Republic of Rwanda

REPUBLIC OF RWANDA

MINISTRY OF EDUCATION NATIONAL CURRICULUM DEVELOPMENT CENTRE BP 608 KIGALI

HISTORY PROGRAM FOR ADVANCED LEVEL SECONDARY SCHOOL

June 2010

Participants

Supervisors GAHIMA Charles GATERA Augustin

Curriculum Developers BARANYIZIGIYE Jeanne d’Arc BACUMUWENDA Nehemah DUKUZE Bernard

Teachers KARARA Elisha : Lycée de Kigali KASUMBA Maxon : Riviera High School MUGENZIWIMANA Christoph : Groupe Scolaire du Mont Kigali APACE Kabusunzu MUSABYIMANA Pierre Damien : Groupe Scolaire Saint Joseph Kabgayi NCUNGURE Aimé : Lycée la Colombière NDYABAGYE Stephen : Kagarama Seondary School NZABAMWITA Vianney : Rukara College of Education TUSINGWIIRE Grathias : Nyamata High School

I. GENERAL INTRODUCTION

This Syllabus of History is for Advanced Level of Secondary Schools of Rwanda. It is to be used for all combinations which include History as a principle e.g History-Economic-Geography, History-Economics-Literature and History- Geography-Literature combinations. It is in line with Political Education Sector, Poverty Reduction Strategy, Strategic Plan of Education 2015 and in Education for All and Vision 2020. That is the reason why this syllabus is included in national context of Government. This syllabus aims at: 1. Training citizens with Rwandese Values and universal values of peace, respecting human rights, rights of gender equality, democracy, justice ,solidarity and good governance ; 2. Promoting moral, intellectual, social and knowledgable through citizens the promotion of knowledge , competence and skills that are essential for sustainable development of the country ; 3. Developing in Rwandese citizens patriotic spirit, the sense of civic pride and spirit of knowing what happens all over the world.

At the end of Advanced level, the learners will : 1. Get knowledge about societies in the world, realise how they evolved and apply such techniques in developing their own societies. 2. Know appropriately his near and distant environment; 3. Enable learners to take decisions and initiatives; 4. Judge events by their critical thinking; 5. Stimulate critical thinking and reasoning among students in order to create citizens who reason; 6. Initiate the learners into notions of peace, reconciliation and tolerance so as to live uprightly in their society; 7. Enable the learners who finish the Advanced Level of Secondary School to be familiar with the contribution of the ancient, medieval, modern and contemporary events and civilisations to human history.

II. GENERAL ORIENTATIONS

The composition of this program emanated from the following approaches:

1. Progressive approach: Beginning with the nearest to the furthest. That’s the way the program of History of Advanced Level is organised. History of Ancient civilisations History of Rwanda History of Africa History of Europe History Modern World

2. A participatory approach: This approach is intended to develop critical thinking skills of the learners. That is the reason why it has been found significant to have the column of ’’ Teaching/learning activities” which informs/ reminds the teacher about learners participation in the lesson.

The program is formulated as follows: 1. General introduction ; 2. General orientations ; 3. General objectives of the level; 4. General objectives of each year of studies ; 5. The detailed program that is made up of : Chapters; Suggestive duration ; A chart of three columns. The 1st one comprises of specific objectives, followed by content and then teaching /learning activities ; 6. Methodological notes; 7. Evaluation approach; 8. Particularly factors; 9. Bibliographical reference

III. RECOMMANDATIONS

History course for Advanced Level comprises of most of the Topics that have already been taught in ordinary level. That’s however activities of teaching and learning at the Advanced Level students try to stimulate critical thinking of students in order to build their mental capacity. It is compulsory: To insist on the essentials especially contributions of ancient civilisations to our Modern World ; To insist on the History of Rwanda so as to help the youth of Rwanda to understand very well his/her society, that is evolution; To help Rwandans to get informed of event which took place outside the country without forgetting their cultural identity; To improve critical thinking of students; To stimulate the individual initiatives while teaching historic events ; To motivate learners so as to increase their reasoning capacity.

IV. GENERAL OBJECTIVES OF ADVANCED LEVEL

At the end of this level, a learner will be able: To do his/her work with critical thinking; To discover various human experiences; To live in harmony with others without ethnic distinction, religious distinction or other form of discrimination and exclusion that have caused problems in society like Tutsi genocide of 1994; To promote the culture of peace, tolerance, reconciliation and patriotism among students in order to transform them in to good citizens.

SENIOR FOUR

GENERAL OBJECTIVES

At the end of the senior four the learner will be able to: Explain the contributions of main civilisations of the World to the development of society; Show the relationship between civilisations and cultures ; Explain the main aspects of Medieval European civilisation in terms of social, economic and political domains; Explain the main characteristics of Modern Times in political, economical, intellectual and artistic domains; Describe the great changes and organisations of African empires and the effects of the contacts of those empires with foreign empires or countries ; Examine the nature of Rwandan society during pre colonial period. Explain the contributions of the Great Revolutions of 17 th and 18 th Centuries towards the transformation of Societies.

THE DETAILLED PROGRAMME

Chapter I.WORLD CIVILISATIONS

Duration : 35 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING /LEARNING ACTIVITIES I. ASIA MINOR - Locate on the Map of The geographical location - With the help of the Map of Asia, Mesopotamia especially the rivers show learners the Mesopotamian of Tigris and Euphrates civilisation and explain how it started I. 1. The civilisations of around the two rivers : Tigris and Mesopotamia Euphrates - Analyse the elements of The political evolution Mesopotamian Civilisation The Cuneiform writings - Using the documents on The code of Hamurabi Mesopotamia, make a discussion with The astrology-astronomy the learners on the elements of the The architecture Mesopotamian civilisation The scientific gene - Determine the contribution of the The Hittite invasion Mesopotamian civilisation to the The Medes invasion - With the elements of civilisations of rest of the world (persian) Mesopotamia, tell learners to identify Contributions of the elements that you can find in the - Locate Greece on the Map of Mesopotamia to the modern Modern Civilisation Europe and the surrounding civilisation states I.2. The greek civilisation - With the help of the Map, ask The geographical location learners to locate Greece in the Balkan - Discuss the impact of migrants in The Island of Greece, Asia and region Greece towards social-economic Europe - With the help of pictures , documents and political organisation The greek migrations and images, find out the cultural life, The organisation and the artistic and intellectual development

7 political evolution of the ancient Greece - Show the Greek military aspects The democracy of Athens - With the help of the map, locate the under Alexander the Great and The Spartan oligarchy regions which were conquested by his political organisation methods Alexander the Great The consequences of conquests - Compare the Athenian democracy with - Show the relationship between of Alexander the Great the evolution of the present democracy the Greeks and the conquered societies countries - With the help of a diagram (scheme), show the hierarchical structure of the greek society I.3. Commerce and the - Describe the Greek colonisation colonisation

I.4. The socio-cultural organisation The Greek philosophy Greek art - Show the special features of the Greek education greek art The olympic games - Describe the scientific and The greek science cultural aspects of the Greeks to The religious life and beliefs humanity The greek civilisation aspects - Identify the specificities of education and science of the 1.5. The social evolution greeks Society organisation

II. ROMAN CIVILISATION - Describe the social organisation of Greek Society II.1. The geographical situation and historical evolution - With the help of a map, show to - Locate on the map the City of Location of Rome and Italy learners the location of Rome town Rome and the conquered regions The growth of Rome empire and the activities of the conquerors - Explain the origin of Rome and its The Roman war and conquest

8 conquests of Italy of Mediterian basin - Explain the factors of the rise and The great barbarian invasions - With the means of a map, explain to expansion of Roman Empire The decline of the Roman the learners the actions in the Punic - Describe the causes of the Empire wars. decline of the Roman empire - Show the causes of Roman wars II.2. The political and Institutional - Describe the political organisation organisation of the Kingdom, the republic and On the Kingdom - From the extract of the text, make a the empire of Rome On the republic and empire discovery of different political changes Security and show the contribution of Roman Roman Law Law to the modern World

- Describe the different social II. 3. The social organisation classes Social organisation (classes) - Patricians and Pleberians - From the text, make a discovery on during the empire the different social classes under the - Explain the majors economic ancient roman Empire activities of Roman Empire II.4. The economical organisation Economic prosperity Commerce, industry, - In small groups, learners discuss transport about economic activities of Roman - Explain the factors of the Empire progression of Christianism in the II.5. The cultural organisation Roman Empire The literature - Describe the Roman art and the The progression of christianism - Through the presentation of images of different literature manners to the Rome Empire roman architecture, invite learners to The architecture show the characteristics which show Religion the originality of roman art - Locate on the map the valley of Indus in the Indian peninsular III. THE INDIAN CIVILISATION - Present the major periods of the The geographical location - With the help of the map, make a

9 Indian history The first civilisation of Indus discovery with the learners that the - Explain the phenomenon of social The political evolution Indian civilisation stared and classes and culture in India - The civilisation of Mohenjo- developed around the valleys of Indus - Daro of Harappa ; and the Ganges - Show the effects of Aryan’s - The arrival of Aryans ; invasions on the Indian - The Empire of Gupta ; - In small groups, the learners discuss civilisation - The Empire of Maurya on the system of social classes. - Explain the development of the Science and the technology in the The social –cultural organisation Indian civilisation - The castes - Present to the learners the - The religions : Hinduism, achievements (contributions) of Budhism technology and scientific research of - Sciences and technology Asia to the modern World - Locate on the map the zone of Mayas IV. THE PRE-COLOMBIAN - Locate on the map the migrations CIVILISATION flow of the first inhabitants of The geographical and historical - On the map of Latin America, locate America make up America the zone of Maya, Aztec and Incas - Cite the major empires organised by these migrants Elements of civilisation of Mayas - Describe the social and political - The political and social organisation of Mayas organisation - Identify the agricultural technics - The mode of production - Ask learners to read and exploit the of Mayas and the crops cultivated - Intellectual, technical scientific texts for better understanding of the - Indicate the characteristics of - Religious and artistic life pre-colombian civilisation: Mayas, different forms of the art of Mayas Aztec and Incas - Show the scientific and technical inventions of Mayas

- Describe the political and social The aztec’s civilisation organisation of Aztec - The geographical location - The political and social

10 organisation - Show the originality of the - The mode of production agricultural technics of Aztec - Intellectual, religious and - Cite the major cultural artistic life development - Give the characteristics of the religion of Aztec and cult of Gods - Show the values of the art and literature and science of Aztecs

The Incas civilisation - Locate on the map the Empire of - The political and social Incas organisation - Explain the political and social - The mode of production system of Incas empire - The intellectual, religious and - Show the effectiveness and artistic life of Incas efficiency of the agricultural - Learners observe, comment and technics of Incas describe the technical and artistic achievements / contributions of these - Name the major God of Incas and civilisations show the cult which they are dedicated to Show the specific characteristics of the art of the Incas

Chapter II. EUROPEAN MIDDLE AGE (5th -15th CENTURY)

Duration : 10 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING /LEARNING ACTIVITIES II. EUROPEAN MIDDLE AGE 5TH - - Give the causes of the decline of 15TH CENTURY Western Roman Empire II.1.The beginning of European - Show how the settlement of Middle Age - Learners exchange ideas on what led German people’s influenced other The decline of the Western to the decline of the Western Roman European societies Roman empire Empire The settlement of German peoples in Europe

II.2. The major characteristics of - Identify the main characteristics of European Middle – Age - With the tests, maps or films on the European Middle-Age European Middle- Age, learners with II.2.1. Economics transformations the teacher identify the characteristics and modes of exploitation of the Middle-Age - To determine the privileges given to Lordship (feudalism): production the land in the Lords unit The urban World - Encreament of commercial exchanges - The places of great public markets

II.2.2. The social life during the medieval period - Ask learners to compare the system of The feudal societies clientism in Rwanda and the - Vassalic contract feudalism of European

12 - The life in the castle II.3. Christianity and Islam in Europe

- To determine the privileges and II.3.1. Christianism powers of the members of the The Medieval religious life clergy - Position of the clergy in - With the help of extracts from the medieval society books, motivate the learners to - Explain the role of religious laws in - The church under the discuss the influence of the church the Middle-Age influence of the feudal system during Middle Age - The religious orders in Middle- Age

- Give the causes and the II. 3. 2. Islam - Ask learners to write down ideas they consequences of the spread of The origin of Islam know about Islam and organise Islam in Europe The spread of Islam in Europe learners to exchange ideas about the - Describe the influence of the The impact of Islam in Europe influence of Islam in Europe spread of Islam in Europe - On the politic scene - Describe the reaction of European - On the economic scene to the presence of Islam - On the social cultural scene

- Determine the causes and the II.3.3. The crusades - With the help of extracts from the consequences of the crusades The crusades and their books, motivate the learners to consequences (positive/negative) discuss the causes and the The defeat of Islam in Europe consequences of crusades

- Explain the role of the clergy in II.4. The cultural and artistic life - By use of extracts from textbooks teaching in the Middle-Age The clergy and education make a discussion with learners on - Describe the organisations of The universities the riches of the cultural and artistic universities in the Middle –Age The Roman art and Gothic art life in the Middle-Age - Show the role of universities in the Middle-Age

- Compare the main characteristics II.5. The characteristics of the end of the Roman and the Gothic art of the middle age (14th and - Explain the causes of the 15th Century) beginning of the monetary economy Introduction of currency - Identify the major calamities The beginning of - With the help of extracts of texts responsible for the reduction of the merchantilism books, learners should show the population The population decline principal characteristics of this period

Chapter III. MODERN TIMES

Duration : 10 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES III. 1. The beginning of the modern times - Learners should exchange views on - Give the characteristics of the The major characteristics of the great aspects of the civilisation in beginning of Modern Time the modern times the antiquity

III. 2. Humanism and Renaissance - By use of extract from the textbooks, - Show the causes of the early learner should identify the explorations III. 2.1. The great discoveries and characteristics of Modern Times their consequences The causes of early exploration - Political and religious causes - Economic causes - Scientific causes - Identify the main explorers and the The main explorers - With the help of the map, the learners scientific means used during Diego Cao, Barthromew Diaz, should analyse the routes taken by exploration Vasco Da Gama, Sebastian the major explorers of the 15 th Delcano, Christopher Century Columbus, Magellan, Amerigo

14 Vespucci, Cartier - Outline (identify) the consequences The consequences of the early - Teacher asks learners to exchange of the early exploration geographical explorations views on the consequences of early - Opening of new trade routes exploration - Introduction of new products in Europe - Triangular trade - Spread of Christian religions - Creation of overseas colonial empires - Give the causes of the rise of III. 2.2. Humanism and renaissance Renaissance in Europe Origins Fundamental ideas - Help learners to discover - Political ideas (parliamentary, the causes of renaissance and its democracy) major ideas - Social ideas - Economic ideas - Artistic (baroque and classic art) - Scientific inventions: - Explain the fundamental ideas of o Copernician ideas on solar Humanism and Renaissance system o Invention of printing press : o Languages used Economic changes

- Explain the causes of religious III. 2.3. Religious reformation in reformations in Europe Europe Causes of reformation - Identify the major religious Examples of reformers - Through a lesson by use of the text, reformers - Martin Luther establish a parallelism between the - Analyse the ideas of the counter- - Calvin John renovated catholic church and the reformation - Zurich Zwingli protestant church

15 - King Henry VIII The conter reformation - Jesuit society - Removal of the behaviors of clergy - Help learners to discuss the causes of - Give the contents of the Council of - Diffusion of the new doctrines religious reformation in Europe Trent of the conter reforms - The Council of Trent ( Union) - The religious wars and the Edit - Explain the effects of religious of Nantes reformation Effects (consequences ) of - In small groups, help learners to reformation discuss the effects of reformation in Europe III. 3. The modern state - Describe the political changes The consolidation of French made in France and Britain state towards the end of Modern Times - The rule of Louis XIV - With the help of text book, learners - The colbertism should compare the political changes The rise of parliamentary France and in England system in England Bill of rights

III. 4. The Age of enlightenment - Show the different ideas of The ideas of the philosophers : philosophers during the - John Locke enlightenment era - Montesquieu - Using questions answers ask students - Jean Jacques Rousseau to raise important ideas of - Explain how the monarchies of that - Voltaire enlightenment period e.g liberty, time received the ideas of - Diderot equality, fraternity… philosophers of enlightenment Enlignement despotism in Europe

Chapter IV: ANCIENT HISTORY OF AFRICA UP TO 1870

Duration : 102 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES A. HISTORY OF WEST AFRICA IV.A.1. Trans-Saharan trade - Describe the trans-saharan trade Origin and factors of its rise - With the help of a map , the teacher and analyse the factors for its rise Organisation should help the learners to indicate - Describe its organisation Problems met by the merchants the learners the trans-saharan trade - Identify factors for decline and its and traders routes and main products exchanged consequences Reasons for the decline Consequences

IV.A. 2. West African Empires - With the help of the map of Africa, Geographical situation the learners locate the West African Ghana- Songhai empires /states - Describe the origin, growth Mali-Kanem-Bornou organisation and decline of West – Origin - In small groups, the learners discuss Africa Empires Political, social and religious the factors of the rise and the decline organisation Factors of the growth Decline

- Explain how Islam spreads in IV.A. 3. The spread of Islam in - With the use of extracts from the West Africa and its effects West -Africa texts, the teacher helps learners to Origin identify how Islam spread in West How it spread Africa and its consequences Effects in West-Africa - In small group, the teacher should - Explain the cause of Jihad IV.A. 4. Jihads movement in West ask the learners to give the causes of movement Africa Jihad and identify important

17 Causes personalities involved - Show the role played by Jihad Examples of Jihads leaders: leaders in the transformation of - Uthman Dan Fodio (Sokoto - Organise discussion on the effects of West Africa societies Empire) Jihad movement - Identify the consequences of - Hadj Omar (Futa Djalon) Jihad movement Reasons for it success Consequences

- Explain why slave trade was IV.A. 5. Trans-Atlantic slave trade - From the map, the learners should applied to Black Africans The origin and the growth identify the continents which - Describe the organisation of abolition of Trans-Atlantic participate in trans Atlantic slave Trans-Atlantic slave trade and slave trade trade and the trade routes used show conditions of life of slaves Organisation - In group, ask learners to identify and - Identify the impact of slave trade The conditions of the slaves discuss the causes and the on African, American and Major participants consequences on the trans-Atlantic European societies The consequences slave trade - Give the reasons for the abolition The abolition of slave trade - With the use of extracts from the of Trans-Atlantic slave trade texts, the teacher helps learners to identify the reasons for abolition of trans-Atlantic slave trade

- Locate on the maps the East IV. B. ANCIENT HISTORY OF EAST - The teacher should ask learners to African states AFRICA list down Kingdoms and states of - Describe the political, economic IV. B. 1.East African States East Africa and social organisation of these Zanzibar - With the help of texts, the learner states Bunyoro should show the political and social - Identify the reasons which led to organisation of these states and growth Kingdoms IV. B. 2. Long distance trade - Explain the factors of the rise and Origin and expansion - Use textbooks, let learners discover the expansion of the long distance Organisation factors of rise and expansion of long trade distance trade

Consequences and decline of - Then using map extracts, the teacher - Describe its organisation long distance trade helps learners to analyse the - Analyse consequences and organisation of long distance trade reasons of the decline - In small groups, learners should discuss the consequences and reasons for the decline of long distance trade IV. B. 3. East African slave trade - Describe the organisation of East Origin and growth - With the use of extracts from African slave trade Major slaves dealers textbook, the teacher shows the Rise and decline trade routes, the major participants - Identify the consequences of East Consequences and commodities exchanged African slave trade - The teacher tells the learners to discuss the reasons for the rise and its consequences - Using questions and answers approach, the teacher helps learners to discuss the factors for rise and decline IV. B. 4. The Ngoni migrations Causes - With the use of the map, the teacher - Explain the reasons for Ngoni Course helps learners to trace the movement migrations Effects (consequences) of Ngoni to east Africa - Identify their consequences on - Indicate all Ngoni groups East and Central Africa - The teacher helps learners in discussion of causes and IV. C. ANCIENT HISTORY OF consequences of the Ngoni CENTRAL AFRICA migrations The Kingdom of Kongo (14th-16th - Describe origins and factors of Centuries ) - With the help of the map, the rise - Origin learners identify the location of

19 - Political, economic and social Kongo Kingdom - Explain the organisation and organization - With the questions and answers decline - Factors for the rise approach, learners should discuss - Decline the factors for the rise and the decline IV. D. EARLY HISTORY OF SOUTH AFRICA - From the extracts, learners should The Zulu empire identify factors of rise and expansion - Conquests of Shaka and Zulu of Zulu Kingdom - Explain the origin and expansion expansion - Using the questions and answers of Zulu Kingdom - Political, economic and social approach, ask the learners to outline - Describe the political, economic organization elements in political, economic and and social organisation of Zulu - Decline social organisation of Zulu Kingdom Kingdom - The teacher helps learners to discuss - Identify factors of its decline MFecane period in South Africa on decline of Zulu Kingdom - Causes - Explain the causes and - Consequences - In small groups, learners should consequences of Mfecane period discuss the causes and the The European conquest of Cape consequences of Mfecane Town - The arrival and settlement of - Using extracts from the textbooks, the Dutch at Cape-Town the teacher helps learners to locate - Explain the reasons of Dutch and - The occupation of the cape by Cape Town and analyse the reasons British occupation of Cape Town the British why European were interested in Cape-Town The Great Trek - The first trek of the Boers - The teacher helps learners to discuss - Identify the causes of Great Trek - The causes the causes and the consequences of and explain its impact - The consequences the Great Trek - Indicate the steps in the - Anglo-Boer wars - In groups, the teacher helps learners expansion of Boers and the to identify the causes of Anglo-Boer causes of Anglo-Boers wars wars

Chapter V. RWANDA IN THE 19TH CENTURY

Duration : 20 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES V.1. Formation of Rwanda Kingdom - With the help of extracts from - Explain the factors for rise and Annexation of Gisaka under Mutara textbooks, help learners to identify expansion of Rwanda kingdom II Rwogera the factors which contributed to Expeditions of Rwabugiri : Idjwi, the expansion of Rwanda kingdom Gikore, Nkore - Describe the political, social V.2. Political, social and economic - With the help of extracts from and economic organisation of organisation of Kingdom textbooks, help learners to identify Rwanda kingdom in the pre - Political organisation the political, economic and social colonial period Military organisation. organisation of Rwanda Kingdom Economic organisation. Socio- cultural organisation - From different systems of - Describe the political and clientelism, the teacher should social relations: Ubuhake, V.3. Political and social relations: help learners to understand Ubukonde, Ubudehe Ubuhake, Ubukonde, Ubudehe importance of political, social relations in ancient Rwandan - Indicate the routes followed by V.4. First Contact with the Europeans society each explorer on the map of Von Gotzen, - Learners should draw the map Rwanda and show their Morton Stanley showing the routes followed by activities Oscar Baumann explorers - Discuss the fight for power - Give homework to help learners to between Musinga and V.5. The Events of Rucunshu get information on the events of Rutarindwa (Case of Rucunshu and after that, organize Rucunshu) a discussion in class

Chapter VI. THE GREAT REVOLUTION OF XVIIITH CENTURY

Duration : 40 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES VI.1.The Industrial Revolution - Define the term “revolution” and give Definition of the term ‘’Revolution’’ - With the extracts from the text different types of the revolutions The European ancient economy before 1750. books, help learners to discover - Show the characteristics of the The first industrial revolution in Britain economic conditions of Europe by European economy before 1750 The causes of industrial revolution in Britain industrial revolution - Explain the causes of the first - In small groups, help learners to industrial revolution in Britain identify the causes of industrial revolution in Britain - Describe briefly the technical Technical inventions and their inventors inventions and name their inventors - Spinning mule (Samuel Crampton) - Make a table with the learners on - Spinning Jenny (James Hagreves) the inventions and their inventors - Locate on the map of Europe the - Water frame ( Richard Akwright) major zones of production of coal - Steam engine (James Watt) and the concentration of metallurgic - Flying shuttle ( John Kay) and textile industries Major industrial centres

- Give the factors that led to the The second industrial revolution spread of second industrial - Causes revolution in Europe - Invention of new sources of power e.g. - Give the names of new forms of petrol, gas, thermal and hydro-power - Using questions and answers energy which led to the second - The development of liberal capitalism approach, allow learners to identify industrial revolution Consequences of industrial revolution the political, economic and social - Show political, economic and social - Political effects effects of industrial revolution effects of industrial revolution on - Economic effects European society - Social effects

- Describe the social, political, and VI.2. American Revolution - Learners locate the thirteen Economic situation of America up to Conditions before 1776 English colonies on the map of the period 1776. The political causes America - Need of independence - In small groups, with the extracts - Unfair judicial system of Britain of the text from the textbooks, the - The restriction for colons to occupy new learners should identify the lands of Ohio and Louisiana different causes of American - Boston massacre Revolution - Explain the causes of American Economic causes Revolution - Exploitation of resources taxation system - Show a film on the different stages heavy of the war of independence - Indicate the circumstances in which - The tea party of Boston - Using the questions answers the thirteen Colonies obtained their Social causes approach, the teacher asks the Independence - Discrimination of Americans learners to discuss on the - Identify and Explain the effects of the - Role of philosophers consequences of American American Revolution - The war of Independence. Revolution - The consequences - With the extracts of the text from - Describe the social, political and the textbooks, the learners economic situation of France before VI.3. The French Revolution discover the conditions of France 1789 Conditions in France before 1789 before 1789 - Show the major causes of French Causes of French Revolution. - In small groups , learners should Revolution Course of French Revolution discuss the causes and the - The calling of estate meeting consequences of French Revolution - Formation of National Assembly - Describe the major events during the - The abolition of Federal dues - Using extracts from the textbooks, causes of French Revolution - The declaration of man and citizens helps learners to identify the major - The constitution of 1791 events in the course of French - Civil constitution of the clergy Revolution - Identify the consequences of French - The reign of terror Revolution both in France and in the - The Director General

23 rest of Europe - The death of the King and the Queen Consequences of the French Revolution - Abolition of federal abuses - Declaration of Human Rights - Freedom of expression - Equality among French citizens Effects of French Revolution in the rest of Europe

- Describe the background of VI.4. France under Napoleon Bonaparte - With the help of extracts from Napoleon Bonaparte and show how Background of Napoleon Bonaparte texts, help learners to discuss on he roses to power Factors of the rise of Napoleon power background of Napoleon and his - Explain Napoleon policies in France Napoleon’s domestic and foreign policies rise power and outside France Downfall of Napoleon Bonaparte - Using the questions and answers - Analyse the factors of the decline of approach, help learners to analyse Napoleon Bonaparte napoleon’s policies in domestic and foreign fields - Organise a discussion on the factors of the downfall of Napoleon Bonaparte

SENIOR FIVE

GENERAL OBJECTIVES

At the end of senior five the learner should be able to: Describe the stages and impact of Italy and Germany unifications; Explain the causes and the consequences of the great World War on the World affairs; Presenting and explaining the political, economic and social problems in the World after the Second World War Describe the characteristics of pre- colonial African societies Analyse the process of European colonisation of Africa societies and its consequences Examine the nature of Rwandan society during German colonisation

Chapter I: THE VIENNA CONGRESS AND RE-ARRANGEMNT OF EUROPE

Duration: 35periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES I.1.The Vienna Congress 1815-1823 - Explain the reasons for the The participants - Using documents, help learners convention of the Vienna Congress Objective identify the reasons why the - Describe the resolutions of the The Vienna settlement (agreement) Vienna congress took place Vienna Congress Achievements - In small groups, helps learners to - Explain the achievements and the The causes of the failure discuss the achievements and failures of the Vienna Congress failures of Vienna Congress - Explain the Vienna Congress failed - Using the questions and answers approach, learners should identify the causes for the failure of Vienna Congress

- Define the congress system I.2. Congress system - Using extracts from the textbooks, - Explain the aims and objectives of Examples of congress learners should identify the aims congresses system Aims and objectives and objectives of congress system - Explain the great achievements and Achievements and failures - In small groups, help learners to failures of the congresses system Decline of congress system the achievements and the congress - Identify the reasons for the decline of system the congress system - Using question and answers approach, learners should analyse the reasons for decline of the congress system

- Analyse the achievements and I.3. Restored Bourbon Monarchy in France - Using extracts from the textbooks, failures of restored Bourbon leaders The regime of Louis XVIII help learners to identify the The regime of Charles X achievements and failures of restored Bourbon leaders

- Describe the background of I.4. Metternich and Austrian Empire - With the help of extracts from the Metternich and show this influence Background of Metternich textbooks, the teacher helps in European affairs after the Metternich dominance of European learners to identify mechanisms downfall of Napoleon political affairs used bye Metternich to dominate Europe I.5. The 1830 European Revolutions - Using extracts from the textbooks, - Identify the causes and effects of 1830 French revolution help learners to analyse the causes 1830 Revolution in France and 1830 Belgian revolution and effects of 1830 revolution in Belgium France and Belgium

I.6. The 1848 revolutions in Europe - With the help of extracts from the - Describe the political, economic and Causes textbooks, the teacher helps social situation in Europe before Common Characteristics learners to identify the causes and 1848 Consequences common characteristics of 1848 - Explain the causes and the common revolution in Europe characteristics of 1848 Revolutions - Using questions answers approach, in Europe the learners should discuss the - Explain the reasons for the failure of reasons for the failure of the 1848 these Revolutions and give their revolutions and their consequences consequences

Chapter II: ITALIAN AND GERMANY UNIFICATION

Duration: 20 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES II.1. Italian unification - With the help of extracts from the - Identify the factors that developed Italy before 1815. textbooks, the teacher helps learners to Italian unification after 1815 and Italy of 1815 identify the states which fought for these that facilitated the unification The obstacles of Italian unification and analyse the factors that after 1815 unification delayed Italian unification - Describe the stages in the process of Factors that facilitates - Using questions and answers approach, Italian unification unification help learners to discuss factors that - Explain the role played by Cavour, The unification process (stages) facilitated unification of Italy Mazzini and Garibaldi in Italian Roles of Nationalists ( Cavour, - Help learners to examine the role unification Mazzini and Garibaldi) played by nationalists in Italian unification

- Identify the factors that delayed II.2. Germany unification - With the help of extracts from the Germany unification after 1815 and Germany before 1815 textbooks, the teacher helps learners to those that facilitated the unification Germany of 1815 identify the states which fought for after 1815 The obstacles of Germany unification and analyse the factors that unification delayed German unification - Describe the stages in the process of Factors that facilitates - Using questions and answers approach, Germany unification unification help learners to discuss factors that facilitated unification of German - Explain the role played by Bismarck The unification process (stages) - Help learners to examine the role and King William I in German Roles of Nationalists (Bismarck played by nationalists in German unification and King William I ) unification - Compare through writing the Italian and Germany unification

Chapter III. THE EASTERN QUESTION

Duration: 20 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES III.0. Introduction - Locate on the map the The definition of the Eastern Ottoman empire at the beginning - Explain why Turkey was weak by question of the 16 th Century 19th Century Weakness of Ottoman Empire in - With the use extracts from texts , help 19th Century learners to identify the weakness of Ottoman empire during 19th Century - Identify the causes and the III.1. Greek war of independence - In small groups, learners should consequences of Greek war of (1821-1832) discuss the causes and the independence Causes consequences of Greek war of Effects independence

III.2. Syrian questions (1832-1841) - With the help of extracts from text Causes books , help learners to discuss the - Describe the causes and the Course causes and the consequences of Syrian consequences of Syrian question Effects question

III.3. Crimean war (1854-1858) - Using extracts from text books, - Analyse the causes and the Causes learners should locate Crimean Islands consequences of Crimean war Course and discuss its causes and Effects consequences

- Show the reasons for the calling of III.4. The Berlin Congress (1878- - Using the questions and answers Berlin Congress and indicated its 1879) approach, learners should discover the resultats Aims aims and results of Berlin congress Results

Chapter IV: THE FIRST WORLD WAR

Duration: 20 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES IV. Definition of the first World War IV.1. The cause - Using the questions and answers - Explain the causes of the First World Economic rivalry approach, learners should discuss War and show the course of fighting Arms less the causes and the consequences during the War Alliances systems of First World War Rise of nationalisms - With the use of the film on the First The Sarajevo incidence World War, the learners should establish the great steps of the First World War IV.2. The course of the First World War The main battles Entry of USA in the War in 1917 IV.3. The consequences of the War - Identify the consequences of the first Loss of Material World War Loss of human life Formation of League of Nations Defeat of Germany Rise of USA and Japan Economic depression

IV.4. Paris and Versailles - With the help of extracts from text conference books , learners should identify - Explain the achievements and weakness Major participants the major participants and discuss of Versailles peace treaty Achievements the achievements and failures of

30 Failures Versailles peace treaty - Outline the role of the League of Nations IV.5. The League of Nations - Using extracts from texts, help during the enter war period Origin learners to identify the objectives Objectives and organs of the League of Organs Nations Achievements - Using the questions and answers Weaknesses approach, learners should discuss the achievements and failures of the League of Nations - Describe the relationship or link between IV.6. Russian Revolution of 1917 the March and November 1917 Russian Phases of Russian revolution - Through a group work, the learners revolution Causes should compare the Russian - Explain the causes and the Consequences revolution of 1905 and 1917 consequences of Russian revolution of Reasons for the success - With the help of extracts from text 1917 books , learners should research about causes and effects of Russian revolution

Chapter V. INTER – WAR PERIOD

Duration: 20 Periods SPECIFIC OBJECTIVE CONTENTS TEACHING LEARNING ACTIVITIES V.1. The great economic depression 1929- 38 - Explain the causes of the great Causes - Using the questions and answers economic depression and its effects Effects approach, help learners to brain- Measures to overcome the storm the causes and effects of the depression economic depression - Identify some measures taken by some New Deal countries (USA) to overcome the Agricultural Adjustment Act - Using extracts from text books,

31 economic depression The Social Security Act learners should identify the Tennessee Valley Authority measures taken by countries to National industrial recovery overcome Act

V.2. The rise of totalitarian regimes Definition of totalitarianism

- With the help of textbooks students V.2.1. Rise of fascism and should identify the major ideas of - Describe the major ideas of fascism and Mussolini in Italy fascism and the factors for the rise of explain the factors of the rise of fascism Major ideas of Fascism Mussolini to power and Mussolini power in Italy Backgroung of Mussolini Factors of rise of Mussolini and - In small groups, learners should Fascism in Italy discuss the mechanism used by Methods of consolidation of Mussolini to strengthen his rule power Decline of fascism regime

- Identify how Mussolini consolidated his V.2.2. The rise of Hitler and Nazism - With the help of textbooks students position in Italy in Germany should identify the major ideas of Ideas of Nazism Nazism and the factors for the rise of Background of Hitler and Hitler to power Nazism in Germany Downfall of Nazism and Hitler - In small groups, learners should in Germany discuss the mechanism used by Comparison between Fascism Hitler to strengthen his rule and Nazism

Chapter VI. THE SECOND WORLD WAR

Duration: 20 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES VI.0. Identification of countries - Mention the countries that fought in the that fought in the second second World War World War

VI.1. The causes Nazi doctrines - Using extracts from text books, - Explain the causes and the Hitler’s expansion policy learners should identify the consequences of the second World War Harsh terms of Versailles countries that fought in the Second treaty World War and discuss its causes Alliances systems Reams race Weakness of League Nations Germany invasion of Poland Appeasement policy

- Analyse how the second World War VI.2. Course - With the help of films, learners came to an end War on the Western front should identify the different stages War on Eastern front of the second World War Defeat of Axis powers

VI.3. Consequences of the Second - Evaluate the consequences of the Second World War - Using the questions and answers World War Creation of UNO approach, help learners to Cold War mention the consequences of the Collapse of Nazism and fascism send World War Rise of superpowers Loss of materials

33 Loss of human life Chapter VII. POST WORLD WAR II PERIOD

Duration : 10 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES VII.1. United Nations Organisation Definition - Using extracts from text books, - Explain reasons of the formation of UNO Organs help learners to define what UNO is and show its organs Objectives its major organs and the objectives - Identify the achievements and failures of Achievements of its formation UNO Failures - In small groups, help learners to discuss the achievements and the failures of UNO VII.2. Cold War - Explain the causes of the cold War after Definition - With the help of textbooks, help the end of second World War Origin and extension learners to define the term Cold - Identify major conflicts in the World Causes War and identify the causes during the Cold War Major conflicts of the Cold War - Berlin blocadet (blocus) - Cuba missiles crises - Corean war

VII.3. Effects - Analyse the consequences of the Cold Formation of alliances NATO : - With the help of documentary films War War saw pact and textbooks, help learners to Technological innovation explain the major conflicts of the Decline of international relations cold war and its consequences Division of Germany Outbreak of proxy wars (Angola, Core…) Increase in economic aid Increase in terrorism

34 Decolonisation VII.3. The end of Cold War Beginning of treaties - Show how the cold war came to an end Collapse of Soviet Union Unification of Germany

Chapter VIII. THE RISE OF SUPER-POWERS IN WORLD

Duration: 20/ Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES VIII.1. The rise of USA - Explain the factors that made USA super Factors that made USA super- - With the help of textbooks , help power and show it dominated power economic learners to discover the factors that international affairs - Benefits of the two World Wars made USA superpower - They didn’t know the war in its territory - They were the first to invent atomic bomb - Good governance - Success of democracy and capitalism - Give students homework to - Dominance of America in research how USA has dominated World affairs international affairs

- Analyse changes in Russia which VIII .2. The rise of Soviet –Union transformed it into superpower Communal reforms (collectivation ) - With the help of textbooks , help - Explain the effects of five plan on Soviet The five year development plans learners to identify the major Union Golbatchevics reforms: reforms in Russia that made it - Glasnost superpower - Perestroika

35 - Demokratization VIII.3. The rise of China - Analyse how communists took over The creation of communism power in China and show the reforms regime they introduced The great boom under Mao - Using extracts of text and films , Tsetoung before (1958-1966) learners should identify the Period of crisis (1969-1976) reforms in China that were - Identify the recent changes in China The Chinese socialism of Deng introduced by the communist and its influence on World affairs Xiao Ping: 1978-1988 regime - Democratisation - The China today

AFRICAN HISTORY FROM 19th TO 20th CENTURY

Chapter IX. PRE- COLONIAL AFRICA

Duration: 7 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES - With the help of texts, learners - Identify the characteristics of pre Pre-colonial African societies should discover the features of pre colonial African societies Centralised states : Buganda, colonial African societies Burundi - Using questions answers approach, - Describe the political social social and Decentralisation state : Nyamwezi the teacher discusses with learners economic organise of Buganda and the political and economic Nyamwezi organisation of Buganda, Burundi and Nyamwezi

Chapter X: EUROPEAN ACTIVITIES IN AFRICA

Duration: 25Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES X. 1.Exploration - Using a map , help learners to X.1.1. Causes of exploration locate the principal or major routes - Explain the causes of European Opening the way for colonisation European explorers used to exploration of Africa during 19th Studying the nature of African penetrate the interior of Africa century societies Paving way for spread of Christianity

- Identify the major explorers and X.1.2. Examples of explores regions they visited Henry Morton Stanley Mungo Park David Livingstone John Speke Richard Burton Rene Caille Savorgnan da Brazza Oscar Baumann Von Gotzen - Analyse the consequences of European exploration of Africa X.1.3. Consequences of Exploration - In small groups, help learners to Introduction of Christianity discuss the causes and the Mapping of Africa consequences of European Discovery of new routes to the exploration of Africa interior of Africa

- Explain the reasons for the coming X. 2. Missionaries - Using extracts from textbooks, help of missionaries and show different Reasons for their coming to learners to identify the reasons why missionary groups that operated in Africa missionaries came to Africa and Africa Missionary groups examples of missionary groups - Identify the problems faced by Problems faced by missionaries - In small groups, help learners to missionaries on African societies Effects of missionaries on African discuss the problems faced by - Discuss the role played by societies missionaries and the consequences missionaries in the colonisation of Roles played by missionaries in of their activities Africa the colonisation of Africa

X.3. Charted companies - Identify the major charted - Examples of charted companies companies that operated in Africa - Imperial British East African - With the help of extracts from Company textbooks, learners should identify - Germany East African the major charted companies and Company analyse the problems they faced - Royal Niger company - Describe the roles played by charted - British South African Company - Using the questions and answers companies in colonisation of Africa - Problems and effect of Charted approach, learners should discuss companies the roles played by Charted - Roles towards the colonisation Companies in colonisation of Africa

- Identify the types of African X.4. African independent Churches independent Churches - Using the extracts from the X.4.1. Types of African independent textbooks, help the learners to - Explain the factors that led to the churches identify the types of African formation of African independent independent Churches churches

- Describe the consequences of X.4.2. Consequences for the rise of - In small groups , help learners African independent Churches African independent to discuss the causes and the churches consequences of rise for African Missionaries changed their independent Churches attitude towards Africans Disunity between converts and non converts Led to political independent

Chapter XI. RWANDA UNDER GERMAN COLONIAL RULE (1897-1916)

Duration: 20 periods SPECIFIC OBJECTIVES C0NTENTS TEACHING LEARNING ACTIVITIES XI.1. Rwanda under German - Explain the reasons why Germans colonial rule (1897-1916) - In small groups, the learners were interested in colonising Rwanda discuss the reasons why the XI.2.Reasons for Germany Germans colonised Rwanda colonisation of Rwanda

- Show the steps of German XI.3. The steps of Germany occupation of Rwanda territory colonisation of Rwanda - With the help of textbooks , help The imposition of the learners to identify the steps Protectorate followed by the German in the Collaboration of Musinga with occupation of Rwanda Germans - Using extracts from textbooks, The rebellions against Musinga: help learners to discuss the Rukara, Ndungutse, Basebya, reasons why missionaries came to Basebya, Nyiragahumuza, Rwanda Rukura

39 The repression of revolts against the authority of Musinga Creation of military posts by Germans The Germany military administration (1897-1906) The Germany civil administration (1907-1916) The fixation of boundaries of Rwanda in 1910 and its - Give homework to learners to consequences. research about strategies used by - Explain the reasons for coming of German direct organisation missionaries in converting people missionaries in Rwanda and show and people’s reactions to the new the methods they used to convert XI.4.The coming of missionaries religion people into Christianity The reasons. - Show the activities of missionaries The Rwandese reactions towards - Using extracts from textbooks, in changing the social, economic the presence of missionaries. help learners to discuss the and cultural life of Rwandan - The strategies for conversion. reasons why missionaries came to - The activities of missionaries Rwanda and analyse the - Explain the reasons and - The impact, consequences of the first world circumstances for the coming of effects/consequences on War in Rwanda Belgians in Rwanda social, economic and cultural - Outline the consequences of the life of Rwandans first World War in Rwanda

XI.5. Rwanda during the first World War How Belgians replaced Germans? The consequences of first World - Assess Germany colonial rule over War in Rwanda Rwanda up to 1916 - The starvation and famine: - In small groups, help learners to

40 Rumanura identify the achievements and - Loss of human life failures of Germany rule in Rwanda - Loss of materials

XI.6. Assessment of German colonial rule on the political, economic and social-cultural plan Introduction of new crops: coffee, irish potatoes, fruits Establishment of new roads Creation of Kigali City Proposed building of railway line from Dar-es-Saalam to Kigali Introduction of taxes

6th Year

General Objectives of Senior Six

At the end of Senior Six the learners should be Capable to:

Explain the factors for the rise of African nationalism and show independence struggles of some African countries Analyse the political and economic colonial policies Examine the nature of Rwandan society Belgian colonisation Explain the political, economic, social and cultural changes in the first and the second republic Present and explain the causes and consequences of Tutsi Genocide

Chapter I: THE SCRAMBLE AND PARTITION OF AFRICAN CONTINENT

Duration : 20 Periods SPECIFICS OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES I.1. Causes of the scramble and - With the help of textbooks learners partition of African Continent should identify and discuss the - Analyse the causes for European Political causes causes for European scramble and scramble and partition of Africa Economic causes partition of Africa Social causes ( humanitarian) Strategic causes

I.2. Berlin conference of - Using questions and answers - Identify the major participants 1884-1885 approach, help learners to list during the Berlin Conference and Reasons for calling of Berlin major participants, analysis the explain the resolutions made at this conference reasons and resolutions of Berlin conference Major participants conference of 1884-1885

42 Resolutions

I.3. Methods of the colonial - Give a homework to learners to - Mention different methods used by conquests research about the methods of colonialists in conquest of Africa Use of explorers conquests used by Europeans and Signing of treaties discuss their findings with them Military forces Use of collaborators Divide and rule policy

I.4. Africa states that were not - Identify the factors that helped colonised - In small groups, help learners to Ethiopia and Liberia to be escape Ethiopia discuss the factors that made colonial rule Liberia Ethiopia and Liberia to escape colonial rule

Chapter II: AFRICAN REACTIONS TOWARDS COLONIAL RULE

Duration: 40 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES - Show how different African peoples II.1. Collaboration response - Using textbooks, help learners to reacted towards colonial rule Forms of collaboration identify the reasons why some - Explain the reasons some Africans Career collaborators African societies collaborated with collaborated with European Mercaney collaborators European colonists Reasons for collaboration

- Explain the reasons why some II.2. Resistance response - In small groups, help learners to Africans resisted and show why Types of resistance identify examples of African African resistances failed Primary resistance resisters and why they resisted Secondary resistance - Using question and answer Passive and active resistances approach, help learners to discuss Reasons for resistance the reasons why African

43 Reasons for failure of African resistances failed resistance

II.3. Example of primary resistance - Identify the methods used by Samory Samore Toure and Mandika Toure to create Mandika Empire and Empire - Using textbooks, help learners to show why the resisted the French for - Creation of Mandika Empire discuss how Mandika Empire was a long time - Why he resisted for so long? created and why Samore Toure - Why was he later defeated? resisted the French for a long time

II.4. Example of secondary resistance - In small groups, help learners to II.4.1.Maji-maji rebellion (Tanzania) discuss the causes and the - Explain the causes and the Causes consequences of Maiji-Maji consequences of Maji-Maji rebellion Course rebellion Effects

II.4.2. Herero rebellion ( Namibia) Causes - In small groups , helps learners to - Explain the causes and the Corse discuss the causes and the consequences and Namaherero Effects consequences of Maherero resistance resistance

II.4.3. Chimulenge rebellion (Zimbabwe) - In small groups , helps learners to - Explain the causes and the Causes discuss the causes and the consequences of Chi Mulenga Course consequences of Chimulenga rebellion effects rebellion

Chapter III: COLONIAL ADMINISTRATIVE POLICIES

Duration : 18 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES - Describe of the features of III.1. British indirect rule - In small groups , helps learners to British indirect rule and give Definition identify the characteristics of reasons why it was used by Characteristics indirect rule and discuss the the British Reasons why it was used reasons why the British applied it Why it succeeded in some parts in its colonies Why it failed in some parts

- Explain the major III.2. French assimilation policy characteristics of French Why it was used - Using extracts from texts books, assimilation policy and identify Characteristics learners should find out the reasons for its failure Why it failed in other parts of Africa characteristics of assimilation Why it succeeded in Senegal policy and the discuss why it was - Compare the French and Effects of French administration used by French in West –Africa British systems of colonial policies - Help students to discuss the administration reasons for the failure and its effects

- Analyse how Germany direct III.3. Germany direct rule - In small groups, help learners to rule works and its How worked discover how Germany direct rule consequences Why Germany administration face worked and its consequences many resistances

Chapter IV. COLONIAL ECONOMIC POLICIES

Duration : 18 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES IV.1. Methods of exploitation - Identify the methods used by Taxation the colonialists to exploit Forced cash crop growing - Using questions and answers African resources Force labour method or approach, ask learners Land alienation to discuss about the economic methods used by colonialists and IV.2. Consequences of colonial economy their consequences Force labour - Mention the consequences of Migration of labour colonial economy policies Resettlements of Africans Over exploitation of Africa resources Over dependence of Africans on Europeans Development of communication line

IV.3. The impact of European colonisation of Africa Loss of independence - In small groups, help learners to - Analyse the impact of Dividing of Africa identify consequences of Europeans colonisation of Modern civilisation Change of culture colonisation and hater organise Africa Development of education system class discussion Spread of Christianity

Chapter V. THE RISE OF AFRICAN NATIONALISM AND THE PROCESS OF DECOLONISATION

Duration : 38 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING LEARNING ACTIVITIES V.1. Causes of decolonisation - In small groups, help learners to - Examine the causes of the rise Role of UNO identify and discuss the factors of African nationalism Second World War that facilitated the rise of African Rise of panafricanism nationalism Rise of the superpowers (USA and USSR) Influence of Asia

V.2. Methods used during the - Using extracts from textbooks, help - Identify methods which were colonisation learners to identify methods used used by different countries to Non violent methods by different countries to achieve achieve their independence eg: negotiation, diplomacy their independence Violent method e.g. military force, liberation wars

V.3. Decolonisation in Asia - With the use of textbooks and - Analyse the that led to India films, learners should identify the acquisition of Indian Steps that led to acquisition of different stapes that led to Indian independence independence in India independence Ghandi’s non –violent means

V.4. Decolonisation in North Africa - Using textbooks, learners should - Explain the obstacles met by Obstacles faced by Algerians in the find the problems faced by Algerians in their struggle for struggle for independence Algerians nationalists and examine independence Algeria war of independence 1954- the process of Algerian war of 1962 independence

V.5. Decolonisation of west –Africa : - Using the textbooks, ask learners - Analyse the changes in Ghana Ghana to identify the steps involved in that resulted in Ghanaian Rise of political parties in Ghana Ghana’s struggle for independence independence in 1957 - UGCCC party - CPP Convention People Party: Kwame Nkrumah The road to independence in Ghana Constitutional changes

V.6. Decolonisation - With the help of textbooks and - Assess the major stages that Kenya films, help learners to identify and led to Kenya independence in Role of MAU-MAU rebellion explain the stages that led to Kenya 1963 Role of political parties: KANU, independence in 1963 KADU Lancaster conferences

V.7. Decolonisation of Portuguese - Explain the reasons for the colonies - Give learners a homework, to formation of liberation Angola research about Angola liberation movement in Angola Nationalists: Augustin Neto, Roberto wars and organise a discussion - Describe the processes that Holden, Savimbi Jonas about the research findings of finally led to the independence Formation of parties learners and give them summary of of Angola 1975 Liberation wars point Reasons of liberation wars - Describe the processes success of liberation wars followed by Congolese nationalists to achieve their V.8. Decolonisation of Belgian colonies - With the help of films on independence in 1960 Congo independences struggles of Congo, Role of nationalists : help learners to understand - Joseph Kassavu ( ABAKO) independence processes of Congo - Patrice Lumumba ( MNC)

V.9. Decolonisation struggles in South - Explain the reasons for the Africa - With the use of textbooks and films formation of Act of Union by 1910 Act of Union , help learners to identify the major Boers and British Rise of apartheid policy stages during the struggles for - Role of nationalists: independence in South Africa - Walter Sisulu - Examine the roles of different - Oliver Tambo - In small groups, help learners to nationalists played in the - Nelson Mandela examine the roles played by struggle against apartheid - Govan Mbeki nationalists and the major causes policy in an attempt to achieve - Chief Luthuli and consequences of apartheid the rule of the black majority End of apartheid regime during the South Africa regime of President Frederick De Clerk 1994 Black majority Rule

V. 10. Post Independence and Africans problems - Using questions and answers - Analyse the problems faced by Military Coup d’Etat approach, learners should discuss African countries since Civil wars the problems of African countries independence up today Economic dependence after the acquisition of their - Assess the reasons for the Social- cultural problems (disunity) independence occurrence of Coup d’Etat in Refugee problem - In small group, help learners to several African countries in the Corruption discuss the causes of frequent post independence period Coup d’Etat in Africa after independence up today.

Chapter VI. RWNDA UNDER BELGIAN COLONIAL RULE (1916-1962)

Duration :30 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES VI. Rwanda under Belgian colonization (1916-1962)

- Explain different reforms VI.1. Belgian military occupation - In small groups , help learners to introduced by the Belgians in of 1916-1923 discuss the reforms introduced order to strengthen their rule VI.1.1. Different reforms by Belgians in Rwanda Political reforms in this period Nomination of chiefs with agreement of Resident Judicial reforms of 1917 Religious reforms - Describe the passive Economic reforms of 1917: Taxation resistance of Musinga policy against Belgians reforms Passive resistance of Musinga against Belgian reforms - Explain the reasons given by The affair of Gisaka and the - Using questions and answers the British to occupy the convention Orts –Milner of 1919 approach, the learners should Gisaka region The English project of construction of identify the causes of the Gisaka the railway line of Cape to Cairo. affairs The claims in favour of the return of Gisaka

VI.2. Rwanda under Belgian mandate (1923-1946) - Using he textbooks, help learners Definition of the term ‘’Mandate’’ to identify what a mandate territory is and the major

50 political , economic and social changes that took place during - Identify the different political VI.2.1. Political reforms Belgian rule between 1923-1946 reform introduced by the The abolition of traditional Belgians during Mandate institutions; ubwiru and Umuganura, period 1925 Mortehan reforms (1926-1932) - Using question and answer The removal of King Yuhi V Musinga approach learners should Enthroning of Mutara III Rudahigwa discuss a major reform made by in 1931 Mortehan

- Identify the different VI.2.2. Economic reforms economic reform introduced Agriculture and Grazing. by the Belgians during The centres of Agro-Pastoral Mandate period Research: Rubona and Songa Mining - Organise learners in small Main minerals. groups and they identify methods - Mining zone. used by Belgians to exploit - Mining companies Rwandan resources Art and craft manship - Bricks laying - Waving Commerce/trade Methods of exploitation Consequences of exploitation

VI.2.3.The socio-Cultural transformation - Identify the socio-cultural Creation of schools transformations introduced Creation of missions by the Belgians during the Creation of hospitals Mandate period

- Analyse the causes and the VI.2.4.The famine during the Belgian consequences of frequent administration - In small groups , help learners to famine in Rwanda during Gakwege, Rwakayihura, Ruzagayura. identify the causes and the mandate period Measures taken to fight against consequences of famines in Rwanda famine during Belgian Mandate

VI.3. Rwanda under Belgian Trusteeship - With the help of textbooks , help period (1946-1962) learners to define Mandate / The definition of the Trusteeship Trusteeship and analyse the - Explain the Trusteeship Difference between Mandate and difference / similarities in the two Trusteeship regimes Mission of Trusteeship Role and importance of Trusteeship - With the help of textbooks , help visit by United Nations Mission learners to understand the Complaint of Rwandan against challenges in the political system colonial administration in UNO and the capacity of Rwandans to Belgian injustice against Rwandans deal with them Major problems Rwandan society faced before 1956 - With the help of textbooks , help UN position on the Trusteeship learners to discuss the contents of administration the ten years development plan during the Trusteeship period VI.3.1. The ten year plan - Explain the content of ten Implementation of ten year plan - Engage learners into discussion/ year development plan Effectiveness of Rwandan complaint debates on effectiveness of during the Trusteeship implementation of ten years plan period VI.3.2.The installation and evolution of the consultative Council by the Decree of July1952 - In small groups, ask learners to give Council of sub-chiefs the different councils that were Council of chiefs formed by the Belgians during 1952-

52 Council of territory 1956 - Identify different councils Superior council of country that were formed by 1952 Role of these Councils in Belgian Decree management of the country The abolition of Ubuhake

VI.3.3. The steps of the decolonization of Rwanda. Election of the members of - Using questions and answer - Identify different steps in the consultative Councils approach, ask learners to explain decolonisation process of The stand of catholic church amidst the steps of in the process to recover Rwanda up to the varying political ideologies independence Independence The role of the elite group in social associations Manifeste of Bahutu and the ‘’ mise au points’’ The birth and activities of the political - With the use of both “Manifesto of Parties: Bahutu” and the “Mise au point” - APROSOMA documents, the teacher helps - PARMEHUTU learners to form a critical - UNAR appreciation on them - RADER Transfer of allegiance from the Tutsi - With the use of extract from to the Hutu. A myth or a reality? textbooks , the teacher helps - Explain the causes and the The death of the King MUTARA III learners to compare the Belgian consequences of Rwanda n RUDAHIGWA and Enthronement of colonial administration attitude in crises of November 1959 KIGELI V NDAHINDURWA the twenties and this period of decolonisation VI.3.4. The Rwandan crisis of November - Assess the Belgian rule of November 1959 Rwanda up to time of Causes: Independence - Political factors

53 - Ethnic factor - PARMEHUTU ideology - Colonial manipulation Consequences of 1959 troubles - Using discussion method , let Massacres an exile of Tutsi in the learners exchange views on the neighbouring countries causes and consequences of the Destitution of Tutsi authority and Rwandan crises of November 1959 Hutu partisans of UNAR - The teacher should encourage How PARMEHUTU arrived on power research using documents, internet Legislative and referendum election oral sources, group discussions and and Coup d’Etat of Gitarama debates Recovering of Independence

VI.4. The assessment of Belgian - Using question and answer colonisation approach, group work learners Social and economic infrastructures should identify and discuss the (medical care, schools, roads) achievements and failures of Exploitation of Rwandese resources Belgians rule Consider human resources in form of - Organize a debate on the uburetwa (using of ikiboko) , cash assessment of Belgian colonization crops, eg: coffee, pyrethrum, castor The teacher should encourage oil, roads and churches group discussions. Discovery constructions.. methods Consider livestock products under (Rugaravu) minerals ( Rutongo, Rwinkwavu) Disunity

Chapter VII: THE FIRST REPUBLIC (1962-1973)

Duration: 14 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES VII.1.Immediate problems after - Using extracts from textbooks, help Independence learners to identify and explain the - Explain the immediate Lack of communication Networks : problems Rwanda faced after problems of Rwanda after Radio, good roads Independence Independence Lack of high Institutions of Learning Lack of financial institutions Discriminatory ideology Refugee problem Failures to resolve it and inyenzi attacks

- Assess the performance of the VII.2.Assessment of First Republic first Republic VII.2.1. Achievements Creation of infrastructure - Using questions and answers - schools, roads, hospitals approach, ask learners to outline Making of first five year development the achievement and failures of the plan First Republic Evolution of monetary economic Creation of political institutions - National Assembly - Supreme Court

VII.2.2.Failures Increased Refugee problem Ideological disagreement and regional divisionism in PARMEHUTU Party

55 Abolition of multiparty system Organise Tutsi massacres after Inyenzi attacks Massacres and exclusion of Tutsi during and after 1973 Events Unity between Rwandan Globalization of the “Tutsi supremacy and the Hutu marginalization”

Chapter VIII. THE SECOND REPUBLIC (1973-1994)

Duration: 25 Periods SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES

VII.1. The Coup of 1973 - Analyse the changes introduced Massacres and exclusion as ethnical by Habyalimana and strategies character used to consolidate his power Elimination of oppositions Institutionalization of the dictatorship - Creation of MNRD 1975. - 1978 constitution.

VIII .2. Assessment of the second Republic - Give a homework to learners to VIII.2.1. Achievements research about the Coup d’Etat of - Assess the performance of Establishment of social and economic 1973 and the achievements and second Republic infrastructure failures of Habyarimana regime Development of agriculture and

56 mining industries - Tea - Coffee - Rice Development of internal and external trade Encouragement of regional economic integration Creation of relationship with other countries - In small groups, the learners to VIII.2.2.Failures discuss the achievements and the Increase of refugee problems failures of the Independent Social and political discrimination Rwanda Dictatorship (Akazu) Economic crises of 1980 - Using relevant documents the Ethnic discrimination in all domain: teacher helps learners to political, economic and social: compare and contrast various - Quota system in schools , approaches used by previous employment, ethnic, regional governments with the present - Exclusion in other sectors competitive approach Regional imbalances Rwandan Unity (Massacres of Tutsi)

Chapter IX. THE LIBERATION WAR OF 1990 AND THE TUTSI GENOCIDE OF 1994

Duration: 14 periods SPECIFIC OBJECTIVES CONTENTS TEACHING ACTIVITIES IX.1. The causes of liberation war of - Using the textbooks, help learners 1990 to explain the causes and the Refusal of return of refugees consequences of the liberation war - Explain the causes and the Hard life in exile of 1990-1994 effects of liberation 1990 Increased dictatorship in Rwanda Social discrimination - With the help of various political Course of the war and peace accords, learners The consequences of liberation war discuss how their implementation affected political and social development in the country IX.2. The 1994 genocide against Tutsi - Identify the causes and the Definition of the word ’’genocide’’ - Teacher avails UN documents and effects of Tutsi Genocide of Comparative study of various of the other documents relating to 1994 ‘genocides’ genocide Causes and effects Stages of genocide Planning and execution of - With help of films videos and other extermination of Tutsi and Hutu that documents, learners to identify opposed to the genocide ideology and explain the causes and the consequences of Rwandan The consequences of genocide genocide different level - Political - From the Rwandan experience the - Economic teacher guides learners to identify - Social the manifestations of negationism

58 - Cultural of genocide ideology in their community Negationism and persistence of the genocide ideology - Using of the government’s eight - Identify the objectives and IX.3. The Government of National points program to help students to achievements of the Unity understand the government action government of National Unity Background - The teacher avail a copy of Arusha Objectives Peace Accords, RPF declaration, Achievements the 1991 Constitution and Challenges discusses implementation and Elections of 2003 formation of the Government of National Unity - In small groups, help learners to outline and explain the achievements of National Unity government of Rwanda and how it ended

III. METHODOLOGICAL NOTES

This programme presupposes that the learner of History has gone through the Ordinary level of Secondary School He is therefore acquitted with some basic historical fundamentals in theories and practical. At this advanced level therefore, the teacher’s approach in teaching History should go deeper in the subject matter than before.

Great emphasis should be put on practical and comparative studies. Learners must be fully involved in the collecting historical information and reading and interpreting maps, photographs and statistics in History. The teacher must act as a guide and not as a source of all information. The programme of History put a great importance on the active participation of learners in the teaching and learning process.

The activities proposed in the column ‘’ Teaching/learning activities’’ are as indicator. It’s up to the teacher to make a proof of creativity while choosing the situation of appropriate learning. A log the formation, the teacher will evolve in learners the observational and critical spirit and he will implant in learners mind the willing of improvement of their knowledge continuously.

It will remain in the mind that a teacher of History is considered as a coordinator, a co-ordinator, an organiser, an experienced counsellor and a guider whereas is the first actor of Education i.e he/she is the main agent (character in teaching –learning process. Briefly, there should be a narrow and mutual collaboration between teachers and learners because History is not like preaching a gospel a learner can make some comments and critics on any fact (in classroom or outside of it).

IV. EVALUATION APPROACH

A course of History is both theoretical and practical. The evaluation of learners will have to base on the knowledge, their skills and their lifeskills. To come up with this, on one hand, evaluation shall be continuous (formative

60 evaluation) and on the other hand, evaluation will be punctual (summative evaluation). Evaluation especially base on questions of quizzes (written or oral) and library research works; they will be marked (individually or in groups).

In addition, evaluation of learners will base on questions:

Of comprehension: To determine the nature of a document, for instance…. Of analysis : To summarize a text and make its plan On synthesis : To establish the relationship of a cause and an effect, to distinguish causes from consequences, to formulate motivated judgement on a historical situation.

At the end of the sixth form of secondary school, learners will sit for a National examination. The examination will consist of various questions. Questions will be grouped according to regions. History examination will be divided into three sections:

SECTIONS NATURE OF QUESTIONS AND SUBJECTS QUESTIONS TO BE ANSWERED

Composition Questions on: Compulsory History of Rwanda SECTION/ History of Africa Essay questions PAPER 1 North Africa; East Africa; Central Africa ; South Africa; Western Africa.

SECTION / Composition Questions on: PAPER 2 European History Essay questions of choice on 2 continents American History Asian History

V. PARTICULARY FACTORS

The following conditions must be fulfilled so that this programme can be successfully realised: Qualified teachers; Necessary and adequate didactic materials: pedagogical guides, learner manuals, sufficient given to a teacher of that course. N.B: For some historical themes, for example’’ genocide’’ it is better not to treat such subject during national mourning period e.g. during April and July so that learners will not be traumatized.

62 VI. REQUIRED MATERIALS

WRITINGS 1. Writings on the History of Rwanda:

Pre-colonial period ; Colonial period ; Post- colonial and genocide period; Post genocide period.

2. Writings on African History: Ancient History ; Civilisations History ; Pre-colonial History ; Colonial History. 3. Writings on World civilisations; 4. Writngs on Europe in Middle and Modern Times 5. Writngs on great revolutions: French, America. 5. Writings on re-arrangement of Europe 6. Writngs on Eastern World, 7. Writngs on World Wars, on super powers

OTHER MATERIALS

Atlas Images Movies (audio-visual sources) ; Museum Historical sites ; Geographical and Historical maps Archeological sites Vestigical materials Memorial sites Tales and stories Photographs

VII. REFERENCES

1.CHRETIEN J-P., L’Afrique des Grands Lacs. Deux mille ans d’Histoire, Paris, Aubier, 2000. 2.COUPEZ A., et KAMANZI Th., Récits historiques Rwanda, Tervuren, Musée Royal de l’Afrique Centrale, 1962. 3.De HEUSCH L., Le Rwanda et la civilisation interlacustre, Bruxelles, U.L.B., Institut de Sociologie, 1966. 4.D’HERTEFELT M., Les clans du Rwanda ancien, Tervuren, Musée Royal de l’Afrique Centrale, 1971. 5.KAGAME A., Les organisations socio-familiales de l’ancien Rwanda, Bruxelles, 1954. 6.MUZUNGU B., Histoire du Rwanda pré-colonial, Paris, L’Harmattan, 2003. 7.REYNTJENS F., Pouvoir et droit au Rwanda, Tervuren, MRAC, 1985. 8.BRUNSCHWIG, H., Le partage de l’Afrique noire, Paris Flammarion, 1971. 9.CHRETIEN, J. P., La révolte de Ndungutse (1912). Forces traditionnelles et pression coloniale au Rwanda allemand in : Revue française d’histoire d’outre – mer, 1972, 4, p.645-680. 10. CHRETIEN, J. P., Les médias du génocide, Paris, Karthala, 1995 11. ASSA Okoth, A History of Africa, Vol I &Vol II, 2006 12. COQUERY - VIDROVITCH, C.,et MONIOT,H.,l’Afrique noire de 1800 à nos jours,Paris,PUF(3èéd.Révisée 1993). Elisabeth Ellis& Anthony Esler , World History, Pearson,2008 13. HONKE, G., Au plus profond de l’Afrique. Le Rwanda et la colonisation allemande 1885-1919, 1990. 14. IRDP, History and Conflicts in Rwanda ,IRDP, 2005 15. IRDP, Amatekan’amakimbirane mu Rwanda: Impinduka mu mibereho na politike 1946-1962 16. IRDP, Genocide of the Tutsi, preparation and execution ,IRDP, 2005 17. KAGAME, A., Un abrégé de l’ethno-histoire du Rwanda, Butare, Editions Universitaires du Rwanda, 1972. 18. KAGAME, A., Un abrégé de l’histoire du Rwanda de 1853 à 1972, Butare, Editions universitaires du Rwanda, 1975. 19. KAREMANO, Ch., L’Eglise catholique et les changements socio-politiques au Rwanda, 1900-1959, U.C.L., 1979. 20. KANIMBA MISAGO C&LODE VAN PEE, Rwanda its cultural heritage. Past and Present , December ,2008 21. KATHARINE J. Lualdi, Sources of The Making of the West peoples and cultures, 2009 22. SHILLINGTON K, History of Africa 2nd Edition, 2005 23. LUGAN, B., Histoire du Rwanda. De la préhistoire à nos jours, Vitry Bartillat, 1997.

64 24. MAQUET, J.J., Le système des relations sociales dans le Rwanda ancien, Tervuren, 1954. 25. MAZOUR and PEOPLES, Men and Nations. A World History 3rd ,1975 26. RUMIYA, Jean, De la royauté au sultanat belge du Rwanda (1916-1931), Paris, 1983. 27. UNESCO, Histoire générale de l’Afrique. L’Afrique sous domination coloniale 1880-1935, Paris, 1989. 28. GARY T, End of Empires : European decolonisation 1919-1980 29. JAMES Arthur & ROBERT Phillips, Issues in history teaching, New York, 2000. 30. AFIGBO AE & AYANDELE E.A, The making of Modern Africa. The Twentieth Centrury. Volume 2 Longman, 1996. 31. PARKER G. & PFUKANI P. History of Southern African, Bell & Hyman Limited, 1975. 32. BOAHEN Adu, Topics in West African History, Longman, 1986 33. L.E. SNELLGROVE, The Modern World since 1870, Longman,1981 34. FARMER Alan, Nineteenth- Century European History 1815-1914,2001 35. Patricia S. Daniels and Stephen, Almanac of World History, National Geographic Society, Washington, 2003. 36. Stuart T Miller, Modern European History, New York,1997 37. DALLAIRE R. (Lieutenant général), J’ai serré la main du diable. La faillite de l’humanité au Rwanda, Libre expression, 2003, 38. WILLAME J-C., L’ONU au Rwanda (1993-1995) : la communauté internationale à l’épreuve, Paris, Maisonneuve et Larousse, 1996. 39. BERSTEIN .S & MILZA. P. Histoire du XX è Siècle, Tome 1 1900-1945 la fin du « monde européen » Hatier, Paris, 1996. 40. UNESCO, Histoire générale de l’Afrique. L’Afrique sous domination coloniale 1880-1935, Paris, 1989. 41. Idem, Histoire générale de l’Afrique. L’Afrique du VII è au XI è Siècle, Paris, 1997. 42. ATIENO ODHIAMBO E.S et alii, A History of East Africa, Longman, 2009. 43. FARMER Alan, An Introduction to nineteenth-Century European History 1815-1914, Oxford, 2005 44. L.E.SNELLGROVE, The Modern World since 1870, 2nd Edition Longman, 2000 45. MASTERING, Morden World History, Third Edition, 1997. 46. CURTIN. P, FEIERMAN. S, Africa History. From Earliest to Independence, Second Edition, 1995. 47. PEARSON, World explorer, Africa, Asia and Australia, 2003 48. PEACOCK H.L, A History of Modern Europe 1789-1981, 7th Edition, 2009 49. RICHARD J. REID, A History of Modern Africa 1800 to the present, 2009 50. TERRY Morris& MURPHY Derrick, Europe 1870-1991, 3rd Edition, 2009 51. William R. KEYLOR, The Twentieth Century World 4th Edition, Oxford University Press, 2001 52. WOLFSON R,& LAVER J, European History 1890 -1990, 2008