath of WWII,
why war broke out. • Assess their ability to evaluate East Africa’s
c. Know the East African leaders who were
involved world war II. (u) • Learners research on how East Africa role in WWII, and the war’s effect on the
became involved in WWII, and summarise region.
d. Analyse the role of East Africa world war
the role its leaders took.
II. (u)
• In groups, organize learners to discuss
e. Appreciate the impact of world war II
and analyse the part East Africa had to
towards the rise of independence in the
play in the war, looking at both internal
East African states. (v,k,u).
and external factors. Was participation
inevitable?
• Read articles/watch a documentary about
the course of WWII, and create a summary
in the form of a timeline of key events.
• Learners to be guided in a discussion
where they analyse and evaluate the
effects of the WW II on East Africa socially,
politically and economically, and how it
contributed to independence.
48
SENIOR 3 Theme 4: Our systems of government
TOPIC: SYSTEM OF GOVERNMENT 26 PERIODS

Competency: The learner understands and analyses the structures, roles, principles and issues related to parliament, the
constitution, the judiciary, citizenship, political parties, elections and the media as they relate to democratic government.
LEARNING OUTCOMES
a. know the main differences between a • Guide learners to use a dictionary or ICT • Observe learners in a discussion on the
country, nation, state and government. (k) and differentiate between the words differences between the symbols of
b. understand and show the structure of the country, nation, state and government. Uganda government.
Uganda government, with its three arms. • Let learners research about the structure • Assess learners’ knowledge and
(vk,s) of the Ugandan government, and draw understanding as they define the key
c. Analyse the best structure for a good an organisational tree, labelling the three terms and draw the structure of the
government.(s,u) main arms and describing their functions. Ugandan government.
d. Understand other systems of government • In a short essay, evaluate the structure • Observe learners drawing the structure for
in East Africa. (u) of Uganda government. Ugandan the government of Uganda.
government and suggest changes or • Listen to their conversation about other
e. Compare the Ugandan system of
improvements that would benefit citizens. types of East African government for their
government with a system of government
in Nigeria. • Guide learners to in a discuss about other evaluation of other systems.
systems of government in East Africa • In their oral presentations, assess their
since independence, and by creating a critical thinking and communication skills
comparative table, note similarities and about the best choice of government.
differences.
• Learners to research another country’s
system of government to contrast
with Uganda: Ghana, the USA or China,
and prepare an oral presentation that
identifies similarities and differences, and
concludes by pointing out what each
country could learn from the other.
49
TOPIC: THE NATIONAL CONSTITUTION IN UGANDA
LEARNING OUTCOMES
a. understand the importance of the • Guide learners to use internet or library • Assess learners’ understanding and
national constitution, national symbols, research and find out about the Ugandan presentation skills in the display of values
and values as given in the constitution. constitution and its values, to identify and symbols.
(v,k,s) the key national symbols: the national • Observe their understanding of
b. understand the duties and the anthem, coat of arms, national emblems, citizenship in discussion and analysis of
responsibilities of a citizen according to and national flag. real events.
the constitution. (v,s,u) • Let learners create a classroom display • Note their communication skills as they
c. appreciate the role of the police, prisons of the main constitutional values and converse and interact with a government
and the army. (u,v) national symbols. visitor.
• Guide learners in a discussion on
the constitutional rights, duties and
responsibilities of a citizen, in which
they discuss current or past events
where these rights and duties have been
challenged.
• Invite a government official to speak to
the class about the differing roles of the
police, prisons and army. Learners to
prepare thoroughly in order to be able to
engage in a question and answer session
with the visitor, writing up what they have
learned.
50
TOPIC: POLITICAL PARTIES IN UGANDA
LEARNING OUTCOMES
a. understand what a political party is and • Learners’ brainstorm the names of • In a conversation, assess learners
the role of parties in governance. (v,u) Ugandan and other East African political understanding of the role of a political
b. Identify the challenges faced by political parties, and discuss their general role in party, and the challenges faced by those
parties in East Africa (k, u). governing a country. in East Africa.
• In groups, each member choose a • Observe their creativity and
different political party and research its understanding of political parties in their
leader and objectives and report back. poster.
• Design a poster to promote the ideas of
an imaginary political party representing
policies the learner believes in.
• Read news articles about the challenges
faced by East African political parties and
share the stories verbally in groups.
51
TOPIC: ELECTIONS
LEARNING OUTCOMES
a. Understand the reasons for participating • Guide learners to use ICT and establish • Observe learners in a discussion and
in elections of your own country(u) the reasons for individual participation in assess learners’ understanding and
b. Evaluate why should one vote or be voted national elections. evaluation of the Ugandan election
to power.(u) • Guide learners to carry out a research process.
c. know the process for elections in Uganda and draw a flow chart to describe the • Observe mock elections in a school
(k). procedure for conducting local and setting and assess the understanding and
national government elections. creativity of learners in participating in
d. appreciate the advantages of being able
• Learners take part in a mock election election process.
to choose leaders in a fair and peaceful
manner. (u, v) within the school following the pattern of • Assess their depth of analysis of an unfair
the Uganda constitution. election, and the advantages of free and
• Display a copy of a ballot paper to fair elections.
learners and show how this is filled in and
casted.
• Learners to discuss the strengths and the
weaknesses of the election process in
Uganda.
• Conduct imaginary Mock elections to be
held for a school or class following the
pattern of the Uganda Constitution.
Candidates and their teams to prepare
a manifesto, campaign publicity and
speeches, followed by voting.
• Learners find news stories about elections
that were perceived to be unfair for
discussion. How could the unfairness have
been avoided? What is gained by being
able to choose one’s leaders without any
pressure?
52
TOPIC: THE FORMS OF MEDIA IN UGANDA
LEARNING OUTCOMES
a. Understand what is entailed in media of • Learners to brainstorm on all forms of • Assess learners’ communication skills and
Uganda. media sources in Uganda, and compare knowledge in the brainstorming session
b. know the main forms of media we have in and contrast them for how popular about the forms of media..
Uganda. (k) and effective they are at delivering • Observe learners debating on the
information and entertainment, including best form of media for delivering
c. understand the advantages and the
those used in national governance and the government information and
disadvantages of using certain type of
development. communication.
media. (u)
• Learners debate the role of different • In role play, observe the learners pointing
media with regard to strengths, out the challenges facing the media
weaknesses and their future in the 21st industry in Uganda and show their
century and beyond. creativity and analysis of bias.
• Learners role-play on the discussion of a
controversial topic on a phone-in radio
or TV show, with the class commenting
on how fairly or unfairly the issue was
presented by the host.
TOPIC: CITIZENSHIP
LEARNING OUTCOMES
a. Understand the need for citizens to be • In groups, learners discuss a country in • In their discussions, assess learners
honest, and respectful of the rights and which honesty and respect for others understanding of the values of a good
freedoms of others. (v,u) rights and freedoms are not practised, citizen, and their knowledge of why taxes
b. Analyse the reasons for paying taxes in and imagine the consequences. should be paid.
Uganda. (u) • Find a news story about the rights of • In role play, assess their ability to imagine
c. know how to use persuasive language citizens particularly the vulnerable based how it would feel to have rights taken
to involve others in national and civil anywhere in the world, and dramatise it away.
elections in Uganda. (s,u, v). for the class. • In their poster, and their letter to a
• Using national symbols, design a poster friend, observe their creativity and use of
encouraging citizens to be honest in their persuasive language.
dealings, and to respect each other.
• Learners brainstorm on the reasons why
citizens must pay taxes, and what tax
revenue is used for.
• Individuals to write a letter to a friend who
refuses to vote, convincing them why it is
so important.
53
TOPIC: THE PARLIAMENT OF UGANDA
LEARNING OUTCOMES
a. Know what a parliament is and the history • In groups, learners investigate what a • Listen to the group reports and assess
of parliaments. (k) parliament is, consider the history of this their understanding and knowledge of
b. Understand the structure of the Ugandan type of government, and report back to Parliament and the history of parliaments
parliament, and the roles of the people the class. in Uganda.
and bodies within it. (u) • Learners listen to a talk by a government • Observe their interactions with the guest
c. Analyse the key challenges faced by the official about how the Ugandan speaker for their communication skills and
current parliament of Uganda. (u) parliament works, and ask questions critical thinking about what they have
in order to understand the work of heard.
the speaker and other leading figures, • Listen to their discussion of news
committees, commissioners and the articles to assess their analysis of current
cabinet. challenges.
• Learners read news articles to identify and
discuss the challenges currently facing
the Ugandan parliament.
TOPIC: STRUCTURE OF THE JUDICIARY
LEARNING OUTCOMES
a. know the five levels of local courts at LC1- • Learners to visit the local Courts, observe • Observe learners’ ability to ask pertinent
LC5, and understand their functions. (k,u) their work, and have their questions and insightful questions at the local
b. understand the various court levels in answered by an official. courts.
Uganda, and their relative strengths and • Invite a court assessor to give a talk on • Listen to groups discussions to
weaknesses. (v,u) how court cases are conducted and assess their analysis of strengths and
summarise key issues in their journals. weaknesses.
• In groups, learners investigate the remit
of the Magistrate courts, the High court,
Court of Appeal and the Supreme Court,
and the people who officiate in them.
Groups to draw up a comparison table.
54
TOPIC: CORRUPTION
LEARNING OUTCOMES
a. know the meaning of the word • After looking up the definition of • Observe their discussion of corruption for
‘corruption’ and understand its causes in corruption, learners to find examples of it knowledge, understanding and problem-
Uganda. (v,k,u). in their community in local news stories. solving skills.
b. evaluate the impact of corruption on • In groups learners brainstorm on all the • In debate, look for communication skills
Uganda. (k,u) forms of corruption they can think of, and use of statistics as evidence for their
its causes, and how it could be stopped. opinions.
Solutions to be presented to the class for • In their poster, cartoon or radio advert,
further discussion. assess their creativity and persuasiveness.
• Learners investigate the cost of
corruption to the Ugandan economy,
and how government and the police
are combating it, debate if the correct
measures are being taken.
• Learners to write and illustrate a poster
or cartoon, or write a radio public service
advertisement, warning people of the
effects of corruption to the country.
55
SENIOR 3 Theme 5: Human rights
TOPIC: HUMAN RIGHTS 16 PERIODS

Competency: Learners understand the rule of law and basic human rights, and their importance to a peaceful society and their
own lives; and be able to evaluate the benefits of the United Nations Universal Declaration of Human Rights.
LEARNING OUTCOMES
a. Understand the concept of human rights, • Learners are guided in defining the • Listen to the discussion to determine
the rule of law and civil society. (k) human rights and the key terms used. learners’ background knowledge and
b. Understand the role of Civil Society • In groups guide learners to brainstorm on understanding of human rights and key
Organisations (CSO’s) in promoting and all the human rights they can think about terms used.
protecting human rights. (u) in the categories of: civil, social, political, • Assess their problem- solving skills in their
c. Know various ways of violating human economic and cultural, and give examples essay about how human rights abuses
rights and how they can be avoided. of how these rights affect their own lives. could have been prevented.
(v,u,s) • Learners research on five CSO’s that • Look for their creative exploration of life
d. appreciate the need to respect human promote human rights in Uganda, without human rights and the law.
rights and the rule of law in order to and report to the class about one that • Listen to their debate about adopting the
maintain a peaceful society (v,u) interests them. Declaration, and note learners’ analysis of
e. Appreciate the benefits to the people of • Learners read a historical account of a the pros and cons.
Uganda in the government following the time when human rights were violated,
Universal Declaration of Human Rights. summarise the causes and effects, and
(k,u) suggest ways the injustice could have
been avoided in a essay.
• Learners discuss in groups what their
own community would be like without
a respect for human rights or the rule of
law, and draw conclusions about the basic
requirements for a peaceful society.
• Learners read the Universal Declaration of
Human Rights, and know the role of the
United Nations in promoting it. Groups to
discuss their reactions to the Declaration,
compare it with the human rights granted
by the Ugandan constitution, and debate
the advantages or disadvantages of
Uganda’s adoption of the full Declaration.
56
SENIOR 3 Theme 6: The Uganda Crisis of 1967
TOPIC: THE UGANDA CRISIS OF 1967 12 PERIODS

Competency: The learner understands the factors that led to the Uganda Crisis of 1967, and be able to analyse how the situation
was handled and its lasting effects on the country.
LEARNING OUTCOMES
a. Understand the political situation that led • Guide learners in a discussion on the • In role play, assess creativity and
to the 1967 Uganda Crisis. (u) issues facing Uganda, and how these understanding of the dynamics of the
b. Evaluate the key events that were being handled by its leaders, from crisis.
characterised the 1967 Crisis. (s,u) 1962 to 1966. • In their oral presentations, look for good
c. analyse the impact of the crisis on peace • Learners carry out Internet and library communication skills and analysis of the
and development in Uganda. (v,u,s) research into the events of the 1967 Crisis effects of the crisis.
and g role-play key scenes in groups.
• Learners read analysis of how leaders
handled the crisis, and its immediate and
long-term effects, and prepare an oral
presentation to the class of their own
conclusions using notes.
• Guide learners in a comparison of the
Crisis of 1967 to the civil war Uganda
faced from 1980- 1986.
57
SENIOR 3 Theme 7: Leadership of Idi Amin Dada in Uganda
TOPIC: AMIN’S EARLY LIFE AND RISE TO POWER 14 PERIODS

Competency: Learners understand Amin’s rise to power, and evaluate the strengths and weaknesses of his regime.
LEARNING OUTCOMES
a. understand Amin’s early life and political • Learners to watch a documentary or read • Observe learners’ presentations of Amin’s
situation that led him to power.(u,k) biographical extracts to find out about rise to power to assess their creativity and
b. Assess the achievements of Idi Amin.(k,u) Amin’s early life and political career, and understanding of events.
take notes. • Assess their ability to think critically in
c. Know the factors that led to downfall of
Idi Amin.(k,u) • Instruct the learners to use the library discussions about how and why Amin’s
and other sources to gain background for career developed as it did.
a creative presentation about Idi Amin’s
rise to power, that might include pictures,
music, videos and role play.
• Learners form opinions in a discussion
about factors in the early life and career
of Idi Amin that led to his later style of
leadership. Produce a profile in pairs to
describe Amin.
SENIOR 3 Theme 7: Leadership of Idi Amin Dada in Uganda
TOPIC: ACHIEVEMENTS AND WEAKNESSES OF AMIN’S REGIME
LEARNING OUTCOMES
a) Evaluate the salient achievements and • Read extracts and watch film clips on • In written product (tables, summaries,
failures of Amin’s regime, including his Amin’s regime in order to create a table of ordered lists) look for learners’ ability to
expulsion of Asians. (u) achievements and weaknesses. evaluate the pros and cons of the regime,
b) Analyse the factors that led to downfall of and understand the views of other
• Choose a controversial aspect of the Amin countries at the time.
Idi Amin. (v,u) regime – e.g., the expulsion of Asians and
c) Understand the causes and the effects debate it from both sides. • In a debate, look for learners’ ability to
of 1978-79 UNLF/UNLA Liberation War in analyse a controversial issue from both
• Learners read newspaper reports and sides.
Uganda. (v,u) other media coverage of Amin by other
countries and summarise the views of
outsiders about the regime.
• Learners research on the factors that
led to Amin’s downfall, including the
Liberation War, and arrange them in order
of most to least important.
58
SENIOR 3 Theme 8: The recent issues in East African history
TOPIC: THE LORD’S RESISTANCE ARMY (LRA) CONFLICT 12 PERIODS

Competency: The learner applies critical thinking and analysis to the LRA conflict, the restoration of traditional institutions in
Uganda, and recent issues in the rest of the world.
LEARNING OUTCOMES
a. understand why the LRA was formed and • Learners share what they know of the • Observe their debates to assess the
its aims. (u) LRA, and make a list of questions that depth of their research, and their ability
b. analyse the challenges faced by the NRM remain to be answered. to analyse the conflict based on evidence
government in fighting the LRA. (k) • Internet or library Learners carry out a and form opinions.
c. Know the methods used by the LRA in library or ICT research to fill in the missing • In a conversation about their reading,
their fight against the NRM government. details of their knowledge, including assess their ability to detect differing
(s,u) how the LRA was formed, its aims, the points of view/bias in news reports.
countries it operates in, and the challenge • In their written product, look for problem-
d. Know the impact of LRA war in Uganda
it presented to the NRM. solving skills.
and other countries. (u)
• Learners in groups debate the methods,
e. Analyse the challenges faced by Uganda
objectives and leadership of the LRA.
in restoring traditional leaders. (s,u)
• Learners read news media accounts of the
LRA conflict from a variety of sources, and
analyse the differences in their reporting
of similar events.
• In a guided discussion about the political
and economic impact of the conflict in
Uganda and other countries, with learners
expressing their opinions on the conduct
of leaders, and why the conflict took so
long to resolve.
• Research and write about the aftermath of
the conflict, reflecting on how peace was
restored, traditional leaders reinstated,
and the legal measures taken against
the LRA leaders. How could the conflict
have been resolved earlier, and what is its
legacy?
59
TOPIC: THE ROLE OF AFRICAN TRADITIONAL INSTITUTIONS

IN SOLVING CONFLICTS IN NORTHERN UGANDA
LEARNING OUTCOMES
a. understand what a traditional institution • Learners discuss what qualifies as a • Observe learners engage in conversation
is, where and why traditional leaders were ‘traditional institution’, and how they assess their understanding and
restored, as well as other government benefit Uganda. appreciation institutions and leaders.
peace and Infrastructure programmes. (k) • Learners are guided in locating on a map • Assess their written product for analysis of
b. Understand the contribution of where traditional leaders were restored, different systems of justice.
traditional and modern transitional justice and in understanding the reasons for • Listen to their debates for their analysis of
mechanisms in restoration of peace in reinstating traditional institutions, as well the benefits of traditional institutions.
Northern Uganda. (k,u) as establishing the NURP and NUSAF.
c. Evaluate the role played by traditional • Learners investigate how traditional and
leaders in peace building process of modern justice mechanisms helped
Northern Uganda. (s,k) restore peace in 1993.
• Learners write a comparison of modern
and traditional justice.
• Learners debate the advantages and
disadvantages of returning traditional
institutions in Uganda.
60
TOPIC: EMERGING HISTORICAL EVENTS IN THE WORLD TODAY
LEARNING OUTCOMES
a. understand the background of the Cold • Guide learners to come up with research • Assess their communication skills and
War. (u) projects: on either the Cold War, or the analysis of their topic from their oral
b. know some of the main events of the rise of China as a world economic power. presentations.
Cold War. (k) • Guide learners to plan an oral • Observe whether learner can write an
a. understand the causes and results of the presentation based on research notes on individual story about progress and
communist revolution in China. (u) their topic. development of South Korea
b. understand China’s growing relationship • Let learners share the presentations to the
with Africa. (u) class.
c. understand the history of the • Using internet let learners find out how
development of South Korea South Korea has evolved from a recipient
country to a donor state.
SENIOR 4 Theme 1: The East African Community (EAC) and

the East African Legislative Assembly (EALA)
TOPIC: THE EAST AFRICAN COMMUNITY (EAC) 15 PERIODS

Competency: Learners understand, analyse and suggest solutions to the challenges of East African co-operation.
LEARNING OUTCOMES
a. Understand the background, structure • Guide learners to carry out the library • Assess the learners knowledge and
and objectives of the EAC. (u) research or use the internet to establish understanding from conversations about
b. Evaluate the achievements of EAC. (v,k,u) what led to the formation of the EAC, its their research.
members, aims and structure. • Observe their ability to analyse points
c. Analyze the reasons for the revival of EAC
in 1993(u,k,v). • Guide learners to locate the countries that made in their reading in order to answer
belong to the East African Community on key questions.
d. Appreciate the value of regional
a map. • Note their ability analyse and compare
cooperation in East Africa. (s, u)
• Let learners read articles about what the the old and revived EAC.
EAC achieved, and the challenges it faced,
and discuss whether it was meeting its
aims.
• Guide learners in a discussion about why
the EAC collapsed in 1977. Was it worth
preserving at that point? How could its
problems have been solved? it is from its
predecessor.
61
SENIOR 4 Theme 1: The East African Community (EAC) and

the East African Legislative Assembly (EALA)
TOPIC: THE EALA – EAST AFRICAN LEGISLATIVE ASSEMBLY
LEARNING OUTCOMES
a. Understand the background for • Guide learners in discussing the political, • Assess learners written product, to note
establishment of EALA. (u) social and economic factors that their understanding of the need for a
b. Understand the reasons for the formation contributed to the formation of EALA. body like the EALA.
of EALA by EAC. (u) • Guide learners to put the desire of East • Assess their knowledge and
c. Assess the impact of EALA in East African African states for common policies into understanding of the challenges the EALA
states. (s,u) their own words in writing. faces.
d. Understand the challenges facing EALA. • Research the positive and negative effects • Listen for their problem-solving skills in
(k) of the EALA in East African countries, suggesting remedies to these challenges.
and summarise the challenges it faces in
groups.
• Involve learners in a discussion to suggest
possible remedies to challenges facing
EALA.
• Suggest solutions to the problems facing
EALA. (s,u)
62
SENIOR 4 Theme 2: Neo-colonialism in East Africa
TOPIC: NEO-COLONIALISM IN EAST AFRICA 15 PERIODS

Competency: Learners analyse and debate the challenges posed by neo-colonialism in East Africa.
LEARNING OUTCOMES
a. understand the concept of ‘neo- • Learners use ICT or library research to e • Listen for learners’ understanding of
colonialism’. (u) define term ‘neo- colonialism’. the acceptance of neo-colonialism in
b. Analyse the reasons why neo-colonialism • Learners discuss the possible reasons discussion.
continues to thrive in East Africa. (s,u) why a country, having achieved • Look for their creativity in expressing a
c. Understand the various manifestations of independence, would return to a new political point in cartoon form.
neo-colonialism in East Africa. (k) form of colonialism. • Note their problem-solving ability when
d. Propose solutions to the challenges • In groups, learners investigate the ways in suggesting answers to the challenges of
brought to East Africa by Neo- which neo-colonialism manifests itself in neo- colonialism.
colonialism. (s) East Africa, who is involved, and its effects, • Look for analysis and critical thinking in
and present their findings to the class. debate.
f. Appreciate the impact of neo-colonialism
to post-independence East Africa. (s,u) • Discuss the methods used by former
colonialists to perpetuate their influence
by political, social, economic and military
means, and the resistance being offered,
• Ask learners to suggest solutions to the
challenges of neo-colonialism.
• Guide learners in debate about the
advantages and disadvantages of neo-
colonialism to East Africa.
63
SENIOR 4 Theme 3: Diplomacy and international relations
TOPIC: THE ROLE OF AU IN INTERNATIONAL RELATIONS 12 PERIODS

Competency: Learners understands the concepts of diplomacy and international relations, and analyse how the Organisation of
African Unity (OAU/AU) and the UN have promoted peace and development in Africa.
LEARNING OUTCOMES
a. understand how diplomacy and • Learners to assess a case study of • Listen for learners’ understanding of the
international relations are employed by diplomacy and international relations key terms from a case study.
governments, and their value in Africa. (u) as it has been employed in the past • Assess their problem- solving skills in
b. know the origins, composition and remit by Uganda, and then discuss their suggesting solutions to AU challenges.
of the OAU/AU. (k) understanding of the terms, and the value
• Look for their creativity, and
of diplomacy to conflict resolution in
c. suggest solutions to the challenges facing understanding of the role of the AU, in
Africa.
the AU. (s,u) role play.
• Learners research the reasons for the
d. evaluate the impact of the AU in post-
founding of the OAU/AU, its members,
independence Africa.
aims, functions and structure.
• Guide learners to read articles and news
stories about the challenges facing the
AU, and summarise them for the class.
Discuss possible solutions to these
challenges.
• Learners role-play a situation in which
the Secretary General of the AU is facing
a crisis, and imagine how it would be
handled.
• Guide learners in a review of the
effectiveness of the AU in promoting
diplomacy and international relations
after independence.
64
SENIOR 4 Theme 3: Diplomacy and international relations
TOPIC: THE ROLE OF THE UN IN DEVELOPMENT
LEARNING OUTCOMES
a. know the essential facts about the history, • In groups learners divide their research • Assess group presentation for knowledge,
aims and structure of the UN. (k) on the UN into history, its peace role, its creativity and communication skills.
b. know the role of United Nations structure, leaders and membership, and • Listen to their discussion and note their
in maintaining world peace and compile their findings into a creative critical thinking about UN actions in a
development. (k) presentation to the class that includes historical situation.
diagrams and maps.
• Learners are guided in a case of history
discussion about the UN’s role in a
particular world crisis, with learners
analysing and evaluating the UN’s actions.
a. understand the roles and functions of the • Watch a documentary on the UN in • Observe the mock UN debate to assess
United Nations and its subsidiary bodies action, both in the field, and its General learners’ knowledge and understanding
in detail. (u) Assembly and Security Council meetings of how the General Assembly functions,
b. understand the contribution of the in New York City. and their creativity and critical thinking in
United Nations in maintaining peace and • Guide learners in discussing the subsidiary debate.
development in Uganda. (s,u) bodies of the UN and their functions. Listen to discussions about the role
• Hold a mock UN debate on an and benefits of the UN and other
international issue using knowledge organisations in East Africa, looking
of how the General Assembly works, for learners’ analysis of similarities and
with students playing the parts of differences.
representatives of various countries. • Look for problem-solving skills in their
Guide learners to investigate how and brainstorm session.
when the UN has assisted with the peace
and development of Uganda, and discuss
the benefits of their interventions; then
compare this role and assistance with
that of other international organisations
that have helped Uganda/East Africa, and
discuss similarities and differences.
• Guide learners in a brainstorm session to
identify the challenges facing the United
Nations today, and how they can be
overcome.
65
SENIOR 4 Theme 4: Globalisation and foreign aid
TOPIC: GLOBALISATION 12 PERIODS

Competency: Learners analyse and evaluate the parts played by globalisation and foreign aid in Uganda’s development.
LEARNING OUTCOMES
a. understand the key terms related to • Learners make a list of all the things they • Assess learners’ understanding of
globalisation. (u) possess, and all those in their classroom Uganda’s dependency on imports from
b. analyse Uganda’s imports and exports and school, which have come from their ownership of imported items.
with other countries. (s) outside East Africa, and list where they • Note their analytical skills in drawing
have been imported from. conclusions from import-export statistics.
c. Evaluate the advantages and the
disadvantages of globalisation in Uganda. • Learners discuss which items would be • Look for their critical thinking and analysis
(k,s) hard to live without, and the pros and in evaluating globalisation’s benefits for
cons of imports to a country. Uganda now and in the future.
d. Analyse the impact of globalization in
Uganda. • Learners look at a summary of Uganda’s
imports and exports and answer
questions that require analysis of the
statistics.
• Learners take part in a guided discussion
to understand the terms ‘globalisation’,
‘dependency’ and ‘interdependency’.
Compile a list of key words and phrases to
describe each term.
• Learners read articles and news extracts
about globalisation in a Ugandan
context, and the roles of NGOs and CBOs
in promoting globalisation, and write
about the advantages and disadvantages
of globalisation, and its importance to
Uganda in the future, citing evidence
from the reading.
66
SENIOR 4 Theme 4: Globalisation and foreign aid
TOPIC: FOREIGN AID
LEARNING OUTCOMES
a. understand the sources and types of • Learners to consult government figures • Assess learners’ ability to analyse and draw
Uganda’s foreign aid, on how much foreign aid Uganda conclusions from statistics.
b. Evaluate the factors that make Uganda receives, and where it comes from, and • Observe learners’ understanding of the
receive foreign aid. (u) answer questions that allow them to issues surrounding foreign aid, and their
draw conclusions on how dependent the critical thinking in defending their point
c. Analyse the advantages and
country is on it. of view in debate.
disadvantages of receiving Foreign Aid
(k,s) • Learners conduct research for a debate
about foreign aid; e.g., whether or not it
has helped the economy, made Uganda
more autonomous, or encouraged
corruption.
SENIOR 4 Theme 5: Mineral discovery in South Africa
TOPIC: LIFE IN SOUTH AFRICA BEFORE THE DISCOVERY OF MINERALS 14 PERIODS

Competency: The learner understands and analyses the impact of the ‘mineral revolution’ on the different peoples in South Africa.
LEARNING OUTCOMES
a. Understand the situation in South Africa • Guide learners in a brainstorming session • Assess learners’ understanding of the
before the discovery of minerals. (u) on the economic, social and political conditions in South Africa before mineral
b. Understand why ‘Utilanders’ came to situation in South Africa before the discovery, and the impact of foreigners
South Africa. (u) discovery of minerals. coming to the country.
• Guide learners to research on the
Afrikaanars term ‘Utilanders’, and discover
their reasons for their coming to South
Africa.
67
SENIOR 4 Theme 5: Mineral discovery in South Africa
TOPIC: EFFECTS OF MINERAL DISCOVERY ON SOUTH AFRICA
LEARNING OUTCOMES
a. know the meaning of the term ‘mineral • Guide learners in groups to speculation • In conversation, note learners’
revolution’. (k) about the meaning of the term ‘mineral understanding of the changes brought
b. understand the changes brought about revolution’ in the context of South Africa, about by mineral discovery from their
by the discovery of minerals in South and the changes brought about by the research and discussion.
Africa. (u) discovery of minerals in South Africa. • Assess their writing for its analysis of who
c. Evaluate the problems posed by the • Let learners on the research on the impact benefited most from mineral exploitation.
exploitation of minerals for different and advantages of the revolution for
groups of people, South Africa, and Africa Boers, Africans and the British.
generally. (s,u) • Guide learners to compare and contrast
this between the three groups, evaluating
who profited, and who suffered, the most
in a written report.
• Guide learners to read articles and
extracts about the problems posed by
mineral exploitation in South Africa,
and discuss the impact it had socially,
politically and economically there, and
also on the rest of Africa.
SENIOR 4 Theme 6: The apartheid policy in South Africa
TOPIC: INTRODUCTION TO APARTHEID RULE 10 PERIODS

Competency: The learner understands and analyses the objectives of apartheid rule, resistance methods, and factors that led to its
end.
LEARNING OUTCOMES
a. Understand the meaning of the term • Learners brainstorm the meaning of • Observe learners background knowledge
apartheid rule. (u) ‘apartheid’ and its effects on native South of the subject in their brainstorming.
b. Know the origin of racial segregation in Africans. • Note their creativity and imagination on
South Africa. (k) • Learners conduct a research on how both sides of apartheid in a role play.
c. Know some of the laws that formalised apartheid came to be established, the
apartheid in South Africa. (k) laws that enforced it, and the ‘Bantustan’
or ‘homeland’ areas that were established.
d. Know areas in South Africa where
Bantustan camps were located. (s) • Learners draw a map of south Africa and
shade areas that were occupied by the
Bantustan camps.
• Learners conduct a role play in which
a non-white South African challenges
a white government official about
apartheid.
68
TOPIC: APPLICATION OF APARTHEID POLICY
LEARNING OUTCOMES
a. Know how the apartheid policy was • Learners to watch a documentary on how • Listen for learners’ understanding of the
exercised in the different sectors. (k) apartheid was maintained and enforced. feelings of those living under apartheid.
(u) • Learners take part in a discussion about • Assess their analysis of the challenges
b. Analyse the challenges faced by the the effects of apartheid policy in South faced the government then.
government of South Africa during the Africa.
apartheid era. (s,u) • Learners research on the growing
challenges of apartheid rule to the South
African government. Was the system
always going to fail because it was
minority rule?
TOPIC: AFRICAN REACTION TO APARTHEID RULE
LEARNING OUTCOMES
a. Analyse the strategies used by Africans to • Guide learners to read articles and watch • Assess learners’ analysis of resistance
fight against apartheid rule. (u) documentaries about the methods used methods, and the factors that led to the
b. Evaluate the steps taken in the struggle to to fight against apartheid rule, and the end of apartheid rule.
end apartheid. (s,u,v) government responses, and discuss if • Check their written summaries for factual
there might have been other ways of and chronological accuracy.
c. Understand the internal and external
resisting.
factors leading to the liberation of South
Africa from apartheid. (u,v) • Individually learners produce a summary
of key events during the Apartheid
era. Groups organise event summaries
chronologically along a timeline.
• Engage learners in a guided discovery
discussion about the internal factors, and
external pressure that led to the end of
apartheid. What was the turning point?
69
SENIOR 4 Theme 7: Liberation struggles in South Africa

and the career of Nelson Mandela
TOPIC: BACKGROUND 14 PERIODS

Competency: Learners evaluate the role of Nelson Mandela and the ANC in the liberation struggle, and assess his lasting legacy.
LEARNING OUTCOMES
a. Understand the meaning of the words • Learners define the words ‘nationalism’ • Evaluate learners’ co-operation in working
‘nationalism’ and ‘liberation’ in the light of and ‘liberation’, and discuss how they together in groups to write a research
South African history. (u) apply to the history of South Africa. report on Nationalism and liberation of
b. Know the key parties, leaders and • Guide learners in a discussion about the South Africa.
Frontline States in the liberation key roles of the African National Congress • Assess learners’ ability to analyse and
movements of South Africa. (k) in the struggle, and the factors the led evaluate the role of ANC, and the
c. Evaluate the factors that led to rise and to its rise and that of other liberation influence South Africa’s struggles had on
growth of liberation movements in South movements. the rest of the continent.
Africa. (v,k,u) • In a discussion guide learners to evaluate
d. Evaluate the influence of these struggles the influence of the rise of South
on the rest of Africa. (s,v,u) African nationalism and its struggle
for independence on the rest of Africa
with particular reference to East African
countries.
70
SENIOR 4 Theme 7: Liberation struggles in South Africa

and the career of Nelson Mandela
TOPIC: THE CAREER OF NELSON MANDELA
LEARNING OUTCOMES
a. understand the role of Nelson Mandela in • Watch a documentary/biopic, or read Mandela’s importance to the liberation
the liberation of South Africa. (u) extracts, about Nelson Mandela’s role in movement.
b. Evaluate the role of Nelson Mandela with the Liberation of South Africa, and discuss • Read their written pieces to assess their
that of Steve Mbiko (u,s). what was learned. analysis of one leader against another.
c. Analyse the key events in the career of • Learners individually compare Nelson • In debate, look for learners’ ability to think
Nelson Mandela (s,u) Mandela with another key figure of the critically about leadership decisions and
time, e.g.: actions in a historical context.
d. Appreciate the impact of Nelson Mandela
in the world politics. • Albert Lithuli
• Steve Biko
• Robert Sobukwe
• F. W. de Klerk,
in order to assess the differences in their
objectives and styles of leadership in a
written piece.
• In groups learners debate a controversial
moment in Mandela’s career to analyse
the pros and cons of his leadership.
• Organise the class to brainstorm all things
Mandela will be remembered for in Africa,
and the rest of the world.
71
ASSESSING HISTORY AND POLITICAL EDUCATION
This section should be considered alongside the Assessment It is not possible to assess attitudes in the same way as
Guidelines. knowledge, understanding and skills because they are more
personal and variable and are long-term aspirations. This does
Assessing the new expectations for learning
not mean that attitudes are not important. It means that we
The new curriculum sets new expectations for learning, with a must value things that we cannot easily assess.
shift from Learning Outcomes that focus mainly on knowledge
So this guidance booklet focuses on knowledge, skills and
to those that focus on skills and deeper understanding. These
understanding. Each has its own implications for learning and
new Learning Outcomes require a different approach to
assessment.
assessment.
The “Learning Outcomes” in the syllabuses are set out in terms
of Knowledge, Understanding, Skills, and Attitudes. This is
what is referred to by the letters k,u,s & a.
Knowledge The retention of information
Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skill The ability to perform a physical or mental act or operation
To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this, the
role of the teacher in assessment becomes much more important.
Knowledge
Knowledge is the easiest to assess because it is fairly straightforward to find out whether
or not a learner has retained some information: a simple question can usually find this
out. We ask them to name something, or state something, or label a diagram.
Skills
Understanding
Skills are the ability to perform a mental or physical
Assessing deeper understanding is much more
operation, so we have to observe the skill being
difficult, so we usually ask learners to explain, compare
performed or look at the product, or outcome, of the
or outline a process. This can be done orally (in
skill; for example a piece of writing, a picture or diagram.
conversation) or in writing, and will give us some idea
Some skills, such as speaking or a physical education skill
of the extent of their understanding.
do not have a product so need to be observed.
72
Examinations
There will no longer be examinations or tests set at the end of The final examination at the end of Senior 4 will be very
every year. Instead, there will be a summing up of on-going different in nature, and will focus on the learners’ ability to
teacher assessments made in the context of learning. apply their learning in new situations, rather than on the ability
to recall information.
Formative Assessment
If assessment is to make a difference to teaching and It is the use of the assessment data within this cycle to
learning, then teachers must use the information they gain improve learning that is key to the success and impact of
from assessment to make some change to the teaching and formative assessment.
learning process. This is formative assessment. If teaching and It is this cycle that enables formative assessment to impact on
learning stay the same, there would have been no point in learning:
carrying out the assessment. The changes that can be made • The syllabuses set out the learning outcomes
include decisions about:
• The lessons seek to achieve these outcomes
• What needs to be learned next
• Assessment finds out whether or not the outcomes has
• Whether an element of the syllabus needs to be taught been achieved
again in a different way
• This information guides the next steps in learning and so
• Changing teaching approaches if necessary sets new learning outcomes
• Identifying learners who need more support, or who are The process of teaching, making formative assessments and
making exceptional progress then changing the teaching and learning in some way can be
• Enabling learners to understand what they have to do to seen as a cycle:
improve
What changes need to be Use of data to

made to plans for future improve student Find these listed in the “Learning
Establish learning
teaching and learning? learning Outcomes” column of the
outcomes
syllabuses.
Analyse, compare and Collect and Analyze

Look for examples of
evaluate learning against Assessment Data
Develop assessment opportunities
expected learning outcomes. assessment in the “Suggested
Learning Activities” and
the “Sample Assessment
Strategies” columns of the
Actual syllabuses.
learning and
Be ready to assess alongside educational
learners where possible. experience
FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE.
73
How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to These opportunities occur in three forms and are often called:
write tests for learners, but to make professional judgements
• Observation – watching learners working (good for assessing
about learners’ learning in the course of the normal teaching
skills)
and learning process. The professional judgement is about
how far the learner meets the Learning Outcomes that are set • Conversation – asking questions and talking to learners
out in this syllabus. To make these judgements the teacher (good for assessing knowledge and understanding)
needs to look at how well the learners are performing in terms
• Product – appraising the learner’s work (writing, report,
of each Learning Outcome.
translation, calculation, presentation, map, diagram, model,
School-based formative assessment is a part of the normal drawing, painting etc). In this context, a “product” is seen
teaching and learning process, and so the assessment as something physical and permanent that the teacher can
opportunities will also occur during this normal process. It is keep and look at, not something that the learner says.
not something that needs to be added on after learning; it is
When all three are used, the information from any one can
an integral part of it.
be checked against the other two forms of assessment
opportunity (eg evidence from “observation” can be checked
against evidence from “conversation” and “product”). This is
often referred to as “triangulation”.
Observation
Triangulation
Product Conversation
Triangulation of assessment opportunities
To find these opportunities, look at the syllabus units. These set out the learning that is expected and give ‘Sample
Assessment Activities”, and in doing so they contain a range of opportunities for the three forms of assessment.
74
Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is therefore not necessary to knowledge, understanding and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the Generic not mean that attitudes are not important. It means that we
Skills, and so they are assessed as part of the subject Learning must value things that we cannot easily assess.
Outcomes.
Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an overall
always difficult with very large numbers of pupils. For the assessment about whether or not each learner met the
purposes of school-based formative assessment, it is not even Learning Outcomes for each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each Sub-Strand is made up of a number of Learning
feedback is give immediately and action is taken, then learning
Outcomes. Therefore teachers need to consider all the
is changed and the record would soon become out of date
Learning Outcomes when making an overall judgement about
and redundant.
the Sub-Strand as a whole. It is not always necessary for every
Most formative class-based assessments are dynamic in that individual Learning Outcome to be achieved for the Sib-Strand
they feed straight back into the teaching and learning process. as a whole to be achieved. This will vary with the Learning
Therefore detailed records of these are not appropriate. Area and Topic.
What is needed is record of assessments of learners’ learning By looking at the Learning Outcomes within each Topic, it is
made in terms of each Topic or unit. This means recording possible to identify four broad groups of learners in terms of
the on-going summative assessments of each unit. There is their achievements:
no need to make separate records of each of the Learning
Outcomes because this would be very time-consuming and
Descriptor
No Learning Outcome (LO) achieved
Some LOs achieved, but not sufficient for overall achievement
Most LOs achieved, enough for overall achievement
All LOs achieved – achievement with ease
75
There is no need to set a test to find this out. each category for different subjects and units. They will also
identify easily those learners who need extra support or who
These overall assessments should be made on the basis of
may not be ready to move on to the next grade at the end of
the many formative assessments that the teacher has made
a year.
during the course of teaching the unit. If teachers have been
working with the learners over the course of the unit, they will If records are kept of the learning outcomes of each syllabus
be able to make a broad judgment about which learners have unit through the year, then there will be no need for an end of
achieved or have failed to achieve the unit’s overall Learning year test. Teachers will already have a record of those learners
Expectation. These “Authentic Assessments” will be more valid who have met the learning outcomes, and those who have
and valuable than a test set by the school. not done so. Therefore teachers will know if there were any
learners not ready to progress to the next grade.
Recording these overall assessments will be simple,
manageable and yet valuable, and can be recorded on a sheet An overall record should be made of the individual unit
such as the one below in which the categories are indicated assessments by subject in terms of the 4 descriptors. If
with a number. numbers (0-3) are used as identifiers, then it will be possible
to arrive at an overall number for a year by aggregating the
Although a very simple process, these four categories will give
identifiers for each unit.
rich data when a comparison is made between the learners in
Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3
In the example below, the table shows the end-of-unit assessment for six learners.
History and Political Education

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3
Learner D 1 1 2 1 1 2 1 1 2 1
Learner E 0 1 2 1 0 1 0 1 1 1
Learner F 0 0 1 0 0 1 0 0 1 0
This method will give much more information than using a All of this is very valuable assessment information and can be
tick. For example, at a glance it can be seen that learners A & B used to improve learning.
are achieving much higher than learners E & F. It can be seen
This summative teacher assessment will contribute to the
that Learner C has improved during the year. We can even see
final grade of the School Leaving Certificate.
that more learners achieved success in Topic 9 than Topic 7.
76
Glossary of Key Terms
TERM DEFINITION DEFINITION

One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, under-stand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular Learning Area;
Process Skill
enables a learner to apply the knowledge and understanding of the Learning Area.
An activity which gives a learner the opportunity to show the ex-tent to which s/he has
Sample Assessment Activity achieved the Learning Outcomes. This is usually pat of the normal teaching and learning
process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.
77
Ministry of Education and Sports
Website: www.ncdc.go.ug

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Ministry of Education and Sports

HISTORY AND POLITICAL

GRACE K. BAGUMA IZIO

BACKGROUND TO THE NEW CURRICULUM

To meet these requirements, the reforms are based on:

PREVIOUS KNOWLEDGE-BASED CURRICULUM

STUDENT STUDENT STUDENT STUDENT STUDENT

TEST AND SUMMATIVE ASSESSMENT

NEW COMPETENCE BASED CURRICULUM

STIMULUS MATERIAL, LEARNERS’ EXPERIENCE,

FEEDBACK AND INTERACTION

THE NEW CURRICULUM

Positive contributors to society who:

Generic Skills Communication

• Evaluate different solutions • Interpret and interrogate mathematical data

GENERIC SKILLS WITHIN HISTORY AND

CRITICAL THINKING AND PROBLEM SOLVING

CREATIVITY & INNOVATION

Part 2: ICT Integration

ICT APPLICATION (HOW ICT WILL BE INTEGRATED

HISTORY AND POLITICAL EDUCATION

History and Political Education is a compulsory subject from Senior 1 to Senior 4.

HISTORY AND POLITICAL SENIOR 1 & 2 SENIOR 3 & 4

Teaching and Learning: History and Political Education

THE HISTORY AND POLITICAL EDUCATION SYLLABUS

SENIOR 1 THEME DURATION

1: Finding out about our past 10

SENIOR 2 THEME DURATION

1: Civil society and non-governmental organizations 12

SENIOR 3 THEME DURATION

1: The Uganda Railway 10

SENIOR 4 THEME DURATION

DETAILED SYLLABUS FOR HISTORY AND

SENIOR 1 Theme 1: Finding out about our past

TOPIC: FINDING OUT ABOUT OUR PAST 10 PERIODS

SENIOR 1 Theme 2: The origin of man

TOPIC: TRADITIONAL/RELIGIOUS THEORIES ABOUT THE ORIGIN OF MAN 14 PERIODS

SENIOR 1 Theme 2: The origin of man

TOPIC: SCIENTIFIC THEORY AND THE STAGES IN THE EVOLUTION OF MAN

SENIOR 1 Theme 3: Migration into East Africa, and elsewhere

TOPIC: ORIGINS OF LOCAL PEOPLE 14 PERIODS

SENIOR 1 Theme 3: Migration into East Africa, and elsewhere

TOPIC: THE BANTU, LUO AND MFECANE MIGRATION

SENIOR 1 Theme 3: Migration into East Africa, and elsewhere

TOPIC: WHERE OTHER PEOPLE CAME FROM

SENIOR 1 Theme 4: State formation in East Africa

TOPIC: PRE-COLONIAL SOCIETIES IN EAST AFRICA 10 PERIODS

SENIOR 1 Theme 4: State formation in East Africa

TOPIC: ORGANISATION OF PRE-COLONIAL KINGDOMS

SENIOR 1 Theme 4: State formation in East Africa

TOPIC: THE ORGANISATION OF DECENTRALISED SOCIETIES

TOPIC: SLAVE TRADE AND SLAVERY IN AFRICA 10 PERIODS

TOPIC: INDIAN OCEAN TRADE

TOPIC: EAST AFRICAN LONG DISTANCE TRADE

SENIOR 1 Theme 6: Colonisation and the scramble for East Africa

SENIOR 1 Theme 7: Response to the establishment of colonial rule in East Africa

TOPIC: INTRODUCTION TO COLONIAL RULE 10 PERIODS

SENIOR 1 Theme 7: Response to the establishment of colonial rule in East Africa

TOPIC: COLLABORATION IN EAST AFRICA