History All Topics Intros

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The Slave Trade in East Africa

Introduction

Definition:

• Slave trade: The buying and selling of human beings
• Slavery: The state of being enslaved: It’s a system where by some people are owned by others and are forced to work for others without being paid for the work they have done.

It  involves capturing, transporting of human beings who become the ‘property’ of the buyer. The slave trade was one of the worst crimes against humanity. It involved burning people's houses capturing them by force,flogging, chaining and walking long distances to the markets once in the market, slaves were sold as you would sell cows, goats, hens and other commodities.

The trade was started by Arabs who wanted labour for domestic use and for their plantations. However, they were later joined by Europeans.

The study of slave trade, will help you to appreciate the historical facts that took place e.g. the suffering the people of East Africa went through and how it was overcome to gain freedom, liberty and brotherhood. It will also help you to understand why people behaved the way they did, its consequences for the lives of individuals and how a change of attitudes brought an end to the slave trade.

Reasons for the rise of slave trade

• During the second half of the 18th century, France opened up larger sugar plantations on the islands of Reunion, Mauritius and in the Indian Ocean. African slaves were thus recruited from East Africa to go and work in those plantations.
• Africans were considered physically fit to work in harsh climatic conditions compared to the native red Indians and Europeans. This greatly increased the demand for the indigenous people(slaves).
• The increased demand for sugar and cotton in Europe led to their increase in price and therefore more labour (slaves) was needed in the British colonies of West Indies and America.
      
• Strong desire for European goods by African chiefs like Mirambo and Nyungu ya Mawe forced them to acquire slaves in exchange for  manufactured goods such as brass, metal ware, cotton cloth, beads, spirits such as whisky, guns and gun powder.
    
• The existence and recognition of slavery in East Africa societies. Domestic and child slavery already existed therefore Africans were willing to exchange slaves for European goods.
• The huge profits enjoyed by middlemen like Arab Swahilli traders encouraged the traders to get deeply involved in the trade.
• The suitable winds and currents (monsoon winds) which eased transportation for slave traders greatly contributed to the rise of slave trade.
• The Legalization of slave trade in 1802 by Napoleon 1 of France increased the demand for slaves in all French Colonies.
• The increased number of criminals, war captives, destitutes forced African chiefs to sell them off as slaves.
• The Oman Arabs contributed to the rise in the demand for slaves. This is because they acted as middlemen between the African Swahili people,the Portuguese and French traders. They therefore worked very hard to get slaves in order to obtain revenue from them.
• The invention of Spanish mines in West indices increased slave demands to work in the mines.
• The exodus of slaves from East Africa to Northeast Africa, Arabia and Persia contributed to the increase in the demand for slaves. It led to an enormous number of slaves obtained from East Africa being transported to other countries.
• The movement of Seyyid Said’s capital to Zanzibar led to an increase in slave trade. This is because when Seyyid said settled in Zanzibar in 1840, he embarked on strong plans to open up slave trade routes to the interior of East Africa. This boosted slave trade, whereby the number of slaves being sold at the slave market in Zanzibar annually by that time, reached between 40000 and 45000 thousand slaves.
• The outbreak of diseases like Nagana led to an increase in slave trade. This is because the beasts of burden (i.e. camels, donkeys, etc) could not be taken on many of the caravan routes. It therefore necessitated people themselves to be involved in the transportation of the trade goods and ivory. Such people included porters who were regarded as slaves, or free Africans who could sell their services in return for cloth and other trade goods.
• Development of long distance trade that needed slaves to transport goods from the interior of East Africa.
• Plantation farming increased in some areas, especially the clove plantations were slaves worked.

Job related life skills

1. Communication: ability to read, write,listen and speak using appropriate language.

2. Team work: ability to cooperate and share tasks with colleagues.

3. Personal attributes : creativity, enthusiasm, reflective thinking, self awareness

4. Information skills : ability to identify information needs,observe and collect evidence and present findings appropriately

5. Application of number: - numeracy (as they compare crop yields in treated and untreated plots)
   Introduction
   
   The Portuguese in East Africa
   The modern-day countries of Kenya, Tanzania and Mozambique did not exist in the 15th century. The coastal regions of East Africa were thinly populated. Many African people lived in isolated communities. Others lived in rival kingdoms.
   Since the 10th century Arabian influence along the coast had been strong. For hundreds of years Arab traders had controlled trade in the Indian Ocean between East Africa, Arabia and India. Most of the port towns along the East African coast had been built by Arab Sultans, who brought the Moslem religion to the coastal people.
   The Portuguese explorer and soldier, Vasco da Gama, was the first European to make contact with the people of the East African Coast. He had been paid by the King of Portugal to find a sea route to India. The Portuguese wanted to be able to buy spices directly from India where they grew. The food in Europe at that time was poor and spices, such as pepper, made it more palatable (i.e. nicer to eat). By opening up a sea route to India they would be able avoid paying the high prices charged by Arab middlemen, who brought the spices over land to Europe from the port of Aden on the Red Sea. The effort was successful and, for a time, Portugal became rich by gaining a European monopoly of the trade in pepper.
   The Portuguese stayed on the coast of present-day Kenya and Tanzania for 200 years, although they remained in Mozambique until the end of the 20th century. Although few intermarried with the local population they still had a big influence on their lives. Probably the biggest long-term effect was that they introduced new crops from Europe and from Brazil, their colony in South America. These crops are now important staple foods throughout Africa. They include: maize, cassava, sweet potatoes, pawpaws, oranges, guavas, pineapples and mangoes. They contributed many new words to the Swahili language, including "leso" (handkerchief), "meza" (table), "gereza" (prison), "pesa" ('peso', money), etc. Swahili bull-fighting, still popular on the Pemba island, is also a Portuguese legacy from that period. In Mombasa they left behind Fort Jesus, which is now an important tourist attraction.
   Study of the Portuguese' conquest of the East African Coast also helps us to appreciate the effects of a conflict between two alien cultures, in this case Moslem and Christian, on the lives of local people.
   Job related life skills
6. Communication: ability to read, write,listen and speak using appropriate language.
7. Team work: ability to cooperate and share tasks with colleagues.
8. Personal attributes : creativity, enthusiasm, reflective thinking, self awareness
9. Information skills : ability to identify information needs,observe and collect evidence and present findings appropriately
10. Application of number: - numeracy (as they compare crop yields in treated and untreated plots)

11. BANTU MIGRATION

    Introduction

    Between 1000-1800 AD, East Africa experienced a wave of migrations from different parts of Africa. The Bantu from the Congo or the Niger Delta Basin were the first to arrive, followed by the Luo from Bahr el Ghazel in Southern Sudan and then the Ngoni from Southern Africa.

    Who were the Bantu?

    The term Bantu refers to group of people who speak the same or similar language with common word “NTU” which means a person. The Bantu-speaking groups include the  Baganda, Banyoro, Batoro in Uganda, Kikuyu, Akamba, Meru, Embu, Taita, Giryama, Digo in Kenya and Pokomo, Chagga, Yao,  Segeju, Zaramo in Tanzania, as well as many other smaller groups.

    Origin

    There are two versions explaining the migration of the Bantu.  The first version asserts that the Bantu came from West Africa around the Cameroon Highlands and Baunchi plateau of Nigeria; therefore, this points to the Niger basin as the possible cradle land of the Bantu.  The second version posits that the Bantu came from the Katanga region in Southeastern Congo.  Gradually they spread eastward north of the forest and southward to the forest’s edge near the lower Congo or Zaire and lower Kasai. The occupation of the north western (Cameroon- Gabon) was fairly slow due to difference in languages. Else where especially in eastern and southern Africa beginning at the edge of the forest, the spread must have been fast due to the relationship in languages.
    The study of migrations will help the learners to understand their origin and settlement patterns, appreciate the interrelationship between the different peoples of East Africa like cultures, customs, etc. They will also understand change and continuity in societies i.e. life is not static but dynamic and this explains the current movements of people to different parts of East Africa.
    TASK 1: Migration to Cities: Thinking together.
    The largest city in Uganda is Kampala. Like many cities in Africa its population is growing fast.
    Kampala has well over 1 million people. 40 years ago it only had one-quarter of the people.
    The main reason it has grown so quickly is because of the migration.
    People have moved to Kampala from towns and villages in all regions of the country.
    They have come from the north, west and south of Uganda.
    Others have migrated from neighbouring countries like Sudan and Rwanda and from distant countries such as Somalia and India.
    Others who have come from more distant countries such as Somalia and India.
    
    
    Why do you think people migrate?
    Work on your own, in a group or with the whole class and your teacher.
    Think of reasons why people might decide to migrate from one place to another.
    Write the reasons in a table, under two headings:
    

    Push FactorsWhy people might want to leave one place.	Pull FactorsWhy people might be attracted to a new place.

    Possible answers...

    Instructions

    Read the story of Ntuha and his family and do the following
    a) Draw a sketch map of East Africa and show the movement of
       i) Mukasa and family
       ii) Nyerere and family
       iii) Ngugi and family

    The movement and settlement of Ntuha and his family.

    1. Once upon a time, there was a man called Ntuha who lived in the Niger Congo basin. He had four wives and many children due to a number of reasons, conflicts developed among his children. There was shortage of land for cultivation and pasture for the animals due to increasing numbers of people and animals, but children loved to adventure and so they decided to leave their cradle land and moved to other places.
    Most of these children moved Eastwards. One of them was Mukasa who entered E. Africa in the region between L. Albert and lake Edward. Some members of his family settled around L. George while others continued on and settled around areas located North West of Lake Victoria.
    2. Another group moved and settled in Tanzania Plateau and Taita Hills.
    Another group that was discontented moved northwards and settled around Mt
    Kilimanjaro. There was also another group that entered East Africa between
    L.Malawi and Tanganyika.
    Another group led by Nyerere entered E. Africa between L. Kivu and Tanganyika and settled in central Tanzania. Other groups crossed to Eastern Uganda and Western Kenya. These settled around Mt. Elgon area
    3. From Tanzania, other members moved northwards, towards Mt. Kilimanjaro and entered Kenya between Mt. Kilimanjaro and coast most of these people settled around the Kenya highlands, this group was led by Ngugi.

    MAP OF EAST AFRICA SHOWING THE BANTU MIGRATION AND SETTLEMENT

    
    
    

    Description of the Bantu movements and settlement

    The Bantu is believed to have moved in four groups.  These groups were; Interlacustrine Bantu, Central Bantu, Highland Bantu and Southern Tanzania Bantu. 
    i) Interlacustrine Bantu or Western Bantu
    This group was also referred to as the lake region Bantu.  They entered East Africa between L. Edward and Albert and settled in the areas North and West of L. Victoria between 1000 – 1300 AD.  They were basically agriculturists.  Others moved west to Kenya and Eastern Uganda. 
    ii) Central Bantu
    These moved into East Africa between L. Edward and L. Tanganyika and first settled in Central Tanzania between 1000 –1300 AD for example, the Sukuma and Nyamwezi.  Others later crossed and settled in Tanzania Plateau and Taita Hills around 1300 AD. Others moved north.
    iii) Highland Bantu
    These settled in the Kenya Highlands around 1600 –1800 AD.  These include the Kamba, Kikuyu, Embu, Chuka.  They probably moved north from the Taita hills. Some writers have suggested that about 1300 the Chuka came up from the Tana river and were the first to arrive in the Mt. Kenya area. The Embu followed them, about 1425. The last group, the Kikuyu seem to have arrived in the Muranga by the middle of the 16th Century and in Kiambu by the end of the 17th Century.  The migration of the Emba further was halted by the Masaai.  The migrations of the Meru and related groups probably began at the Coast.
    iv) Southern Tanzania Bantu
    This group entered through L. Malawi and L. Tanganyika.  They are also believed to Habe come from East Africa around 1000 – 1300.  This group includes the Bena, Yao, Hehe. 
    According to the tradition between about 1591 and 1698, the Swahili sections of Kilidini, Changamwe and Tangana moved to Mombasa and formed Kalindini town. Where they had earlier migrated from Shungwaya because of attacks by the Galla and Somali. The Segeju and various sections of the Milikenda and other Swahili groups to join the Kilindini group and related peoples on the mainland behind Mombasa later joined them.
    The Pokomo and Segeju traditions also suggest the theory of dispersal from Shunguwaya. The Pokomo say that they descended from Shunguwaya Bantu immigrants. However, due to contacts with other groups, they became a mixed community with Galla, Swahili, Segeju and Somali blood.  The Segeju believed that in the second half of the 7^th Century the Galla attacked their ancestors. One group fled to the Lamu islands and nearby areas where they intermarried with the local Swahili to form the present Bajun or Tikuu. A second group fled to the lower Tana  and ancestors of present- day Buu section of the Segeju left the lower Tana and moved to the present homes.
    Job related life skills
12. Communication: ability to read, write, listen and speak using appropriate language.
13. Team work: ability to cooperate and share tasks with colleagues.
14. Personal attributes : creativity, enthusiasm, reflective thinking, self awareness
15. Information skills : ability to identify information needs, observe and collect evidence and present findings appropriately
16. Application of number: - numeracy (as they compare crop yields in treated and untreated plots)
    

    THE NGONI MIGRATIONS AND SETTLEMENT IN EAST AFRICA

    Who were the Ngoni?
    The Ngoni were Bantu-Nguni speaking people of Northern Zululand in South East Africa. They were originally Ndwandwe people under Zwides leadership. But when Shaka defeated Zwide, one part of his group, the Ngoni moved to East Africa under Zwangendaba.
    In origin, the Ngoni, were close relatives of the Zulu. They were full- time warriors and cattle plunderers hence disliked by other tribes, so they forced them away. They were pushed further north and eventually reached southern Tanzania.
    They were forced out of South Africa by the “Mfecane” wars led by Shaka the Zulu. They came to be known as the Ngoni having absorbed the Thonga, Shona and Cewa on their way to East Africa.
    The Ngoni migration began among the Bantu peoples of South Africa, who entered into E. Africa in the 1840’s. They were the last Bantu migrants to come to East Africa. They migrated into two largest groups of the Maseko and Tuta Ngoni.
    The Ngoni broke the Monomotapa Kingdom, settling respectively on the eastern side of Lake Nyasa  (Malawi) at Songea, and on Ufipa plateau.
    They moved to Tanzania from Natal and Swaziland between 1820 and 1840 due to the Mfecane (time of trouble).  They are direct descendants of the Zulu.  They are currently settled in South West Tanzania around Songea town.   
    
    The Ngoni invasion illustrates the influence of external forces on the lives of the indigenous people.   The Ngoni brought innovation and changes such as military techniques, skill and weapons.  A study of the Ngoni would enable students appreciate the current settlement patterns and way of the life of the people of Southern Tanzania.

    Objectives

    The end of the topic students should be able to:
17. Describe who the Ngoni were and identify the area where they came from
18. Explain the reasons why they migrated
19. Describe the course of their movement and settlement
20. State why they were able to defeat the inhabitant of Southern Tanzania
21. Explain the effects of their migration on the people of East Africa.

Reasons for the Ngoni migration

1. It was due to fear of being absorbed into the empire of tyrant Shaka.
   The Ngoni migrated due to the tyrannical and dictatorial rule of Shaka, the Zulu ruler who was everything in his kingdom. His cruelty was shown when he lost his mother, and put people under severe signs of mourning. Those who refused to cry for his mother’s death were killed,so they decided to seek refuge by migrating to other areas.

2. They moved because of external pressure from the British and the Boers in the South who were moving northwards occupying their land.

3. It was due to over population, which was caused by the fertility of soils and reliability of rainfall between Drakensberg Mountains and the Indian Ocean.

4. Due to overpopulation there was land shortage hence land disputes, which led to forcing them to migrate to other areas.

5. Some owned large herds of cattle hence moved northwards looking for pasture and water for their animals. So, they wanted to look for more fertile land for grazing their cattle.

6. It was also due to epidemic diseases such as smallpox and sleeping sickness that affected them.

7. They could have moved because of famine and drought that led to lack of food and water.

8. It was because of influence of men like Zwangendaba, Maputo and Zulugama who provided good leadership. This encouraged them to move on wards.

9. They migrated because of the spirit for Adventure.(Need to see what was beyond them).

10. The leaders wanted to take over power in the areas they defeated, which was not acceptable to Shaka forcing some groups to migrate to other areas.

11. They were fed up with the old traditional political system, which encouraged dictatorship and therefore wanted change, which could be achieved through migration.

12. It could also have been due to overstocking of their animals. They migrated due to their spirit of cattle rustling, i.e they had great desire to steal other people’s cattle. For example, they went on driving away and confiscating other people’s cattle during their conquest and expansionist wars.

13. They migrated due to the increased knowledge of military tactics by the age regiments. These were powerful military forces and dedicated to professional war, which was their livelihood.  They believed that they could other territories through migration.

 

THE EMERGENCE OF THE MODERN EAST AFRICAN NATIONS 1900 - 1963
                    
The Mau - Mau Uprising 1954

Mau-Mau was an underground political movement (uprising) organized by the people of Kenya against colonial rule from 1951-60 under leaders such as Jomo Kenyata, Dedan Kimathi, Waruhiu Itote  popularly known as General China and Tom Mboya etc.
The movement was precipitated by the returning African soldiers after the Second World War who were politically aware. It was an attempt by the Africans to change the system of economic and social injustice which had become a marked feature in Kenya. They were all directed towards achieving their independence.
The Mau-Mau uprising presents an example of African efforts to fight for their rights after realizing that were oppressed in their own country. It is also an indication that Africans were politically aware and determined to shape their destiny.

Objectives

At the end of the topic students should be able to:

1. Explain the background of the Mau-Mau up rising
2. Explain the causes of the uprising
3. Describe the course or stages of the uprising
4. State reasons why the rising took long to end (1951-1960)
5. Explain why the uprising was suppressed
6. Explain government measures to contain the uprising
7. State the effects of the uprising

Key concepts to emphasize by the teacher

The teacher should have advance knowledge on the following:

1. Other rebellions
2. The second world war
3. Where the rising took place
4. The leaders of the rising
5. Why their was that rising
6. Other current uprisings

Teaching and learning aids/materials

Photographs of the Mau-Mau leaders (Were and Wilson pg 189-191)
A Sketch map of Kenya showing the area where Mau Mau was carried out.
Teacher’s Guide

Additional notes and textbooks like

1. Were and Wilson East Africa through a thousand years,
2. Odhiambo A history of East Africa and
3. The Trial of Dedan Kimathi etc

Guiding questions

1a) What were the causes of the Mau-Mau uprising in Kenya in 1954.


  b) Why was it difficult to suppress by the Europeans?
2a)  Describe the course of the Mau-Mau uprising
  b) Explain why the uprising was later suppressed by the Europeans.
3 a) What were the measures taken by government to suppress the uprising.
  b) Outline the effects of the uprising.

THE MAU-MAU REBELLION 1951 - 60

This was a Kenyan underground political movement that aimed at saving Kenya from British colonial rule. Mau-Mau is an abbreviation which stands for “Mzungu Arudi Ulaya, Mwafirika Apate Uhuru” ( meaning let the white man go back to Europe and the Africans regain Independence)  
It was a rebellion organized by the people of Kenya against colonial administration from 1951-60 under leaders such as Jomo Kenyatta, Dedan Kimathi, Waruhiu Itote popularly known as General China.
                 
Mau Mau was an underground movement comprising of extreme African Nationalists with in the newly formed Kenya African Union and the second world war ex-service men. The movement was originally dominated by the Kikuyu but were later joined by other tribes.
Ritual oathing was a crucial component of Mau Mau participation, as they called on the old God - Ngai - to witness the oath that people would swear to be united in their fight against the colonial enemy, and would take back the land that the white man had stolen. Jacob Njangi, a former fighter, explained:

"We used to drink the oath. We swore we would not let white men rule us forever. We would fight them even down to our last man, so that man could live in freedom."

The oaths were a cultural symbol of the solidarity that bound Kikuyu men, women and children together in their opposition to the colonial government. But they were also feared, as the taboos that traditionally surrounded the breaking of oaths were still very much current. Those who took the Mau Mau oaths were taught that their violation would be instantly lethal, and in practise it was indeed so: not because of the wrath of Ngai, but because of bloody reprisals by the Mau Mau themselves, for whom refusing to take the oath was the same as siding with the colonial regime.

Nonetheless, the British were scared by the oath, for they knew full well that for the Kikuyu (or any other Kenyan, in fact), an oath was a deadly serious matter, and could never be broken. As a result, the British made taking the Mau Mau oath a capital offence. Between 1953 and 1956 more than 1,000 Africans were publicly hanged for alleged Mau Mau crimes - in Britain, public hangings had been outlawed for over a century.
The British also screened Mau Mau suspects and forced them to take a 'cleansing oath', a strange instance of colonialism 'gone native'. Concocted by the anthropologist Louis Leakey and rich Kikuyu landowners who stood to lose their British-granted privileges if independence came to be, the Kikuyu were to swear upon githathi (sacred stones) for a reversal of the Mau Mau oath.
Many, of course, refused, so alternative means had to be found to 'convince' people to abandon their oaths. John Nottingham, a district officer in the colonial service from 1952 to 1961, explains, "The way that it worked out was that if you beat them up enough then they would confess an oath. So what you do is beat them up and then you give them a bit of paper and a piece of blunt pencil and say, 'Confess! I took it! I took it! I took it!' You are now a human being again."

Ironically, this was probably the first time that any of the suspects had ever been called 'human beings' by the wazungu.
The Mau Mau operation was guided by Oath. The fighters bound their core membership with a sacred oath of secrecy. Violation of the oath meant an automatic death to the offender. The blacks aimed at sending away the whites and achieving their independence. They were so committed to this fundamental cause that each member took the traditional oath. To this oath, one was obliged to shed his or her blood for the sake of others and above all the future prosperity of all.

THE MAU-MAU REBELLION 1951 - 60

This was a Kenyan underground political movement that aimed at saving Kenya from British colonial rule. Mau-Mau is an abbreviation which stands for “Mzungu Arudi Ulaya, Mwafirika Apate Uhuru” ( meaning let the white man go back to Europe and the Africans regain Independence)  
It was a rebellion organized by the people of Kenya against colonial administration from 1951-60 under leaders such as Jomo Kenyatta, Dedan Kimathi, Waruhiu Itote popularly known as General China.
                 
Mau Mau was an underground movement comprising of extreme African Nationalists with in the newly formed Kenya African Union and the second world war ex-service men. The movement was originally dominated by the Kikuyu but were later joined by other tribes. The Mau Mau operation was guided by Oath. The fighters bound their core membership with a sacred oath of secrecy. Violation of the oath meant an automatic death to the offender. The blacks aimed at sending away the whites and achieving their independence. They were so committed to this fundamental cause that each member took the traditional oath. To this oath, one was obliged to shed his or her blood for the sake of others and above all the future prosperity of all.

CAUSES OF THE MAU-MAU REBELLION

• It was due to unemployment of the ex-soldiers who had been promised jobs after the World War II, but instead were made porters on European-estates. Similarly, people were retrenched, traders pushed out to business by Asian retail trade monopoly and European settlers. Therefore by 1952 the young energetic African went to the forests of Abadare and Mountain Kenya Rift Valley and waged a violent offensive against the British hoping for a change.
• Africans wanted their land especially the Kikuyu who had been displaced from the fertile Kenya highlands. The European had used the support of the colonial government to take away land including the ancestral land to which they attached great value. Many were pushed into reserves and camps were they suffered from congestion, starvation and diseases like typhoid, cholera.
• It was a reaction against the Kipande system. This was a method of identity cards imposed on Africans to restrict them from unnecessary movements. The kipande system required moving with a ‘PASS’ which was big a metallic card carried in the neck of the African.
• The introduction of racial discrimination in Kenya. This was discrimination according to colour. The Europeans equated the black colour with low intelligence, uncivilized, barbaric and a backward race. All the best hotels, restaurants, schools, recreational centres and most fertile soils in Kenya were reserved for the whites only.
• Africans were fed up of heavy and harsh taxation by the Europeans. Failure to pay tax was punishable by taking away the land or even imprisonment. So the Africans were forced to go and work under harsh condition and for long hours, yet poorly paid. This forced them to join the uprising.
• The dominance of the economy by the Asian and white settlers. The Africans were not allowed to take part in meaningful business, were not given positive consideration in awarding jobs. The whites upheld the view that blacks were only fit to work as Shamba boys on the colonial farms or maids in the European and Asian homes. To this end, the Africans revolted so as to change the situation for the better.
• They also wanted to be exposed to the social services e.g. education. The white settlers feared the educated Africans for losing their white color jobs in the government as well as losing unskilled African labour on their farms. In this respect they discouraged African education. In so doing, they worked to frustrate the African efforts to set up schools even the few educated Africans were not employed in the civil service. So these unemployed Africans fought for the preservation of their right as an educated class.
• Africans feared a gradual destruction of their culture by the whites e.g. the missionaries were totally against the circumcision of women among the Kikuyu and the traditional view of twins.
• Africans wanted a fair share in the administration of their country (Parliament). For a long time many Kenyans were excluded from decision making and political participation the whites and Asians in the Legislative Council did not represent their interests.
• The return of Jomo Kenyatta in the 1950s’ after his studies in Europe, he came back with a wider vision in politics after participating in various conferences(Manchester conference of 1945) therefore this made enabled him convince the Kenyans about their rights and they therefore united and rebelled.
• The role of educated Kenyans ;this group of people by nature of their education became aware of their rights as citizens of Kenya and it is along that they started campaigns of educating the people about their place in society. This prompted them to rebel against the whites.
     
• The colonial policy discouraged Africans from growing cash crops like coffee, tea, cotton, pyrethrum for fear of competition with the Africans. They feared that they would grow rich and challenge the colonial administration. This led to too much poverty so they joined the rebellion hoping to find a solution.
• Forced labour on white man’s plantations led to Mau Mau: Africans were obliged by colonial law to offer labour on the plantation this was to be done forcefully with out offering any payments. This kind of new slavery inspired the occurrence of the Mau Mau rebellion as the first violent revolt against the British after World War II.
• Influence of the Second World War many Kenyans who participated in this war   discovered the weakness of the white man and the loopholes in their systems of administration. These included General China, Didan Kimathi among others. These people had acquired good military skills, enjoyed high standards of living, realized that some Africans were braver then some whites. These joined together with the unemployed Kenyans with a hope of gaining their Independence.

Job related life skills

1. Communication: ability to read, write,listen and speak using appropriate language.

2. Team work: ability to cooperate and share tasks with colleagues.

3. Personal attributes : creativity, enthusiasm, reflective thinking, self awareness

4. Information skills : ability to identify information needs,observe and collect evidence and present findings appropriately

5. Application of number: - numeracy (as they compare crop yields in treated and untreated plots)

CHRISTIAN MISSIONARIES IN EAST AFRICA

Introduction

Christian missions were organised efforts to spread the Christian faith for the purpose of extending religious teaching at home or abroad. Christian missionaries were among the early external people to get into contact with the people of East Africa. Their coming to East Africa and Africa in general was based on a number of motives which were humanitarian, economic, political and social in nature. They carried out a number of activities such as Agriculture, exploration, evangelism, etc. whose impact on the people of East Africa is still evident today.

By the 19th century, a number of missionary groups worked in East Africa and these included;

1. The Church Missionary Society
2. The Holy Ghost Fathers
3. The University Missionary Society to Central Africa
4. The White Fathers
5. The Methodist Fathers
6. The Mill Hill Fathers
7. The Verona Fathers
8. The Comboni Fathers
9. The London Missionary Society  

 The pioneer missionaries in East Africa were the Church Missionary Society led by the Germans John Krapt and Johann Rebmann who arrived in East Africa around 1844 and 1846 respectively. In 1863, the University Mission Society to Central Africa moved to Zanzibar where a mission was started from Re-union and later to Bagamoyo. Cardinal Lavigerie’s formation of the White Fathers Mission in Algeria (1863) extended to other parts of Africa.

In 1877,the Church Missionary Society mission arrived in Buganda while the white fathers arrived in 1879. In 1898, the Church of Scotland Mission arrived at Kikuyu, and in 1902, the Friends Missions arrived at Kaimosi.

The roles of these missionaries varied enormously depending on the colonial context and their relations with the colonial authorities.
 
The study about Christian Missionaries in East Africa is intended to help learners conceptualise the motives, activities, challenges which early missionaries faced as well as their impact on the people of East Africa.

 

Objectives of the study

By the end of the unit learners should be able to:

1. identify the different missionary groups in East Africa.
2. state reasons for the coming of missionaries to East Africa.
3. identify missionary activities in East Africa by the different groups.
4. state reasons why missionaries were successful in their work.
5. list the problems faced by the missionaries in East Africa.
6. explain the impact of missionary activities in East Africa.
7. explain the role of missionaries in the colonisation of East Africa.

Main Content and Concepts to emphasise

1. Reasons for coming of missionaries to East Africa
2. Missionary activities in East Africa
3. Effects of missionaries in East Africa

Job related life skills
Activity one
Ask the learners to visit their respective mission churches and do the following:
1.Find out the values emphasised by their church.

2.Explore the income generating activities run by the church.

3.Identify one of the activities mentioned above and explain how they would engage in such an activity to earn a living.

4.Explain the steps/procedures they would follow to carry out the activity shown above.
5.Discuss the challenges they are likely to face while carrying out the above activity.

Activities two

You may invite a resource person (religious leader) to talk to the S.2 class about;

1. Christian moral values

2. Economic activities done by church

3.General guidance and counseling to the learners

Activities three

Ask the learners to form groups and act out the following roles of Christian missionaries;

1. A religious leader preaching Christian moral values.
2. Girls to act out the of roles the Christian Association mothers union like keeping poultry, weaving baskets and mats, baking cakes, cookies among others.
3. Boys to act out the roles of the Christian Association fathers union like constructing houses, carpentry among others.

Questions to the learners

Ask the learners the following questions:

1. What values have you identified from the talk?
2. Which economic activities have you identified that this church engages in?
3. If you were given an opportunity, which economic activity would you start for a living?

EUROPEAN IMPERIALISM IN EAST AFRICA

Introduction

In this unit you will discuss European Imperialism in East Africa with specific attention on the Scramble and Partition of East Africa and its causes. In addition you will explore the effects of the scrabble and partition on East Africa in general.

The Scramble and Partition of East Africa

Scramble and partition of East Africa refers to the time when East African countries were rushed for by the European powers in the name of gaining territories/colonies.

After 1880, there was a great desire for colonies in Africa and by 1914 all African countries except Ethiopia and Liberia had been colonized
The major powers that had interest in the scramble and partition of East Africa were:

• Britain.
• Germany.
• France.
• Belgium and
• Italy.

Scramble and partition of East Africa was first done on paper and later practically on ground.

Main content and concepts to emphasise:

1. Causes of scramble and partition of East Africa.
2. Effects of the scramble and partition of East Africa.

Objectives
By the end of this topic, the learners will be able to;

1. Explain the meaning of partition and scramble.
2. Give the causes for the scramble and partition of East Africa.
3. Discuss the effect of the scramble and Partition of Eat Africa.

Teaching / learning materials:

1. Text books
2. News papers
3. Map of east Africa showing the region referred to as East Africa.
4. Map showing European countries that participated in the scramble and partition of East Africa.
5. Photographs of some of the colonial leaders in east Africa.

Methodology

1. Discussion with learners in class
2. Group work
3. Research
4. Discovery
5. Dramatisation

LEARNER'S ACTIVITIES

Activity one
Arrange a class debate on the effects of scramble and partition of East Africa. For example you could have the following motion;
“The Scramble and Partition of east Africa did more harm than good to the East African People”

Activity two

Arrange a short play in class on the causes of the scramble and partition of East Africa.

Job Related Life skills :

By the end of this topic, learners are expected acquire the following Job Mark related Skills.

• Personal attributes – self confidence, time management, creativity/imaginative, recording skills, enthusiasm, imagination and self awareness.
• Communication – observation and listening skills, speaking.
• Team work – task oriented, leadership skills,group work.
• Problem solving - information seeking.
  
  THE STRUGGLE FOR INDEPENDENCE IN EAST AFRICA
  A BRIEF DESCRIPTION OF THE TOPIC:
  The period 1945 to 1970 witnessed the rise nationalism in Africa in general and East Africa in particular, in1957, Ghana led the way by becoming the first Africa country to regain her independence.
  In East Africa Uganda and Kenya were colonized by Britain while Tanganyika was colonized by Germany. After theFirst World War, Tanganyika became a mandate territory under the trust of Britain 1n 1919.
  Exposed to colonial evils like over taxation and forced labour together with increased western education, urbanization and experience of the world war two, African national consciousness was aroused.
  This was the spirit of nationalism that was finally to lead three states of East Africa to independence. Tanganyika 1961, Uganda 1962 and Kenya 1963.
  Main content and concepts to emphasise:
• Factors for the rise of nationalism in East Africa
• Characteristics of nationalism in East Africa
• Dr. Julius Kambarage Nyerere and the growth of nationalism in Tanganyika
• Nationalism in Uganda
1. the Kabaka crisis of 1953-56
2. Political parties in Uganda
3. Factors which delayed Uganda’s independence
4. Factors which led to Uganda’s Independence/ rise of Nationalism in Uganda.

Objectives:

By the end of the topic, learners should be able to:

1. Identify the factors that led to the rise of nationalism in East Africa.
2. Mention the earliest political parties in East Africa.
3. Explain the factors that delayed the independence struggle in the three East African states.
4. Explain the factors for East Africa’s eventual independence

Job – Related Life skills objectives:

Learners should be able to:

1. Express themselves before others in class and then before the general public
2. Develop ability to listen to speeches and pick out important values to emulate.
3. Develop a spirit of love for their countries and respect for those who led the struggle for the freedom they enjoy.
4. Realize the value of combined efforts in addressing problems they may face in the future than handling them as individuals.
5. Say no to corruption which is a killer to East African states today.
6. Work in teams

Equipped with all the above and other generic skills, learners should be able to earn a living in future by:

1. Contributing articles to journals and newspapers.
2. Offering public speeches
3. Standing for competitive elective posts like councilors
4. Combining efforts to start up small scale income generating activities like in agriculture
5. Doing marketing activities

List of teaching/ learning materials:

1. Map of East Africa showing the 3 East African countries of Uganda, Kenya and Tanzania.
2. Photographs of the important independence movement leaders in east Africa. Including, that of Julius Nyerere, Jomo Kenyatta, Milton Obote, Sir Edward Mutesa II, among others.
3. A video or film showing Mwalimu Julius Kambarage Nyerere of Tanganyika.

Text books on nationalism in East Africa (I.N Kimambo and AJ Temu (1969) A History of Tanzania, .S Odhiambo (1977) A History of East Africa.         Were G & Wilson (1984) East Africa Through 1000 Years.

Methodology:

• Discussion as a class
• Group-based research / discovery
• Debate
  

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