E-Learning and Teacher Education

TEACHERS GUIDE
SUBJECT : HISTORY
TOPIC : THE SRUGGLE FOR INDEPENDENCE IN EAST AFRICA
SUB-TOPIC : THE RISE OF NATIONALISM IN EAST AFRICA
CLASS : Senior 3
CLASS SIZE : ! S"#$en"%
TIME RE&UIRED : Mini'#': 3(! 'in#"e% )i*e* + ,erio$%-
Brie. $e%/ri,"ion o. "0e #ni"
In this unit we are going to explore the struggle for independence in East Africa by
particularly looking at the rise of nationalism. The main form of nationalism in East Africa
started from the formation of political parties in Kenya !ganda and Tan"ania.

Con"en" 1n$ '1in Con/e,"% "o e',01%i%e
i# $actors for the rise of nationalism in East Africa
ii# %haracteristics of nationalism in East Africa
iii# &r. 'ulius Kambarage (yerere and the growth of nationalism in Tanganyika
i)# (ationalism in !ganda
- the Kabaka crisis of *+,--,.
- /olitical parties in !ganda
- $actors which delayed !ganda0s independence
- $actors which led to !ganda0s Independence1 rise of (ationalism in !ganda.
)# The struggle for independence in Kenya1 (ationalism in Kenya.
O23e/"i4e%
2y the end of the unit the learners should be able to3
i# Identify the factors that led to the rise of nationalism in East Africa.
ii# 4ention the earliest political parties in East Africa.
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iii# Explain the factors that delayed the independence struggle in the three East African
states.
i)# &iscuss the factors for East Africa0s e)entual independence.
Te1/0in56 7e1rnin5 '1"eri17%
- A 4ap of East Africa showing the three East African countries of !ganda Kenya and
Tan"ania.
- /hotographs of the important independence mo)ement leaders in East Africa.
- A )ideo or film showing 4walimu 'ulius Kambarage (yerere of Tanganyika.
Me"0o$o7o58
- 7roup and guided discussions
- 7roup based-research 1 disco)ery
- &ebate
Re.eren/e%:
Kimambo I.( and Temu A.' 8*+.+# A history of Tanzania (airobi East African publishing
house.
6dhiambo E .5. 6 et al 8 *+99# A history of East Africa Long man.
4axo :. 4. n 8*++;# An introductory history <est =irginia !ni)ersity /ress.
5sekamwa '.%. 8*++;# A sketch map history of East Africa.
Jo2 re71"e$ 7i.e %9i77%
2y the end of the unit learners should be able to exhibit the following >ob-related skills3
*. Per%on17 1""ri2#"e% ? self confidence respecting one self and others time
management creati)ity1imaginati)eness entrepreneurial skills
@. Co''#ni/1"ion ? obser)ation A listening skills speaking in public reading and
writing.
-. Te1' :or9 ? task-oriented leadership skills.
;. Pro27e' %o74in5 - information seeking
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THE STRUGGLE FOR INDEPEDENCE IN EAST AFRICA
THE RISE OF NATIONALISM IN EAST AFRICA
(ationalism refers to the rise of consciousness and lo)e for one0s country. In Africa it was
the desire for independence self determination and common hatred to all e)ils associated
with colonial rule. In East Africa nationalism was characterised mainly by the rise or
formation of political parties 8!/% &/ and %/ in !ganda KA(! KA&! in KE(BA and TA(!
? Tan"ania# and the popular demand for independence.
FACTORS FOR THE RISE AND GRO;TH OF AFRICAN NATIONALISM IN EAST AFRICA
1. The colonial policies led to the growth of African nationalism in East Africa. E)ils of
colonialism such as forced labour o)er taxation land alienation racial
discrimination and forced growing of cash crops etc. made the people of East Africa
hate the colonial masters.
2. <estern education led to the rise and growth of African nationalism. The few
Africans who went to schools like King0s college 2udo acCuired a common language ?
English. This made communication )ery easy between the nationalists of different
races.
3. The 5econd <orld <ar also encouraged African nationalism. This war which started in
*+-+ and ended in *+;, trained some East Africans on how to use guns exposed them
to military weaknesses of the whites and also exposed Africans to ideas of democracy
from American soldiers.
4. The rise of two new super powers in the world promoted African nationalism. !5A
and !55: started supporting political parties like !/% TA(! and KA(! which were
struggling for independence.
The formation of the United Nations in 1945 favoured African nationalism. UNO
put pressure on ritain to !rant independence to Tan!an"i#a$ U!anda and %nall"
to &en"a.
'. The Atlantic charter of *+;* helped nationalism in East Africa. <. %hurchill 82ritain#
and $. :oose)elt 8!5A# called for the respect of people0s rights to choose a
go)ernment of their will. This increased the desire for independence in East Africa.
(. The *+;, 4anchester /an African conference helped African nationalism. &elegates
including (krumah etc called for states to use all means to fight against colonialism.
). The formation of political parties also encouraged nationalism in East Africa. /arties
like KA(! KA&! 8KE(BA# TA(! 8TD# !/% &/ %/ and KB 8!ganda# mobilised the
people in demanding for independence.
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9. The 4au 4au uprising of *+,@ ? ,. in Kenya encouraged nationalism in East Africa.
The courage of the Kikuyu and other fighters against the 2ritish had attracted more
demand for independence e)en in Tan"ania and !ganda.
1*. The rise of able and charismatic leaders such as 'omo Kenyatta 'ulius
(yerere 4ilton 6bote Abu 4ayan>a and others led the masses in popular
demonstrations and rallies demanding for independence.
C01r1/"eri%"i/% o. A.ri/1n N1"ion17i%' in E1%" A.ri/1
(ationalism in East Africa was characterised by a number of features which included the
followingE-
1. The rise of political parties. These included !ganda (ational %ongress 8which later
ga)e way to !./.%# &/ 8&emocratic /arty# %./ 8%onser)ati)e /arty# and K.B 8 Kabaka
Bekka# ? all in !ganda TA(! 8 Tanganyika African (ational !nion# in Tanganyika
KA&! 8 Kenya African &emocratic !nion# as well as KA(! 8 Kenya African (ational
!nion# in Kenya among others.
2. (ationalism in East Africa was led by the few educated Africans such as 'ulius
(yerere 4ilton 6bote 4ayan>a (kangi 'omo Kenyatta Tom 4boya and others.
3. 4ost of the nationalist acti)ities were centred in towns like (airobi 4ombasa &ar es
5alaam &odoma Kampala and Entebbe.
4. =iolent groups were formed to engage the colonialists by force. The most important
of these was 4au 4au in Kenya 8 *+,@-*+,.#
5. There were constant arrests and detentions of nationalistic leaders. Kenyatta was
imprisoned in *+,- 6bote forced out of 4akerere %ollege (yerere and many others
too were detained se)eral times.
'. (ationalism in East Africa had some Africans supporting the whites and hence
opposed to ideas like granting independence to 2uganda.
(. The cold war conflict remained clear among the East African nationalists. (yerere for
instance adopted the socialist ideology through his popular !>amaa policy.
). The press became a key tool of nationalism in East Africa. (ews papers like Munno
Ngabo 8!ganda# as well as radio stations and maga"ines were used in the spread of
nationalist ideas.
9. (egotiations also characterised African nationalism in East Africa. %onstitutional
reforms were carried out such as the new constitutions in Kenya like the Lenno<-
Bo8$ constitution.
1*. Trade unions were formed to call for workers0 rights. $or example the Boung
Kikuyu Association in Kenya in *+@*.
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Con"ri2#"ion o. Dr* J#7i#% N8erere "o "0e S"r#557e .or T1n=1ni1% In$e,en$en/e
'ulius Kambarage (yerere was born in *+@@ at 2utiaba near the Lake =ictoria shores. Fis
father was a )illage chief. Fe attended a :oman %atholic primary school before >oining the
go)ernment. Fe attended secondary school at Tabora and attained a diploma in Education
at 4akerere %ollege in !ganda before finally attaining uni)ersity education in uni)ersities
outside Africa including Edinburgh !ni)ersity in 5cotland.
1. (yerere taught in se)eral schools in Tan"ania between *+;, and *+,@. This spread
literacy which was needed in the struggle for independence.
2. Fe >oined TA(! 8Tanganyika African (ational !nion# in *+,, where he seriously
campaigned for Tanganyika0s independence.
3. Fe addressed the !.(.60s 8!nited (ations 6rganisation# trusteeship council in
(ew Bork where he expressed Tanganyika0s wish for independence.
4. Fe organised TA(! to elect a representati)e to the Legislati)e council 8LE7%6#.
5. (yerere became Tanganyika0s first prime minister in *+.* when Tan"ania gained
her independence.
'. Fe encouraged the unity between Tanganyika and Dan"ibar in *+.;. This resulted
in the establishment of the republic of Tan"ania.
(. Fe Emphasised 5wahili language to be the common language Tan"anians were to
use. This united them in the demand for independence.
). (yerere ad)ocated peaceful means in the struggle for Tan"ania0s independence.
This sa)ed Tan"ania the destruction that happened to states that used )iolence to
achie)e independence.
9. (yerere as president of Tanganyika African Association transformed 8IAA# into
TA(! 8Tanganyika African (ational !nion# in *+,;.
1*. (yerere called for adult )oting rights in Tanganyika other than the earlier
restriction to only those who were earning 9, pounds per year or those who were
literate.
11. (yerere assured the Asians whites and other foreigners in Tanganyika that they
had a future in Tanganyika. This won some foreigners0 sympathy towards the
independence mo)ement.
12. Fe brought TA(! close to the !( Trusteeship %ouncil. It is this mo)e which was
later to put pressure on 2ritain to decolonise Tanganyika.
13. (yerere stood down after being elected to the Legico 8Legislati)e %ouncil#
complaining of lack of progress in the mo)e to Tanganyika0s independence.
Re1%on% .or T1n51n8i91% e1r78 in$e,en$en/e
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*. The formation of political clubs1 associations such as Tanganyika African
Association 8TAA# Tanganyika African (ational !nion 8TA(!# Kenya African
!nion 8KA(!# KA&! !/% &/ and many others.
@. The spirit of unity that came as a result of the existence of an all embracing
political party- TA(!.
-. The personality of the colonial go)ernors fa)oured Tan"ania0s early independence.
7o)ernor :ichard Turnbull for example encouraged preparations for Tan"ania0s
independence.
;. The !nited (ations super)ised preparations for independence in Tanganyika
through its Trusteeship %ouncil.
,. :acial or tribal differences were greatly limited in Tanganyika unlike in both
!ganda and Kenya. This ga)e Tanganyikans a united stand in the call for
independence.
.. /olitical acti)ities were not restricted much by the authority in Tanganyika as they
were in Kenya and !ganda. /arty acti)ities for instance had been left free.
9. Tanganyika0s adoption of Kiswahili as a common language promoted unity in the call
for independence.
G. The able leadership of men like 'ulius (yerere who mobilised all Tanganyikans
without discriminating basing on race.

NATIONALISM IN UGANDA
2etween *+;, and *+;+ se)eral protests and uprisings were organised especially in
!ganda0s towns like Kampala. These were mainly in opposition to the monopoly of Asians in
the cash crop trade land alienation among other grie)ances.
5uch actions resulted into formation of earlier political associations such asE-
a+ 2ataka party 8*+;.#
,+ Abaganda Abakopi and !ganda African $armers0 !nion 8*+;9#
c+ 2uganda African 4otors &ri)er !nion82A(!#
Although all these parties were silenced one by one by the colonialists and their leaders
arrested the message of resistance and desire for independence had been expressed
already.
T0e >12191 /ri%i% o. ?@A3 -AA
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$ollowing the 2ritish introduction of the idea of the East African $ederation >12191
M#"e%1 II decided to mobilise the 2aganda to re>ect the $ederation. Fe also went ahead to
demand for the independence of 2uganda alone.
This prompted the 2ritish colonial go)ernor Andrew %ohen to deport him into 2ritain on the
-H
th
of (o) *+,-.
C1#%e% o. "0e /ri%i%
1. The idea of the East African federation led to the crisis. The 2aganda feared that
they might lose their land in the federation as the case in Kenya.
2. 4utesa IIs failure to cooperate with the colonial administrators encouraged the
crisis. According to the *+HH agreement the Kabaka was expected to work
8cooperate# with the colonial administration in areas of tax collection law and
order etc.
3. 4utesa0s demand for 2uganda0s independence also led to the crisis.
4. Kabaka 4utesa0s desire to ad>ust some terms of the 2uganda agreement led to the
crisis. The Kabaka hated the clauses that limited his authority in 2uganda.
5. The rising sense of superiority among the 2aganda encouraged the crisis under
4utesa I. 2uganda was increasingly proud of herself that she decided to reduce
cooperation with the colonialist.
'. <ithdraw of support to the Kabaka by the Lukiiko also encouraged the crisis.
(. The transfer by the colonial go)ernor of the nomination of 2uganda0s
representati)es to the Legico 8Legislati)e council#. This decision to gi)e powers to
the Lukiiko to nominate representati)es to the legico pro)oked 4utesa II )ery
much.
). The religious conflicts within 2uganda also increased the tension. The %atholics
conflicted with the /rotestants and %hristians combined against 4uslims. This
caused the colonial administration to take sides.
9. The new political parties such as !ganda (ational congress 8*+,@# )iolently
opposed the East Africa $ederation idea. This further promoted the go)ernment to
exile the king.
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Effects of the *+,- Kabaka crisis
1 It created a sense of unity among the 2aganda as they combined efforts to demand
for the return and restoration of Kabaka 4utesa II.
2 It led to the signing of the (amirembe agreement. This cleared way for the return
of the Kabaka but reduced
the king0s powers more.
3 &emonstrations were carried out in 2uganda areas like (ankulabye. 4en )owed
ne)er to sha)e until their king was back.
4 The colonial go)ernment appointed more Africans to the colonial administration.
5 It encouraged the growth of nationalism in the whole of !ganda. The crisis had
showed !gandans the determination of colonialists to stay on hence more demands
for independence.
' It led the formation of new political parties which began by demanding for the
return of the Kabaka and finally for independence.
( The crisis and the (amirembe agreement affected the position of the Kabaka. Fis
reduced powers as we approached independence laid ground for his e)entual o)er
throw in the *+.. crisis by 6bote .4.
) The idea of the East African $ederation was completely ruled out after the crisis.
9 It increased the popularity of the Kabaka especially among the 2aganda as well as
other areas of !ganda.
Po7i"i/17 ,1r"ie% in U51n$1 1."er ?@A!
A number of political parties were formed and the old ones re)ised after *+,H. These were
to lead the way towards !ganda0s independence by *+.@. 5uch parties includedE
a+ !ganda (ational %ongress 8!(%# *+,@.
,+ &emocratic party8&/#*+,;
c+ The /rogress /arty 8//# *+,,
d+ !nited %ongress /arty8!%/# *+,9
e+ !ganda (ational 4o)ement 8!(4# *+,+
f+ !ganda /eople0s !nion 8!/!# *+,G
!+ !ganda /eople0s %ongress 8!/%# *+.H
h+ The Kabaka Bekka 8KB# *+.@.
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4ost of these parties had similar characteristics which includedE-
1. They were formed a long ethnic lines e.g. Kabaka Bekka for 2aganda.
2. They were based on religion i.e. /rotestants or %atholics e.g. &/ was for %atholics
while !ganda (ational congress was for /rotestants.
3. They emphasised issues affecting indi)idual groups rather than national interests.
4. There were lots of defections from one party to another.
5. The political acti)ities of the *+,H0s were mainly dominated by the 2aganda who
boasted of most of the few elites that !ganda had at the time.
'. 4ost of the members were progressi)e coffee cotton tobacco farmers and
traders.

T0e Ro7e o. ,o7i"i/17 ,1r"ie% in "0e %"r#557e .or U51n$1% in$e,en$en/e
1. /arties trained leaders who helped to mobilise the masses in the demand for
independence.
2. They sensitised and educated !gandans on the politics in the country. This
aroused political awareness in !ganda.
3. They called for independence of !ganda raising 4arine support to the
independence mo)ement.
4. They organised peaceful demonstrations against colonial policies like taxation
cash crop growing 8forced# etc.
5. /arties sent representati)es in the pre- independence negotiations and last
minute constitutional preparations.
'. They mobili"ed funds to finance political acti)ities including campaigns for the
pre- independence elections.
(. /arty slogans and songs became a key symbol of attraction for large gatherings.
This made flow of information about the struggle )ery easy.
). They recruited the youths into acti)e party ser)ice thus training a generation
that was to lead !ganda for example 4ayan>a (kangi Ignatius 4usaa"i
9. =iolent action organised by the )arious parties pressurised the colonialists to
grant !ganda independence. 2oycotts attacks on foreigners and torching
8burning# houses all speeded up the process to decolonise !ganda.
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F1/"or% :0i/0 .1/i7i"1"e$ "0e 1""1in'en" o. in$e,en$en/e in U51n$1
4any factors worked in fa)our of the rise and growth of nationalism in !ganda. It0s these
factors that e)entually led to the early independence of !ganda by *+.@. They included
the followingE
1. The impact of the 5econd <orld <ar 8*+-+-*+;,# led to !ganda0s independence. Ex ?
soldiers came back with military skills and militant ideas leading to )iolent action
like burning of white owned houses.
2. The rise of the Labour party into power in 2ritain in *+;, also fa)oured !gandan0s
struggle for independence. This led to the appointment of some !gandans on the
Legico.
3. The 4anchester %onference of *+;, helped nationalism in !ganda. Its call for use of
all means including force to fight for independence led to use of strikes in
demanding for independence.
4. <estern education 8especially through missionary schools# trained leaders for the
independence mo)ement. E.g. 4usaa"i 4. 6bote Abu 4ayan>a
5. The roads railway line and other forms of infrastructure pro)ided by the colonial
administration helped the struggle. (ationalists like 6bote used these to tra)erse
the whole of !ganda for support.
'. The formation of political parties led to independence. /arties like KB !/% &/ !(%
mobilised the masses in the demand for independence.
(. The continued exploitation by Asians and whites of !ganda0s resources like copper in
Kilembe pro)oked anger among !gandans.
). The de)elopment of urban centres such as 'in>a Kampala fa)oured nationalism in
!ganda. These became breeding grounds for political acti)ities like rallies and
demonstrations.
9. Asian countries like India which had already got independence 8*+;9# helped !ganda
too. 5ome !gandan nationalists like Abu 4ayan>a 2idandi 5sali etc studied in India
or attended conferences there.
1*. The *+,@ re)olution in Egypt also influenced nationalism in !ganda. (asser the new
president of Egypt assisted !gandans like Ignatius 4usaa"i of !(% 8!ganda (ational
%ongress#
11. The !nited (ations organisation also put pressure on the 2ritish to decolonise
!ganda.
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12. The 2ritish policy of fa)ouring 2uganda more than the rest of !ganda made the rest
of the !gandans to unite against the 2aganda first and finally the colonialists too.
13. 7hana0s early independence in *+,9 also inspired strong demand for independence in
!ganda too.
M13or o2%"1/7e% in "0e %"r#557e .or U51n$1% in$e,en$en/e

The struggle for !ganda0s independence and generally the growth of African nationalism in
!ganda was delayed1 disturbed by a number of factors.
1. The high le)els of illiteracy in !ganda affected the struggle. The few educated
people !ganda had by *+;,- ,H were mainly centred around 2uganda only. This
left the rest of the regions off the struggle for so many years.
2. Lack of a common language in !ganda also disturbed the struggle for
independence. Luganda Acholi and other languages were used by different
groups to push for their tribal interests. This promoted the di)ide and rule policy
of the colonialists
3. Trade !nion acti)ities were limited in !ganda. The restrictions by colonialists had
discouraged formation of trade unions which would ha)e helped in the demand
for independence.
4. The limitations on the press delayed the struggle. The few news papers such as
J!ganda EyogeraK were in Luganda hence only read by 2aganda. This isolated the
other !gandans from ideas in the paper.
5. 5ome of the elites were puppets of the 2ritish colonial go)ernment and hence
could not >oin political parties like !(% !/% etc.
'. The delay to establish contacts between nationalists in !ganda and outside Africa
also delayed the struggle. =ery few !gandans had tra)elled to democratic states
like !5A to borrow the spirit of freedom and hence few would challenge
colonialism as an abuse of human rights.
(. The delay in the formation of political parties too delayed independence. Acti)e
party politics did not come until after *+,H.
). :eligious di)isions between /rotestants and %atholics also affected the struggle.
/arties ne)er combined efforts because of the differences in religion.
9. The common hatred towards the 2aganda by nationalists from other parties
pre)ented a united stand against colonialism. The fact that the 2ritish had used
2aganda chiefs like 5emei Kakungulu to spread colonial rule in the East made
2aganda a target by others.
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1*. The secessionist attempts by 2uganda delayed the struggle. <ith much of the
infrastructure the attempt to break off from the rest of !ganda was
unacceptable by other nationalists hence pre)enting a common front against
colonial rule.
11. There were also ideological differences e)en within the different political parties.
<here the &/ leaders had capitalist sentiments !(% and !/% were pro- socialist.
They thus ne)er combined efforts against the 2ritish because of such differences.
Le1rner% A/"i4i"ie%
A/"i4i"8 One
A Cuotation from 4walimu ' K (yerere
LHaving come into contact with a civilisation which has over-emphasised the
freedom of the individual, we are in fact faced with one of the big problems of
Africa in the modern world. Our problem is just this: how to get the benefits of
European society -- benefits that have been brought about by an organisation
based upon the individual -- and yet retain Africans own structure of society in
which the individual is a member of a !ind of fellowship.L
Julius Kambarage Nyerere as quoted in the New ork Times Magazine on !" March
#$%&'
Pro/e$#re
i. 6rganise the learners in groups of , ? G and ask them to read the abo)e
Cuotation by 4walimu ' K (yerere in groups.
ii. Let them discuss the Cuotation and list down the outstanding )alues and
principles that (yerere stood for and promoted as re)ealed in this Cuotation.
iii. 6f what importance are these )alues and principles from the Cuotation to the
people of East AfricaM
i). Fow would they be applied if the people of East Africa were to li)e a
successful lifeM
A/"i4i"8 T:o
6rganise a class discussion on the causes of crisis in !ganda. In the discussion the following
should be emphasised3
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i# Let the learners define or describe a crisis from their own experience or
perspecti)e.
ii# Let them gi)e the different familiar examples of crises in !ganda.
iii# Ask them to suggest ways to address any of the crises !ganda is facing today.
Re4i%ion &#e%"ion%
1. a# Explain the factors which contributed to the growth of nationalism in Kenya
between *+-+ and *+,@.
b# <hat problems did the Kenyan nationalists faceM
2. a# <hy was Tanganyika African (ational union formedM
b# Explain the contribution of TA(! to the history of Tanganyika.
3. a# <hat problems did political parties in E. Africa face before independenceM
b# &escribe the achie)ements of either !ganda /eople0s %ongress 8!/%# or Kenya
African (ational !nion 8KA(!# by *+.,.
4. a# Explain the causes of conflicts between the kikuyu and the 2ritish between *+,@
and *+,..
b# In what ways did this conflict affect the people of KenyaM
SAMPLE SCHEME OF ;OR>
5!2'E%TE HISTORY
(A4E 6$ TEA%FE:NNNNNNNNNNNNNN.......N.. 5%F66LNN........................................
NNNNNN.. TE:4N......N %LA55N........N (6. 6$ /E:I6&5 /E: <EEKNNNNNN BEA:NN...N..
(6. 6$ 5T!&E(T5NNNNNNNNNNNNN.
;EE> No* O. TOPIC SUBTOPIC6COTENT AIMS6OBJECTIBES TEACHING TEACHING AIDS
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PERIODS METHODS
? (
5truggle for
independence
in East Africa
The rise of
nationalism in East
Africa.
2y the end of this
lesson learners
should be able to3
i# &efine
nationalis
m
ii# 7i)e
reasons for
the
struggle
for
independe
nce.
i. 7uided
discussion
ii. 2rainstorming
iii. :eflection
*. A map of
East Africa
@. photographs
of &r.
(yerere &r
6bote and
'omo
Kenyatta

@ @
C
/olitical parties in
East Africa
2y the end of the
lesson learners
should be able to3
i# List down
the
different
political
parties in
East Africa.
ii# Identify
the
different
political
leaders in
East Africa.
i. :eflection
ii. 2rainstorming
-.7roup
discussion
;. /icture study
C
SAMPLE LESSON PLAN
15 | 5chool of Education 4akerere !ni)ersity and The 6pen !ni)ersity !K.
DATE CLASS SUBJECT NO* OF STUDENTS DURATION TIME
N..1N.1N.. 5.- FI5T6:B * .H GH 4I(5 G.HH-+.@H am
E-Learning and Teacher Education
TOPIC E THE STRUGGLE FOR INDEPENDENCE IN EAST AFRICA
SUB-TOPIC : T0e ri%e o. n1"ion17i%' in e1%" A.ri/1*
O23e/"i4e% E 2y the end of the lesson learners should be able toE-
i# &efine the concept of nationalism
ii# 4ention the nationalist leaders in the East African
countries.
iii# Explain the reasons for nationalism in East Africa.
Te1/0in5 'e"0o$%E Exposition 7uided discussion 2rainstorming Cuestion and
answer group work e.t.c.
Te1/0in5 1i$% 6M1"eri17% E A map of East Africa photographs of &r. (yerere
&r. 6bote and 'omo Kenyatta
Re.eren/e% E Kimambo I.( and Temu A.' 8*+.+# A history
of Tanzania (airobi East African publishing house.
6dhiambo E .5. 6 et al 8 *+99# A history of East Africa Long man.
4axo :. 4. n 8*++;# An introductory history <est =irginia !ni)ersity /ress.
5sekamwa '.%. 8*++;# A sketch map history of East Africa.
TIME STEPS CONTENT TEACHERS ACTIBITY LEARNERS
ACTIBITY*
GEHH ?
GE*, *,
?* In"ro$#/"ion
7reetings
7reetings 7reets students :espond Listen
1' | 5chool of Education 4akerere !ni)ersity and The 6pen !ni)ersity !K.
E-Learning and Teacher Education
minutes :oll call
<arm up exercise
:e)iew of pre)ious
lesson
:oll call
The struggle for
independence
in east Africa.
7i)es a brief re)iew of
nationalism in East
Africa.
Introduces the topic on
nationalism in East
Africa.
Listen
Listen
GE*,-+E*,
*hour
(*Le%%on
$e4e7o,'en"
J
Asks students to
mention the three
countries that
made up East Africa
then.
Fangs a wall map of E.
Africa showing the -
states of !ganda
Kenya and Tan"ania.
Asks students to
mention the main
leaders behind the
struggle for
independence in
east Africa.
Asks students to gi)e
reasons for the rise of
nationalism in East
Africa in writing.
Answer the
Cuestion.
5tudy the map
silently.
:espond to the
Cuestion.
Answer the
Cuestion in writing
1( | 5chool of Education 4akerere !ni)ersity and The 6pen !ni)ersity !K.
E-Learning and Teacher Education
4arks their work
+E*,-+E@H
, 4ins

Con/7#%ion
:ecapitulation of
what has been
co)ered in the topic.
J
7uides students on
the answers of the
exercise
Listen and ask
Cuestions
1) | 5chool of Education 4akerere !ni)ersity and The 6pen !ni)ersity !K.