ADVANCED SECONDARY

CURRICULUM

HISTORY
SYLLABUS
ADVANCED SECONDARY CURRICULUM

ADVANCED SECONDARY
CURRICULUM

HISTORY
SYLLABUS

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 HISTORY SYLLABUS

Copyright © National Curriculum Development Centre, Uganda 2025

A product of the National Curriculum Development Centre for the

Ministry of Education and Sports with support from the Government
of Uganda

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug

ISBN: 978-9970-675-39-5

All rights reserved: No part of this publication may be reproduced,

stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior permission of the copyright holder

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 ADVANCED SECONDARY CURRICULUM

CONTENTS
Foreword ........................................................................................................................................... v
Acknowledgements .......................................................................................................................vi
1.0 Introduction ..............................................................................................................................1
1.1. Changes in the Curriculum .................................................................................................................................1
1.2. Classroom-Based Assessment ...........................................................................................................................2
1.3. Learners with Special Educational Needs...................................................................................................2
1.4. Generic Skills.................................................................................................................................................................3
1.5. Cross-Cutting Issues ................................................................................................................................................4
1.6. Values................................................................................................................................................................................4
1.7. Information and Communication Technology Integration ............................................................4
1.8. Projects ............................................................................................................................................................................5
1.9. The Aims of Secondary Education ..................................................................................................................6
1.10. Aims of the Advanced Level Curriculum ....................................................................................................6
1.11. Rationale for Teaching History at Advanced Level ...............................................................................7
1.12. Subject Overview ......................................................................................................................................................7
1.13. Time Allocation ...........................................................................................................................................................7
1.14. Suggested Approaches to Teaching History............................................................................................8
1.15. Programme Planner of the Advanced Level History Syllabus........................................................8
1.16. Note to Users ............................................................................................................................................................ 15
2.0 Detailed Syllabus .................................................................................................................... 16
Senior Five Unit 1: History of Africa Since 1800 ..................................................................... 16
Senior Five Term 1 ........................................................................................................................ 16
Topic 1: The Social and Economic Systems in the Pre-Colonial institutions in Africa .................. 16
Topic 2: The Pre-Colonial Trade Systems in Africa ............................................................................................. 18
Senior Five Term 2 ........................................................................................................................ 19
Topic 3: Islamic Revolutions in Africa ........................................................................................................................ 19
Topic 4: The Scramble for and Partition of Africa 1880–1914 ..................................................................... 20
Topic 5: Establishment of Colonial Rule in Africa ............................................................................................... 21
Senior Five Term 3 ........................................................................................................................ 22
Topic 6: Colonial Administration in Africa ............................................................................................................... 22
Topic 7: Foreign Struggles for Economic Resources and the Unification in South Africa ......... 24
Topic 8: The Growth of African Nationalism......................................................................................................... 25
Senior Five Unit 2: History of World Affairs Since 1789 ....................................................... 26
Senior Five Term 1 ........................................................................................................................ 26
Topic 1: The French Revolution of 1789 ................................................................................................................. 26
Topic 2: The Era of Napoleon Bonaparte, 1799–1815...................................................................................... 27
Senior Five Term 2 ........................................................................................................................ 28
Topic 3: Restoration of Order and Stability in Europe (1814–1830) ........................................................ 28
Topic 4: The Revolutions of 1848 in Europe ......................................................................................................... 29
Topic 5: The Unification Struggles in Europe up to 1871 .............................................................................. 30

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Senior Five Term 3 ........................................................................................................................ 32

Topic 6: The Emergence of the United States of America and Canada................................................ 32
Topic 7: The Creation of Sierra Leone and Liberia.............................................................................................. 34
Senior Six Unit 1: History of Africa Since 1800 ........................................................................ 35
Senior Six Term 1 .......................................................................................................................... 35
Topic 1: The Growth of Pan-Africanism ................................................................................................................... 35
Topic 2: Post-Colonial Socio-Economic Developments in East Africa ................................................... 36
Topic 3: Regional Economic Groupings and international Relations ..................................................... 38
Senior Six Term 2 .......................................................................................................................... 40
Topic 4: Sovereignty and Constitutionalism in East Africa............................................................................ 40
Topic 5: Post- Independence Ideologies in East Africa ................................................................................... 42
Topic 6: Separatism and Ethnic Nationalism in Africa ..................................................................................... 44
Senior Six Term 3 .......................................................................................................................... 46
Topic 7: Nationalisation of Education in Uganda ............................................................................................... 46
Topic 8: Challenges to Africa’s Growth and Development ......................................................................... 48
Senior Six Unit 2: History of World Affairs Since 1789 .......................................................... 50
Senior Six Term 1 .......................................................................................................................... 50
Topic 1: The Eastern Question 1815–1913 ............................................................................................................. 50
Topic 2: World War I and its Aftermath ..................................................................................................................... 52
Senior Six Term 2 .......................................................................................................................... 54
Topic 3: Post-World War I Ideologies in Europe .................................................................................................. 54
Topic 4: World War Ii (1939-1945) and its Aftermath ....................................................................................... 56
Senior Six Term 3 .......................................................................................................................... 58
Topic 5: Nationalism and Challenges of integration in the Middle East .............................................. 58
Topic 6: Developments in Southern Asia and the Far East Since 1939 ................................................. 60
3.0 Assessment .............................................................................................................................. 62
3.1 Assessing the Adapted History Syllabus ......................................................................................................... 62
3.2 Formative Assessment ............................................................................................................................................... 62
3.3 Assessing Generic Skills ............................................................................................................................................. 62
3.4 Assessing Values and Attitudes ............................................................................................................................ 63
3.5 Assessment of Project-Based Learning............................................................................................................ 63
3.6 Examinations ................................................................................................................................................................... 63
3.7 Record-Keeping ............................................................................................................................................................. 63
3.8 Approach to Assessment ......................................................................................................................................... 64
3.9 General Skills in Writing History Essays ............................................................................................................ 64
Glossary of Key Terms .................................................................................................................. 66

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FOREWORD
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.
The two-year aligned Advanced Secondary Curriculum adopted learner-centered approaches,
inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.
This History Syllabus focuses on the practical application of humanities knowledge and skills,
empowering learners to tackle real-world challenges such as political, social and economic
resources, conservation of culture and heritage, digital information, and other areas of
application in their communities.
Furthermore, the syllabus promotes the development of higher-order thinking skills, including
enquiry, creativity, innovation, decision-making, critical thinking, and problem-solving. It
advocates for learner-centred pedagogies that provide hands-on experience while
accommodating diverse abilities and learning styles.
As the Minister responsible for Education, I endorse this syllabus as the official document for
teaching and learning History at the Advanced Level of secondary education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.

Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.

NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.

NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
admin@ncdc.go.ug or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma
Director
National Curriculum Development Centre

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1.0
1.0 INTRODUCTION
INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:
i) appropriate.
ii) high-pitched.
iii) overloaded.
iv) covered at Lower Secondary.
v) obsolete.
vi) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.

1.1. Changes in the Curriculum

The alignment of the A-Level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This History syllabus is part of the Advanced Secondary Curriculum. The teacher is encouraged
to read the whole syllabus before planning your teaching programme, since many topics have
been merged, upgraded, or removed. While aligning this syllabus, efforts were made to ensure
a smooth progression of concepts from the Lower Secondary Level, adapting topics and
content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.

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1.2. Classroom-based Assessment

This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in History will focus on the acquisition of knowledge and
skills, through performance of the learning activities. The learning activities sprout from the
learning outcomes, which are evidenced by acquiring and demonstrating the application of the
desired skills, to show that learning has taken place. The sample assessment strategies have
been provided to guide the teacher on classroom-based assessment. The teacher can develop
more assessment strategies based on the same principles of observation, conversation, and
product, for the acquisition of the desired knowledge, skills, values, and attitudes. (See detailed
syllabus)

1.3. Learners with Special Educational Needs

The Advanced Secondary Curriculum is designed to empower all learners, including those with
Special Educational Needs (SEN), to reach their full potential and contribute meaningfully to the
nation. By incorporating inclusive strategies, the curriculum ensures equitable access to high-
quality learning opportunities while maintaining high academic standards. It emphasises
creating an inclusive learning environment that supports the diverse needs of learners with SEN,
enabling them to succeed alongside their peers.
Teaching History to Special Needs Education (SNE) learners requires inclusive methods that
cater for diverse needs. These teaching and learning methods include multi-sensory teaching,
visual aids, simplified storytelling, differentiated tasks and scaffolding. More methods include
active engagement through role-play, interactive activities, real-life connections, technology
and peer collaboration, repetition and reinforcement, flexible assessments, a calm and
structured environment, and individualised learning. Teachers need to be attentive and apply
the above methods and many others to cater for the needs of all learners.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5. Cross-cutting Issues

These are issues which young people need to learn about, and are not confined to a particular
subject but are studied across subjects. They help learners to develop an understanding of the
connections between the subjects and the complexities of life as a whole. They are:
i) Environmental awareness
ii) Health awareness
iii) Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism
These are a concern to all mankind irrespective of their areas of speciality. They are infused in
the different learning outcomes of the different subjects.

1.6. Values
The curriculum is based on a clear set of values. These values underpin the whole curriculum
and the work of schools. Learners need to base themselves on these values as citizens of
Uganda. These values are derived from the Uganda National Ethics and Values Policy of 2013.
They are:
i) Respect for humanity and the environment
ii) Honesty, upholding and defending the truth at all times
iii) Justice and fairness in dealing with others
iv) Hard work for self-reliance
v) Integrity; moral uprightness and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity
x) National consciousness and patriotism
These are not taught directly in lessons, nor are they assessed by pen and paper. However, they
are incorporated into some learning outcomes and are developed as learners progress.

1.7. Information and Communication Technology Integration

The integration of ICTs into teaching and learning is strongly encouraged in this A-level adapted
curriculum. ICT enhances the implementation of competency-based learning by fostering
learner engagement, creativity, and lifelong learning. Teachers are encouraged to use
technology to create interactive content, such as digital simulations and videos, to illustrate
abstract or complex concepts effectively. Integrating ICT not only enhances the learning
experience but also equips learners with essential digital skills for the 21st century.

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ICT teachers should endeavour to assist other subject teachers in making the ICT integration
process a reality. The table below shows a sample of suggested ICT tools that may be applied
to given tasks.
Sample Task in the Syllabus Suggested ICT Tool

Fieldwork Use of cameras to take photos and record videos

Locate places on a map Use digital maps such as Google Maps or an
equivalent application.
Presentation in class Use presentation applications or online
presentation tools like projectors
Search for keywords and meanings Use an online dictionary or search online
Make drawing/graphics Use drawing tools like Draw.io or publishing
software/Word processor
Roleplay, narrations Use audio and video recordings
Demonstrations Use audio/video recordings, models, simulations,
or virtual labs
Analyse and present data Use spreadsheet software or any other analytics
tools
Group discussions Mind mapping software
Search for extra reading materials Download files from the Internet from academic
Databases
Writing equations and formulae Use equation editors like MathType
Carry out academic search/research Use the Internet, AI models, and other academic
applications like “Encarta”, “Britannica”, etc.
Collaborate with others across the world Form learning networks with blogs, social media,
emails, and videoconferencing tools like Zoom,
MS Teams, Webex, Google Meet or any other
networking application.

1.8. Projects
Projects and project-based learning are part and parcel of learning in the 21st century History
subject. A number of projects have been integrated into the syllabus for different topics. These
are but samples. Teachers are encouraged to guide learners to engage in projects that can easily
be linked to what is happening in their local environment. While doing this, make an effort to
keep aligned to the learning outcomes of the History topics you are teaching.

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1.9. The Aims of Secondary Education

The aims of secondary education in Uganda are to:
i) instill and promote national unity, an understanding of the social and civic
responsibilities, strong love and care for others and respect for public property, as well
as an appreciation of international relations and beneficial international co-operation;
ii) promote an appreciation and understanding of the cultural heritage of Uganda,
including its languages;
iii) impart and promote a sense of self discipline, ethical and spiritual values, personal and
collective responsibility and initiative;
iv) enable individuals to acquire and develop knowledge and an understanding of the
emerging needs of society and the economy;
v) provide up-to-date and comprehensive knowledge of theoretical and practical
aspects of innovative production, modern management methods in the field of
commerce and industry, and their application in the context of socio-economic
development of Uganda;
vi) enable individuals to develop basic scientific, technological, technical, agricultural and
commercial skills required for self-employment;
vii) enable individuals to develop personal skills of problem-solving, information-
gathering and interpretation, independent reading and writing, self-improvement
through learning, and the development of social, physical and leadership skills such as
are obtained through games, sports, societies and clubs;
viii) lay the foundation for further education;
ix) enable the individual to apply the acquired skills in solving problems of the
community, and to develop a strong sense of constructive and beneficial belonging to
that community;
x) instill positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities; and
xi) develop a positive attitude towards learning as a lifelong process.

1.10. Aims of the Advanced Secondary Curriculum

The A level curriculum aims to:
i) adopt a competency-based learning approach.
ii) develop holistic education for personal and national development based on clear shared
values.
iii) develop key skills which are essential to work and life and promote life-long learning.
iv) adopt an integrated approach to learning that develops the ability of learners to apply
learning.
v) improve on assessments by incorporating school-based assessment into end-of-cycle
assessment.
vi) emphasise learners’ participation through engagement with the community.
vii) prepare for further education.

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1.11. Rationale for Teaching History at Advanced Level

The Advanced Level History Syllabus aims to:
i) broaden learners’ understanding of political, social, and economic developments in history
from the earliest times to the present;
ii) equip learners with the ability to evaluate information and critically analyse historical
events;
iii) develop learners’ skills in gathering information and expressing historical ideas coherently
and logically;
iv) enable learners to connect historical events to contemporary contexts;
v) encourage historical research and the use of diverse source materials;
vi) stimulate critical thinking and discussion through case studies and relevant examples; and
vii) bridge the gap between the Lower Secondary Curriculum and courses offered in higher
education institutions.

1.12. Subject Overview

The areas of study in the syllabus have been reorganised to create an adapted version, by
merging the existing six Advanced Level History units into two units:

Unit 1: History of Africa Since 1800

This unit integrates four Advanced Level existing History units:
i) National Movements and New States in Africa Since 1935
ii) Social and Economic History of East Africa Since 1800
iii) Theory of Government and Constitutional Development and Practice in East Africa
iv) History of Africa 1855–1914

Unit 2: History of World Affairs Since 1789

This unit combines content from the following two existing Advanced Level History units:
i) European History of 1789–1970
ii) World Affairs Since 1939

1.13. Time Allocation

The time allocated to this subject is eight (8) periods per week from Senior Five to Senior Six.

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1.14. Suggested Approaches to Teaching History

The suggested approaches aim to enhance learning and equip teachers to effectively guide
learners as they prepare for History assessments. Teachers are encouraged to work
collaboratively with learners, providing guidance, direction and supervision throughout the
research process. These approaches include:

a) Inquiry-based learning: Learners investigate topics through research driven by their

interests, solving problems using a series of questions and scenarios. This approach
enhances critical thinking, communication, and research skills.

b) Experiential learning: Learners actively engage in hands-on experiences during research

and reflect on their activities, fostering the development of reflective skills.

c) Problem- and project-based learning: Learners tackle real-world problems through

research and projects, developing critical thinking, social, and research skills in the process.

d) Case-based learning: Learners analyse real-world scenarios, developing critical thinking,

analytical, and research skills through discussion and examination.

e) Discovery learning: Learners construct knowledge through active participation,

exploration, and inquiry, encouraging critical thinking, questioning, and hypothesis
development during research.

1.15. Programme Planner of the Advanced Level History Syllabus

The adapted Advanced Level History is comprised of two broad compulsory units:
Unit 1: History of Africa Since 1800
Unit 2: History of World Affairs Since 1789
The syllabus has 8 periods per week with each unit receiving 4 periods per week and a total of
48 periods per term. Together, the syllabus has 96 periods per term.

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Senior 5 Unit 1: History of Africa Since 1800

Term Topics Sub-topic Periods
Senior Five Topic 1: The Social and 1.1 The Clan
Term 1 Economic Systems in the Pre- 1.2 Initiation Ceremonies
Colonial Institutions in Africa 1.3 African Traditional 20
Religions
1.4 Pre-Colonial
Production
Topic 2: The Pre-Colonial Trade 2.1 The Trans-Saharan
Systems in Africa Trade 28
2.2 The Trans-Atlantic
Slave Trade
Total 48
Senior Five Topic Sub-topic Periods
Term 2
Topic 3: Islamic Revolutions in 3.1 Islam in North Africa
Africa 3.2 Jihad Movements in
West Africa 16
3.3 The Mahdist
Movement in Sudan
Topic 4: The Scramble for and 4.1 Background to the
Partition of Africa 1880–1914 Scramble for and
Partition of Africa
4.2 The Berlin Conference 20
of 1884 – 85
4.3 Impact of Colonisation
Topic 5: Establishment of 5.1 Methods Used in the
Colonial Rule in Africa Establishment of
Colonial Rule
5.2 The Agents of Colonial 20
Rule: Explorers,
Missionaries,
Imperialists and
Chartered Companies
Total 48
Senior Five Topic Sub-topic Periods
Term 3
Topic 6: Colonial Administration 6.1 Colonial
in Africa Administration in West
Africa 13
6.2 Response to Colonial
Rule

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Topic 7: Foreign Struggles for 7.1 First Anglo-Boer War

Economic Resources and 1880 –1881
Unification in Southern Africa
7.2 Jameson Raid 1895
7.3 Second Anglo-Boer
18
War
7.4 Vereeniging
Settlement of 1902
7.5 Act of Union of 1910
Topic 8: The Rise of African 8.1 Key Features of
Nationalism African Nationalism
8.2 The Factors
Responsible for the
Rise of African
Nationalism
8.3 The Challenges 17
Faced in the
Independence
Struggles in Africa
Total 48

Senior Five Unit 2: History of World Affairs Since 1789

Term Topic Sub-topic Periods
Senior Five Topic 1: The French 1.1 Europe on the Eve of
Term 1 Revolution of 1789 the 1789 French
Revolution
1.2 Causes of the French
Revolution of 1789 32
1.3 Key Events in the
Course of 1789 French
Revolution
1.4 Impact of the French
Revolution of 1789

Topic 2: The Era of 2.1 Rise of Napoleon

Napoleon Bonaparte Bonaparte to Power
1799 –1815 2.2 The Domestic and
Foreign Policies of 16
Napoleon Bonaparte I
2.3 The End of Napoleon
Bonaparte I Era
Total 48

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Class/Term Topic Sub-topic Periods

Topic 3: Restoration of 3.1 Vienna Settlement
Senior Five Order and Stability in
Term 2 Europe (1814 – 1830) 3.2 Congress System
Topic 4: The 4.1 The 1848 Revolutions in
Revolutions of 1848 in Europe
Europe
32
Topic 5: The 5.1 The Unification of Italy
Unification Struggles up to 1870
in Europe up to 1871 5.2 The Unification of 16
Germany up to 1871

Total 48
Topic Sub-topic Periods
Senior Five Topic 6: Lessons from 6.1 The Natives of
Term 3 the Rise of the United America and Canada
States of America and
Canada 6.2 The Colonisation of
America and Canada

6.3 The Creation of the

USA 24

6.4 The Rise of the Civil

Rights Movement

Topic 7: Sierra Leone 7.1 The Origins of Sierra

and Liberia in the Leone and Liberia
World Context
7.2 The Significance of the
24
Creation of Sierra Leone
and Liberia to the
History of West Africa
TOTAL 48

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Senior 6 Unit 1: History of Africa Since 1800

Class/Term Topic Sub-topic Periods
Topic 1: The Growth of 9.1 The Objectives of
Senior Six Pan-Africanism Pan-Africanism
Term 1 9.2 Key Figures and Key
Events in the Rise of
Pan-Africanism
9.3 The Factors for the Rise
of Pan-Africanism
9.4 The Challenges to the
Growth of Pan- 23
Africanism
9.5 The Achievements of
the Pan-African
Movement
Topic 2: Post-Colonial 10.1 Trade Unions in East
Socio-Economic Africa
Developments in East 10.2 Cooperative Movements 09
Africa in East Africa

Topic 3: Regional 11.1 The Non-Aligned

Economic Groupings Movement (NAM)
and International 11.3 COMESA 16
Relations 11.4 SADC
11.5 AMU
Total 48
Class/Term Topic Sub-topic Periods
Senior Six Topic 4: Sovereignty 12.1 The Concepts of
Term 2 and Constitutionalism in Sovereignty and
East Africa Constitutionalism
12.2 The Will of the People
and the Powers of
Parliament 17
12.3 Constitutionalism and
the Rule of Law
12.4 The Rights of Minority
Groups
12.5 Freedom of the Press
and Constitutionalism
13.1 Ujamaa Policy in
Tanzania

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Topic 5: Social and 13.2 Harambe Philosophy in

Economic Kenya
Developments in East 13.4 Asian Activities in Post- 13
Africa Since Colonial East Africa
Independence
Topic 6: Separatism and 14.1 The Civil War in Sudan,
Ethnic Nationalism in 1955–2005
Africa 14.2 The Civil War in Rwanda
1990–94 18
14.3 Katanga Secession War
1960–1963
14.4 Biafran Civil War of 1970
in Nigeria
Total 48
Class/Term Topic Sub-topic Periods
Senior Topic 7: 15.1 Problems of Colonial
Six Term 3 Nationalisation of Education
Education in Uganda 15.2 Role of Education in the
Modernisation of
Uganda
15.3 Africanising the
Education in Uganda 30
15.4 Universal Primary and
Secondary Education in
Uganda
15.5 Tertiary Education in
Uganda
Topic 8: Challenges of 16.1 Debt Burden
African Growth and 16.2 Corruption 18
Development 16.3 Unemployment
Total 48

Senior Six Unit 2: History of World Affairs Since 1789

Class/Term Topic Sub-topic Periods

Senior Six Topic 1: The Eastern 8.1 The Ottoman Empire

Term 1 Question 1815–1913 8.2 The Syrian Question of
1831–1841
8.3 The Crimean War 1854-
1856 25
8.4 The Berlin Congress of
1878
8.5 The Balkan Crisis of
1908–1913

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Topic 2: World War I 9.1 World War I (1914–1918)

and Its Aftermath

9.2 The Versailles Treaty of

1919
9.3 The League of Nations of 23
1920–1939
9.4 The Economic
Depression
Total 48
Class/Term Topic Sub-topic Periods
Senior Six Topic 3: Post-World 10.1 The Russian Revolutions
Term 2 War I Ideologies in of 1917
Europe 10.2 Nazism in Germany 18
1933–45
10.3 Fascism in Italy1922–45
Topic 4: World War II 11.1 The World War II 1939–
(1939 –1945) and Its 45
Aftermath 11.2 UNO 1945–1970
11.3 The European Economic
Community (EEC) (1953–
1990) 30
11.4 The Cold War Politics
11.5 NATO and Warsaw Pact
11.6 The Strategic Arms
Limitation Talks (SALT)
Total 48
Class/Term Topic Sub-topic Periods
Senior Six Topic 5: 12.1 Arab Nationalism
Term 3 Nationalism and and Unity
Challenges of 12.2 The Discovery of Oil
Integration in the and Its Role in the
Middle East Middle East
12.3 The United Arab
Republic (UAR)
12.4 The Middle East
and the Western 28
World
12.5 Political and
Economic
Instability in the
Middle East,
1973 – 2003

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12.6 The Palestine

and the Israel
Relations, 1948 –
1978
Topic 6: 13.1 The Impact of World War
Developments in II Conferences on Asia
Southern Asia and the and the Far East
Far East Since 1939 13.2 The Kuomintang and the 20
Communists in China

13.3 The Korean Problem

Total 48

1.16. Note to Users

Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is broken down into learning
outcomes, for which suggested learning activities and sample assessment strategies are
developed as represented in the three columns below.
Learning Outcomes Suggested Learning Activities Sample Assessment
Strategy
A statement of the knowledge, The sort of hands-on and minds- Opportunities for
understanding, skills, generic on engagements, which enable assessment within the
skills, values, and attitudes the learner to achieve the learning process, that is,
expected to be learnt by the learning outcome, including the during and after the lesson.
end of the topic. Hence each generic skills and values. They are
learning outcome is coded with designed to enable learners to
some of these as k,u,s,gs and Discover, Explain, Apply and
v/a for emphasis to the teacher Analyse (DEAA) as they
on what to consider during the participate in knowledge
lesson. construction.

The learning activities and assessment strategies in the syllabus are “suggested” and “samples”,
respectively, and not exhaustive. The teacher is encouraged to develop more learning
activities and assessment strategies that are based on the learning outcomes. In addition, the
teacher is free to customise the suggested learning activities to make them suitable for their
respective learning environments and for learners with Special Educational Needs (SEN).

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 HISTORY SYLLABUS

2.0 DETAILED SYLLABUS

SENIOR FIVE UNIT 1: HISTORY OF AFRICA SINCE 1800

SENIOR FIVE TERM 1
TOPIC 1: The Social and Economic Systems in the Pre-Colonial Institutions
in Africa Duration: 20 Periods
Competency: The learner appreciates pre-colonial social and economic systems by analysing
their structures and how they can be used to address current societal challenges.
Learning Suggested Teaching and Learning Activities Sample Assessment
Outcomes Strategies
The learner should
be able to:
a) assess the a) Learners brainstorm the concept of a clan. Observe learners’ ability
importance of Through questioning and explanation, the to:
the clan in pre- class reaches a common understanding of a) demonstrate their
colonial what constitutes a clan. understanding of the
societies as the b) Learners form groups to discuss their concept of the clan
foundation of respective clans and generate a list of clans by:
shared values, represented in their group. i) analysing
heritage and c) Learners, in groups, use textbooks, the historical data to
governance. (u, internet, and other sources to search for the make informed
v, a) roles and significance of clans in African personal
b) analyse the role traditional societies. decisions.
of age groups d) Learners, in groups, share ideas on the ii) applying logical
in promoting potential impact of the absence of clans on reasoning to
social harmony their community and country. assess historical
so as to e) Learners participate in a project to identify a facts.
understand community problem related to the neglect iii) clearly and
his/her role in or misunderstanding of clan laws. They effectively
the community. research its causes, engaging with a clan communicating
(gs, v, u) leader to explore solutions. insights into the
c) evaluate the f) Learners, in small groups, search using historical and
role of initiation textbooks and online resources, for the roles cultural roles of
ceremonies of age groups in traditional African societies. clans.
instilling pride
g) Learners, in groups, identify their own age iv) collaborating in
and a sense of
identity to groups and analyse their roles in promoting group activities,
appreciate harmony and responsibility within their presenting
being a communities. arguments, and
member of a supporting them
particular with evidence.
society. (u, v, a)

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 ADVANCED SECONDARY CURRICULUM

d) analyse the role h) In groups, learners identify initiation b) Converse with

of African ceremonies in their own communities and learners to assess
traditional other parts of Uganda. They discuss the their ability to sustain
religion in pre- activities involved and the value of each a logical discussion
colonial activity. on the role of age
societies as a i) Learners, in groups, analyse the groups in any
means of contributions of initiation ceremonies to community. Take
preserving traditional African societies and present their note of:
societal insights to the class. i) their listening
knowledge and j) Learners prepare an interview guide and visit and
values. (u, v, gs) a local community to interview elders about comprehension
e) examine the the practices, rituals and beliefs in African levels.
role of pre- traditional religion within their community ii) their confidence
colonial and write a report. in explaining
production in k) Learners create a journal on the role of age issues clearly.
ensuring the sets or other society social structures, which c) Evaluate the
survival of pre- is then presented and discussed in class. relevance, accuracy
colonial African l) Individually, learners draw a comparison and coherence of the
societies and table showing the features of traditional report created by
how this African religion and their own religion, learners focusing on
knowledge can focusing on beliefs, values and rituals. They the identified
be applied to then display the tables in the classroom for problem in the
address current peer review. community and
societal m) Learners, in groups, search specific pre- suggesting a
challenges. (gs, colonial economic activities using textbooks, solution.
v, u) the internet and other sources and analyse d) Assess the relevance,
the role of these activities in societal survival accuracy and the
and write a report. coherence of the
n) Invite a guest speaker or a panel of teachers contributions of
to discuss a predominant pre-colonial initiation ceremonies
economic activity in the area and its given by learners
contribution to the survival of their from the traditional
community. African societies.

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TOPIC 2: The Pre-Colonial Trade Systems in Africa Duration: 28 Periods

Competency: The learner evaluates pre-colonial trade systems in Africa by examining their
impact to appreciate their contribution to the continent’s economic development and the
struggle for equality.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should
be able to:
a) describe the a) Learners, in groups, using textbooks, the a) Observe learners as
organisation of internet and any available map, discuss they identify and locate
the Trans- the organisation of Trans-Saharan trade trade routes, cities,
Saharan trade by identifying major trade routes, cities, major traders and
and its role in the major traders and goods traded. goods on a West
development of b) Learners, in groups, read textbooks or African historical map.
African states to history extracts about the Trans-Saharan Assess their ability to:
appreciate their trade in West African communities like i) accurately and
contribution to Mali and Songhai. They note down its fluently interpret
the growth of impact on the communities. maps symbols,
modern trade c) Learners in a role-play session, dramatise legends, and
systems. (u,gs,v, the challenges faced by traders during scales.
a) the Trans-Saharan trade. ii) systematically sort
b) describe the d) Learners, in groups, using textbooks, the and analyse data
organisation of internet and any available map, discuss presented on the
the Trans- the organisation of the Trans-Atlantic map, such as
Atlantic slave slave trade by identifying major trade distinguishing
trade and its routes, cities, major traders and goods between different
impact on Africa traded. trade routes and
and the world to e) Learners use textbooks, magazines or the identifying key
understand the internet to analyse the role of African trading towns.
rise of African traditional leaders in the Trans-Atlantic b) Converse with learners
diasporas. (gs,v, slave trade. as they compare the
a) f) In a class discussion, learners compare problems faced in both
c) analyse the the Trans-Atlantic slave trade with other Trans-Saharan trade
process of forms of human trafficking today. and Trans-Atlantic
abolition of slave g) In a storytelling session, learners narrate slave trade and take
trade in West cases in which they have seen or heard note of their ability to:
Africa and its about oppression and exploitation similar i) talk confidently and
impact on to that of slave trade. explain ideas clearly.
African societies h) Learners, in groups, compare the i) sort and analyse
to appreciate the problems faced in Trans-Saharan trade information.
foundations of and those faced in Trans-Atlantic trade. c) Evaluate the relevance
human rights i) Learners, in groups, read an extract about and coherence of the
and civil liberties. the British Slave Trade Act (1807) to stories narrated by
(gs, v, a) understand abolition strategies. learners about
j) Learners engage in a debate about oppression and
human trafficking and the teacher does a exploitation similar to
wrap-up. that of slave trade.

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SENIOR FIVE TERM 2

TOPIC 3: Islamic Revolutions in Africa Duration: 16 Periods

Competency: The learner analyses the Islamic revolutions in Africa by examining their impact
to appreciate how they have shaped cultural diversity in contemporary Africa
Learning Outcomes Suggested Teaching and Learning Activities Sample Assessment
Strategies
The learner should
be able to:
a) examine the a) Learners individually search, using the a) Observe learners as
factors that internet and other sources, for the factors they share factors
contributed to that contributed to the spread of Islam in that attracted
the spread of North Africa. Muslims to North
Islam in North b) Learners engage in a debate on the spread Africa, taking note of:
Africa and its of Islam in North Africa. i) their eloquence in
influence on c) Learners, in groups, search the internet or explaining facts.
cultural practices textbooks to find out the various strategies ii) their ability to
in modern Africa. Muslim clerics employed to encourage structure
(gs, u, v, a) Africans to adopt Islam. information
b) explore the role d) Learners watch a guided documentary or logically.
of jihad listen to a narration about jihad b) Engage in dialogue
movements in movements in West Africa. They analyse with learners to
West Africa and their origins, groups and causes in West assess their
their Africa. understanding of the
contribution to e) Learners participate in a debate on the influence of Islam on
contemporary results of jihad movements in West Africa. African cultural
cultural diversity f) Learners use textbooks, the internet and practices. Focus on
in Africa. (gs, v, a) other reliable sources to investigate the their ability to:
influence of jihad movements in modern i) talk confidently.
c) assess the causes
Islamic practices. ii) explain issues
and effects of the
g) Learners, in groups, read textbooks, clearly and
Mahdist Revolt to
historical extracts and other sources about critically.
appreciate the
the Mahdist Revolt in Sudan. They identify c) Examine the
role of religion in
its features and causes. relevance, accuracy
influencing
h) Learners, in a role-play, act out scenes of an and coherence of
events in society.
Islamic leader mobilising support for war learners’ presentation
(gs, v, a)
and its possible results and a panel of on the features and
teachers does a wrap-up. causes of the Mahdist
revolt.

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 HISTORY SYLLABUS

TOPIC 4: The Scramble for and Partition of Africa 1880–1914

Duration: 20 Periods
Competency: The learner analyses European imperialism in Africa by examining its causes,
processes and impact to appreciate the contemporary African challenges.
Learning Outcomes Suggested Learning Activities Sample Assessment
Strategies
The learner should be
able to:
a) examine the a) Learners participate in a brainstorming session a) Observe learners as they
motives behind the to express their understanding of the concept analyse the factors for
19th-century of the scramble and partition of Africa. 19th-century European
scramble for Africa b) Learners, in groups, using internet sources, occupation of Africa.
to appreciate the historical extracts and textbooks about the Assess their ability to:
contemporary scramble and partition, find out and present i) sort and analyse
interests of foreign the factors for the scramble for and partition of information.
powers in Africa. Africa by Europeans. ii) work with others to
(gs, v, a) c) Learners use historical and contemporary generate ideas.
b) analyse the process maps to compare how Africa was affected by b)Engage learners in a
of European different colonial powers in the 19th century conversation to evaluate
colonisation of and how modern foreign powers have taken their understanding of
Africa to control of Africa. current border conflicts in
understand how d) Learners, using historical extracts or textbooks Africa. Assess their ability
European on the Berlin Conference of 1884–85, find out to:
colonialism was reasons why it was convened and show its i) identify underlying
planted on the impact on the colonisation of Africa. problems.
continent. (gs, v, a) e) Learners, in groups, use the internet, textbooks ii) propose practical and
c) evaluate the or other sources to investigate the innovative solutions.
impact of European shortcomings of the Berlin Conference 1884– c) Evaluate learners’
colonialism in 85 and share their insights through class selected case studies on
Africa to appreciate presentations. the impact of the
its influence in f) Learners, in a brainstorming session, identify scramble for and partition
his/her own and discuss elements within their community of Africa by taking note of
community. (gs, v, that originated from European colonialism (e.g. the following:
a) architecture, legal systems, education, i) relevance of content.
language, and administrative structures). ii) accuracy of facts.
g) Learners, in groups, conduct an internet or iii) coherence and
library search to examine case studies on the logical flow of
impact of the scramble for and partition of arguments.
Africa in any two countries under different
colonial powers.

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TOPIC 5: Establishment of Colonial Rule in Africa Duration: 12 Periods

Competency: The learner evaluates how European colonialism was established in Africa by
examining the strategies employed by European powers to understand the diverse methods
used to impose colonial rule.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be able
to:
a) evaluate the methods a) Learners collaboratively brainstorm a) Observe learners’ ability
used by European and discuss various methods to create scenes
powers to establish employed by European powers to depicting colonial
colonies in Africa to colonise Africa and the teacher acquisitions in Africa.
understand the wraps up. Take note of their:
European resolve to b) Learners, in a role-play, act out a i) eloquence and
take over Africa so as scene on the methods used by confidence.
to be able to defend different European powers and ii) effectiveness in
its independence. (gs, African leaders during the late 19th interacting with others.
v, a) century colonisation of Africa. b) In a conversation,
b) examine the role c) Learners undertake individual engage learners in a
played by colonial research projects to investigate the discussion to assess their
agents in advancing roles of traders, explorers and analytical skills, sort and
colonial interests in missionaries in the colonisation of analyse information
Africa to understand Africa and make reports for class regarding the
how the loss of discussion. contributions of various
Africa’s independence d) Learners, in groups, use textbooks, colonial agents.
was a collective effort. magazines, the internet and other c) Evaluate the relevance
(gs, v, a) sources to explore the problems and accuracy of the
faced by colonial agents. problems faced by
colonial agents in Africa.

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 HISTORY SYLLABUS

SENIOR FIVE TERM 3

TOPIC 6: Colonial Administration in Africa Duration: 13 Periods
Competency: The learner investigates how colonies were administered by examining
selected colonial administrative policies to appreciate their impact on Africa.
Learning Outcomes Suggested Teaching and Learning Sample Assessment Strategies
Activities
The learner should be
able to:
a) analyse the reasons a) Learners use think-pair-share to a) Observe learners during
behind the French explain the meaning and types of debate as they argue for or
administration colonial administration in Africa. against the effectiveness of
policy in West Africa b) Learners in a class participate in a the assimilation policy.
to appreciate its debate on colonial Assess their:
continued administration in Africa. Teacher i) ability to attentively listen to
influence on African wraps up. opposing viewpoints in a
people. (gs, v, a) c) Learners use textbooks and the debate.
b) evaluate the impact internet to find out the the ii) clarity and assertiveness in
of the French reasons for the adoption of the presentations
administration assimilation policy by the French iii) respect for peers and
policy to in West Africa. acknowledgement of
understand its d) Learners, in groups, discuss the differing opinions.
influence on impact of the French assimilation b) Dialogue with learners to
contemporary West policy on African societies. assess their ability to identify
African societies (gs, e) Learners use textbooks and the and analyse the
v, a) internet to find out the shortcomings of the French
c) Compare the shortcomings of the French colonial policy in West Africa
French assimilation policy and compare and assess:
administration it to the British system of indirect i) their ability to effectively
policy with other rule, highlighting their key distinguish between
European differences. relevant and irrelevant
administration f) Learners, in groups, discuss the information during
policies to features of European colonial discussions.
appreciate various administration policies and make ii) the depth of analysis.
related comparisons among them. c) Assess their reports to
administration g) In a group discussion, learners compare the relevance,
policies in Africa explore the reasons behind accuracy and coherence of
today. (gs, v, a) France’s abandonment of the the French and the British
d) analyse the factors assimilation policy in West Africa. colonial administration
that led to the systems in Africa.
French change of d) Assess learners’ accuracy and
policy in West Africa logical presentation of
to appreciate why historical facts during class
sometimes there is discussions on French and

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 ADVANCED SECONDARY CURRICULUM

need for flexibility h) Learners, in groups, use the British colonial

in approach. (gs, v, internet, textbooks and extracts administration in Africa.
a) to gather information on the
e) analyse the African reasons for collaboration by
responses to personalities such as:
colonial rule to i) Kakungulu of Buganda
understand their ii) Khama of the Tswana
influence on the iii) Laibon Lenana of the Masai
contemporary iv) The Fante of the West African
political landscape Confederation
across Africa. (gs, v, i) Using internet sources, textbooks
a) and extracts, learners, in groups,
gather information on the
reasons for resistance by
personalities such as:
i) Samoure Toure of the
Mandika Empire
ii) Kabalega of Bunyoro
iii) King Shaka of the Zulu
iv) Lubengula of the Ndebele

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 HISTORY SYLLABUS

TOPIC 7: Foreign Struggles for Economic Resources and the Unification in

South Africa Duration: 18 Periods
Competency: The learner analyses Anglo-Boer relations in Southern Africa by examining their
causes and impact to draw lessons that can foster unity and justice in Africa.
Learning Suggested Teaching and Learning Sample Assessment Strategies
Outcomes Activities
The learner should
be able to:
a) analyse the a) Learners, in groups, analyse excerpts a) Through observation, evaluate
causes and and discuss the historical relationship learners’ understanding of
effects of the between the Dutch, the British, and the pre-apartheid in South Africa.
Anglo-Boer Africans in South Africa before the Take note of their ability to:
conflicts establishment of apartheid regime. i) explain facts clearly.
between 1880 b) Learners, in groups, search using ii) ability to articulate
and 1902 in textbooks, the internet, and other historical narratives effectively.
Southern Africa relevant sources the causes and effects b) Converse with learners about
and how they of the Anglo-Boer conflicts. the terms and impacts of the
promoted unity c) Learners, in groups, read and analyse an Vereeniging Treaty and assess
among extract from the Treaty of Vereeniging them on:
minority to explore the lessons for contemporary i) proficiency in mentioning
groups. (gs, v, a) African governance. Groups present historical facts.
b) examine the their findings and critique one another’s ii) levels of comprehension
impact of the work. and listening skills.
Treaty of d) Learners, in a drama session, show how c) Converse with learners to
Vereeniging to minority groups can contribute to bring out the relationship
understand national unity when faced with external between the Dutch, British,
how it gave rise threats. and the Blacks, noting their
to racial e) In groups, learners use textbooks, the ability to:
discrimination internet, extracts, and other relevant i) talk confidently and
in Southern sources to analyse how the 1910 Act of explain issues clearly.
Africa. (gs, v, a) Union created legal structures that ii)sort and analyse
c) assess the justified inequality and injustice. information well.
significance of f) In a brainstorming session, learners d) Assess the relevance and
the 1910 Act of present ideas on how modern accuracy of the learners’
Union to governments can use laws to promote presentation on the creation
appreciate its justice rather than perpetuate injustice. of legal structures by the 1910
impact on the g) Learners, in groups, discuss challenges Act of Union.
creation of in a specific African country and create
modern strategies to address unity, governance,
Southern and socio-economic injustices.
African states.
(gs, v, a)

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TOPIC 8: The Growth of African Nationalism Duration: 17 Periods

Competency: The learner demonstrates an understanding of African nationalism by analysing

its growth and development to appreciate its impact on independence and post-
independence struggles in Africa.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) analyse the forms a) Learners, in groups, using African a) Observe learners’
and features of history extracts and internet sources, ability to discuss the
African nationalism find out the meaning of the concept challenges of colonial
to appreciate varied of African nationalism and its rule that contributed to
African responses of features. the rise of African
European b) Learners, in groups, engage in a nationalism and take
colonialism. (k, u) discussion about the challenges of note of:
b) examine the factors colonial rule and their role in the rise i) accuracy of facts.
that contributed to of African nationalism. ii) their ability to sort
the rise of African c) Learners, in groups, use textbooks, and analyse issues.
nationalism to the internet and other sources to b) Dialogue with learners
appreciate the search factors that contributed to the to assess their
conditions that can growth of African nationalism. understanding of the
cause discontent d) In groups, learners carry out a library contribution of
among people. (gs, v, or internet search to assess the selected nationalistic
a) contributions of any two nationalistic movements in Africa to
c) evaluate the movements towards the the struggle for
challenges in Africa’s achievement of independence in independence.
struggle for Africa. c) Evaluate the learner’s
independence to e) Learners, in groups, compare the rise ability to write and
appreciate the efforts of African nationalism in different present coherently
of freedom fighters. countries and assess how these about African
(gs, v, a) movements shaped the struggle for personalities who
independence. contributed to Africa’s
f) In groups, learners discuss the independence.
challenges of African independence
struggles and reflect on the lessons
for Africa’s unity.

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SENIOR FIVE UNIT 2: HISTORY OF WORLD AFFAIRS SINCE 1789

SENIOR FIVE TERM 1
TOPIC 1: The French Revolution of 1789 Duration: 32 Periods

Competency: The learner analyses the influence of the 1789 French Revolution by examining
its causes, events and impact to appreciate how oppression and poor leadership can lead to
conflicts in society.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
The learner should be able Activities Strategies
to:
a) analyse the political and a) Learners, in groups, use the internet, a) Observe learners as they
socio-economic textbooks, extracts and other sources to present on the
conditions in Europe on search for the political and socio- conditions in Europe
the eve of the 1789 economic conditions in Europe before the before the outbreak of
French Revolution to 1789 French Revolution. the 1789 French
understand the b) Learners use the internet, textbooks, Revolution and take
conditions that can lead extracts and other sources to investigate note of:
to a revolution in the causes of the 1789 French Revolution i) the level of
society. (gs, v, a). and discuss how these factors interaction with
b) examine the causes of contributed to the revolution in France. peers.
the 1789 French c) Learners, in an essay competition, write ii) respect for one
Revolution and identify essays on the lessons Uganda can learn another’s
ways to prevent similar from the 1789 French Revolution. opinions.
conflicts in the future. (v, Learners pin up their essays in a portfolio b) Converse with learners
a) corner. during their discussion
c) identify the major d) Learners, in groups, search, using on the causes of the
events and progression textbooks and internet sources, for major 1789 French Revolution
of the 1789 French events during the 1789 French and take note of their
Revolution to Revolution. ability to:
understand how e) Learners, in pairs, act out different scenes i) listen attentively.
historical events unfold (e.g. King Louis XVI, Marie Antoinette, ii) present issues
and evolve. (u,v, a) revolutionaries, peasants etc.) to logically.
d) analyse the impact of demonstrate their roles in the French c) Evaluate the relevance,
the 1789 French Revolution. accuracy and coherence
Revolution on France f) In a brainstorming session, learners of the facts used in the
and the world to discuss the impact of the 1789 French essays to explain the
understand how people Revolution and take notes. lessons learnt by
can take charge of their g) Learners participate in a discussion on Ugandans from the
own destiny. (gs, v, a) how failure to bring about reforms can outbreak of the French
result in a conflict. Revolution in 1789.

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TOPIC 2: The Era of Napoleon Bonaparte, 1799–1815 Duration: 16 Periods

Competency: The learner demonstrates an understanding of how Napoleon Bonaparte I

dominated European affairs by examining his background and policies to appreciate how
leadership can shape society.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) analyse the factors a) Learners, in a brainstorming a) Observe learners as they
that contributed to session, discuss the relationship brainstorm the background
the rise of Napoleon between the French Revolution of Napoleon I and assess
I of France to and the rise of Napoleon their ability to:
appreciate how his Bonaparte. i) listen attentively with
leadership was b) Learners search, using textbooks comprehension.
influential on society. and internet sources, for the ii) sort and analyse
(gs, a, v) factors that led to the rise of connections of events.
Napoleon Bonaparte I to power. b) Converse with learners to
b) assess Napoleon
c) Learners, in groups, using an gauge their level of
Bonaparte’s policies
extract on Napoleon Bonaparte I, listening skills, their
to appreciate the
analyse and present key aspects eloquence and fluency in
lessons that modern
of his domestic policies. presentation as they
leaders in Africa can
d) Learners, in pairs compare discuss the factors that led
draw from his
Napoleon Bonaparte’s domestic to the rise of Napoleon 1.
leadership. (u,v, a)
policies with those of any modern
c) Evaluate the relevance and
c) evaluate the factors African leader and present their
accuracy of the write-ups
leading to the end of findings in class.
on the reasons for the
the Napoleonic era e) Learners, using the internet or any
downfall of Napoleon 1.
in 1815 and their other sources, search for
implications for Napoleon Bonaparte’s foreign
ending aggressive policy.
regimes in modern f) In a brainstorming session,
times. (gs, v, a) learners explore the reasons
behind Napoleon Bonaparte’s
downfall and the teacher wraps
up the lesson.

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 HISTORY SYLLABUS

SENIOR FIVE TERM 2

TOPIC 3: Restoration of Order and Stability in Europe (1814–1830)
Duration: 16 Periods
Competency: The learner analyses the peace restoration efforts in Europe between 1814 and
1830 by examining selected peace agreements to appreciate the need for diplomacy in
resolving political disputes.
Learning Suggested Teaching and Learning Activities Sample Assessment
Outcomes Strategies
The learner
should be able to:
a) analyse the a) Learners, using the internet, textbooks and a) Observe learners’
role of the other sources, explore the background and ability to manage goals
1814–1815 objectives of the Vienna Settlement. and time and use
Vienna b) Learners, in groups, discuss the terms for the accurate facts in a
Settlement to calling of the Vienna Settlement (1814– sharing session about
appreciate its 1815). the establishment of
contribution c) Learners, in a debate session, discuss the the Vienna Settlement.
in restoring impact of the 1814 –15 Vienna Settlement b) Engage learners in a
peace in and the teacher does a wrap-up. conversation to assess
Europe. (gs, v) d) Learners in think-pair-share session discuss their ability to generate
b) assess the role the meaning of the term Congress System. a list of congress
of the e) Learners, in groups, discuss the major meetings that took
Congress congresses in Europe that include: place in Europe after
System on Aix La Chapelle in1818, Troppau in 1820, 1814, focusing on their
diplomatic Laibach in 1821, Verona in 1822, St. ability to:
efforts in Petersburg 1825 and London 1827. i) use facts accurately.
Europe to f) Learners, in groups, using the internet and ii) write and present
appreciate textbooks, search for the impact of the coherently.
the Congress System and its contribution to the
c) Evaluate learners’
contribution restoration of peace in Europe.
accuracy and
of collective g) Learners, in groups, discuss and take note of
coherence of written
efforts after the factors that led to the collapse of the
summaries on the
periods of Congress System by 1830.
effects of the Congress
conflict. (gs, v)
System to understand
the class
comprehension levels.

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TOPIC 4: The Revolutions of 1848 in Europe Duration: 16 Periods

Competency: The learner demonstrates an understanding of one of the most volatile periods
in European history by examining the 1848 revolutions to appreciate how poor leadership can
lead to conflicts in society.
Learning Suggested Teaching and Learning Sample Assessment
Outcomes Activities Strategies
The learner should
be able to:
a) analyse the role a) Learners, in a guided discovery, use the a) Observe learners in a
of 1848 internet, textbooks, extracts and other discussion on the causes
revolutions in sources to search for and present the of the 1848 European
the 19th major countries where the 1848 revolutions and take
century revolutions took place in Europe. These note of their ability to:
political order countries include France, Austria - i) analyse historical
in Europe to Hungary, Prussia and the Italian states. ideas using logical
understand b) Learners, in groups, discuss the causes of reasoning.
some of the the 1848 revolutions in Europe. ii) use historical
current political c) Learners, in a brainstorming session, share timelines properly.
movements the characteristics of the 1848 revolutions
b) Engage learners in a
and changes in in Europe and the teacher wraps up the
dialogue as they discuss
the world. lesson.
the factors for the
(v, a) d) Learners, in groups, using textbooks and
success of the1848
the internet, search for the reasons for the
revolutions in Europe
absence of revolutions in some parts of
and take note of their
Europe in 1848.
ability to:
e) Learners, in a brainstorming session,
i) interact effectively with
discuss and share factors for the success
others.
of 1848 revolutions in some parts of
ii) use evaluative
Europe.
questions.
f) Learners, in a think-pair-share session,
discuss reasons for the failure of 1848 c) Assess the relevance and
revolutions in some parts of Europe. accuracy of learners’
g) Learners, in a debate session, discuss the speeches in a debate
results of the 1848 revolutions in Europe. session on the impact of
the 1848 revolutions in
Europe.

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TOPIC 5: The Unification Struggles in Europe up to 1871 Duration: 16 Periods

Competency: The learner analyses how the unification efforts of several fragmented states in
Europe led to the rise of two formidable states by examining the unifications of Italy and
Germany to appreciate the need for national unity and independence.
Learning Suggested Teaching and Learning Sample Assessment
Outcomes Activities Strategies
The learner should
be able to:
a) explain the a) Learners, in groups, using the internet, a) Observe learners as they
process textbooks or extracts, search for the participate in discussions
involved in nature of Italian states before 1870. about the nature of Italian
the unification b) In a brainstorming session, learners states before the
of Italy by explore the challenges that hindered the unification struggles and
1870 to unification of Italian states. find out their ability to:
understand its c) In a learning station session, learners
i) work with others and
relevance to share and discuss the stages of Italian
generate ideas.
contemporary unification.
ii) listen critically and
movements d) Learners, in a think-pair-share session,
comprehend ideas.
for national discuss the challenges faced during the
iii) establish meaningful
unity and unification processes of Italy.
connections between
independence e) Learners, in groups, using the internet,
pieces of information.
in Africa. (gs, v, textbooks or other sources, search for
a) the roles of any two personalities in the b) Engage learners in
b) analyse the unification of Italy, such as Giuseppe targeted discussions to
process Mazzini, Giuseppe Garibaldi, Victor assess their depth of
involved in Emmanuel, Camillo Cavour, Pope Pius IX, understanding regarding
the unification or Orsini. the contributions of key
of Germany f) Learners, in groups, engage in a class personalities to the
by 1871 to discussion to analyse the factors that unification of Italy and
understand its facilitated Italian unification by 1870. Germany.
relevance to g) Learners, in groups, using the internet, c) Assess learners’ ability to
contemporary textbooks or extracts, search for the sort and analyse factors
movements nature of German states before 1871. that hindered the
for national h) In a brainstorming session, learners unification struggles for
unity and explore the challenges that hindered the both Italy and Germany.
independence unification of German states. d) Assess learners’ ability to
in Africa. (gs, v, i) In a learning station session, learners accurately and coherently
a) share and discuss the stages of Germany present the factors that
unification. facilitated the unification
of Italy and Germany.

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j) Learners, in a think-pair-share session,

discuss the challenges faced during the
unification process of Germany.
k) Learners, in groups, using the internet,
textbooks or other sources, search for
the roles of any two personalities in the
unification of Germany such as Fredrick
William IV, William I, Otto von Bismarck,
Von Roon or Von Maltke.
l) Learners, in groups, engage in a class
discussion to analyse the factors that
facilitated German unification by 1971.

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SENIOR FIVE TERM 3

TOPIC 6: The Emergence of the United States of America and Canada
Duration: 24 Periods
Competency: The learner demonstrates an understanding of the rise of powerful nations by
analysing the creation of the USA and Canada to appreciate their contribution to emerging
human rights and civil liberties.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) analyse the ways a) Learners, in groups, use online a) Observe learners’ ability to
of life of the sources and other materials to work effectively in diverse
indigenous search for and analyse the history of teams and handle
peoples of early America and Canada before constructive criticism while
America and European colonisation. discussing ways of life in
Canada before b) Learners, in groups, use online America and Canada
European sources, textbooks and other before British colonisation.
colonisation to materials to search for the effects of b) Engage learners in
appreciate ways of European colonisation on discussions about their
life that are similar indigenous populations in America findings on Martin Luther
to those of their and Canada. King Junior and his team in
own. (gs, v, a) c) Learners, using online sources and their role of addressing
b) evaluate the other materials, search for specific racial discrimination,
effects of indigenous communities in focusing on their ability to:
European America and Canada, and analyse i) connect personal
colonisation on how European colonisation experiences with historical
America and affected their land, culture and concepts.
Canada to social systems. ii) form evidence-based
understand how d) Learners, in groups, discuss and judgements.
foreign influence compare the impact of European c) Evaluate the relevance,
can impact colonisation on America and accuracy and coherence of
indigenous Canada with that of Africa. interview reports on
populations. (gs, v, e) Learners, in groups, use the internet human rights in Uganda.
a) and textbooks to search for the d) Assess learners’ ability to
c) analyse the impact origin of the racial and minority sort and analyse
of the civil rights problems in the USA. information about the rise
movement to f) Learners, in groups, use the internet of the civil rights
appreciate its and textbooks to find out Martin movement and its impact
contribution to the Luther King Jr.’s role in the fight on the United States.
fight against against racial discrimination. Other
injustice and civil rights activists included Rosa
inequality in the Parks, Malcolm X, Andrew Young,
world. (gs, v, a)

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Louis Farrakhan, John Lewis, W.EB.

Dubois etc.
g) Learners, in groups, use the internet
and other sources to search for
other anti-racial groups and their
impact on the civil rights
movement in the USA.
h) Learners, in groups, prepare a guide
to interview a knowledgeable
person in their community or use
online sources to gather
information about the concept of
human rights, its history and its
challenges in Uganda.

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TOPIC 7: The Creation of Sierra Leone and Liberia Duration: 24 Periods

Competency: The learner analyses the role of Britain and America in the resettlement of freed
slaves by examining the creation of Sierra Leone and Liberia to appreciate the quest for identity
and freedom in Africa.
Learning Outcomes Suggested Teaching and Sample Assessment
Learning Activities Strategies
The learner should be able
to:
a) analyse the factors that a) Learners, in groups, draw a a) Observe learners as they
led to the founding of map of Africa and locate the use a map of Africa to
Sierra Leone and Liberia Trans-Atlantic slave trade identify key routes
and to understand their routes connecting to America associated with the Trans-
contribution to the and Europe, and pin up their Atlantic slave trade and
repatriation of freed maps in portfolio corners. assess their ability to:
slaves. (gs, u, v) b) Learners, in groups, use the
i) accurately draw and
b) analyse the challenges internet and textbooks to find
interpret the map.
faced in the out the reasons why Sierra
ii) communicate effectively
resettlement and Leone and Liberia were
using a map.
establishment of Sierra selected as settlement areas
b) Engage with learners
Leone and Liberia to for ex-slaves.
during discussions on the
appreciate problems c) Learners, in small groups, use
founding of Sierra Leone
involved in the History extracts on the
and Liberia and take note
resettlement of people. founding of Sierra Leone and
of their ability to:
(gs, v, a) Liberia to identify and discuss
i) interact and collaborate
c) assess the impact of the challenges faced during
effectively with peers.
Western resettlement the resettlement in these
ii) analyse historical
efforts on Africa to areas.
information accurately.
understand how these d) Learners engage in a think-
c) Evaluate the relevance and
efforts shaped and pair-share activity to discuss
accuracy of group
continue to shape the impact of the creation of
presentations on human
international relations. Sierra Leon and Liberia.
rights efforts/initiatives
(gs, v, a) e) Learners, in groups, discuss
today and the then
and compare the historical
establishment of Liberia
humanitarian efforts that led
and Sierra Leone.
to the establishment of Sierra
Leone and Liberia with current
humanitarian initiatives in
Africa.

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SENIOR SIX UNIT 1: HISTORY OF AFRICA SINCE 1800

SENIOR SIX TERM 1
TOPIC 1: The Growth of Pan-Africanism Duration: 22 Periods

Competency: The learner demonstrates an understanding of the influence of the Pan-African

movement on the liberation of Blacks to appreciate the need for a united and developed Africa.
Learning Outcomes Suggested Teaching and Sample Assessment
Learning Activities Strategies
The learner should be able to:
a) analyse the origins of a) Individually, learners use a) Observe learners’ ability to
Pan-Africanism, its key textbooks and internet analyse factors that
events and figures to sources to investigate the contributed to the rise of
appreciate their origins, objectives and key Pan-Africanism and take
contribution to the personalities of Pan- note of their ability to:
foundation of African Africanism. i) write and present
independence struggles. b) Learners, in groups, use an coherently.
(k, u, v) extract about Pan-Africanism ii) work effectively in diverse
b) evaluate the factors for to find out the factors that teams.
the rise of Pan-Africanism led to the rise of Pan- b) Converse with learners to
to understand its impact Africanism and present their assess their understanding
on the need for African findings to class. Teacher of the challenges faced by
freedom, equality and a does a wrap-up. Pan-Africanists during the
fair world. (gs, v, a) c) In groups, learners analyse post-colonial era in Africa
c) analyse the challenges to any two case studies outside and take note of:
the growth of Pan- East Africa on how specific i) their eloquence.
Africanism to appreciate African countries have ii) their respect for one
the challenges of modern struggled since the 20th another.
African states. (gs, v, a) century to implement the iii) how they consult one
d) examine the impact of ideals of Pan-Africanism. another.
Pan-Africanism to d) Learners in a think-pair-share c) Evaluate learners’ ability to
appreciate its role in session, discuss and present sort and analyse the
promoting unity, the challenges being faced activities of Pan-Africanism
independence and social by Pan-Africanism. and their contributions to
justice across Africa and e) Learners write an essay on Africa’s independence in the
beyond. (gs, v, a) how the rise of Pan- aspects of justice, freedom
Africanism has impacted the and equality.
global world in the aspects of
freedom, equality and justice.

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TOPIC 2: Post-Colonial Socio-Economic Developments in East Africa

Duration: 09 Periods
Competency: The learner demonstrates an understanding of post-colonial socio-economic
developments in Africa by examining the trade unions and the cooperative movement in East
Africa to appreciate the need to address workers’ welfare and promote development.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) examine the a) Learners collaboratively explore the a) Observe learners
evolution of trade concept of “trade union” and give during a class
unions to examples such as: Uganda Railway discussion to assess
understand the Workers Union (URWU), the National their ability to explain
beginning of Organisation of Trade Unions (NOTU), the role of trade
worker’s Uganda National Teachers’ Union union movements in
organisations in (UNATU) and Tanganyika Federation of East Africa and take
Uganda. (u,v, a) Labour (TFL), among others, through note of their ability
b) evaluate the role of questioning and discussion. to:
trade unions in East b) Learners use textbooks, magazines and i) respect one another.
Africa to appreciate internet sources to investigate the ii) use accurate facts.
their contribution evolution of trade union movement in iii) use proper timelines.
to the fight for East Africa. b) Dialogue with
workers’ rights. (gs, c) Learners, in a brainstorming session, learners in a
v, a) discuss and present the key objectives discussion to assess
c) analyse the history of trade unions in East Africa and the their ability to analyse
of the cooperative teacher does a wrap-up. the impact of
movement in East d) Learners search, using textbooks, cooperative
Africa to extracts or the internet, to find out the movements during
understand the role of trade unions in Uganda. the debate and take
beginning of e) Learners, in a think-pair-share session, note of their:
farmer’s collective discuss and present the role of trade i) comprehension of
efforts to uplift unions in advocating for the rights of facts.
themselves in East workers in East Africa and the teacher ii) level of teamwork.
Africa. (gs,v, a) does a wrap-up.
c) Assess learners’
d) examine the role of f) Learners collaboratively explore the
relevance and
the cooperative concept of “cooperative movement”
accuracy of facts
movement in East and give examples such as Bugisu
during the
Africa to Cooperative Union, Banyankole-
presentation on the
understand the Kweterana Cooperative Union, and East
strategies used to
region’s economic Mengo Cooperative Union, among
empower cooperative
development and others, through questioning and
members in our
social change. (gs, v, discussion.
communities today.
a)

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e) analyse the g) Learners use textbooks, magazines and

challenges faced by the internet sources to investigate the
trade unions and evolution of the cooperative movement
the cooperative in East Africa.
movement in East h) Learners, in a brainstorming session,
Africa by 1985 to discuss and present the key objectives
appreciate how of cooperative movements in East
best trade unions Africa.
and the cooperative i) In groups, learners search, using sources
movement can be like textbooks and the internet, for the
managed today in role of cooperative societies in the
East Africa. socio-economic development of East
Africa.
j) Learners work, in groups, to explore
strategies used by cooperative unions to
empower communities today.
k) Learners, in a think-pair-share session,
discuss and present the challenges of
any one cooperative movement in
Uganda today.
l) Learners, in a debate session, discuss the
results of the establishment of
cooperative movements in East Africa.

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TOPIC 3: Regional Economic Groupings and International Relations

Duration: 17 Periods
Competency: The learner demonstrates an understanding of the need to address common
challenges by analysing the activities of selected regional organisations and economic
groupings to appreciate regional integration in Africa.
Learning Outcomes Suggested Teaching and Learning Activities Sample Assessment
Strategies
The learner should be
able to:
a) analyse the Non- a) In a think-pair-share session, learners use a) Observe learners
Aligned diverse resources such as textbooks, extracts, as they present
Movement (NAM) newspaper articles, magazines and the the role of NAM
to understand its internet to research the Non-Aligned and assess their
role in promoting Movement (NAM). They summarise key ideas ability to
the sovereignty on its composition, origins, principles and communicate
and independence roles, focusing on its influence on global effectively using
of member states. politics during and after the Cold War. relevant historical
(gs v, a) b) Learners compare the strategies of the NAM data and good
b) assess the role of with those founded on the grounds of listening skills.
the Common socialism and capitalism. b) Converse with
Market for Eastern c) In groups, learners carry out a search on the learners to assess
and Southern origin, aims, and achievements of the their ability to
Africa (COMESA) to Common Market for Eastern and Southern explain the
appreciate its Africa (COMESA) using textbooks, magazines, contributions of
impact on regional the internet, and other credible sources. SADC to the
trade and d) Learners analyse a case study of a COMESA- socio-economic
economic led project or initiative, focusing on its and political
integration among impact on regional economic integration development of
member states. and development. They present their analysis central African
(gs, v, a) in a structured format, such as a report or states and take
c) analyse the role of presentation, and facilitate a class discussion note of their:
the Southern on the project’s implications. i) confidence.
African e) In groups, using textbooks and other internet ii) interactivity and
Development sources, learners investigate the origin, aims teamwork.
Community and achievements of the formation of c) Evaluate the
(SADC) to Southern African Development Community relevance,
understand its role (SADC). accuracy and
in promoting f) In groups, learners analyse a specific SADC coherence of
regional trade and development initiative, such as the North- learners’ write-ups
economic South Corridor, and assess its impact on on the impact of
integration in member states. COMESA on
contemporary regional trade
Africa.(gs, v, a)

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 ADVANCED SECONDARY CURRICULUM

d) evaluate the role g) Learners design a short documentary and economic

of the Arab showcasing one SADC-led project or integration.
Maghreb Union initiative. The documentary should highlight d) Assess learners’
(AMU) to the project’s goals, implementation and ability to work
appreciate its impact on regional economic integration individually or
contribution to and development. collaboratively in
fostering regional h) Learners collaborate, in groups, to explore identifying the
trade, economic the origin, aims and achievements of the roles of SADC in
integration and Arab Maghreb Union (AMU) using textbooks, the development
development magazines, the internet, and other resources. of southern
among its Each group presents their findings in a African states.
member states. creative format, such as role-play, a poster or
(v, a) a digital presentation.
i) Learners analyse a specific AMU-led project
or initiative, examining its impact on regional
economic integration and development.
Their findings are shared through an
interactive presentation.
j) Learners compare the strategies and
initiatives of the AMU with those of another
African economic community. The
comparison focuses on the strategies used to
enhance regional integration, and learners
present their analysis in structured debates or
comparative reports.

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 HISTORY SYLLABUS

SENIOR SIX TERM 2

TOPIC 4: Sovereignty and Constitutionalism in East Africa
Duration: 17 Periods
Competency: The learner demonstrates an understanding of the concepts of sovereignty and
constitutionalism by examining the role of parliament, the press and media to appreciate their
contribution to democracy, good governance and respect for human rights in East Africa.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be able to:
a) examine the concepts of a) In pairs, learners read and analyse a) Observe learners
sovereignty and texts or watch videos about during class
constitutionalism to sovereignty. They summarise key discussion to assess
understand their rights, ideas about its meaning, key their ability to work
responsibilities and their aspects (components), positively with their
limits. (gs, v, a) characteristics, and how it relates peers, listening
b) explain how parliament to laws and personal actions. attentively while
represents the will of the b) Each group creates a schematic sharing the concept
people and reflects their chart to illustrate the ideas they of sovereignty.
voice in decision-making to have summarised and their b) Engage in a dialogue
promote inclusive interrelationships. The charts are with learners and
governance. (v, a) displayed in the classroom for assess their ability to
c) analyse the representation peer critique and constructive explain the structure
and respect of the rights of feedback. and operations of
minority groups in c) Learners discuss how parliament parliament. Focus
parliament so as to represents the will of the people, assessment on:
appreciate the need to providing specific examples of i) eloquence of the
respect the rights of how parliamentary decisions voice used.
others.(v, a) impact citizens’ lives. ii) respect for historical
d) analyse the role of the d) Learners view video timelines.
press and media in the documentaries or story iii) willingness to work
constitutional narrations by a guest speaker on in teams.
development of East Africa various parliament systems c) Evaluate the
to appreciate its role in worldwide to understand how relevance, accuracy
promoting good they represent their people and and coherence of
governance. (v, a) interests. This is followed by a learners’ write-ups
teacher’s wrap-up and a guided examining the role of
discussion analysing the roles special minority
and functions of parliamentary groups in parliament.
systems and governance. d) Evaluate learners’
e) Learners role-play a relevance, accuracy
parliamentary session, debating and coherence of
and voting on a key policy facts while explaining
the role of the media

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ADVANCED SECONDARY CURRICULUM

related to democracy and in the constitutional

governance in Africa development of
f) Learners use textbooks, Africa.
newspapers, ICT tools and other
sources to search for the roles of
different special minority groups
in Uganda’s parliament.
g) Learners role-play as members of
special minority groups in
parliament, debating a current
issue to explore how these
groups influence legislative
decisions.
h) Learners brainstorm and list the
various forms of media used in
Uganda, discussing their unique
roles and significance.
i) Learners conduct a search on
and investigate the role of the
media in Africa’s constitutional
development, analysing its
impact on public opinion,
political participation, and the
promotion of democratic values.

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 HISTORY SYLLABUS

TOPIC 5: Post- Independence Ideologies in East Africa Duration: 13 Periods

Competency: The learner evaluates the efforts of the early post-independence leaders by
examining the ideologies they adopted to appreciate their contribution to the transformation
of people.
Learning Outcomes Suggested Teaching and Sample Assessment
Learning Activities Strategies
The learner should be able to:
a) analyse Nyerere’s Ujamaa a) Learners, in pairs, use textbooks, a) Observe learners as they
policy to appreciate its internet sources and other write and present
contribution to the rural reading materials to analyse the coherent explanations
development initiative, concept of “Ujamaa villages”, of the impact of the
unity and patriotism. (gs, and photographs of rural Ujamaa policy on
v, a) communities working together Tanzania’s development.
b) evaluate Kenyatta’s to explain the functions of the b) Engage learners in a
Harambee philosophy to policy, note down their dialogue to assess their
appreciate the need for findings, make presentations, ability to organise and
self-reliance strategies for and provide feedback on each analyse historical
growth and pairs’ work. information on the
development. (gs, v, a) b) Learners discuss examples of socio-economic impact
c) examine the activities of communities in their localities of the Harambee
Asians in post-colonial or other parts of Uganda that philosophy in Kenya.
East Africa to appreciate apply ideas similar to those of Focus assessment on
the value of inclusivity as Ujamaa and explore possible their ability to listen
well as their contribution reasons for such practices. attentively and
to the development of c) Learners use textbooks or demonstrate
East Africa. (gs, v, a) extracts on Ujamaa to comprehension.
investigate the origin, c) Assess learners’ ability to
principles, goals and present relevant,
developmental impact of the accurate and coherent
Ujamaa policy in Tanzania. facts on the Asian
d) Learners study a teacher- contributions to the
provided textbook or digital development of East
map showing the distribution Africa, highlighting their
of Ujamaa villages in Tanzania. analysis and critical
They select specific examples of thinking skills.
Ujamaa villages (e.g.
Matondombiri) to research the
methods used to implement
the Ujamaa policy, its successes
and challenges in improving
rural community life.

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ADVANCED SECONDARY CURRICULUM

e) Learners brainstorm the

meaning and evolution of
Kenya’s Harambee philosophy.
f) In groups, learners create a
journal outlining the key
principles, goals and socio-
economic impacts of the
Harambee philosophy in Kenya.
g) Learners develop a journal
showcasing the contributions
of Asians in Ugandan
communities through a variety
of activities.
h) Learners use textbooks,
newspapers, ICT tools and other
sources to study the history of
Asian communities in Uganda.
They identify the challenges
faced by these communities in
implementing their activities.

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 HISTORY SYLLABUS

TOPIC 6: Separatism and Ethnic Nationalism in Africa Duration: 18 Periods

Competency: The learner demonstrates an understanding of the turbulent history of Africa by

analysing selected case studies of civil wars in Africa to appreciate the need for peaceful
coexistence.
Learning Outcomes Suggested Teaching and Sample Assessment
Learning Activities Strategies
The learner should be able
to:
a) examine the causes a) In a brainstorming session, a) Observe the learners as
and effects of the learners share on the concept they work in a group to
1955–1972 and 1983– of a civil war and its features, generate the causes of the
2005 civil wars in giving relevant examples from civil war in Sudan from
Sudan to appreciate African continent. 1955–1972 and 1983–
the importance of b) Learners use textbooks, 2005 and take a note of
inclusive government, newspapers, ICT tools and other their ability to:
social cohesion and sources to investigate the i) interact with one another.
the value of sharing causes of the Sudanese Civil ii) use ICT tools responsibly
resources equally. (gs, War of 1955–1972 and 1983– to generate correct
v, a) 2005. They present their ideas.
b) analyse the causes and findings to class, highlighting b) Engage learners in a
outcomes of the 1990– key issues such as ethnic dialogue to assess their
94 Rwandan Civil War divisions, political tensions, and ability to organise and
to promote peace- resource distribution. analyse the results of the
building initiatives and c) Learners, using textbooks, 1990–1994 Rwandan Civil
fight against ethnic internet sources and other War in Central Africa and
divisions. (gs, v, a) reading materials, present their take note of their ability to:
c) analyse the causes and evaluations of the war’s impact i) make logical
consequences of the on both Sudan and South presentations.
1960–64 Katanga Sudan, discussing socio- ii) sort and analyse historical
Secession to economic and political information clearly.
understand our own outcomes. c) Assess the relevance,
resource sharing- d) Learners watch a documentary accuracy and coherence
related challenges. (gs, or listen to a narration on the on the lessons learnt from
v, a) 1990–94 Rwandan Civil War, the Katanga Secession of
d) Evaluate the causes take notes, and discuss the 1960–1964 by modern
and the consequences causes of the civil war. African states.
of the Biafran Civil War e) Learners, in a debate session,
of 1970 in Nigeria to discuss the results of 1990–
strengthen the peace- 1994 Rwanda Civil War. A panel
building initiatives of teachers do a wrap-up.
among the African f) In groups, learners discuss
states. socio-economic and political
reforms in Rwanda after the civil

44
ADVANCED SECONDARY CURRICULUM

war. They assess the impact of

the reforms on national unity
and development.
g) Learners explore resources,
including articles, historical
documents and videos, to
establish the causes and
consequences of the 1960–64
Katanga Secession in Congo.
They focus on the political,
economic, and social factors.
h) Learners engage in a discussion
on how the Katanga Secession
influenced national identity and
international relations. They
explore lessons learnt from the
secession and their relevance to
modern governance and unity.
i) In a think-pair-share session,
learners discuss and present the
causes of the 1970 Biafran Civil
War.
j) In a debate session, learners
discuss the results of the 1970
Biafran Civil War.

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 HISTORY SYLLABUS

SENIOR SIX TERM 3

TOPIC 7: Nationalisation of Education in Uganda Duration: 30 Periods

Competency: The learner appreciates efforts to reform colonial education in Uganda by

analysing the different education policies of the Ugandan government since independence to
address the needs and aspirations of Ugandans.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) analyse the a) Learners, in a brainstorming session, a) Observe learners during a
problems of discuss and present features of discussion on the
colonial education colonial education in Uganda. problems of colonial
to appreciate the b) Learners, in small groups, use the education and assess their
efforts taken to internet, textbooks and other ability to:
reform post- sources to find out the challenges of i) collaborate effectively with
independence colonial education in Uganda. peers in a diverse group
education systems c) Learners, in groups, using the extract setting.
in Uganda. (gs, v, a) about the 1992 Education White ii) respect and consider
b) analyse the role of Paper in Uganda, read and analyse different perspectives
education in the its recommendations on how to during the discussion.
modernisation of reform colonial education.
b) Engage with learners as
Uganda to d) Learners, in groups, conduct a field
they discuss how access to
appreciate the study in their local community to
education has improved
country’s effort to investigate how access to education
people’s lives and take
build a progressive has improved people’s lives. They
note of the following:
society. (gs, v, a) write a report for a gallery walk
i) How they sort and analyse
c) evaluate the efforts presentation.
information.
that have been e) Learners, in pairs, discuss the
ii) The clarity and coherence
taken to Africanise concept of “Africanising the
of their expression.
the curriculum to curriculum” and present their
iii) Their ability to write and
appreciate efforts findings to class.
present ideas clearly and
to align education f) Learners, in groups, use media
logically.
with the country’s articles, documentaries or the
development internet to find out about c) Assess the relevance,
agenda and the curriculum reforms in Uganda. They accuracy and coherence of
global job market write a report and present to class. learners’ facts on the steps
demands. (v, a) g) Learners, in groups, visit a local being taken to Africanise
d) evaluate one of school implementing Universal the Ugandan curriculum.
the education Secondary Education (USE),
policies in Uganda interview stakeholders and report
to appreciate how on its benefits and challenges.
it has addressed
education needs

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of the country. (gs, h) Learners use the internet, textbooks,

v, a) extracts and other sources to search
for and present the role of technical
e) evaluate the
and university education in Uganda.
development of
i) Learners compare Uganda’s
tertiary education
technical and university education
in Uganda to
systems with those of Belgium,
understand its
focusing on lessons Uganda can
impact on the
learn from them.
country’s socio-
economic
development. (gs,
v, a)

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TOPIC 8: Challenges to Africa’s Growth and Development

Duration: 18 Periods

Competency: The learner demonstrates an understanding of Africa’s current position in

terms of development by examining the key challenges facing the continent since
independence to contribute to solutions to these challenges.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be able to:
a) analyse the reasons for a) Learners, in groups, use the internet, a) Observe learners as
Africa’s huge debt burden textbooks or other sources to find out they discuss how
as well as its effects to about the concept of debt burden the debt burden
understand its impact on and its causes in Africa. has caused neo-
Africa’s development. (gs, b) Learners, in a brainstorming session, colonialism and
v, a) discuss and present facts on how the take note of the
b) investigate the reasons debt burden is used as a neo-colonial following abilities:
for the prevalence of tool to influence governance and i) Managing time
corruption in Africa as economic policies in Africa. and goals.
well as its effects on c) In a debate session, learners discuss ii) Recognising the
Africa’s development so the impact of the debt burden on need to consult
as to be able to build an national development of African states others.
honest, transparent and d) Learners, in groups, use an extract b) Converse with
accountable society. (gs, from the World Bank or International learners on the
v, a) Monetary Fund to discuss and present challenges
c) analyse the causes and the historical implications of the debt hindering anti-
effects of unemployment burden on social services, governance corruption
in Africa to understand and economic self-reliance. measures in
how to live an e) Learners, in a think-pair-share session, Uganda and take
independent self- discuss and present historical factors note of their ability
sustaining life. (gs, v, a) contributing to Uganda’s rising debt to:
burden. Examples are: i) listen attentively
i) post-colonial economic policies: with
how early policies laid the comprehension.
groundwork for dependency. ii) work effectively in
ii) Corruption: how corrupt practices teams.
undermined financial management c) Evaluate the
during and after colonial rule. relevance and
iii) Global economic influences: how accuracy of factors
historical economic conditions, such presented as
as commodity price changes and solutions to
inflation, have increased the debt unemployment in
burden. Uganda.

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f) Learners, in pairs, use the internet and

textbooks to find out the challenges
African countries face due to the huge
debt burden.
g) Learners, in groups, use the internet
and other materials to search for and
present the forms, causes and impacts
of corruption in Uganda’s history.
h) Learners, in groups, are guided in
producing a classroom journal on
corruption in Uganda, highlighting:
i) historical reflections on corruption
and its persistence.
ii) making a list of the most corrupt
organisations and government
parastatals.
iii) proposals for reducing corruption
based on lessons from the history
of Uganda.
i) Learners, in small groups, write an
essay analysing the historical
importance of transparency,
accountability and ethical behaviour
in addressing corruption and building
a sustainable future for Uganda.
j) Learners, in a think-pair-share session,
discuss and present factors hindering
the success of anti-corruption
measures in Uganda.
k) Learners, in groups, find out the
causes and effects of unemployment
in Uganda.
l) Learners, in groups, use textbooks
and internet sources to develop
programmes aimed at reducing
unemployment in Uganda with
purposeful strategies.

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SENIOR SIX UNIT 2: HISTORY OF WORLD AFFAIRS SINCE 1789

SENIOR SIX TERM 1
TOPIC 1: The Eastern Question 1815–1913 Duration: 25 Periods
Competency: The learner demonstrates an understanding of the interests of major powers in
the Balkans by analysing the conflicts in Eastern Europe to appreciate how foreign interests
can result in conflicts.
Learning Outcomes Suggested Teaching and Sample Assessment
Learning Activities Strategies
The learner should be able to:
a) analyse the factors behind a) Learners, in class, use the a) Observe learners as they
the rise of the Ottoman internet, textbooks, extracts discuss factors for the rise
Empire and its impact on and other sources to and expansion of the
Europe to understand the research the factors that led Ottoman Empire and take
challenges related to state to the rise and expansion of note of their ability to:
formation and the Ottoman Empire. i) collaborate positively with
consolidation. (k, gs, v, a) b) Learners, in a debate team members.
b) examine the challenges session, discuss the impact ii) sort and analyse issues
posed by the 1831–1841 of the growth and clearly.
Syrian Question on Europe expansion of the Ottoman iii) talk confidently and
to understand how Empire on the growth of explain issues clearly.
conflicting foreign interests Europe. b) Converse with learners as
can hinder the building of c) Learners, in a jigsaw session, they discuss the impact of
peaceful nations. (v, a) share ideas on the 1831– the 1856 Crimean War and
c) analyse the causes of the 1841 Syrian Question, assess their ability to:
1854–1856 Crimean War focusing on the i) work effectively in diverse
and its impact on Europe to background, causes, course teams.
understand the current and impact. ii) evaluate different
geopolitical conflicts and d) Learners, in a learning situations.
alliances in the world. (v, a) station session, share and c) Assess the relevance,
d) assess the impact of the discuss the background, accuracy and coherence of
1878 Congress of Berlin on causes, course and effects of the learners’ write-up on the
settling European disputes the 1854–1856 Crimean terms of the 1878 Berlin
and its relevance to War. Congress in providing peace
modern diplomatic e) Learners, in a debate in Europe.
resolutions in Africa. (v, a) session, discuss the
e) evaluate the impact of the significance of the 1856
1908–1913 Balkan Crisis on Paris Peace Treaty that
Europe to appreciate the concluded the Crimean
need for unity, patriotism War.
and nationalism. (v, a) f) Learners, in groups, use the
internet, textbooks or other
sources to find out the

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events that led to the 1878

Berlin Congress, its terms
and significance for Europe
and Asia.
g) Learners, in groups, use
textbooks, history extracts
and other sources to find
out the causes and impacts
of the 1908–1913 Balkan
Crisis on Europe.

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TOPIC 2: World War I and its Aftermath Duration: 23 Periods

Competency: The learner analyses one of the international conflicts by evaluating the causes
and effects of World War I to appreciate how the war has shaped world order since 1918.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) analyse the causes a) Learners, in a think-pair-share session, a) Observe the
and results of the interact on the concept of World War I by learners’ ability to
1914–1918 World War focusing on its origin and major events interact effectively
I and its relevance to leading to the war. with others as
contemporary b) Learners, in groups, use the internet, they discuss the
conflict prevention textbooks and other reading materials to factors that led to
and international search and present on the causes of the outbreak of
relations. (gs, v, a) World War I of 1914–1918. World War I.
b) evaluate the role of c) Learners, in learning stations, discuss and b) Converse with
the Versailles Peace present the reasons for the defeat of the learners to assess
Treaty of 1919 to Central Powers. their confidence
understand its impact d) Learners, in a brainstorming session, as they present
on Europe and discuss the effects of World War I and its the terms of the
international role in shaping international relations. 1919 Versailles
diplomacy. (gs, v, a) e) Learners, in groups, use the internet, Peace Treaty.
c) analyse the role of the textbooks or other sources to search for c) Analyse learners’
1920–1939 League of the Treaty of Versailles, focusing on its ability to take
Nations in terms and the extent to which it notes and record
maintaining world contributed to peace in Europe. accurate and
peace to promote the f) Learners, in groups, write essays coherent ideas
workings of evaluating the successes and during the debate
international shortcomings of the Versailles Peace on the
diplomacy. (gs, v, a) Treaty. effectiveness of
d) evaluate the causes g) Learners, in groups, use the internet, the League of
and impact of the textbooks and history extracts to search Nations in
1929–1935 World for the objectives and founding members maintaining world
Economic Depression of the League of Nations. peace.
to understand how h) Learners, in a think-pair-share session, d) Evaluate the
bad economic discuss and present the challenges faced relevance and
policies can result in by the League of Nations. accuracy of the
economic crises. (gs, i) Learners, in a debate session, discuss how consequences of
v, a) the League of Nations was an instrument the 1929–1935
of peace after World War I. The teacher World Economic
does a wrap-up. Depression
j) Learners, in pairs, discuss and present the presented by the
concept of the World Economic learners.
Depression of 1929–35.

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ADVANCED SECONDARY CURRICULUM

k) Learners, in groups, use the internet,

textbooks and other sources to explore
the causes and results of the World
Economic Depression.
l) Learners, in groups, brainstorm strategies
adopted by European powers to
overcome the challenges of the World
Economic Depression of 1929–35.

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 HISTORY SYLLABUS

SENIOR SIX TERM 2

TOPIC 3: Post-World War I Ideologies in Europe Duration: 18 Periods
Competency: The learner analyses the influence of authoritarianism on the post-World War I
period by examining the repressive systems in Europe to appreciate the need to avoid
extremism in modern politics
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be
able to:
a) examine the causes a) Learners use internet sources, textbooks, a) Observe learners as
and outcomes of the extracts and other sources to search for and they present the
1917 Bolshevik present the background of the 1917 causes and outcomes
Russian Revolution Bolshevik Russian Revolution. of the 1917 Russian
to understand its b) Learners, in groups, use various sources to Revolution and focus
impact on global search for the causes and outcomes of the on their:
politics. (u, gs, v) 1917 Bolshevik Russian Revolution. i) skill to manage
b) analyse the rise of c) In a think-pair-share activity, learners goals and time.
Nazism in Germany analyse the factors that contributed to the ii) ability to work
(1933–45) and its success of the 1917 Bolshevik Russian effectively in
impact on Europe to Revolution and share with the class. diverse teams.
understand its d) Learners, in a debate, discuss the b) Engage with learners in
influence on world significance of the 1917 Russian Revolution a dialogue to assess
order. (gs, v, a) in shaping contemporary political their ability to identify
c) analyse the rise of ideologies and social change. and analyse the
fascism in Italy from e) Learners use various sources to search for reasons for the
1922–45 and its the concept of Nazism in Germany. emergence of Nazism
impact on Europe to f) Learners use the internet and textbooks to in Germany (1933–
understand its search for and present the social, economic 1945).
influence on world and political conditions in post-World War I c) Evaluate learners’
order. (gs, v, a) Germany that facilitated the rise of Nazism. ability to write accurate
g) Learners, in groups, discuss the methods and coherent historical
used by the Nazis to consolidate their accounts of the factors
ideology in Germany. The teacher does a behind the rise of
wrap-up. fascism in Italy (1922–
h) Learners, in groups, read an extract on 1945).
Adolf Hitler’s career and analyse the factors
that led to the collapse of Nazism in
Germany.
i) Learners individually write essays on the
impact of Nazism, and analyse the dangers
of extremism and authoritarianism in the
contemporary world.

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ADVANCED SECONDARY CURRICULUM

j) In a brainstorming session, learners explore

the concept of fascism in Italy. The teacher
does a wrap-up.
k) Learners, in groups, use online sources,
textbooks, extracts and other materials to
search for the social, economic and political
conditions in post-World War I Italy that
facilitated the rise of fascism.
l) Learners, in groups, use textbooks and
internet sources to search for the methods
used by the fascists to consolidate their
ideology in Italy.
m) Learners, in groups, read an extract on
Benito Mussolini’s career, analyse and
present the factors that led to the collapse
of fascism.
n) Learners, in groups, discuss and present the
impact of fascism in contemporary politics.

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TOPIC 4: World War II (1939-1945) and Its Aftermath Duration: 30 Periods

Competency: The learner analyses the second international conflict by evaluating the causes
and effects of World War II to appreciate how the war has shaped world order since 1945.
Learning Outcomes Suggested Teaching and Learning Activities Sample Assessment
Strategies
The learner should be
able to:
a) examine the a) In pairs, learners search for the background a) Observe learners’
causes and results and the causes of World War II and present ability to use ICT
of the 1939–1945 to class. tools effectively as
World War II and b) In a brainstorming session, learners share they search for the
its relevance to the reasons for the defeat of the Axis causes and
contemporary powers in World War II, considering factors outcomes of World
conflict prevention like strategic errors, resource limitations War II.
and international and strategies. b) Converse with
relations. (gs, v, a) c) Learners, in groups, use textbooks and learners as they
b) analyse the role of internet sources to search and present on analyse the
the United Nations the social, economic and political effects of achievements of the
since 1945 to World War II. United Nations
understand its d) Learners, in groups, compare the causes Organisation (UNO)
effectiveness in and outcomes of World War II with those and take note of
promoting global of any current global conflict, analysing their ability to:
peace, security and similarities and differences. i) listen attentively
cooperation. (gs, v, e) Learners, in groups, use the internet, with
a) textbooks, extracts and other sources to comprehension.
c) evaluate the role search for and present the background, ii) read and write
of the European objectives and achievements of the United accurate facts.
Economic Nations since 1945. c) Assess learners’
Community 1953– f) Learners, in groups, discuss cases in Africa ability to present
1990 (EEC) to where the UN has fallen short of relevant, accurate
appreciate the expectations and examine the reasons for and coherent
need for its shortcomings. historical facts about
integration and g) Learners, in groups, analyse the primary the impact of the
cooperation objectives of the United Nations Charter European Economic
among nations. and evaluate their significance in the Community (EEC)
(gs, v, a) modern global context. on Europe.
d) evaluate the h) Learners, in groups, use the internet, d) Evaluate learners’
ideological textbooks, extracts and other sources to ability to analyse the
tensions of the search for and present the background, relevance of SALT I
“Cold War” period objectives and achievements of the and SALT II in
to understand European Economic Community (EEC)1953 achieving their
their impact on – 1990. global objectives.

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global alliances. i) In a brainstorming session, learners share

(gs, v, a) the challenges the European Economic
e) assess the role of Community (EEC) faced by 1990.
NATO and Warsaw j) Learners, in groups, compare the European
Pact as collective Economic Community (EEC) and the
defence African Union (AU), focusing on their
organisations to objectives, achievements and challenges.
understand their k) Learners brainstorm and explain the
relevance in meaning of the concept of “Cold War
addressing politics” and its features.
international l) Learners work, in groups, to search for and
conflicts. (gs, v, a) present the key causes and effects of Cold
f) analyse the role of War politics.
the Strategic Arms m) Learners, in groups, use the internet,
Limitation Talks textbooks, extracts and other sources to
(SALT) agreement search for and discuss the Cold War events
in limiting the like the Cuban Missile Crisis, the Vietnam
production of War and fall of Berlin Wall, examining how
deadly weapons to they reflect ideological conflicts and their
appreciate the significance for modern geopolitical
need for arms tensions.
control and global n) In groups, learners use the internet,
security. (gs, v, a) textbooks, extracts and other sources to
search for and give a presentation on the
formation, objectives and achievements of
NATO and discuss how they influenced
global issues during the Cold War.
o) In groups, learners use the internet,
textbooks, extracts and other sources to
search and present the formation,
objectives and achievements of the
Warsaw Pact and discuss how it influenced
global issues during the Cold War.
p) Learners use the internet, textbooks,
extracts and other sources to search for
and present the challenges affecting NATO
and the Warsaw Pact. The teacher wraps
up the lesson.
q) In groups, learners use the internet,
textbooks and extracts to search for the
concept of SALT I and SALT II agreements
and their objectives.
r) In a think-pair-share session, learners
discuss the challenges and impacts of SALT
I and SALT II on global politics.

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 HISTORY SYLLABUS

SENIOR SIX TERM 3

TOPIC 5: Nationalism and Challenges of Integration in the Middle East
Duration: 28 Periods
Competency: The learner analyses how marginalisation in the allocation and use of resources
can lead to the rise of discontent by examining nationalism and the challenges of integration
in the Middle East to appreciate the need for equity.
Learning Outcomes Suggested Teaching and Learning Activities Sample Assessment
Strategies
The learner should be
able to:
a) analyse the rise of a) Learners use the internet, textbooks, extracts a) Observe learners’
Arab nationalism and other sources to investigate and present comprehension
and its efforts the meaning of Arab nationalism, its origins, and critical
towards unity to and its composition in the Middle East. thinking skills as
appreciate the b) Learners use the internet, textbooks, extracts they explain the
relevance of the and other sources to analyse the causes of the factors behind
current Middle East rise and results of Arab nationalism. the rise of Arab
issues. (gs, v, a) c) Learners use the internet and textbooks to nationalism.
b) evaluate the search for and discuss the socio-economic and b) Engage with
impact of the political benefits of Arab unity with the class. learners as they
discovery of oil in d) Learners read an extract on the Arab League, discuss the long-
the Middle East to identify the challenges to integration that term impact of
appreciate its hindered their unity. oil discoveries in
influence on global e) Learners use an extract on the Organisation of the Middle East
energy markets the Petroleum Exporting Countries (OPEC) to and assess their
and international research and present the top oil-producing ability to:
relations. (gs, v, a) countries in the Middle East, and create a i) work
c) analyse the impact labelled map showing production statistics and effectively in
of the formation of key oilfields. diverse teams.
the United Arab f) In a think-pair-share session, learners discuss ii) suggest and
Republic (UAR) to the impact of the oil industry in the Middle East develop new
understand the in both the short and long term. solutions.
search for unity g) Learners listen to a guest speaker or read an c) Evaluate learners’
worldwide. (gs, v, a) extract about the oil industry in the Middle East ability to draw a
d) evaluate the and explore how oil wealth has shaped the relevant and
relationship region’s role in international relations. accurate map of
between the h) Learners use the internet, textbooks, extracts the Middle East
Middle East and and other sources to search for and present the highlighting key
the Western world background and origins of the United Arab oilfields and their
to understand its Republic (UAR) and create a timeline of key production
influence on events from its formation in 1958 to its collapse statistics.
contemporary in 1961. d) Assess learners’
ability to write

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 ADVANCED SECONDARY CURRICULUM

global diplomacy. i) Learners read and analyse documents related accurately and
(gs, v, a) to the UAR, identifying the reasons for its present
e) evaluate the causes formation and the factors that led to its coherently the
and impact of the collapse. impact of the
instabilities in the j) Learners, in pairs, use the internet, textbooks state of Israel.
Middle East and extracts to search for and present the
between 1973 and reasons behind Western countries’ involvement
2003 to understand in the Middle East.
their influence on k) Learners use the internet, textbooks, extracts
regional and other sources to investigate the
development. (gs, consequences of Western military and political
v, a) interventions in the Middle East.
f) analyse the l) In groups, learners brainstorm the major
relations between political and economic problems affecting the
Palestine and Israel Middle East, take notes, and then the teacher
(1948–1978) to provides a wrap-up.
understand their m) Learners use the internet, textbooks, extracts
impact on regional and other sources to investigate the main
stability and causes (roots) of political and economic
international problems in the Middle East.
diplomacy. (gs, v, a) n) Learners, in groups, use the internet and other
sources to search for potential solutions to
the political and economic challenges in the
Middle East.
o) Learners in a learning station session, explore
available sources to investigate the events
leading to the creation of Israel and create a
detailed timeline of its key developments.
p) In groups, learners use the internet and other
sources to search for the reasons for the
partition of Palestine into Palestine and Israel.
q) Learners, in small groups, discuss and present
to the class the effects of the partition of
Palestine into Palestine and Israel.
r) Learners use the internet, textbooks, extracts
and other sources to explore the consequences
of the creation of Israel on the Palestinian land.
s) In groups, learners use the internet, textbooks
or extracts to search for the Arab-Israeli Wars
between 1948 and 1978, and analyse their
consequences for the region.

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 HISTORY SYLLABUS

TOPIC 6: Developments in Southern Asia and the Far East Since 1939
Duration: 20 Periods
Competency: The learner demonstrates an understanding of global affairs by examining the
political developments in Southern Asia and the Far East since 1939 to appreciate their impact
on regional development.
Learning Outcomes Suggested Teaching and Learning Sample Assessment
Activities Strategies
The learner should be able
to:
a) analyse the impact of a) Learners read excerpts on major a) Observe learners as
World War II World War II conferences to find out they discuss the post-
conferences on their background and objectives. World War II
Southern Asia to Such conferences include: the conferences to assess
understand their Atlantic Charter (1941), the their understanding of
influence on regional Casablanca Conference (1943), the the background and
relations and Tehran Conference (November objectives of these
geopolitics. (gs, v, a) 1943), the Yalta Conference conferences, and take
(February 1945) and the Potsdam note of their
b) analyse the collapse of
Conference (July 1945). comprehension and
the Kuomintang
b) Learners, in groups, discuss the listening skills.
government in China
terms of the World War II b) Engage in dialogue
to understand the
conferences. with learners to assess
challenges of nation-
c) In groups, learners use the internet their ability to analyse
building. (gs, v, a)
or other sources to find out the the reasons for the rise
c) examine the causes significance of World War II of the Kuomintang
and results of the rise conferences for Southern Asia. and communist
of communism in d) In groups, learners use the internet, governments in China,
China to appreciate the textbooks or other sources to find and evaluate their
role of ideologies in out the socio-economic record of level of sorting and
spurring development. the Kuomintang in China. analysing information.
(gs, v, a) e) Learners, in groups, use textbooks c) Evaluate learners’
and other sources to find out the ability to provide
d) analyse the division of
factors for the rise and fall of accurate and coherent
Korea and its impact to
Kuomintang rule in China in 1949. explanations of the
understand its
f) Learners, in groups, discuss the factors that led to the
influence on regional
causes and effects of the rise of partition of Korea in
security and
communism in China and take 1948.
international relations.
notes.
(gs, v, a)
g) Learners use the internet and
textbooks to search for the reasons
for the success of the Communist
Revolution in China.

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h) In groups, learners search the

internet and textbooks to find out
the background and contribution
of Mao Tse-tung in China.
i) Learners, in groups, discuss the
problems of China’s foreign policy
and write a report.
j) Learners, in groups, engage in a
debate on the leadership of Mao
Tse-tung in China.
k) Learners use the internet and
textbooks to search for and present
the historical background of Korea’s
division and analyse the reasons for
this geopolitical division.
l) Learners conduct a search using the
internet and other sources to
explore the impact of Korea’s
partition on the Korean Peninsula
and international relations.
m) In groups, learners read a historical
extract on the Korean War (1950–
1953) to analyse its causes and
impact on the Korean Peninsula.

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 HISTORY SYLLABUS

3.0 ASSESSMENT
3.0 ASSESSMENT

3.1 Assessing the Adapted History Syllabus

This Advanced Secondary Curriculum sets new expectations for learning, with a shift from
Objectives to Learning Outcomes that focus mainly on the application of knowledge and
deeper learning that leads to the acquisition of skills. These Learning Outcomes require a
different approach to assessment. The “Learning Outcomes” in the syllabi are set out in terms of
Knowledge, Understanding, Skills, Values and Attitudes. This is what is referred to by the letters
k, u, s v & a.

It is not possible to assess values and attitudes in the same way as knowledge, understanding,
and skills because they are more personal and variable, and are long-term aspirations. This does
not mean that values and attitudes are not important or cannot be assessed. They too can be
assessed but not easily done through tests and examinations. Values and attitudes can be
assessed over a period of time through observing and having interactions with the learner.

To assess knowledge and its application, understanding, and skills, we need to look for different
things. Knowledge can be assessed to some extent through written tests, but the assessment
of skills, application of what is learnt, and deeper understanding requires different approaches.
Because of this, the role of the teacher in assessment becomes much more important. This
section focuses on knowledge, understanding, and skills.

3.2 Formative Assessment

In this curriculum, the teacher’s role in assessment is not only to write tests for the learner but
also to make a professional judgment about the learner’s learning during the teaching and
learning process. The professional judgment is about how far the learner achieves the Learning
Outcomes that are set out in this syllabus. To make these judgments the teacher needs to look
at how well the learner is performing in terms of each Learning Outcome.
These judgements focus on how well learners achieve the learning outcomes specified in the
syllabus. Teachers assess learners’ performance based on their attainment of these outcomes.

3.3 Assessing Generic Skills

Generic skills are integrated into the syllabuses and reflected in the Learning Outcomes. As a
result, there is no need to assess them separately. These skills develop progressively within the
increasingly complex contexts of the subject content and are evaluated as part of the subject-
specific Learning Outcomes.

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3.4 Assessing Values and Attitudes

Unlike knowledge, understanding and skills, values and attitudes cannot be assessed through
traditional tests and examinations. These aspects are inherently personal, variable and long-term
in nature. Their importance, however, remains undeniable. Instead of relying on conventional
assessment methods, values and attitudes are best evaluated over time through careful
observation and meaningful interactions with learners.

3.5 Assessment of Project-based Learning

Project-based learning is a teaching method in which learners or participants gain knowledge
and skills by engaging for an extended period of time to investigate and respond to an authentic
challenge. The task must have a driving question and it involves sustained inquiry. Project-based
learning is assessed using a rubric and an observation checklist.

3.6 Examinations
In the adapted curriculum, a single school-based summative assessment will be conducted at
the end of the year. Regular termly examinations or tests are no longer required. Instead,
assessment will focus on continuous teacher evaluations during Activities of Integration, which
contribute to:
1) End-of-year assessment for class promotion.
2) End-of-cycle assessment for certification.

Comprehensive guidelines for end-of-cycle assessment will be outlined in the assessment

manual.

3.7 Record-keeping
In competency-based learning, accurate and comprehensive record-keeping is crucial to track
learners’ progress and achievements. Therefore, the teacher and school must keep accurate
records about learners’ achievement.
Various assessment tools and strategies are employed to capture learners’ demonstration of
abilities and achievements, including observation checklists, rubrics and scoring grids. These
tools provide a holistic picture of learners’ strengths, weaknesses and areas for improvement.
The collected data and evidence from these assessments are correctly recorded and maintained
in learners’ files, portfolios and anecdotal notes.

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3.8 Approach to Assessment

Effectively assessing knowledge, understanding and skills requires varied strategies:
Knowledge can be partially assessed through written tests.
Skills, along with the application of knowledge and deeper understanding, demand diverse
approaches, such as:
i) debates
ii) projects
iii) journal creation
iv) documentary development

Given these diverse assessment methods, the teacher’s role in the process becomes even more
pivotal.

3.9 General Skills in Writing History Essays

Teaching History involves fostering strong writing skills, with a focus on:

Research-based writing: Guiding learners to construct evidence-supported arguments from

historical research.

Organisational skills: Teaching learners to structure essays logically, with clear introductions,
cohesive body paragraphs, and strong conclusions.

Language and style: Promoting clarity, precision, and an academic tone in writing.

Self-reflection: Encouraging learners to revise, present, and refine their work through feedback
and review.

Triangulated Assessment Methods

Formative assessment integrates three key methods:

Observation: Monitoring learners as they engage in activities (ideal for assessing skills, values
and attitudes).

Conversation: Engaging learners in discussions or asking targeted questions (effective for

assessing knowledge and understanding).

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Product: Appraising the learner’s work (writing, report, translation, calculation, presentation,
map, diagram, model, drawing, painting etc.). In this context, a “product” is seen as something
physical and permanent that the teacher can keep and look at.
When all three are used, the information from any one can be checked against the other two
forms of assessment opportunity (e.g. evidence from “observation” can be checked against
evidence from “conversation” and “product”). This is often referred to as “triangulation”.
By combining these three methods, referred to as triangulated assessment, teachers ensure
comprehensive evaluation. Evidence from one method (e.g. observation) is supported and
reinforced by evidence from the other two (e.g. conversation and product), creating a well-
rounded assessment approach.

Observation

Triangulation

Product Conversation

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Glossary of Key Terms

Term Definition
competency curriculum A curriculum where learners develop the ability to apply their
learning with confidence in a range of situations.
differentiation The design or adaptation of learning experiences to meet
individual learners’ needs, strengths, preferences and abilities.
formative assessment The process of evaluating a learner’s performance by
interpreting responses to tasks to gauge progress and inform
subsequent learning steps.
generic skills Skills applicable across all subjects, enhancing the learning and
preparing young people for work and life.
inclusion An approach to planning learning experiences that ensures
each learner feels confident, respected, safe and equipped to
learn to his or her full potential.
learning outcome A statement specifying what a learner should know,
understand or be able to do within a particular aspect of a
subject area.
process skill A capability acquired through a specific programme of study in
a learning area, enabling learners to apply their knowledge and
understanding.
sample assessment An activity providing the learner with the opportunity to
activity demonstrate their achievement of Learning Outcomes,
typically integrated into regular teaching and learning.
suggested learning An activity within the regular teaching and learning process
activity that facilitates formative assessment.

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CONTACT US:
National Curriculum Development Centre
Plot M838, Kyambogo.
P.O.Box 7002 Kampala, Uganda
+256-393-112-088
www.ncdc.go.ug