Over 50,000 Senior School Teachers and ToTs Receive Retooling Allowances

Over 50, 000 senior school teachers and the Trainer of Trainees, ToTs have received their retooling allowances which was paid by the Teachers Service Commission.

This come amid allowances disparity outcry from the tutors, who have questioned the criteria used as their as their allowances vary even though they were retooled on the same programme.

“Some of us have received Ksh 2550 while another group Ksh 14000.We need to be clarified on the difference”, lamented Amuyungu, a senior school teacher from Nairobi region. After trying to reach his friends, the teacher decided to seek clarification from one of the sub county Directors from the city.

It is emerging that teachers have always been paid retooling allowances based on whether they teach in Special schools or units, regular Schools or are stationed in hardship gazetted areas.

Education news has established that SNE teachers were paid Ksh14000 .For the five days of retooling. Each one being paid Ksh2000 per day and a further Ksh4000 as transport reimbursement (Ksh2000 twice), while the rest of the regular teachers were paid Ksh500 per day for the five days they attended the training.

Different from the sne teachers, regular teachers training was not residential this attracting lower allowances. It was further established that, TSC paid a whooping Ksh31,500 to trainer of trainees who were majorly made up of officers from TSC, MoE, Cemastea and KICD.

During the August retooling exercise, TSC retooled over 50,000 senior school teachers in preparation for grade 10 roll out next year. It is also expected that the second phase of retooling is scheduled for December holiday immediately after the end of National exams.

TSC requires 137,000 more Secondary School Teachers

The Ministry of Education, (MoE) has revealed that more than 137,000 additional teachers are required in secondary schools to bridge severe staffing gaps.

Education Cabinet Secretary Julius Ogamba disclosed the figures during the Teacher Education Conference in Mombasa, where over 600 stakeholders were in-attendance.

According to TSC data, junior secondary schools are short of 72,422 teachers, while senior secondary schools face a deficit of 65,070. This translates to nearly 49 per cent and 33 per cent staffing gaps respectively, with the shortage most acute in science, vocational, and STEM subjects.

CS Ogamba said the shortage is driven by growing student enrolment and the demands of Competency-Based Education (CBE). He stressed that addressing the crisis requires sustained recruitment, policy reforms, and investment in training programmes.

Despite the shortfall, the supply pipeline is struggling to keep up. Public diploma colleges can admit about 49,000 teacher trainees, while universities have enrolled more than 183,000 students in education programmes. However, most are concentrated in arts and science education, leaving gaps in specialized fields.

Placement data from KUCCPS shows that 68,972 students joined education degree programmes in the 2025/2026 cycle, 40 per cent of all degree admissions. Yet, a backlog of 369,430 registered but unemployed teachers remains, even as TSC manages a workforce of 431,831.

The Presidential Working Party on Education Reforms has recommended raising entry requirements for pre-service training, upgrading certificate teachers to diploma level, and establishing new training institutions. It also called for structured internships, mentorships, and mandatory retooling to prepare teachers for CBE.

Ogamba affirmed that the government is committed to aligning teacher training with national priorities to ensure quality education delivery.

“Resolving this imbalance between demand and supply is critical for sustainable education development,” he said.

The government will employ 24,000 new teachers by January 2026 as part of ongoing efforts to address teacher shortages in public schools, Education Cabinet Secretary Julius Migos announced on Sunday. Speaking during World Teachers’ Day celebrations at the Moi International Sports Centre, Migos said the new recruitment will push the number of teachers hired over the past three years to 100,000, marking a major milestone in the government’s education reforms. “Seventy-six thousand teachers have already been employed, and 24,000 more will be employed by January 2026,” he said. also read Plans to grant JSS autonomy on top gear; KUPPET boss Milemba tells teachers Kenya Met warns ongoing rains could have heavy winds, cause flooding Murkomen urges amicable solution in police recruitment stalemate “An additional 16,000 will follow later in the year, as we continue bridging the teacher shortage that has challenged our education system for years.” The CS hailed Kenyan teachers for their “resilience and sacrifice,” describing them as “true nation builders” and key to the successful rollout of the Competency-Based Education (CBE) curriculum. To support ongoing training, Migos said the government had allocated Ksh.950 million to the Teachers Service Commission (TSC) for retooling programs that equip teachers with new skills under CBE. TSC Chair Jamleck Muturi, who also addressed the gathering, said the recruitment process for the 24,000 new teachers has been digitized to enhance efficiency and transparency. “Registration of teachers has been automated, and recruitment is now fully online,” Dr. Muturi said. “By January, 24,000 teachers will be in class.” He added that 151,612 teachers have been promoted, with interviews for further promotions set to begin on Monday. “Over 300,000 teachers have already been retooled, and the government will finalize the last cohort in December,” he said. The new employment drive comes as the Ministry of Education and the TSC continue implementing reforms aimed at improving teacher capacity, digital integration, and curriculum delivery in line with Kenya’s education transformation agenda.

The government will employ 24,000 new teachers by January 2026 as part of ongoing efforts to address teacher shortages in public schools, Education Cabinet Secretary Julius Migos announced on Sunday.

Speaking during World Teachers’ Day celebrations at the Moi International Sports Centre, Migos said the new recruitment will push the number of teachers hired over the past three years to 100,000, marking a major milestone in the government’s education reforms.

“Seventy-six thousand teachers have already been employed, and 24,000 more will be employed by January 2026,” he said.

“An additional 16,000 will follow later in the year, as we continue bridging the teacher shortage that has challenged our education system for years.”

The CS hailed Kenyan teachers for their “resilience and sacrifice,” describing them as “true nation builders” and key to the successful rollout of the Competency-Based Education (CBE) curriculum.

To support ongoing training, Migos said the government had allocated Ksh.950 million to the Teachers Service Commission (TSC) for retooling programs that equip teachers with new skills under CBE.

TSC Chair Jamleck Muturi, who also addressed the gathering, said the recruitment process for the 24,000 new teachers has been digitized to enhance efficiency and transparency.

“Registration of teachers has been automated, and recruitment is now fully online,” Dr. Muturi said. “By January, 24,000 teachers will be in class.”

He added that 151,612 teachers have been promoted, with interviews for further promotions set to begin on Monday.

“Over 300,000 teachers have already been retooled, and the government will finalize the last cohort in December,” he said.

The new employment drive comes as the Ministry of Education and the TSC continue implementing reforms aimed at improving teacher capacity, digital integration, and curriculum delivery in line with Kenya’s education transformation agenda.

Plans to grant JSS autonomy almost finalized; KUPPET National Chair Milemba tells teachers

The Kenya Union of Post-Primary Education Teachers (KUPPET) National Chair Emuhaya Member of Parliament Omboko Milemba has intimated that the push to have Junior Secondary School (JSS) secure autonomy might bear fruit.

Speaking during the World Teachers’ Day celebrations at the Moi International Sports Centre on Sunday, Milemba said that the intensifying push for autonomy by JSS tutors has been escalated to the government and the Teachers Service Commission (TSC).

“We have heard you and we have taken the steps of writing to the commission so that we can discuss with the government,” he said.

“As we do so, let us demonstrate good respect, let us work for the kids who are the key people around us. I am looking forward to leaders in government and TSC to equally invite our brothers so that we solve that amicably.”

He, however, urged teachers to work in collaboration amid pay and medical cover constraints which he said are being fast-tracked to streamline the education sector.

“As teachers of Kenya, we must work together. ECD teachers are suffering because they are being paid below the minimum wage, and there is a great need to address those issues. There have been differing opinions and schools of thought, but we need our CBAs implemented. We are also facing challenges with our medical cover, and we shall find a solution,” he said.

KUPPET, along with JSS tutors across the country, has been demanding the establishment of a distinct administrative framework for JSS, independent of the primary schools where the new learning level is currently domiciled.

They argue that the government’s decision to domicile JSS within primary schools has created widespread confusion, particularly in areas such as school administration, sports, and co-curricular activities.

Education Cabinet Secretary (CS) Julius Migos Ogamba added that the State is working to address the challenges facing teachers across the nation.

“We have employed 74,000 teachers within the last two years, and we’re looking forward to hiring 24,000 more in January to address the shortage,” said Ogamba.

He added that funding concerns are also being prioritized, noting that schools will receive capitation upon verification from the exchequer.

“The government remains committed to adequately funding schools. We will also increase capitation for institutions whose learners have been verified. So far, we have verified 38,000 schools, and capitation has already been released as we await the completion of the verification process,” he said.

The CS further noted that a detailed report will be issued in ten days to help ascertain the total number of schools and learners.

TSC roadmap for October 2025 Promotion Interviews; Dates & Venues

The Teachers Service Commission (TSC) has announced the dates for promotion interviews for teachers and Curriculum Support Officers (CSOs) in October 2025. According to Circular Ref. TSC/ADM/192A/VOL.X/63 dated 11th September 2025, the exercise will be conducted in two phases between 6th and 24th October 2025.

The Commission has indicated that the promotional exercise will be guided by the Promotional Guidelines for Teachers, Circular No. 8/2025 dated 11th August 2025 which are available on the Commission’s website.

TSC Promotion Interviews’ Schedule

The interviews will be conducted in two phases:

Phase I: Primary School Teachers (6th – 10th October 2025)

This phase will cover all shortlisted primary school candidates across all grades. A total of 47,449 candidates will be interviewed under the following categories:

  • Senior Headteacher (D1 grade) – 6,267 candidates (Advert Nos. 16 & 17/2025)
  • Headteacher (C5 grade) – 5,483 candidates (Advert No. 21/2025)
  • Deputy Headteacher II (C4 grade) – 2,132 candidates (Advert Nos. 24 & 25/2025)
  • Senior Teacher I (C3 grade) – 8,850 candidates (Advert Nos. 31 & 32/2025)
  • Senior Teacher II (C2 grade) – 24,717 candidates (Advert Nos. 33 & 34/2025)

Phase II: Post Primary Institutions and CSOs (13th – 24th October 2025)

This phase will be conducted in two stages:

Post Primary Teachers (C3 to D2 grades – County level)

A total of 12,510 candidates will be interviewed under the following categories:

  • Deputy Principal II (D2 grade) – 3,179 candidates (Advert Nos. 9, 10 & 11/2025)
  • Senior Lecturer I (D2 grade) – 66 candidates (Advert No. 12/2025)
  • Deputy Principal III (D1 grade) – 1,221 candidates (Advert No. 15/2025)* Senior Lecturer II (D1 grade) – 103 candidates (Advert No. 18/2025)
  • Senior Master III (C5 grade) – 2,968 candidates (Advert No. 23/2025)
  • Senior Lecturer III (C5 grade) – 61 candidates (Advert No. 22/2025)
  • Senior Master IV (C4 grade) – 2,581 candidates (Advert Nos. 27 & 28/2025)
  • Senior Lecturer IV (C4 grade) – 120 candidates (Advert No. 26/2025)
  • Secondary Teacher I (C3 grade) – 2,211 candidates (Advert No. 30/2025)

Post Primary Principals and CSOs (C5 to D5 grades – Regional level)

A total of 4,660 candidates will be interviewed under the following categories:

  • Chief Principal (D5 grade) – 374 candidates (Advert Nos. 3 & 4/2025)
  • Senior Principal (D4 grade) – 3,216 candidates (Advert Nos. 5 & 6/2025)
  • Principal and Principal SNE (D3 grade) – 80 candidates (Advert Nos. 7 & 8/2025)
  • Senior Curriculum Support Officer (D2 grade) – 68 candidates (Advert No. 13/2025)
  • Curriculum Support Officer I (D1 grade) – 362 candidates (Advert No. 14/2025)
  • Curriculum Support Officer II (C5 grade) – 560 candidates (Advert Nos. 19 & 20/2025)

Roadmap for the Promotion Exercise

The Commission has outlined the following roadmap for the promotion exercise:

  1. Virtual sensitization of Headquarters Officers, Regional, County and Sub County Directors – Friday, 12th September 2025.
  2. Shortlisting of candidates – 16th to 23rd September 2025.
  3. Interviews for Primary School candidates – 6th to 10th October 2025.
  4. Interviews for Post Primary teachers and CSOs – 13th to 24th October 2025.
  5. Submission of interview materials – 3rd to 7th November 2025.

The Commission directed that all venues must be accessible to candidates with disabilities and all officers involved must exercise the highest degree of confidentiality, integrity and professionalism throughout the process.

Scoring Guidelines for TSC Promotions

The promotion exercise will be guided by the Commission’s scoring framework, age, years of service in the current grade and administrative experience. According to the scoresheet:

  • Teachers aged 52–56 years will get 25 marks, those aged 47–51 years will get 20 marks, those below 41 years will get 10 marks.
  • Service in the current grade will be up to 30 marks, seven years or more will get full marks, three years will get 10 marks.
  • Acting or previously held administrative roles will be recognized and awarded marks.

Number of Promotion Vacancies

The October 2025 exercise will fill 21,313 promotional vacancies in primary and post primary institutions and Curriculum Support Officer positions.

TSC noted that more vacancies will be created in 2026 following President William Ruto’s pledge to increase teacher promotion opportunities from 25,000 to 50,000 annually. During a meeting at State House, the President announced that the government will increase the budgetary allocation for teacher promotions from KSh 1 billion to KSh 2 billion annually.

Since President Ruto took office, the Commission has promoted 97,255 teachers, broken down as follows:

  • 14,034 in December 2022,
  • 36,275 in September 2023,
  • 25,633 in 2024,
  • 21,313 in August 2025.

The exercise will be done as per the guidelines and timelines. Results will be submitted daily through official channels and final reports at the end of the exercise.

Kuppet writes to TSC for meeting over Juniour Schools’ Autonomy Calls

The Kenya Union of Post-Primary Education Teachers (Kuppet) has written to the Teachers Service Commission (TSC) requesting an urgent meeting over the management of Junior Secondary (JS) teachers.

The union is  pushing for the independence of the Junior Secondary wing or, alternatively, the transfer of JS to existing secondary schools.

In a letter dated October 2, Kuppet Secretary-General Akelo Misori warned that growing disquiet among Junior Secondary teachers over their placement under primary school headteachers is threatening the smooth rollout of the curriculum.

He argued that the current arrangement — which places JS under primary school leadership — undermines the professionalism and career progression of teachers trained to handle adolescent learners.

“The ongoing demands by Junior School teachers highlight significant concerns regarding their incorporation under a leadership structure headed by primary school headteachers with qualifications not aligned to the unique demands of Junior School education,” Misori said in the letter.

The letter comes after a series of attempts by a section of teachers in Junior School demanding the institution’s leadership be separated from the primary schools.

“This situation has led to calls for autonomous leadership that recognises the professionalism and career development needs of Junior School teachers,” he added.

Kuppet has consistently maintained that Junior Secondary, which caters for learners transitioning from upper primary, is more closely aligned with secondary education in terms of pedagogy, content, and learner needs.

Misori reiterated this position when Kuppet officials met President William Ruto at State House in September, where they pushed for JS to be domiciled in secondary schools to leverage existing resources, infrastructure, and administrative expertise.

Juniour Schools’ Autonomy: TSC urged to effect administrative changes

The Teachers Service Commission (TSC) has been urged to review the management of Junior Secondary School teachers (JSS) amid rising concerns that their placement under primary school headteachers is affecting curriculum implementation.

The Kenya Union of Post-Primary Education Teachers (KUPPET) has written to TSC requesting an urgent meeting to address the issue.

KUPPET Secretary General Akelo Misori warned that growing disquiet among Junior Secondary teachers over their placement under primary school headteachers is threatening the smooth rollout of the curriculum. He argued that the current arrangement, which places JS under primary school leadership, undermines the professionalism and career progression of teachers trained to handle adolescent learners.

“The ongoing demands by Junior School teachers highlight significant concerns regarding their incorporation under a leadership structure headed by primary school headteachers with qualifications not aligned to the unique demands of Junior School education,” Misori said in the letter dated October 2.

The union is pushing for the independence of the Junior Secondary wing or, alternatively, the transfer of JSS to existing secondary schools. The letter comes after a series of attempts by a section of teachers in Junior School demanding the institution’s leadership be separated from the primary schools.

“This situation has led to calls for autonomous leadership that recognises the professionalism and career development needs of Junior School teachers,” Misori added.

KUPPET has consistently maintained that Junior Secondary, which caters for learners transitioning from upper primary, is more closely aligned with secondary education in terms of pedagogy, content and learner needs.

Misori reiterated this position when Kuppet officials met President William Ruto at State House in September, where they pushed for JS to be domiciled in secondary schools to leverage existing resources, infrastructure and administrative expertise.

However, Education Cabinet Secretary Julius Ogamba effectively ruled out the possibility of autonomy for over 50,000 Junior Secondary teachers, saying they will continue to work under primary school headteachers, who are also serving as principals for junior schools in an acting capacity.

Speaking before the Senate last week, Ogamba noted that junior schools are currently operating according to the recommendations of the Presidential Working Party on Education Reforms (PWPER).

“The junior schools are operating in line with the recommendations of the Presidential Working Party on Education Reforms,” Ogamba told Senators.

The PWPER had proposed merging junior schools with primary schools to form a single comprehensive school, headed by one principal and two deputies.

In line with this, the Teachers Service Commission directed the appointment of one junior school teacher to act as deputy principal, signalling adoption of the PWPER proposals.

JSS Teachers hold demos to have their TSC employment terms changed to PnP

JSS Teachers hold demos to have their TSC employment terms changed to PnP
Junior Secondary School (JSS) teachers in Bomet County, led by officials of the Kenya Union of Post-Primary Education Teachers (KUPPET), held peaceful demonstrations to demand full administrative autonomy and improved working conditions for JSS staff.

The teachers, who marched through Bomet town streets, called on the government to grant JSS schools independent leadership structures to ensure effective management and quality learning.

Led by KUPPET Executive Secretary Paul Kimeto, the demonstrators stated that the current arrangement — where JSS teachers operate under primary school management — has created confusion, slowed decision-making, and hindered the delivery of quality education.

Kimeto insisted that JSS institutions should have their own principals, deputy principals, and heads of departments (HODs) to ensure smooth operations and provide learners with proper academic and administrative attention.

“The autonomy of JSS is long overdue. The government must create clear administrative structures to ensure efficiency and accountability in junior schools,” Kimeto said.

He further urged the Teachers Service Commission (TSC) to confirm all JSS intern teachers who have served on contract since 2023, arguing that they have made significant sacrifices over the years and deserve recognition.

“The first cohort of interns must be promoted once confirmed by the TSC. The years they have served as interns must be recognised as part of their experience for career progression,” Kimeto added.

The union leader also raised concerns over challenges in the teachers’ Minet health insurance scheme, saying many members have been unable to access medical services despite regular deductions.

He urged the TSC and Minet to ensure that services are fully operational at AGC Tenwek Hospital in Bomet, which many teachers rely on for treatment.

“Our members’ payslips are mutilated, yet they cannot access services at Tenwek Hospital. The TSC and Minet must intervene immediately,” he said.

On his part, Jackson Kip Cheruiyot, a JSS teacher, said that the lack of distinct leadership in junior schools has compromised learning quality and demoralised teachers.

“The operational confusion in primary setups is nothing but gambling with the lives of learners. Junior school pupils are at a critical stage of choosing career pathways and need teachers who are supported and well-guided,” he noted.

The teachers vowed to continue pushing for reforms until their concerns are addressed by the Ministry of Education and the Teachers Service Commission.

Teachers hit at TSC for barring union activities in schools in term 3

Teachers have criticised the Teachers Service Commission (TSC) for restricting their participation in union activities during the third term, describing it as unconstitutional and a violation of their rights to association and expression.

A section of the Kenya Union of Post-Primary Education Teachers (KUPPET) officials said the directive was an attempt to silence teachers ahead of the union’s elections slated for January 2026.

In an internal memo addressed to regional, county, and sub-county directors, the TSC instructed all education officials across the country to ensure that schools remain free from union-related or social activities during the term.

The circular, which was dispatched to all field offices, further directed school administrators to strictly supervise learning institutions to ensure that they remain focused on academic programmes and that no external activities, particularly those related to union politics, should disrupt the school environment.

“No social activities, such as union campaigns, should take place in schools during working hours or at any time in a way that disrupts learning, exam preparation, or management,” reads the circular.

The directive comes just months before the KUPPET elections, which are expected to take place in January 2026.

Vihiga Branch Executive Secretary Sabala Inyeni faulted the move, saying it was unconstitutional and completely uncalled for. He termed it an infringement on the liberal and democratic rights of teachers.

“When teachers go to schools, they are not disrupting or interfering with any learning activities; they are simply exercising their rights as citizens and professionals. It is, therefore, very wrong for the TSC to come out and start issuing directives preventing participation. I hope this is not a gag to control who wins the elections,” Inyeni said.

Kisii Branch Executive Secretary Abincha Joseph said the directive came as a surprise, especially since the Registrar of Trade Unions had already issued timelines for the upcoming KUPPET elections scheduled to begin in January.

Laikipia County KUPPET Executive Secretary Robert Miano said the directive should only apply during the national examination period.

“This directive should only apply when national exams are underway, not during regular school activities,” Miano said.

The union officials have urged the TSC to withdraw the circular, arguing that it undermines teachers’ freedom of association and expression, and could interfere with the smooth conduct of union elections.

This year, national examinations and assessments will begin on October 17 and run until November 21, 2025, marking a critical phase for learners under both the 8-4-4 and Competency-Based Curriculum (CBC) systems.

The Kenya National Examinations Council (KNEC) Chief Executive Officer, David Njengere, said a total of 3,424,836 candidates will sit for the national examinations and assessments across the country.

Of these, 996,078 candidates have registered for the Kenya Certificate of Secondary Education (KCSE), 1,298,089 will sit for the Kenya Primary School Education Assessment (KPSEA), while 1,130,669 candidates will take the Kenya Junior School Education Assessment (KJSEA), the first group under the CBC system.

To ensure smooth administration, Njengere said the Council has deployed 54,782 invigilators and 12,126 supervisors to oversee this year’s KCSE examinations. An additional 24,213 centre managers have also been appointed to manage the KJSEA and KPSEA assessments.

“The field administration of the 2025 examinations and assessments is scheduled to start on Friday, October 17, and end on Friday, November 21, 2025,” Njengere said.

See How Senior Teachers Were Downgraded under the new TSC Promotion Guidelines

In the quiet corridors of a rural primary school in Turkana, Mr Kamau, a senior teacher with over thirty years of service, arranged his lesson plans meticulously on the desk. His students shuffled in, eager for the day’s lesson, but his mind was elsewhere. He had just received a circular from the Teachers Service Commission about the new Career Progression Guidelines. For years, he had held Job Group L under the former scheme, a testament to his experience and dedication. Now, he found himself placed in Job Group J.

“This cannot be,” he muttered under his breath, glancing at the photographs of former students on the wall. “After all these years, and they just drop us like this?”

Mr Kamau’s story is not unique. Across Kenya, senior teachers—whether in bustling urban high schools, remote primary schools, or colleges preparing the next generation of educators—were grappling with a new reality: the path back to higher job groups was no longer automatic. To regain J and L, teachers had to assume administrative roles. This meant stepping out of the classroom and into positions such as deputy headteacher or headteacher, navigating interviews designed to test leadership, organisational skills, and readiness to manage staff and school operations.

In Nairobi, Mrs Wanjiku, a high school biology teacher with over 20 years of experience, faced a similar dilemma. She had spent her career mentoring students, supervising junior teachers, and coordinating science programs. Yet the new guidelines meant that her years of classroom experience could no longer restore her previous rank. She knew that to advance, she had to apply for a deputy headteacher position.

“I love teaching,” she confided to a colleague over tea in the staffroom. “Standing before a classroom, seeing a student understand a difficult concept—that’s my joy. But if I want to retire at the grade I deserve, I have no choice. I must step into administration.”

The tension between passion for teaching and career advancement weighs heavily on senior teachers. Some embrace the administrative path, seeing it as an opportunity to influence the school at a higher level. Others hesitate, fearing the added responsibilities of leadership and the potential loss of direct engagement with students.

This transition has introduced a new, often delicate, dynamic in schools. Teachers who were once senior figures now find themselves reporting to administrators who were previously their juniors. In Kisumu, Mr Otieno, a veteran high school mathematics teacher, once led his department with authority, mentoring younger colleagues and setting academic standards. When a younger teacher, Ms Njeri, who had recently completed a master’s degree and secured an administrative appointment, returned as deputy headteacher, Mr Otieno suddenly found himself taking directives from someone he had once guided in the classroom.

“It’s awkward,” he confessed to a colleague during lunch break. “I have taught her since she was a trainee teacher. Now she tells me how to run the department. I respect her qualifications, but I don’t feel the same sense of authority she expects me to obey.”

This situation is mirrored in teacher training colleges and rural primary schools. Experienced lecturers and teachers, who have dedicated decades to guiding both students and junior staff, now work under administrators who were once students or less experienced teachers. The formal authority of these administrators—granted by their positions—sometimes clashes with the moral authority they have earned through years of teaching, mentorship, and community service.

For administrators like Ms Njeri, the challenge is real. She must enforce policies, evaluate performance, and manage staff who are older and more experienced than herself. “I try to be respectful,” she admits. “I consult the senior teachers on major decisions. But at the same time, I have responsibilities I cannot ignore. Gaining their respect is harder than I expected.”

Senior teachers, too, face difficult choices. They must navigate the new hierarchy carefully, balancing pride, professionalism, and the recognition that the system now values formal administrative roles alongside classroom experience. Many choose to support administrators, offering guidance and expertise to ensure that the school functions effectively, even if their moral authority has been compromised.

The consequences of these decisions extend beyond personal pride. Teachers who take on administrative roles gain a pathway to promotions from Job Group J to K and eventually L. For example, a high school deputy headteacher coordinates departments, supervises examinations, and ensures both staff and students meet national standards. A college head of department manages faculty schedules, mentors trainee teachers, and oversees the delivery of the curriculum. A primary school headteacher balances classroom responsibilities with community engagement and school performance. Those who navigate these roles successfully can retire having held three job groups—J, K, and L—symbolising the journey from classroom expertise to institutional leadership.

Those who remain classroom teachers, however, face a different reality. Their career progression is capped at Job Group J, regardless of decades of service, mentorship, or past achievements. Mrs Achieng, a long-serving mathematics teacher in Kisumu, decided to remain in the classroom. “I know my students need me,” she explained. “I may not get L again, but my work matters every day in this classroom.” Her choice reflects the devotion many senior teachers continue to show, even when formal recognition is limited.

The human dimension of these changes is profound. Senior teachers are mentors, community leaders, and role models. In rural primary schools, they may be the only stable adult presence for children facing economic hardship. In high schools, they guide not only students but also younger teachers navigating the profession. In colleges, they shape the very future of teaching. Yet, under the Career Progression Guidelines, these contributions only translate into higher job groups if teachers take on formal administrative duties.

Mr Kamau, after weeks of contemplation, decided to apply for the headteacher position. The interview was gruelling, testing his knowledge of school management, budgeting, and staff supervision. When the results came, he had been appointed. Walking through the corridors of his school now, he carries a dual identity: mentor in the classroom and leader of the institution. His story reflects both the challenges and opportunities embedded in the new system.

Across Kenya, similar stories unfold daily. Teachers must weigh love of teaching against ambition, confront former juniors now in positions of authority, and navigate the human dynamics of respect, hierarchy, and mentorship. The Career Progression Guidelines highlight a broader truth: formal promotion does not automatically confer moral authority. Administrators must earn respect through competence, fairness, and humility. At the same time, senior teachers must reconcile their expertise with the realities of the new hierarchy.

Ultimately, the system underscores the evolving nature of teaching careers in Kenya. Advancement depends not only on years of experience and classroom excellence but also on leadership, adaptability, and strategic career decisions. For senior teachers, the journey is no longer just about teaching—it is about legacy, service, and navigating the delicate balance between authority and respect. Whether in a bustling college, a dynamic high school, or a quiet rural primary school, Kenya’s educators continue to shape the future, leaving an indelible mark on their students, colleagues, and communities, even as the letters J, K, and L trace the trajectory of their careers.

TSC finally employs teacher after 9 years of Stagnation

A qualified teacher since 2013, he spent a decade waiting, applying, and hoping, each passing year ending in heartbreak as his name failed to appear on the Teachers Service Commission (TSC) list.

“I graduated from Machakos Teachers College in 2013,” he recalls. “Since then, I have been tarmacking, applying for a TSC job almost every year, nine times, but nothing came through. I kept asking myself, will my chance ever come?”
To keep his family afloat, Nzomo became a driver, dabbled in small businesses, and took odd jobs, doing whatever it took to make ends meet.

“Previously, we learnt about vacancies from newspaper adverts,” he explains. “You would travel long distances to deliver your application papers in person, wait for a call that never came, and later discover others had been recruited. There was no kind of transparency we see now. You just went home and hoped, until the next advert.”Year after year, he repeated the same cycle: hope, effort, and disappointment. Yet through it all, one thing remained constant: his unwavering belief that one day, he would be formally employed and finally stand before a classroom again, not just as a volunteer, but as a teacher in his rightful place.

“But even as he worked behind the wheel or manned a shop counter, his heart never left the classroom.

“Teaching was never just about employment; it has always been my calling,” he says.
That calling was finally answered, a decade later.

“I am personally grateful for this government and for the current office, TSC Machakos, because the new system in place there is a lot of accountability and transparency.”

Through reforms introduced under President William Ruto’s administration, the government launched an ambitious plan to recruit 116,000 teachers in 2022, beginning with systemic changes at the TSC.

A key part of this transformation was digitizing the recruitment process, a shift that the TSC Chief Executive Officer, Dr. Evalyne Mitei, calls “A game-changer because we have digitized our systems. It allows every trained teacher to access recruitment opportunities directly. Every teacher in this country now knows that the process is digital; they do not have to ask anyone when the next recruitment will happen,” she explains.

Adding that “Our recruitment process is online, and this is basically the entire process where the teachers apply online, and we shortlist online. That would definitely ensure transparency and effectiveness of the process. It also gives access to our teachers from wherever they are to be able to see the advert and apply.”

“When the results were pinned on the county noticeboard and I saw my name, I could not believe it,” he says with a smile. “It felt like a heavy burden had been lifted.”

He reported to Kwanthanze High School, where TSC officials guided successful candidates through the employment process. Soon after, he received his official posting letter.

Initially deployed to Bomet County, Nzomo was later transferred closer to home following the end of the delocalization policy.

Today, Steven Nzomo is living his long-awaited dream, teaching at Ngelani Comprehensive School in Machakos County, where his passion for education finally meets his purpose.

His arrival coincided with Kenya’s shift from the 8-4-4 system to Competency-Based Education (CBE), a change he fully embraces.
“In 8-4-4, the teacher was doing most of the work; it was teacher-centred. But now, with CBE, we guide learners as facilitators. They are more innovative, creative, and exposed. It makes learning easier and impactful.”

For Nzomo, the classroom is more than a workplace; it is the fulfilment of a dream he refused to let die.

His story mirrors that of thousands of teachers across Kenya who endured years of waiting, but never gave up on their calling.

Acting TSC CEO Evelyn Mitei confirms that his experience is not unique, noting that recent reforms have breathed new life into the sector.
“We have teachers who have overstayed after graduation for more than 15 years. In the last two and a half years, we have hired 76,000 teachers, numbers that would have taken 20 years under the old system. Our policy of ‘first-out, first-in’ ensures those who have waited longest are finally recruited.”

On his part, TSC Chairperson Dr. Jamleck Muturi underscores the importance of these hires.

“The first important person in Competency-Based Education implementation is the teacher. Recruiting more teachers reduces shortages, lowers the teacher-pupil ratio, balances workloads, and ensures every child enjoys the constitutional right to quality education.”

President William Ruto has echoed this commitment, announcing that by January, an additional 24,000 teachers will be hired. Funding for teacher promotions has also been doubled from Ksh 1 billion to Ksh 2 billion annually, enabling at least 50,000 teachers to rise in rank each year,” he added.

Meanwhile, Deputy President Kithure Kindiki has further affirmed that education now takes the largest share of Kenya’s national budget, an unprecedented investment since independence.
Prof. Kindiki assured parents, teachers, learners and stakeholders in the sector that the government will intensify funding to ensure accessibility to relevant and affordable quality education across all levels of study.

Speaking when he presided over the Murang’a Technical Training Institute Graduation ceremony in Maragua, Murang’a County, the DP said the government takes education seriously because it is key in economic development and transformation.

For Nzomo, these policies are not just numbers or announcements. They are the realization of a dream he clung to for nine long years.

Today, he steps into his classroom with renewed purpose, knowing his struggle was not in vain. “Once we enable the teacher, we enable the village. And once we enable the village, we build the nation,” he says with a smile.

Nganga Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission, Photos {Full Details}

Welcome to Nganga Secondary School

A public Mixed secondary school categorized as C4 under the new Competency-Based Education (CBE) curriculum. We are dedicated to empowering our students through quality education, discipline, and integrity, while providing a safe and supportive environment where every child can discover their potential and thrive.

Browse through our website to learn more about us, from our academic programs and vibrant student life to our achievements and community engagement. Get to know more about the school’s physical location and academic programmes.

Nganga Secondary School || Physical Location 

Nganga Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School. The Senior School (Secondary School) is physically located at Mwea West Subcounty in Kirinyaga County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: +254  (+254)0710641757

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.

Check more details here: Senior Schools’ Subjects Combinations Guide

https://educationnewshub.co.ke/new-list-of-all-the-extra-county-secondary-schools-in-kenya-school-code-type-cluster-and-category-2/

Nganga Secondary School || Key Details 

Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey. Here is a quick run through the school’s key details:

  • Country where found: Kenya.
  • Region: Central.
  • County: Kirinyaga County.
  • Subcounty: Mwea West Subcounty.
  • School Type/ Ownership: A Public School.
  • Nature os School/ CBE Level: Senior School (SS).
  • Category: Regular School 
  • School’s Official Name: Nganga Secondary School
  • Sex: Mixed, (Boys’ and Girls’)  School.
  • School Cluster/ Level: Sub-County School whose Classification is C4.
  • Accomodation Type: Day  School.
  • Knec Code:  9239108
  • School’s Official Phone Number:   (+254)0710641757
  • Official Email Address for the School: NgangaSecondarySchool@gmail.com.
  • Postal Address:  P.O. Box 4 – 60105 Karaba, Kenya.
  • Total Number of Subjects Combinations Offered at the School: 9 Subjects’ Combinations in various Pathways.

Important Links with Schools’ details:

https://educationnewshub.co.ke/new-list-of-all-county-schools-plus-their-contacts-and-locations/

Nganga Secondary School || Fees Payment Details

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Nganga Secondary School Profile & Information

Complete overview of academic programs and school details

NGANGA SEC

LocationKIRINYAGA
SexMIXED
CategoryREGULAR
ClusterC4

2

STEM

3

Social Sciences

4

Arts & Sports

Subject Combinations Offered at Nganga Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

3
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1020
Core Mathematics,Fasihi ya Kiswahili,Indigenous Language
3 SubjectsSOCIAL SCIENCES

STEM

2
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM

ARTS & SPORTS SCIENCE

4
SPORTSCode: AS2027
General Science,Literature in English,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2004
Biology,Christian Religious Education,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1034
Fine Arts,Music & Dance,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
ARTSCode: AS1035
Fine Arts,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

https://educationnewshub.co.ke/sub-county-schools-in-kenya-new-list-of-the-schools-and-their-contacts/

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

Continue reading:

How to Check Grade 10 Selection Choices

The Grade 10 School and Career Pathway Selection System is a national digital platform developed to assist Grade 9 learners in making informed decisions as they transition to Senior School. The platform enables students to select their preferred Pathways, Subject Combinations & Senior Schools in line with Kenya’s Competency-Based Education (CBE) framework.
Tghe goal is to empower learners to take control of their educational journey by aligning their selections with their individual talents, interests, and aspirations.

The platform is used to place learners who have completed Grade 9 into appropriate senior secondary schools based on their performance, interests, and chosen career pathways under the Competency-Based Education Curriculum (CBC/ CBE) in Kenya.

Career Pathways Available:

  • STEM (Science, Technology, Engineering, Mathematics)
  • Arts and Sports
  • Social Sciences

Grade 10 Selection Factors:

  • Academic performance or assessment results
  • Student interests and strengths
  • Available spaces in schools or institutions
  • Regional balance and accessibility

This system is tailored for the CBC/ CBE framework and focuses on talent, interest, and ability – helping students transition smoothly into senior school (Grades 10 to 12).

Learner Selection Verification

Enter your Assessment Number to view your selections

The Senior School’s Quick Overview

Welcome to our senior school; where education goes beyond academics to shape character, inspire leadership, and nurture purpose. Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey.

https://educationnewshub.co.ke/list-of-all-senior-schools-per-county-for-all-the-47-counties/

The School’s Legacy

The school represents a story of vision, dedication, and growth. This page brings together the moments that shaped our identity: from early founding ideals to landmark achievements and community collaborations. Scroll through an interactive timeline, view curated photo galleries, and read first‑hand reflections that connect our heritage to today’s vibrant learning community.

Also read: List of all County schools plus their contacts and locations

The School’s Teaching Staff

Our school is made up of a vibrant teaching staff that is recruited by the Teachers Service Commission, TSC. As a school, we believe that teaching is more than delivering content—it’s about inspiring minds and shaping futures. This page highlights the educators who bring our mission to life: from veteran teachers with decades of experience to innovative newcomers integrating technology and project‑based learning. Learn about their credentials, classroom innovations, and the personal stories that drive their passion for education.

Senior Schools in Kenya | School Profile

Senior Schools’ complete details.

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

About the Grade 10 Selection System

The Grade 10 School and Career Pathway Selection System is a national digital platform developed to assist Grade 9 learners in making informed decisions as they transition to Senior School. The platform enables students to select their preferred Pathways, Subject Combinations & Senior Schools in line with Kenya’s Competency-Based Education (CBE) framework.
The  goal is to empower learners to take control of their educational journey by aligning their selections with their individual talents, interests, and aspirations.

How to Contact Selection Support Team

For any queries on Grade 10 selection/ choices, contact: selection.basic@education.go.ke

POSSIBLE CBE CAREERS EXPLORER

Here are the Career opportunities under the Competency Based Education (CBE) curriculum:
  • • Professional Musician (Instrumentalist, Vocalist)
  • • Professional Dancer
  • • Composer/Arranger
  • • Music Teacher/Instructor
  • • Dance Instructor
  • • Choreographer
  • • Performing Artist (opera, dance troupes, etc.)
  • • Music Therapist
  • • Dance Therapist
  • • Sound Engineer
  • • Music Journalist/Critic
  • • Dance Critic

Fine Arts Career Opportunities

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

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Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

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2022/2023 Kenya Certificate of Primary Education – KCPE Results Analysis

Kenya Certificate of Primary Education – KCPE | See the latest Kenya Certificate of Primary Education KNEC – KCPE exams results for 2021/2022 academic year candidates, Placement Result . See details below:

The Kenya Certificate of Primary Education (KCPE) is a certificate awarded to students after completing the approved eight-year course in primary education in Kenyans. The examination is supervised by the Kenya National Examination Council (KNEC), an examining body in Kenya under the Ministry of Education.

The KCPE examination is designed mainly as a primary school leaving examination. The examination is conducted once every year. It is an entry examination that enables candidates to progress to Secondary education or training in tertiary institutions. The examination is taken in three days preceded by a day of rehearsal.

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All best Primary schools in Trans Nzoia County

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List of Primary Schools in Nandi County

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Best Performing Primary Schools in Nakuru County 2021

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List of Best Primary Schools in Garissa County

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Top Best Primary schools in Bungoma County

List of Primary schools in Bungoma County

Best Primary Schools in Baringo County

Kenya Certificate of Primary Education latest updates

Check KCPE Results via SMS and Online [Guide]

Check KCPE Results Per County Online

Check KCPE Results Per County Online [Guide]

Check KCPE Results for the whole School Online [Guide]

Check KCPE Results for the whole School Online

KNEC KCPE and KCSE Candidates Online Registration

How to Check Your KCPE Results Online & Via SMS [Guide]

Check Your KCPE Results Online & Via SMS [Guide]

Check Your KCPE Results Online [Guide]

How to Check Your KCPE Results Online [Guide]

List Of Schools That Produce Top 100 Candidates – KCPE Results 2021/2022

Replace lost KCSE, KCPE certificate [Guide]

KCSE and KCPE Examination Centres To Be Merged 2022: Prof. Magoha

KCPE Past Papers, Revision, Predictions and Marking Schemes Free download

Knec releases latest guidelines for verification of KCSE, KCPE 2021-2022 candidates (See procedure)

Knec advertises 4,200 KCSE, KCPE examiners training vacancies 2021 (See distribution per subject)

Download kcpe latest timetable 2021 pdf

Latest KCPE Timetable 2021 Pdf Download

How to replace lost KCSE, KCPE certificate (Easy Guide)

Knec reduces the minimum KCSE, KCPE exams number of candidates per centre to 30

2021/2022 KCSE and KCPE exams – Knec revises minimum number of candidates to be hosted in a centre

The KCPE Knec Portal login and candidates registration at https://www.knec-portal.ac.ke/kcpe

KCPE 2021 Registration Requirements

List of KCPE 2021 KNEC Secondary School Choices – New List

KCPE 2021/2022 registration of candidates (Simplified guide)

2021 KCSE, KCPE Qualifying Test and Knec Registration guidelines

How to get 2021 Form One Selection Results via SMS Code 22263 (See selection criteria and how to download admission letters)

Form One Selection Results through SMS 2021

List of KCPE 2020 examinations ranking of all schools per county (Kisii County)

Form one intake 2021 (How to get selection results quickly, online joining instructions, reporting date) – Latest Simplified guide

How to get 2021 Form One Selection Results via SMS Code 22263 (See selection criteria and how to download admission letters)

2021 Form One(1) Selection Results through SMS

KCPE 2020-2021 List of Top 100 Female candidates nationally

KCPE 2020-2021 List of Top 100 Male candidates nationally (Names, schools, marks and County)

List of Top 100 KCPE 2020/2021 Schools and Candidates in Embu County

List of Embu County Top 100 KCPE 2020/2021 Schools and Candidates

List Top 100 KCPE 2020/2021 Schools and Candidates in Kakamega County

Kakamega County List of Top 100 KCPE 2020/2021 Schools and Candidates

List of Top 100 KCPE 2020/2021 Schools and Candidates in Kericho County

Kericho County List of Top 100 KCPE 2020/2021 Schools and Candidates

List of Top 100 KCPE 2020/2021 Schools and Candidates – Kiambu County

List of Kiambu County Top 100 KCPE 2020/2021 Schools and Candidates

List of Top 100 KCPE 2020/2021 Schools- Machakos County

Machakos County List of Top 100 KCPE 2020/2021 Schools and Candidates

Nyamira County List of Top 100 KCPE 2020/2021 Schools and Candidates

List of Top 100 KCPE 2020/2021 Schools – Nyamira County

Vihiga County List of Top 100 KCPE 2020/2021 Schools and Candidates

List of Top 100 KCPE 2021 Schools – Vihiga County

Nairobi County List of Top 100 KCPE 2020/2021 Schools and Candidates

List of Top 100 KCPE 2020-2021 Schools and Candidates in Nairobi County

Eronge Adventist Primary Boarding – Top schools in the KCPE 2020 exams

ACK Holy Trinity Academy KCPE 2020 results analysis

2020 KCPE results analysis- St Peter’s Mumias Boys’ Boarding School

KCPE 2020/2021 List of Top 100 Schools and Candidates Nationally

List of Top 100 Kcpe 2021 Students – Kisumu County

Top Best 100 students Kcpe 2021 – Kisumu County

KCPE 2020/2021 Top Best 100 Schools and Candidates Nationally

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List of top best 100 candidates – Kcpe 2020 results

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Kcpe 2020 exam top candidates – KCPE 2020 Exams Results

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Mumo faith leads in KCPE 2020 exam results with 433 marks; See how to receive the results

KCPE 2020 Results – How to receive your results through Knec SMS Code 20076

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2020/2021 KCPE Exam Results Portal

KCPE 2020 Marking, Results Processing Status And Release Progress 2021

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2021 KCPE Top 100 Candidates Nationally

KCPE 2021 Top Best 100 candidates and schools in Kisii County

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KNEC KCPE Latest Result: How to download the 2020 KCPE results for the whole school

2020/2021 KNEC KCPE release; How to receive KCPE results through SMS and download online

KCPE AND KCSE EXAMINERS FOR 2020/2021 MARKING EXERCISE ONLINE INVITATION; HOW TO DOWNLOAD YOUR LETTER

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Full Class 8 free latest schemes of work downloads

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KCSE, KCPE Exams Will Not Be Postpone Over the Corona Virus Pandemic- CS Magoha Insists

How to check My KCPE Results?

To check the results for KCPE 2020 online, go to the K.N.E.C website http://www.knec.ac.ke/ and enter your Index number. To check your KCPE (class of 2020 results by SMS send an SMS with your Index Number to 22252 from Safaricom, Airtel or Orange.

How to Download KCPE Result Slips?

The 2020 Kenya Certificate of Primary Education, KCPE, exams result slips can easily be downloaded from the Kenya National Examinations Council, KNEC. You can download and print all the result slips for all candidates per a school/ examination centre by using the simple steps, below:

  1. Visit the official KNEC schools’ portal by using the address; https://www.knec-portal.ac.ke/KCPESLIP/
  2. Log into the portal by inserting the User Name and Password, as used during the KCPE 2020 registration.

The students can download their KCSE result slip online through the website of KNEC and they can also download their KCSE result slip through SMS by sending their Index number to 22252.

KCPE Results

All examination centres are expected to log onto the KNEC Registration portal for specific examination and enter the candidates’ details using the school/centre registration password.

For Candidate Registration visit click the button below:

OUR PORTALS

APPLICATION FOR APPROVAL AS A KCSE EXAMINATION CENTRE 2022/2023

Latest KCSE Form 4 Prediction Exams and Marking Schemes Free

Latest KCSE Form 4 Prediction Exams and Marking Schemes Free

Question Papers

101 – ENGLISH PP1 QS.docx
232 – PHYSICS PP3 QS.docx
232 – PHYSICS PP2 QS.docx
232 – PHYSICS PP1 QS.docx
441 – HOME SCIENCE PP3 QS.docx
313 – CRE PP1 QS.docx
231 – BIOLOGY PP3 QS.docx
233 – CHEMISTRY PP3 QS.docx
443 – AGRICULTURE PP1 QS.docx
443 – AGRICULTURE PP2 QS.docx
231 – BIOLOGY PP2 QS.docx
231 – BIOLOGY PP1 QS.docx
102 – KISWAHILI PP3 QS.docx
102 – KISWAHILI PP2 QS.docx
102 – KISWAHILI PP1 QS.docx
311 – HISTORY PP2 QS.docx
311 – HISTORY PP1 QS.docx
451 – COMPUTER PP2 QS.docx
451 – COMPUTER PP1 QS.docx
233 – CHEMISTRY PP1 QS.docx
233 – CHEMISTRY PP2 QS.docx
441 – HOME SCIENCE PP1 QS.docx
441 – HOME SCIENCE PP2 QS.docx
565 – BUSINESS PP2 QS.docx
565 – BUSINESS PP1 QS.docx
101 – ENGLISH PP3 QS.docx
101 – ENGLISH PP2 QS.docx
312 – GEOGRAPHY PP1 QS.docx
313 – CRE PP2 QS.docx
312 – GEOGRAPHY PP2 QS.docx
121 – MATHEMATICS PP2 QS.docx
121 – MATHEMATICS PP1 QS.docx

Marking Schemes

231 – BIOLOGY PP3 MS.docx
232 – PHYSICS PP3 MS.doc
232 – PHYSICS PP1 MS.doc
233 – CHEMISTRY PP3 MS.docx
232 – PHYSICS PP2 MS.doc
443 – AGRICULTURE PP1 MS.doc
313 – CRE PP2 MS.docx
313 – CRE PP1 MS.docx
231 – BIOLOGY PP2 MS.docx
231 – BIOLOGY PP1 MS.docx
443 – AGRICULTURE PP2 MS.docx
102 – KISWAHILI PP1 MS.docx
311 – HISTORY PP2 MS.docx
311 – HISTORY PP1 MS.odt
451 – COMPUTER PP1 MS.docx
451 – COMPUTER PP2 MS.docx
102 – KISWAHILI PP3 MS.docx
233 – CHEMISTRY PP2 MS.docx
233 – CHEMISTRY PP1 MS.doc
441 – HOME SCIENCE PP3 MS.docx
441 – HOME SCIENCE PP2 MS.docx
565 – BUSINESS PP2 MS.docx
101 – ENGLISH PP1 MS.docx
101 – ENGLISH PP3 MS.docx
101 – ENGLISH PP2 MS.docx
102 – KISWAHILI PP2 MS.docx
312 – GEOGRAPHY PP2 MS.docx
312 – GEOGRAPHY PP1 MS.docx
565 – BUSINESS PP1 MS.docx
121 – MATHEMATICS PP2 MS.docx
121 – MATHEMATICS PP1 MS.docx
441 – HOME SCIENCE PP1 MS.docx

Confidentials

231 – BIOLOGY PP3 CONFIDENTIAL.docx
MARKING SCHEMES
QUESTIONS
232 – PHYSICS PP3 CONFIDENTIAL.doc
233 – CHEMISTRY PP3 CONFIDENTIAL.docx
441 – HOME SCIENCE PP2 CONFIDENTIAL.docx
~$1 MATHEMATICS PP1 QS.docx
~$1 MATHEMATICS PP1 MS.docx

Full list of 2019 Wealth Declaration non-compliant teachers Per County- Makueni County

Close to 46,000 teachers are yet to declare their wealth online ahead of the deadline slated for 31/12/2019. All teachers in employment under TSC are required to declare their Income, Assets and Liabilities

The online portal has been open since 1st November 2019.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

The Kenyan law requires all public officers to declare their wealth; periodically. This declaration is made online and there are hefty penalties for officers who fail to declare their income, assets and liabilities within the stipulated time. According to the Public Ethics Act of 2003, It is mandatory for all public officers to declare their income, assets and liabilities once in every two years.

Any teacher in TSC employment who fails to submit a Declaration or gives false or misleading information is liable to a fine of Kshs. 1,000,000 or imprisonment for a term not exceeding (1) one year or both upon conviction.

Here is the list of non-compliant teachers in this county:

COUNTY SUB COUNTY SCHOOL NAME FIRST NAME MIDDLE NAME LAST NAME
Makueni KATHONZWENI A.C.K. Kiteei Mixed Day Secondary School Joshua Kelly Munyao
Makueni KATHONZWENI A.C.K. Ukokolani Primary School Stephen Musyoki Kilavi
Makueni KATHONZWENI A.I.C KATHONZWENI BD PRI Alphonce Mwangangi Kisuu
Makueni KATHONZWENI A.I.C KATHONZWENI BD PRI Gordon Ouma Ochola
Makueni KATHONZWENI A.I.C KATHONZWENI BD PRI Lucia Mueni Mutuku
Makueni KATHONZWENI A.I.C KATHONZWENI BD PRI Peter Kyalo Mutie
Makueni KATHONZWENI A.I.C KATHONZWENI BD PRI Stella Mulee Kyalo
Makueni KATHONZWENI A.I.C KATHONZWENI BD PRI Stephen Mulwa Mutua
Makueni KATHONZWENI IIANI PRI SCH Daniel Mutiso Mutua
Makueni KATHONZWENI IIANI PRI SCH Jorum Mutuku Salu
Makueni KATHONZWENI IKAASU PRI SCH Alice Nthenya Mutiso
Makueni KATHONZWENI ILUMANI PRI SHC James Muoki Muema
Makueni KATHONZWENI ITUMBULE PRI SCH James Kata Ngunu
Makueni KATHONZWENI KAASYA  S.S. Caroline Nampaso Terta
Makueni KATHONZWENI KAASYA PRI SCH Martin Muli Nyamai
Makueni KATHONZWENI KAIANI PRI SCH Alexander Muli Nzungi
Makueni KATHONZWENI Kanthiitu  Secondary School John “Muia Muange” Mutisya
Makueni KATHONZWENI KANTHUNI S.S Clementia Bosibori Ondimu
Makueni KATHONZWENI KANZOKEANI  S.S. Hildah Mwikali Kyule
Makueni KATHONZWENI KANZOKEANI  S.S. Patrick Munyao Matilu
Makueni KATHONZWENI KANZOKEANI PRI SCH Carolyne Mbete Muisyo
Makueni KATHONZWENI KASAYANI PRI Ivanovich Mutuku Kithongo
Makueni KATHONZWENI KASAYANI PRI Julius Musau Maweu
Makueni KATHONZWENI KASAYANI PRI Mathew Munyao Kasivo
Makueni KATHONZWENI Katangini Secondary School Dorcsa Mbeneka Kiiio
Makueni KATHONZWENI KATEIKO PRI SCH Benjamin Ndunda Wambua
Makueni KATHONZWENI KATEIKO PRI SCH Christine Waeni Mbuvi
Makueni KATHONZWENI KATEIKO PRI SCH Josephine Mwikali Kavilu
Makueni KATHONZWENI KATEIKO PRI SCH Mathew Kiio Nzivo
Makueni KATHONZWENI KATHAMBONI  SEC SCH Benard Kibet Koros
Makueni KATHONZWENI KATHAMBONI PRI SCH Dorcus Mumbua Mutungi
Makueni KATHONZWENI KATHAMBONI PRI SCH Elinor Shitseswa Obongita
Makueni KATHONZWENI KATHONZWENI BOYS SEC Collins Kipruto Kipsergon
Makueni KATHONZWENI KATHONZWENI BOYS SEC Hillary Mutunga Muthoka
Makueni KATHONZWENI KATHONZWENI BOYS SEC Salome Wanjiru Mbuno
Makueni KATHONZWENI KATHONZWENI GIRLS SEC Wilfred Kioko Kyaunyi
Makueni KATHONZWENI KATHONZWENI HGM PRI SCH Damaris Mutanu Muendo
Makueni KATHONZWENI KATHONZWENI HGM PRI SCH Elizabeth Mueni Makunu
Makueni KATHONZWENI Katithi Secondary School John Munyao Kioko
Makueni KATHONZWENI KAVINGONI SEC SCH Edward Mulili Muthiani
Makueni KATHONZWENI KAVINGONI SEC SCH Nashon Peter Kamwalo
Makueni KATHONZWENI KAVUMBU PRI SCH Betty Faith Mulwa
Makueni KATHONZWENI KIAMBANI PRI SCH Jennifer Wanjiru Kiarie
Makueni KATHONZWENI KIANGINI GIRLS S.S. Rodgers Mutua Mwangangi
Makueni KATHONZWENI KIANGINI PRI SCH Isaiah Ireri Mugendi
Makueni KATHONZWENI KIANGINI PRI SCH Mary Loko Mutavi
Makueni KATHONZWENI KILULUINI PRI SCH Amos Nzyoka Kasuni
Makueni KATHONZWENI KILULUINI PRI SCH Elizabeth Nduku Mwangangi
Makueni KATHONZWENI KILULUINI PRI SCH Gilbert Kioko Matheka
Makueni KATHONZWENI KITHAATHAINI PRI SCH Serah “Kalekye Kiswii” Nthaketha
Makueni KATHONZWENI KITHONI PRI SCH James Mutinda Musyoka
Makueni KATHONZWENI KITISE  S.S. Dancun Mutua Mutiso
Makueni KATHONZWENI KITISE  S.S. Jonathan Maweu Mutisya
Makueni KATHONZWENI KITUMBAI PRI SCH Esther Muluka Nzioka
Makueni KATHONZWENI KITUMBAI PRI SCH Judith Mbatha Wambua
Makueni KATHONZWENI KIUUKU MXD SEC Fred Yang Anjeyo
Makueni KATHONZWENI KWA-HARUN PRI SCH David Kasyoki
Makueni KATHONZWENI KWAKILOMO PRI SCH Joseph Ngatia Kingori
Makueni KATHONZWENI KWAKILOMO PRI SCH Peter Maina Bernard
Makueni KATHONZWENI KYASE PRI SCH Monica Kavindu Titus
Makueni KATHONZWENI KYASE PRI SCH Simel Michael Lemayian
Makueni KATHONZWENI KYUASINI PRI SCH Catherine Wanza Mutuku
Makueni KATHONZWENI MAKUTANO PRI SCH Annastacia Mueni Mbuva
Makueni KATHONZWENI MANZANI PRI SCH Josphat Onchieku Onyinkwa
Makueni KATHONZWENI MATHANGATHINI PRI SCH Nicholas Kithuka Mauyu
Makueni KATHONZWENI MATHANGATHINI PRI SCH Nyamasyo Mutua
Makueni KATHONZWENI MATHEANI PRI SCH Ndinda Eunice Kalungu
Makueni KATHONZWENI MATHEMBA  PRI SCH Douglas Muedo Maundu
Makueni KATHONZWENI Mathemba Secondary School Danson Mutevu Kyalo
Makueni KATHONZWENI Mathemba Secondary School Melisa Achongo Otieno
Makueni KATHONZWENI MATULANI PRI SCH Elijah “Makau Kimeu”
Makueni KATHONZWENI MATULANI PRI SCH Johnson Munguti Mutiso
Makueni KATHONZWENI MATULANI PRI SCH Scolastica Kaswii Mutuku
Makueni KATHONZWENI MAYUU PRI SCH Eunice Sindelela Sila
Makueni KATHONZWENI MBUVO PRI SCH Boniface Wambua Kavoo
Makueni KATHONZWENI MBUVO PRI SCH Dennis Muthama Kitema
Makueni KATHONZWENI MIANGENI PRI SCH Martin Musyoka Kieti
Makueni KATHONZWENI MISEKE PRI SCH Raphael Ndolo Kimuli
Makueni KATHONZWENI MUANGENI PRIM Alex Mumo Nditi
Makueni KATHONZWENI MUKAMENI PRI SCH Jackline Ngina Nguli
Makueni KATHONZWENI MUKAMENI PRI SCH Stephen Mutie Kalekye
Makueni KATHONZWENI MUMBEENI PRI SCH Banjamin Mumo Nzioki
Makueni KATHONZWENI MUMBEENI PRI SCH Francis Kiio Mwangangi
Makueni KATHONZWENI MUNATHI PRI SCH Peter Komu Nguli
Makueni KATHONZWENI Munathi Secondary School Maureen Mbula Nzyimi
Makueni KATHONZWENI MUUSINI  S.S. Anthony Muia Simu
Makueni KATHONZWENI MUUSINI  S.S. Irene Mwende Mulei
Makueni KATHONZWENI MWISA PRI SCH Judith Kakuvi Kivuva
Makueni KATHONZWENI NGOMANO PRI SCH Janet Ndinda Musyimi
Makueni KATHONZWENI NGOMANO PRI SCH Jeremiah Mbuvi Kulomba
Makueni KATHONZWENI NGOMANO PRI SCH Richard Musyoka Mwosya
Makueni KATHONZWENI NGOMENI PRI SCH Josephine Itumbi Mutunga
Makueni KATHONZWENI Peter Kiilu Secondary School Catherine Ndinda Mutua
Makueni KATHONZWENI Peter Kiilu Secondary School WINFRED WAVINYA MUNYWOKI
Makueni KATHONZWENI St. Francis Manzani Secondary School Alfred Kyalo Kingola
Makueni KATHONZWENI St. Mary’s Secondary Sch – Kyunyu Paul Kyondi Mulei
Makueni KATHONZWENI SYANDOO PRI SCH Sabina Kasyoka Kasomba
Makueni KATHONZWENI SYETHE PRI SCH Kanini Nyiwa
Makueni KATHONZWENI SYETHE PRI SCH Lilian Mwikali Masila
Makueni KATHONZWENI UNG’ATANI PRIMARY SCHOOL Esther Mwikali Muendo
Makueni KATHONZWENI UNG’ATANI PRIMARY SCHOOL Titus Katula Daudi
Makueni KATHONZWENI UTITHINI PRI SCH Boniface Nzyoka Musila
Makueni KATHONZWENI UTITHINI PRI SCH Patrick Kyalo Musila
Makueni KATHONZWENI UTUNENI S.S Allan Fredrick Owuor
Makueni KATHONZWENI VITALE HGM PRI SCH Michael Wambua Ndunda
Makueni KATHONZWENI VITALE HGM PRI SCH Teresah Bonareri Nyangau
Makueni KATHONZWENI YEEMBONDO PRI SCHOOL Jackson Mutunga Munyao
Makueni KATHONZWENI YEEMULWA PRI SCH Lilian Ndinda Makasi
Makueni KATHONZWENI YEEMULWA SECONDARY SCHOOL Josiah Daniel Muia
Makueni KATHONZWENI YIKITHUKI PRIMARY SCHOOL Dorothy Nzula William
Makueni KATHONZWENI YIKITHUKI PRIMARY SCHOOL Titus Muthengi Makau
Makueni KATHONZWENI YIKITISE PRI SCH Jonathan Musyoka Malindi
Makueni KATHONZWENI YINTHUNGU PRI SCH Janet Mutune
Makueni KATHONZWENI YINTHUNGU PRI SCH Stephen Muasa Mutua
Makueni KIBWEZI ATHI SALAMA PRI SCH Francis Kyalo Musyoka
Makueni KIBWEZI DWA ESTATE PRI SCH Patricia Kamanthe Kiamba
Makueni KIBWEZI IIANI  S.S. Julius Mutunga Nzumbi
Makueni KIBWEZI IIANI  S.S. Mark Muia Kioko
Makueni KIBWEZI IONGONI PRI SCH Joel Nzioka Mwonga
Makueni KIBWEZI ISUNGULUNI PRI SCH Laban Kithyoma Kithome
Makueni KIBWEZI Ithaayoni Primary School Anthony Mwamote Keli
Makueni KIBWEZI ITHAMBAUME PRI SCH Christine Sabina Ndambu
Makueni KIBWEZI ITHAMBAUME PRI SCH Margaret Kalekye Kinene
Makueni KIBWEZI ITHUMULA PRIMARY SCHOOL Charles Mutati Mutinda
Makueni KIBWEZI ITHUMULA PRIMARY SCHOOL Elizabeth Mutindi Muthama
Makueni KIBWEZI ITHUMULA PRIMARY SCHOOL Francis Kisangau Kaumbulu
Makueni KIBWEZI ITHUMULA PRIMARY SCHOOL William Musyoka Kilungya
Makueni KIBWEZI Ititi Secondary School James Mulandi Mwania
Makueni KIBWEZI IVIANI PRI SCH Lilian Kitathe Nguli
Makueni KIBWEZI IVINGONI  S.S. Mercy Mwende Muthoka
Makueni KIBWEZI IVOLENI PRIM Fredrick Mutua Wakine
Makueni KIBWEZI JOANNA CHASE SECONDARY SCHOOL Robert Mwathani Kingoto
Makueni KIBWEZI KALIANI PRI SCH Meshack Samperu Karantoi
Makueni KIBWEZI KALIMANI PRI SCH Esther Ndunge Nthei
Makueni KIBWEZI KALULINI  S.S. Kinyingi Alexander Mutungi
Makueni KIBWEZI KALULINI  S.S. Mathias Kyalo Nduva
Makueni KIBWEZI KALULU PRI SCH Phinius Mutua Kiviu
Makueni KIBWEZI Kalungu Secondary School Benedict Mualuko Nzioki
Makueni KIBWEZI Kalungu Secondary School Paul Munguti Mutisya
Makueni KIBWEZI KAMBILI PRY SCHOOL Annah Keli Kisilu
Makueni KIBWEZI KAMBU PRI SCH Gerald Musyoki Mauta
Makueni KIBWEZI KAMBU PRI SCH Nicodemus Nyenze Lavuta
Makueni KIBWEZI KAMBU PRI SCH Peninnah Keli Mutuku
Makueni KIBWEZI KAMULALANI PRI SCH Everlyn Mueni Mulwa
Makueni KIBWEZI Kamulalani Secondary School Peter Kiilu Mutua
Makueni KIBWEZI KAMUNYU PRI SCH Albanas Mulwa Mulae
Makueni KIBWEZI KAMUNYU PRI SCH Benjamin Kyalo Mutuku
Makueni KIBWEZI KAMUNYU PRI SCH James Mutuku Wambua
Makueni KIBWEZI KAMUNYU PRI SCH Michael Muli Masila
Makueni KIBWEZI KAMUNYUNI PRI SCH Cosmas Mutua Kamuya
Makueni KIBWEZI KAMUNYUNI PRI SCH Eric Makau Muthini
Makueni KIBWEZI KANYUNGU PRI SCH Chrispus Mnyika Wanjala
Makueni KIBWEZI Kasue Girls Secondary School Eunice Sopiato Lepore
Makueni KIBWEZI KATHEKANI  S.S. Antonina Illorine Wekesi
Makueni KIBWEZI KATHEKANI PRI SCH Tabitha “Mbithe Musau” Kisuve
Makueni KIBWEZI KATHEKANI PRI SCH Titus Mutua Mbondo
Makueni KIBWEZI KATHIANI PRI SCH Shadrack Mutavi Mulei
Makueni KIBWEZI KATHIIANI PRIM Ezekiel Ncheshia Nasuju
Makueni KIBWEZI KATHYAKA PRI SCH Elizabeth Mutindi Mutuku
Makueni KIBWEZI KATHYAKA PRI SCH Irene Mwikali Kilonzo
Makueni KIBWEZI KATHYAKA PRI SCH Joseph Munywoki Musyoka
Makueni KIBWEZI KATHYAKA SEC SCH Alphonce Muthuka Mutua
Makueni KIBWEZI KATILAMUNI PRIM Christine Nguluutu Munywoki
Makueni KIBWEZI KATILAMUNI PRIM Julius Munyao Kimeu
Makueni KIBWEZI Kavungwa Primary Gladys Ndunge Ngala
Makueni KIBWEZI Kavungwa Primary Paul Mbinda Mutuku
Makueni KIBWEZI KIAMBANI PRIM Festus Kiangi Ndaku
Makueni KIBWEZI KIAMBANI PRIM Judith Nduku Vita
Makueni KIBWEZI KIAONI PRI SCH James Kamwalo Mulei
Makueni KIBWEZI KIAONI SEC SCHOOL Jonathan Muthama Mutua
Makueni KIBWEZI KIBWEZI TOWNSHHIP PRI Jerinah Ndinda Kyove
Makueni KIBWEZI KIBWEZI TOWNSHHIP PRI Judith “Lois Kanini” Kyumwa
Makueni KIBWEZI KIBWEZI TOWNSHHIP PRI Musee Muthami
Makueni KIBWEZI KIKWASUNI PRIM Benson Kiamba Ngui
Makueni KIBWEZI KILUNGU PRI SCH Francisca Wavai Munyao
Makueni KIBWEZI KILUNGU PRI SCH Stellamarries Muthio Mulonzi
Makueni KIBWEZI KINGUTHENI PRI SCH Jane WAVINYA Kavoko
Makueni KIBWEZI KINYAMBU PRI SCH Josephine Chekuku
Makueni KIBWEZI KISAYANI HIGH SEC SCHOOL Joseph Mumo Mbevi
Makueni KIBWEZI KISAYANI HIGH SEC SCHOOL Lizzy Mukeli Moki
Makueni KIBWEZI KISAYANI PRI SCH Janet Mutanu Munyao
Makueni KIBWEZI KITENGEI  SEC SCH Caleb Kioko Matheka
Makueni KIBWEZI KITHEINI PRIM Jonathan Masila Mutuku
Makueni KIBWEZI KITHINGIISYO  S.S. Prudance Ndinda Kamba
Makueni KIBWEZI Kithito Primary School Francis Musyoki Matheka
Makueni KIBWEZI Kithyululu Secondary School Evelyne Awino Haggai
Makueni KIBWEZI Kithyululu Secondary School Jacqueline Ndondo Muthini
Makueni KIBWEZI Kithyululu Secondary School Sila Nzuki
Makueni KIBWEZI Kiuani Secondary School Fredrick Kyalo Kimonyi
Makueni KIBWEZI Kiuani Secondary School Nzukuna _ Wambua
Makueni KIBWEZI Kiuani Secondary School Rabecca Mwongeli Kisilu
Makueni KIBWEZI KIUNDWANI PRI SCH Loise Mueni Nthae
Makueni KIBWEZI KIVUTHINI  SEC SCH Isabella Jeptoo Letyo
Makueni KIBWEZI KIVUTHINI  SEC SCH Nicholas Wambua Ndonye
Makueni KIBWEZI Kivutini Primary School Erastus Mutua Mulei
Makueni KIBWEZI KIWANZANI PRI SCH Phyles Miusu
Makueni KIBWEZI KOMBOYOO GIRLS HIGH SH Nicholas Kasuni Wambua
Makueni KIBWEZI Komboyoo mixed Secondary School Grace Makaa Mulang’a
Makueni KIBWEZI Komboyoo mixed Secondary School Simon Muema Muange
Makueni KIBWEZI KOMBOYOO PRIM Mary Nthangu Koloso
Makueni KIBWEZI KONGO PRI SCH Francis Matuku Mbatha
Makueni KIBWEZI KWAKYAI PRI SCH David Nzyoka Kiema
Makueni KIBWEZI KWAKYAI PRI SCH Julius Mwambeo Mwakio
Makueni KIBWEZI KYAANI PRI SCH Joseph Kyalo Komu
Makueni KIBWEZI Kyaani Secondary School Susan “Munee Muia” Makau
Makueni KIBWEZI KYAMBUSYA PRI SCH Ruth Ndunge Mutisya
Makueni KIBWEZI KYANGINYWA PRIM Duncan Mwendwa Musambi
Makueni KIBWEZI KYANGINYWA PRIM Penninah Ngina Matheka
Makueni KIBWEZI MAIA-ATATU PRIM Grace Ndanu Mwania
Makueni KIBWEZI MAIKUU SEC SCH Thomas Muthami Muthondwe
Makueni KIBWEZI MAKAANI PRI SCH Julius Muema Kimwatu
Makueni KIBWEZI MAKOKANI PRI SCH Fridah Nzilani Mbindyo
Makueni KIBWEZI MAKUTANO PRIMARY Japhet Kinyua Iruki
Makueni KIBWEZI MAKUTANO SEC SCH Abraham Wamalwa Nabiswa
Makueni KIBWEZI MAKUTANO SEC SCH Dennis Mulwa Mutua
Makueni KIBWEZI MALEMBWA PRIM David Mwina Nzyuko
Makueni KIBWEZI MASAKU NDOGO PRI SCH Boniface Kingoo Kilonzo
Makueni KIBWEZI MASAKU NDOGO PRI SCH Serah Wanza Muema
Makueni KIBWEZI MASIMBANI PRI SCH Josephat Mulei Mbindyo
Makueni KIBWEZI MASONGALENI PRIMARY SCHOOL Jaffery Mutua Mulu
Makueni KIBWEZI MASONGALENI PRIMARY SCHOOL Robert Kamwila Martin
Makueni KIBWEZI Masongaleni Secondary School Charles Musyoka Mumo
Makueni KIBWEZI Mavindini Secondary School Bildad Musyoki Ngumbi
Makueni KIBWEZI Mbeetwani Secondary School Thomas Shadrack Mbithi
Makueni KIBWEZI MBOTELA PRI SCH Benson Mutuku Ndaka
Makueni KIBWEZI MBOTELA PRI SCH Rosemary Nzisa Mutuku
Makueni KIBWEZI MBUI NZAU Fredrick Kaloki Munyao
Makueni KIBWEZI MBUI NZAU Virginia Ndunge Mwania
Makueni KIBWEZI MBUKONI PRI SCH Jotham Muendo Wambua
Makueni KIBWEZI METAVA PRI SCH Titus Mutungwa Makula
Makueni KIBWEZI MIAANI PRI SCH David Kitenge Mumina
Makueni KIBWEZI MIAANI PRI SCH Jacob Malembeka
Makueni KIBWEZI MIAMBA PRIM Anthony Muia Mutua
Makueni KIBWEZI MIANGENI PRIMARY SCHOOL Angela Nthenya Mbate
Makueni KIBWEZI Mikomani Pri Sch Paul Kithome Masuu
Makueni KIBWEZI Mikomani Pri Sch Shadrack Mjomba Mwikamba
Makueni KIBWEZI MIKUYUNI  SEC SCH Benedict Malonza Muvya
Makueni KIBWEZI MIKUYUNI  SEC SCH Elijah Muuo Ndambo
Makueni KIBWEZI MIKUYUNI  SEC SCH Gabriel Mbindyo Kisyula
Makueni KIBWEZI MIKUYUNI PRI SCH Pascalis Wambua Mutiso
Makueni KIBWEZI MIKUYUNI PRI SCH Sam Maison Mesenka
Makueni KIBWEZI Milu Primary School Benson Nthusi Kanee
Makueni KIBWEZI Milu Primary School Michael Mutyota Mutivo
Makueni KIBWEZI MITONGUNI PRI SCH Sammy Makenzi Mwanthi
Makueni KIBWEZI MOLEMUNI PRI SCH Cynthia Mwikali Musembi
Makueni KIBWEZI MOLEMUNI PRI SCH Flora Kaari
Makueni KIBWEZI MOLEMUNI PRI SCH Justus Kyalo Musila
Makueni KIBWEZI MOLEMUNI PRI SCH Salima Azadini
Makueni KIBWEZI MOLEMUNI PRI SCH Ziporah Wambeti Makau
Makueni KIBWEZI MTITO ANDEI PRI SCH Elizabeth Mwikali Kimeu
Makueni KIBWEZI MTITO ANDEI PRI SCH Nicholas Nyambu Mtongolo
Makueni KIBWEZI MUATINI PRI SCH Jacinta Kamene Malinda
Makueni KIBWEZI MUATINI PRI SCH Rachael Wanjiru Ndungu
Makueni KIBWEZI MUATINI PRI SCH Salome Ndunda
Makueni KIBWEZI MUKANDA PRI SCH Ndungwa Mweku Musembi
Makueni KIBWEZI MUKONONI PRI SCH Florence Mwikali Silo
Makueni KIBWEZI MUKONONI PRI SCH Joshua Kioko Kiteme
Makueni KIBWEZI MUKONONI PRI SCH Nelson George Muasya
Makueni KIBWEZI MUKONONI PRI SCH Paul Fredrick Kioko
Makueni KIBWEZI Mulangoni Primary School Jonathan Mulinge Kimatu
Makueni KIBWEZI Mulangoni Primary School Joyce Mwende Mwilu
Makueni KIBWEZI MULILUNI PRIMARY Robert Kituku Nzeki
Makueni KIBWEZI MUTHINGIINI  S.S. Geofrey Micheni Mwamba
Makueni KIBWEZI MUTHINGIINI PRIMARY Robinson Kioko Mutua
Makueni KIBWEZI MUTHUNGUE PRI SCH Alexander Mutuku Mulwa
Makueni KIBWEZI MUTHUNGUE PRI SCH Phyllis Nthenya Muthiani
Makueni KIBWEZI MUTHUNGUE PRI SCH Regina Nduku Ndeti
Makueni KIBWEZI MUTOMO PRIMARY SCHOOL Jericah Wanza Nyola
Makueni KIBWEZI MUTOMO PRIMARY SCHOOL Veronica Mwikali Sammy
Makueni KIBWEZI MUUSINI PRI SCH Boniface Mativo Munyoke
Makueni KIBWEZI MWEINI PRIM Joseph Kiswii Wambua
Makueni KIBWEZI MWITASYANO PRI SCH Patrick Musyoka Kimeu
Makueni KIBWEZI NDAUNI SEC SCHOOL Steven Musai Martin
Makueni KIBWEZI NGAIKINI PRI SCH Anthony Kelly Mulatya
Makueni KIBWEZI NGAIKINI PRI SCH Mwivithi Derrick Nzamulya
Makueni KIBWEZI NGAIKINI PRI SCH Onesmus Kivuva Muthoka
Makueni KIBWEZI NGAIKINI PRIMARY Beth Mbula Mutunga
Makueni KIBWEZI NGAIKINI PRIMARY Julius Wathome Kyule
Makueni KIBWEZI NGILUNI PRI SCH Titus Mutiso Kyamu
Makueni KIBWEZI NGOMANO PRI SCH Abednego Mutunga Wambua
Makueni KIBWEZI NGULUNI PRI SCH John Mwangea Muasya
Makueni KIBWEZI NGUUNI PRIM Gladyce Mkaiwawi Mwaengo
Makueni KIBWEZI NGWATA  SEC  SCH Mark Shikuku
Makueni KIBWEZI NGWATA PRI SCH Johnson _ Mwalukuku
Makueni KIBWEZI NGWATA PRI SCH Miriam Kauku Ngovu
Makueni KIBWEZI NGWATA PRI SCH Nicholas Maweu Mutunga
Makueni KIBWEZI NThONGONI PRI. SC David Mbithi Kimongo
Makueni KIBWEZI NThONGONI PRI. SC Jackson Muthiani Ngundo
Makueni KIBWEZI NThONGONI PRI. SC Martin Muli Kioko
Makueni KIBWEZI NThONGONI PRI. SC Robert Mumo Kilonzi
Makueni KIBWEZI NTHUNGUNI PRI SCH Benjamin Muthama Nzuki
Makueni KIBWEZI NTHUNGUNI PRI SCH Geoffrey Kamau Muneeni
Makueni KIBWEZI NTHUNGUNI PRI SCH Mutiso Kiili
Makueni KIBWEZI NYAYO PRI SCH Francis Kiema Muoka
Makueni KIBWEZI NYAYO PRI SCH Priscillah Mutio Musau
Makueni KIBWEZI NZAYO PRI SCH Caroline Mwende Muli
Makueni KIBWEZI NZAYO PRI SCH Peter Mutunga Mutuku
Makueni KIBWEZI NZAYO PRI SCH Willy Makau Muthoka
Makueni KIBWEZI NZOUNI PRI SCH Bernard Muviku Muendo
Makueni KIBWEZI Proffesor Kaloki Muthungue Secondary Sch Grace Mutethya Kimanthi
Makueni KIBWEZI SILANGA PRI SCH Magdalene Nditi Maingi
Makueni KIBWEZI Silanga Secondary School FELISTERS NDUKU MWOLOLO
Makueni KIBWEZI Silanga Secondary School Linah Chemtai Metot
Makueni KIBWEZI ST LUCY KALIMANI SEC Cecilia Mary Kyule
Makueni KIBWEZI ST MARTINS KYUMANI  SECONDARY Lameck Osebe Nyachienga
Makueni KIBWEZI ST. JOSEPH’S  KIBWEZI GIRLS Joseph Kimeu Muli
Makueni KIBWEZI ST. PETER’S  THANGE Alfred Muindi Nzyuko
Makueni KIBWEZI ST. PETER’S  THANGE CATHERINE MBULA MUTISO
Makueni KIBWEZI ST. PETER’S  THANGE Dorothy Ndinda Mutavuta
Makueni KIBWEZI St. Simon Mbui – Nzau Sec Sch Lillian Ndinda Mulwa
Makueni KIBWEZI St.Mary’s Gilrs kinyambu secondary Matano Kweli
Makueni KIBWEZI St.Mary’s Gilrs kinyambu secondary Paul Mwanzia Ndunda
Makueni KIBWEZI ULILINZI  DAY & BOARDING PRIMARY SCHOOL. Emily “Ndumba Kitulu” Kimuli
Makueni KIBWEZI ULILINZI  DAY & BOARDING PRIMARY SCHOOL. Grace Katumbu Isika
Makueni KIBWEZI ULILINZI  DAY & BOARDING PRIMARY SCHOOL. John Mweu Mutuku
Makueni KIBWEZI Ulilinzi High School Beatrice Mbinya Mutie
Makueni KIBWEZI Ulilinzi High School Dominic Kamuti Komu
Makueni KIBWEZI USALAMA PRI SCH Jackson Mwanziu Mwangangi
Makueni KIBWEZI USALAMA PRI SCH Mirriam Wanza Mwania
Makueni KIBWEZI USALAMA PRI SCH Moses Peter Musau
Makueni KIBWEZI UTAFITI D/B (KINZUU) James Ndolo Wambua
Makueni KIBWEZI UTAFITI D/B (KINZUU) Joseph Muema Nzomo
Makueni KIBWEZI UTAFITI D/B (KINZUU) Julius Ntapayia Mutenke
Makueni KIBWEZI Utini Mixed Day Secondary Gabriel Mulinge Mwilu
Makueni KIBWEZI Utini Mixed Day Secondary William Mwangi Mbusu
Makueni KIBWEZI UTITHI PRI SCH Dorcas Betty Muia
Makueni KIBWEZI WANDEI PRIMARY Joshua Kyalo Soo
Makueni KIBWEZI YIKIVUMBU PRIMARY SCHOOL Onesmus Kinyingi Kangula
Makueni KIBWEZI YIKIVUTHI PRI SCH Andrew Mutua Kimuyu
Makueni KIBWEZI YINDUNDU PRI SCH Christine Mueni Kiilu
Makueni KIBWEZI YINDUNDU PRI SCH Kelvin Kyalo Mati
Makueni KIBWEZI YINDUNDU PRI SCH Michael Kioko Kimilu
Makueni KIBWEZI YUMBUNI S. S. Catherine Atieno Onyango
Makueni KIBWEZI YUMBUNI S. S. Christopher Wafula Ngusare
Makueni KILUNGU A.C.K ST JOHNS KISEKINI SECONDARY SCHOOL Dorcas Mawia Mwendwa
Makueni KILUNGU A.C.K ST JOHNS KISEKINI SECONDARY SCHOOL Mary Mueni Kioko
Makueni KILUNGU A.I.C MUMBUNI SEC SCH Austine Sila Kiilu
Makueni KILUNGU A.I.C MUMBUNI SEC SCH Johnsone Musyoka Kasina
Makueni KILUNGU A.I.C. Mwaani-Ilima Secondary School Shadrack Kioko Muteti
Makueni KILUNGU AIC NUNGUNI SEC SCH Beatrice Adhiambo Adika
Makueni KILUNGU ENGAVU PRI SCH Michael Mutavanya Munywa
Makueni KILUNGU Engavu Secondary School Mark Muia Muema
Makueni KILUNGU IKALYONI  S.S. Festus Musyoka Ndunda
Makueni KILUNGU IKALYONI  S.S. Jonathan Ngunga Nguta
Makueni KILUNGU IKALYONI  S.S. Naomi Nyaburi Onami
Makueni KILUNGU IKALYONI PRI SCH Kyalo Zachariah Kioko
Makueni KILUNGU INYOKONI  S.S. Ikombo Boniface Kituku
Makueni KILUNGU INYOKONI PRI SCH Gladies Jepleting Sang
Makueni KILUNGU INYOKONI PRI SCH Ken Onyango Owino
Makueni KILUNGU ISOVYA PRI SCH Janet “Mutete Kundi” Ndambuki
Makueni KILUNGU KATHANGATHINI PRI SCH Robert Ntheketha Makau
Makueni KILUNGU KATHULUNI PRI SCH Philip Mwambingu Matano
Makueni KILUNGU Katikomu Secondary School Martin Mutuku Somba
Makueni KILUNGU KATULYE (NUNGUNI) S.S. Clement Kyalo Kiilu
Makueni KILUNGU KAUTI PRI SCH David Kyalo Maundu
Makueni KILUNGU KIKOKO PRI SCH Agnes Ndinda Ndambuki
Makueni KILUNGU KIKOKO PRI SCH Jubilet Mbulwa Ndanga
Makueni KILUNGU KIKOKO PRI SCH Marrieta Kavete Mutava
Makueni KILUNGU KIKOKO PRI SCH Pascal Mulinge Kathuku
Makueni KILUNGU KILULUINI PRI SCH Bernard Mutuku Kyunguti
Makueni KILUNGU KILUNGU PRI SCH Stella Koki Musyoki
Makueni KILUNGU Kisyulya Mixed Secondary School Edwin Abari Nyabuto
Makueni KILUNGU KITHANGATHINI PRI SCH Veronich “Mueni Mutua” Ng’ithya
Makueni KILUNGU KITHEMBE PRI SCH Gregory “Mbindyo Mutisya” Sava
Makueni KILUNGU KITUINI PRI SCH Frederick Kyaloh Mwau
Makueni KILUNGU KITUINI PRI SCH Kiendi Titus
Makueni KILUNGU KITUINI PRI SCH Stamily Atieno Okomo
Makueni KILUNGU KITUNDUMO PRIM Emmah Kaveni Musyoka
Makueni KILUNGU KYAKATHUNGU PRI SCH Mary Katumbi Muthiani
Makueni KILUNGU KYAKATHUNGU PRI SCH Stephen Ndivo Mulelo
Makueni KILUNGU KYAKITHUKU PRI SCH Benjamin Yona Musau
Makueni KILUNGU KYAKITHUKU PRI SCH Dominic Mwongela Mwangi
Makueni KILUNGU KYAKITHUKU PRI SCH Jane Mutanu Mutuku
Makueni KILUNGU KYALE PRI SCH Bilha Mumbua Mukeku
Makueni KILUNGU KYAMATHEKA PRI SCH Catherine Ndanu John
Makueni KILUNGU KYAMATHEKA PRI SCH Francis Muindi Kioko
Makueni KILUNGU KYAMUOSO PRI SCH Jacob Kimanthi Kilonzo
Makueni KILUNGU KYANGUNZU PRIMARY SCHOOL Richard Kisui Ngoloma
Makueni KILUNGU KYENZENI PRI SCH Alfred Malinda Makula
Makueni KILUNGU MATUA PRI SCH Regina Nduku Mutuku
Makueni KILUNGU MUTANDA PRI SCH Joseph Muthoka Mulaa
Makueni KILUNGU MUTHETHE PRI SCH Albanus Muema Kitema
Makueni KILUNGU MUTHETHE PRI SCH Benard Nganda Musyoka
Makueni KILUNGU MUTHETHE PRI SCH Doras Muthoni Njeru
Makueni KILUNGU MUTHETHE PRI SCH Grace Nduki Kimweli
Makueni KILUNGU MUTONGU PRI SCH Eunice Kavinya Nzuki
Makueni KILUNGU MUTUNGU PRI SCH Grace Mutuni Malinda
Makueni KILUNGU NTHUNGUNI PRIM Frorence Mutinda Kyalo
Makueni KILUNGU NUNGUNI PRI SCH Janet Chebet
Makueni KILUNGU NYAANI PRI SCH Angelina Mwongeli Musyimi
Makueni KILUNGU PRECIOUS  BLOOD  GIRLS Mary Wairimu Wachira
Makueni KILUNGU ST MONICA WAUTU   SECONDARY SCHOOL Bernard Kiamba Ndalalu
Makueni KILUNGU ST. LUCIA KAUTI  G S.S. Elijah Musyoki Nguli
Makueni KILUNGU ST. LUCIA KAUTI  G S.S. Oscar Lebene
Makueni KILUNGU ST. LUCIA KAUTI  G S.S. Reginah Ndunge Mutua
Makueni KILUNGU ST. LUCIA KAUTI  G S.S. Rose Karambu Kinyua
Makueni KILUNGU ST. PATRICKS  KYAMATHEKA Everlyn Ndanu Muasa
Makueni KILUNGU St.Paul’s Kyanga secondary school Bernard Waema Mutevu
Makueni KILUNGU St.Paul’s Kyanga secondary school Christine Mueni Peter
Makueni KILUNGU THOMEANDU  S.S. Willington Mwanzia Mutua
Makueni KILUNGU TUSUNINI PRI SCH Robert Kiua Muindi
Makueni KILUNGU WAUTU PRI SCH Gregory “Joakim Musyoki” Makumi
Makueni MAKINDU IKUNGU PRI SCH Charles Ngei Kilonzo
Makueni MAKINDU IKUNGU PRI SCH David Mukosi Muia
Makueni MAKINDU IKUNGU S.S Bernard Muisyo Thomas
Makueni MAKINDU Itulani Primary School Daniel Muli Kilonzo
Makueni MAKINDU Itulani Primary School Josephine Mwili Mwonge
Makueni MAKINDU Itulani Primary School Victor Mwangangi Moni
Makueni MAKINDU KAI PRI SCH Benedict Mwanzia Mutua
Makueni MAKINDU KALAKALYA PRIMARY SCHOOL Adam Mwakulomba Mwakesi
Makueni MAKINDU KALAKALYA PRIMARY SCHOOL Grace Ndinda Joseph
Makueni MAKINDU KALII PRI SCH Gideon Mutangili Kinyili
Makueni MAKINDU KAMBOO   MIXED DAY SEC Emmaculate Minoo Mbinda
Makueni MAKINDU KAMBOO   MIXED DAY SEC Ruth Mwikali Kivuva
Makueni MAKINDU KAMBOO PRI SCH Rebecca Nzai Peter
Makueni MAKINDU KANGII PRI SCH Janet Mbulwa Nzomo
Makueni MAKINDU KATANGINI PRIMARY SCHOOL Christopher Wambua Wella
Makueni MAKINDU KATHEANI PRY SCH Gilbert Tanga Muasa
Makueni MAKINDU Kaunguni Secondary School Joel Mbatha Muindi
Makueni MAKINDU Kaunguni Secondary School Nicholas Kyalo Munyao
Makueni MAKINDU KAWELU PRIMARY SCHOOL Gladys Mutindi Mwenga
Makueni MAKINDU KIAMBANI PRI SCH Ferah Nyatichi Obiero
Makueni MAKINDU KIAMBANI PRI SCH Ruth Mwelu Kyania
Makueni MAKINDU KIAMBANI PRI SCH Salome Mumbe Mwendwa
Makueni MAKINDU KIBOKO PRI SCH Angeline Ndunge Mwenze
Makueni MAKINDU KIBOKO PRI SCH Anna Kamene Muli
Makueni MAKINDU KIBOKO PRI SCH Doris Wayua Mutuku
Makueni MAKINDU KIBOKO PRI SCH Michael Waithaka Kimani
Makueni MAKINDU KILEMA PRI SCH Dorcus Muthini Wambua
Makueni MAKINDU KILONGONI PRIM Caroline Kanini Kiilu
Makueni MAKINDU KISINGO SEC SCH Joshua Mumina Kisilu
Makueni MAKINDU KISINGO SEC SCH Mourice Kyalo Kilavu
Makueni MAKINDU KISINGO SEC SCH Stephen Ong’au Atisa
Makueni MAKINDU KYANDULU PRIMARY SCHOOL Catherine Kakene Ngengi
Makueni MAKINDU KYANDULU PRIMARY SCHOOL Nancy Ndunge Kitunga
Makueni MAKINDU MAKINDU  S.S. Janet Mwende Muthiani
Makueni MAKINDU MAKINDU  S.S. John Mathukia Numa
Makueni MAKINDU MAKINDU PRI. SCH Elizabeth Muthoni Kamau
Makueni MAKINDU MAKINDU PRI. SCH Jeremiah Kitheka Mbuva
Makueni MAKINDU MAKINDU PRI. SCH Stephen Katua Kanzu
Makueni MAKINDU MAKUSU PRIMARY SCHOOL Agripina Ngina Mutuku
Makueni MAKINDU MAKUSU PRIMARY SCHOOL Simon Mwololo Kamuti
Makueni MAKINDU MASALANI Nicholas Musiu Nzioki
Makueni MAKINDU MBONDENI PRIM Joyce Wawuda Karinda
Makueni MAKINDU MBONDENI PRIM Lucia Mwende Kilonzo
Makueni MAKINDU MBONDENI PRIM Rose Katee Lubanga
Makueni MAKINDU MBONDENI PRIM Simon Mutinda Mbithi
Makueni MAKINDU Mikululo Primary School Elizabeth Ndave Mutuku
Makueni MAKINDU Mikululo Primary School Josephine Mwende Mwendwa
Makueni MAKINDU Mikululo Primary School Mwinyi Minifaki Ismael
Makueni MAKINDU MITENDEU PRI SCH Daniel Muli Muoki
Makueni MAKINDU MITENDEU PRI SCH Simon Muindi Mwicha
Makueni MAKINDU MOI  GIRLS SECONDARY SCHOOL-KIBWEZI Janet Mwende David
Makueni MAKINDU MUKAMENI MIXED  SEC Marietta Musyawa Kitoo
Makueni MAKINDU MUKAMENI PRI SCH John Malelu Musembi
Makueni MAKINDU MUKAMENI PRI SCH Joyce Nduku Sila
Makueni MAKINDU MULILII PRI SCH Reuben Mutua Muthengi
Makueni MAKINDU MUSINGINI PRI SCH Wilson Muli Musyoka
Makueni MAKINDU MUTANTHEEU PRIMARY SCHOOL Redempter Nzembi Kiilu
Makueni MAKINDU Muundani Primary School Geoffrey Muthami Mulatya
Makueni MAKINDU Mwailu Pri Sch Daniel Mbuvi Mutisya
Makueni MAKINDU NDEINI PRIMARY  SCHOOL Alex Mbinda Makeku
Makueni MAKINDU NDEINI PRIMARY  SCHOOL Caroline Mutile Kavivya
Makueni MAKINDU NDULUNI PRIMARY  SCHOOL Geoffrey Nzomo Mweu
Makueni MAKINDU NDULUNI PRIMARY  SCHOOL Samuel Kiamba Masilah
Makueni MAKINDU NGAAKAA PRI SCH Margaret Kwamboka Kabora
Makueni MAKINDU NGUKUNI PRI SCH Philip Lazarus Mukosi
Makueni MAKINDU NGUUMO PRIMARY  SCHOOL Abraham Mutuku Mwangangi
Makueni MAKINDU NGUUMO PRIMARY  SCHOOL Julius Itumo Muia
Makueni MAKINDU NGUUMO PRIMARY  SCHOOL Marietta Nduku Kioko
Makueni MAKINDU NGUUMO PRIMARY  SCHOOL Mwende Kasimu
Makueni MAKINDU NGUUMO S. S. Alexander Mwanzia Mutuku
Makueni MAKINDU NGUUMO S. S. Francis Musyoka Mwangangi
Makueni MAKINDU NGUUMO S. S. Lynnet Mutindi Kaloki
Makueni MAKINDU NGUUMO S. S. Maureen Mwende Musau
Makueni MAKINDU NGUUMO S. S. Mwikali Wambua
Makueni MAKINDU NGWIWA PRIMARY  SCHOOL Francisca Kanini Kimeu
Makueni MAKINDU NGWIWA PRIMARY  SCHOOL Sternwood Kyalo Nganda
Makueni MAKINDU NTHIA PRI SCH Margaret Kambua Sila
Makueni MAKINDU NZAIKONI PRI SCH Hellen Malemba Mwandoro
Makueni MAKINDU SEKELENI PRIMARY SCHOOL Charles James Lole
Makueni MAKINDU SEKELENI PRIMARY SCHOOL Doris Mwikali Muthai
Makueni MAKINDU SHINE STAR KAI  SEC SCH Alfred Munyao Musau
Makueni MAKINDU SYENGONI PRI SCH Elizabeth Mutheu Muinde
Makueni MAKINDU SYUMILE  SEC  SCH Nicholas Muthiani Kyalo
Makueni MAKINDU SYUMILE  SEC  SCH Stephen Muthini Tuva
Makueni MAKINDU TUNGUNI PRIMARY SCHOOL John Musyoka Kamuya
Makueni MAKINDU UVILENI PRIMRY  SCHOOL Esther Nduku Munyao
Makueni MAKINDU UVILENI PRIMRY  SCHOOL Teresia Nduku Kyania
Makueni MAKINDU WAYONA PRIMARY SCHOOL Agnes Wayua Mutiso
Makueni MAKINDU WAYONA PRIMARY SCHOOL Assumpta Wavinya Mwania
Makueni MAKINDU Yikisemei Primary School Daniel Mutinda Nzioki
Makueni MAKINDU Yikisemei Primary School Francis Muthui
Makueni MAKINDU YIMWAA PRI SCH Faith Wanza Masila
Makueni MAKINDU YIMWAA PRI SCH Jackson Mwang’ombe Chinia
Makueni MAKINDU YINDALANI PRI SCH Simon Kaseka Makuu
Makueni MAKINDU YINGOSO PRIM Daniel Wambua Mutisya
Makueni MAKINDU YINZAU PRIMARY SCH Georgina Mwende Waita
Makueni MAKUENI A.C.K. Ukia Secondary School Pascalia Mwende Kiilu
Makueni MAKUENI AIC MUTULA PRIMARY SCHOOL Stephen Munyao Mbuvi
Makueni MAKUENI IIUNI PRIM Kimeu Stephen Mwatu
Makueni MAKUENI ITHANZENI PRI SCH Catherine Mutheu Muewa
Makueni MAKUENI IUANI  S.S. Stansalaus Muli Muthoka
Makueni MAKUENI KAITI ACK PRI SCH Joseph Ndolo Katundu
Makueni MAKUENI KAITI ACK PRI SCH Margaret “Nduku Mwania” Mwanthi
Makueni MAKUENI Kambi Mawe Boys Secondary School Julius Maina Muchiri
Makueni MAKUENI Kambi Mawe Boys Secondary School Pamela Solomon Kalayu
Makueni MAKUENI KASUNGUNI PRI SCH Benedetta Nzula Muema
Makueni MAKUENI KAUMONI DEB PRI SCH Immaculate Mueni Mutuku
Makueni MAKUENI KAUMONI HGM PRI SCH Marietta Wanzuu Wambua
Makueni MAKUENI KAUMONI HGM PRI SCH Veronica Ndunge Makau
Makueni MAKUENI KAUMONI SEC, SEC Joseph Tote Mutuku
Makueni MAKUENI KAUMONI SEC, SEC Ndunge Muendo
Makueni MAKUENI KAUMONI SEC, SEC Nicholas Kinyanzui Mutuku
Makueni MAKUENI KAVANI PRIMARY SCHOOL Alfred Wamulango Ndolo
Makueni MAKUENI KEE PRIMARY SCHOOL Christopher Kisoma Mutuku
Makueni MAKUENI KEE PRIMARY SCHOOL Patricia Mbithuka
Makueni MAKUENI KIATINE PRI SCH Salome Mbithe Mbithi
Makueni MAKUENI KILALA AIC PRI Mirriam Ndinda Isaiah
Makueni MAKUENI KIMWATHO PRIMARY Nelson Mwasaru Mwikamba
Makueni MAKUENI KINGUUTHENI PRI SCH Ednah Kambua Kimanzi
Makueni MAKUENI KINGUUTHENI PRI SCH Joel Ndawa Ngumbi
Makueni MAKUENI KINYONGO PRI SCHOOL Serah Ndinda Musili
Makueni MAKUENI KISYUNGII PRI SCH Philomena Kyumwa Mbiwa
Makueni MAKUENI KISYUNGII PRI SCH Sarah Waithera Muriuki
Makueni MAKUENI KISYUNGII PRI SCH Stephen Mutuku Ndunda
Makueni MAKUENI KITANDI S.S. Timothy Mwanzia Mwikali
Makueni MAKUENI KIVANDINI PRI SCH Josephat Mutisya Kyungu
Makueni MAKUENI Kivani S. S Annastacia Nthemba Nguta
Makueni MAKUENI Kivani S. S Caroline Mwende Nzinga
Makueni MAKUENI Kivani S. S Martin Nthome Kisilu
Makueni MAKUENI Kivani S. S Mirriam Ndanu Kiema
Makueni MAKUENI KIVUTINI PRI SCH Stella Kalunde Mwaniki
Makueni MAKUENI KYAMUTHEI PRI SCH Dinah Undisa Obiayo
Makueni MAKUENI KYUMU  SEC SCH Bernard Mwanzia Wambua
Makueni MAKUENI KYUMU  SEC SCH Catherine Stephen Kalekye
Makueni MAKUENI MAKONGO PRI SCH Daniel Muhuri Chege
Makueni MAKUENI Makongo Spec School For The Deaf Pricilla Kavete Munyao
Makueni MAKUENI MAKUENI  BOYS  S.S. Frankline Mwendwa Wambua
Makueni MAKUENI MAKUENI  BOYS  S.S. Goulder Mutono Matheka
Makueni MAKUENI MAKUENI  BOYS  S.S. Gregory Ndau Muema
Makueni MAKUENI MAKUENI  BOYS  S.S. Josphat Mutuku Maluva
Makueni MAKUENI MAKUENI  BOYS  S.S. Mathias Musyoka Muyanguku
Makueni MAKUENI MAKUENI  BOYS  S.S. Raphael Katana Diwani
Makueni MAKUENI MAKUENI  BOYS  S.S. Stephen Muema Mutune
Makueni MAKUENI MAKUTANO  PRI SCH Cedric Nzyoki Mutua
Makueni MAKUENI MAKUTANO  PRI SCH Peter Kisese Musyoka
Makueni MAKUENI MALIVANI A.I.C PRI SCH Bernard Kingoo Muthwa
Makueni MAKUENI MATINDINI PRI SCH Joyce Katumi Kivuva
Makueni MAKUENI MUAMBANI PRI SCH Augustine Mwanthi Kimuyu
Makueni MAKUENI MUIU PRI SCH Benson Ndisya Mwanga
Makueni MAKUENI MUIU PRI SCH Julius Maingi Maundu
Makueni MAKUENI MUKUYUNI  S.S. Daniel Mwanzia Mutava
Makueni MAKUENI MUKUYUNI  S.S. Vincent Mulei Simu
Makueni MAKUENI MUNGELI PRI SCH Petronilla “Kawie C.”
Makueni MAKUENI MUNYUNI  S.S. Mary Wangari Wanjohi
Makueni MAKUENI MUTULANI  SEC  SCH Felix Musyoki Mulwa
Makueni MAKUENI MUTULANI  SEC  SCH Onesmus Muema Mutisya
Makueni MAKUENI MUTULANI  SEC  SCH Stephen Ndunda Musyoka
Makueni MAKUENI MUTULANI PRI SCH Emma Syombua Mwita
Makueni MAKUENI MWAANI  BOYS  S.S. Erastus Kala Muoki
Makueni MAKUENI MWAANI  BOYS  S.S. Jackson Mulinge Mokosi
Makueni MAKUENI MWAANI  BOYS  S.S. Petronila Nundu Muthoka
Makueni MAKUENI MWAANI  BOYS  S.S. Silvanus Kitonga Nzioka
Makueni MAKUENI MWAANI  GIRLS  S.S. Mary Maria Nzomo
Makueni MAKUENI MWAANI  GIRLS  S.S. Sandra Muthini Kimilu
Makueni MAKUENI Mwea Mixed Day Secondary School Thomas Musyoka Katambo
Makueni MAKUENI MWEA PRY SCH Joyce Mueni Kyania
Makueni MAKUENI NGILUNI PRI SCH Daniel Mwongela Ngolanie
Makueni MAKUENI NGILUNI PRI SCH Simon Mutuku Malonza
Makueni MAKUENI NGOSINI PRI SCH Justus Mumina Mutie
Makueni MAKUENI NTHANGU M SEC SCH Miriam Kasiva Maweu
Makueni MAKUENI NTHANGU M SEC SCH Norah Kasikwa Mutisya
Makueni MAKUENI NTHUKULA PRI SCH Joel Muli Nthekani
Makueni MAKUENI NTHUKULA PRI SCH Juliana Kavata Kyalo
Makueni MAKUENI Nziu Boys Secondary School Mary Mbinya Nthenge
Makueni MAKUENI NZIU PRI SCH Josephine Mwethya Matheka
Makueni MAKUENI NZIU PRI SCH Margaret Nziva Munywoki
Makueni MAKUENI NZIU PRI SCH Patrick Ngungi Musyoka
Makueni MAKUENI NZUENI PRI SCH Agnes Tatu Musyoka
Makueni MAKUENI SENDA PRI SCH Leonard Muema Muthusi
Makueni MAKUENI SIA PRI SCH Elizabeth Mwongeli Kiilu
Makueni MAKUENI SIA PRI SCH Phillip Mulei Kivuva
Makueni MAKUENI SIA SEC SCHOOL Shadrack Mululi Kioko
Makueni MAKUENI ST PAULS KYAMUTHEI S S Faith Ndiku Kavisi
Makueni MAKUENI ST. JOHN  MALIVANI Boniface Nguta Muli
Makueni MAKUENI THOMA PRI SCH Philis Ndanu Kyaka
Makueni MAKUENI UKIA  GIRLS  S.S. Mary Kasavi Mutua
Makueni MAKUENI UNOA PRI SCH Catherine Kalekye Mutuku
Makueni MAKUENI WATEMA PRI SCH Shadrack Mutunga Ndeto
Makueni MAKUENI Wote Technical Training Institute Anne Wanjiku Munga
Makueni MAKUENI Wote Technical Training Institute Melchisedeck Kavyu Muluka
Makueni MAKUENI Wote Technical Training Institute Peter Muriu Nganga
Makueni MAKUENI Wote Technical Training Institute Raphael Macharia Mwangi
Makueni MAKUENI Wote Technical Training Institute Timothy Khakina
Makueni MBOONI EAST ITITU PRI SCH Mutinda Benson Mwania
Makueni MBOONI EAST ITITU PRI SCH Tabitha Nzilani Kimuyu
Makueni MBOONI EAST Ititu Secondary School Eliud Wamupalia Wangila
Makueni MBOONI EAST Ititu Secondary School Peter Ngemu
Makueni MBOONI EAST ITULU PRI SCH Fidelis Nzyoka Mavuti
Makueni MBOONI EAST ITULU PRI SCH Jane Wayua Mwania
Makueni MBOONI EAST ITULU PRIM Georgina Mwongeli Kimeu
Makueni MBOONI EAST ITULU SEC SCH Frankil Mutuku Mutinda
Makueni MBOONI EAST ITULU SEC SCH Samuel Mutisya Mutunga
Makueni MBOONI EAST ITUMBULE PRI SCH Stevenson Muoki Mbaluku
Makueni MBOONI EAST Kaketi Pri Sch Francisca Kamene Mwanzia
Makueni MBOONI EAST Kaketi Pri Sch Joan Mukonyo Musyoki
Makueni MBOONI EAST Kaketi Pri Sch Julius Muimi Kabuga
Makueni MBOONI EAST KAKO  S.S. PATRICK MUTUKU MASIO
Makueni MBOONI EAST Kakuswi Primary School Augustine Mulyali Munywoki
Makueni MBOONI EAST Kakuswi Primary School Caroline Keli Kisilu
Makueni MBOONI EAST Kakuswi Primary School Santos Kyalo Muindi
Makueni MBOONI EAST KALAWA  S.S. Naomy Kavilu Muendo
Makueni MBOONI EAST Kalawa Primary School Florence Mueni Kingola
Makueni MBOONI EAST Kamutonye Pri Sch Cosmas Muoka Malonza
Makueni MBOONI EAST Kamutonye Pri Sch David Sila Mbuta
Makueni MBOONI EAST KANYENYONI PRI SCH Janeffer Wavinya Kasoloi
Makueni MBOONI EAST Kasooni Prim Francis Kanyi Kiago
Makueni MBOONI EAST KATHAMBANGII PRI SCH Japheth Mutio Katiwa
Makueni MBOONI EAST Kathongo Hgm Pri Sch Jeniffer Museng’Ya Maundu
Makueni MBOONI EAST Kathongo Hgm Pri Sch Thomas Muendo Munyao
Makueni MBOONI EAST KATHULUMBI SEC Johana Ngila Wambua
Makueni MBOONI EAST KATHULUMBI SEC Michael Mbevi
Makueni MBOONI EAST Katikomu Primary School Miriam Katheu Wambua
Makueni MBOONI EAST Katikomu Primary School Samuel Mumo Mativo
Makueni MBOONI EAST KAVUMBU PRI SCH Solomon Nthenge Muendo
Makueni MBOONI EAST KAVUMBU PRI SCH William Wambua Musembi
Makueni MBOONI EAST KAVUMBU SEC SCHOOL Esther Kalekye Itua
Makueni MBOONI EAST KAVUMBU SEC SCHOOL Judith Mumbua Nzuki
Makueni MBOONI EAST KIELEELENI PRI SCH Daniel Musau Mumo
Makueni MBOONI EAST KIKUSWI SEC SCH Sammy Mule Katundu
Makueni MBOONI EAST KILUNGU PRIMARY Phytilisah Kakwasi Ngina
Makueni MBOONI EAST KILUNGU PRIMARY Stephen Nthaa Muia
Makueni MBOONI EAST KIMANDI PRI SCH Agnes Kavindu Mutisya
Makueni MBOONI EAST Kinyau Primary School Erickson Mutinda Mbithi
Makueni MBOONI EAST Kinze Pri Sch Michael Mutunga Kitana
Makueni MBOONI EAST KISAU  GIRLS  S.S. Daniel Kioko Ngunzi
Makueni MBOONI EAST KISAU  GIRLS  S.S. Daniel Muteto Kilatya
Makueni MBOONI EAST KISAU  GIRLS  S.S. Luke Ndunda Kimeu
Makueni MBOONI EAST KISAU  GIRLS  S.S. Stella Yula Kitala
Makueni MBOONI EAST kiteta Boys Secondary school David Ngumbau Mwangangi
Makueni MBOONI EAST kiteta Boys Secondary school Joseph Mutuku Kasimbi
Makueni MBOONI EAST kiteta Boys Secondary school Patrick Muteti Muthoka
Makueni MBOONI EAST KITETA GIRL’S SEC. SCHOOL Evanson Ireri Gicigi
Makueni MBOONI EAST KITETA GIRL’S SEC. SCHOOL Mary Muthoni Kihara
Makueni MBOONI EAST KITHANGATHINI PRI SCH Regina Mwikali Muthai
Makueni MBOONI EAST Kithuia Primary School Benson Kala Muisyo
Makueni MBOONI EAST KITONDO  S.S. Alfred Kiio Muli
Makueni MBOONI EAST KITONDO  S.S. Annastacia Muthoki Kimuli
Makueni MBOONI EAST KITONDO  S.S. Benedict Mulwa Musyoka
Makueni MBOONI EAST KITONDO  S.S. Daniel Nzioka Mbote
Makueni MBOONI EAST KITONDO  S.S. Francis Muendo Muthoka
Makueni MBOONI EAST Kitoto Pri Sch Wambua B Mulwa
Makueni MBOONI EAST KITOTO S.S. Florence Nduku Mbuvi
Makueni MBOONI EAST KYALUMA PRI SCH Margaret Mutindi Kyengo
Makueni MBOONI EAST KYANGONDU PRI SCH Janet Mwikali Ngangi
Makueni MBOONI EAST Kyaume Pri Sch Anthony Nzyoka Musuu
Makueni MBOONI EAST KYOME PRI SCH Victoria Ngina Kitombo
Makueni MBOONI EAST KYOME SEC SCH Boniface Mutuku Munyao
Makueni MBOONI EAST KYOME SEC SCH Vibian Jepkirui
Makueni MBOONI EAST LUNGU  SEC SCH Andrew Metho Kethi
Makueni MBOONI EAST LUNGU  SEC SCH Christine Munyaanyi Wakhungu
Makueni MBOONI EAST MAVIANI PRI SH Joseph Mutinda Muema
Makueni MBOONI EAST MBIMBINI PRI SCH Musyoki Mwongela
Makueni MBOONI EAST mbukoni sec sch Gladys Nthambi Muli
Makueni MBOONI EAST mbukoni sec sch Stephen Mweu Muthiani
Makueni MBOONI EAST MIANGENI PRI SCH Alice Nduku Kitumu
Makueni MBOONI EAST MIAU PRI SCH Michael Nganda Malonza
Makueni MBOONI EAST MIAU SEC SCH Joseph Mwendwa Muthengi
Makueni MBOONI EAST MITHUMO PRI SCH Victor Thomas Nzue
Makueni MBOONI EAST MITUVU PRI SCH Nicholas Mualuko Mali
Makueni MBOONI EAST MUAANI PRI SCH Simon Musau Kiio
Makueni MBOONI EAST MUKIMWANI SEC Victor Mutie Muia
Makueni MBOONI EAST MUKUKU PRI SCH James Katangi Mutinda
Makueni MBOONI EAST Mukuku Primary School Joshua Mavuti Wambua
Makueni MBOONI EAST Mukuku Primary School Roval Mwambili Mwambui
Makueni MBOONI EAST MULUTI PRI SCH Daniel Wambua Ngui
Makueni MBOONI EAST MUNYINI PRI SCH Aaron Kasyoki Nzioka
Makueni MBOONI EAST MUNYINI PRI SCH Annah Wayua Muli
Makueni MBOONI EAST MUTANDA PRI SCH Urbanus Kaminda Mututa
Makueni MBOONI EAST Mutembuku Primary  School Francis Nzangi Mulwa
Makueni MBOONI EAST Mutembuku Secondary School Cornelius Wambua Manthi
Makueni MBOONI EAST Mutembuku Secondary School John Mwathe Kamama
Makueni MBOONI EAST Mutembuku Secondary School Julius Mackenzie Ngongo
Makueni MBOONI EAST MUTHWANI SECONDARY Beatrice Nthenya Musyoka
Makueni MBOONI EAST Mutini Primary School Bernard Mutuku Musyoka
Makueni MBOONI EAST Mutini Primary School Daniel Kyalo Mutisya
Makueni MBOONI EAST Ndauni Mixed Day Sec Sch-Kalawa Vincent Muithya Mbinoyo
Makueni MBOONI EAST NDULUKU  S.S. Carlos Vaati Kivuva
Makueni MBOONI EAST NDULUKU  S.S. Faith Ndulu Kinyumu
Makueni MBOONI EAST NDULUKU PRI SCH Jamaica Luka Mutisya
Makueni MBOONI EAST NDUMBI SEC SCH Richard Mutunga Musyoka
Makueni MBOONI EAST NDUMBI SEC SCH Samson Maswii Munywoki
Makueni MBOONI EAST NGAA PRI SCH Patrick Muema Muia
Makueni MBOONI EAST NGAMU PRIM Peter Nyamai Muthama
Makueni MBOONI EAST NGILUNI PRI SCH Rongers Laban Kingoku
Makueni MBOONI EAST NGILUNI PRIM Monica Kamene Ndolo
Makueni MBOONI EAST NGONI  SEC SCH Evelyn Katumbi Nzyoka
Makueni MBOONI EAST NGUNINI PRI SCH Jane Munyiva Mutie
Makueni MBOONI EAST NTHAATWA PRI SCH Dancan Kioko Kivindyo
Makueni MBOONI EAST NTHAATWA PRI SCH Patrick Wambua Musango
Makueni MBOONI EAST SAKAI PRIM Cyrus Mutengu Ndulu
Makueni MBOONI EAST St. Barnabas Thwake Mixed Day Sec Sch Martin Mutuku Muvaa
Makueni MBOONI EAST SYUNGUNI PRI SCH Dorothy Katulu Kimatu
Makueni MBOONI EAST SYUNGUNI PRI SCH Kennedy Makau Mutiso
Makueni MBOONI EAST TAWA  KIAMBWA  S.S. David Kioko Mutunga
Makueni MBOONI EAST TAWA  KIAMBWA  S.S. Matthias Mutuku Elijah
Makueni MBOONI EAST THWAKE PRI SCH Wilson Nzivo Musau
Makueni MBOONI EAST USALALA PRI SCH Elizabeth Kanini Nthiambo
Makueni MBOONI EAST UVILUNI PRI SCH Florence Mumbe Ndolo
Makueni MBOONI EAST Watuka Mixed Secondary School Nicholas Mbithi Makau
Makueni MBOONI EAST WATUKA PRI SCH Francisca Mutindi Wambua
Makueni MBOONI EAST WATUKA PRI SCH Gerald Kiio Matata
Makueni MBOONI WEST Imale S Kennedy Muasya Muthoka
Makueni MBOONI WEST Imale S Martin Ndunda Mutua
Makueni MBOONI WEST Imale S Rashid Okoba Oduori
Makueni MBOONI WEST Imale S Shadrack Mwendwa Kyalo
Makueni MBOONI WEST ITETANI  S.S. Patrick Mutinda Simon
Makueni MBOONI WEST ITETANI  S.S. Yambu Winston Mutua
Makueni MBOONI WEST ITETANI PRIM Francis Keli David
Makueni MBOONI WEST ITHEMBONI BOYS  PRI SCH Titus Mutunga Kioko
Makueni MBOONI WEST ITHEMBONI PRI SCH Joseph Masila Munguti
Makueni MBOONI WEST ITHEMBONI PRI SCH Joyce “Mutinda M” Nthiwa
Makueni MBOONI WEST Ititu A.I.C sec Geoffrey Mutinda Kimuyu
Makueni MBOONI WEST Ititu A.I.C sec Justus Musyoka Kilonzi
Makueni MBOONI WEST Ititu A.I.C sec Purity Mbula Kyuma
Makueni MBOONI WEST ITITU PRI SCH Dorothy Mutheu Nzai
Makueni MBOONI WEST ITULANDOO PRY SCHOOL Elizabeth Mumbi Nzuki
Makueni MBOONI WEST ITULANDOO PRY SCHOOL John Mwanza
Makueni MBOONI WEST KAKIMA PRI SCH Pius Munyao Nguli
Makueni MBOONI WEST KANGO PRI SCH Ruth Kavindu Kasyoka
Makueni MBOONI WEST KATHOKANI PRI SCH Annah Muli Kauna
Makueni MBOONI WEST KATHOKANI PRI SCH Fredrick Maingi Kisinga
Makueni MBOONI WEST KATHOKANI PRI SCH Mary Nthue Mulli
Makueni MBOONI WEST KIATINENI PRI SCH David Itute Muoka
Makueni MBOONI WEST KIATINENI PRI SCH Peter Mbitia Mutisya
Makueni MBOONI WEST Kiatineni Secondary School Mary Muendi Kivuva
Makueni MBOONI WEST Kiatineni Secondary School Peter Mukoma Kilavi
Makueni MBOONI WEST KIKIINI SEC SCHOOL Boniface “Mwanza Mutunga” Ndeto
Makueni MBOONI WEST KIKIMA  S.S. Abed Nzuki Kisia
Makueni MBOONI WEST KIKIMA  S.S. Nicholas Nthakyo Ndavi
Makueni MBOONI WEST KIKIMA  S.S. Philip Mutuku Muya
Makueni MBOONI WEST KILENGE PRI SCH Simon Mutisya Kilai
Makueni MBOONI WEST KILIKU PRI SCH Dorcas Muthei Munyao
Makueni MBOONI WEST KILIKU PRI SCH Hassan Ramadhan Yussuf
Makueni MBOONI WEST KILIKU PRI SCH Jackline Nzilanih Muli
Makueni MBOONI WEST KILIKU PRI SCH Magdalene Mbijiwe Gacheri
Makueni MBOONI WEST KILIKU PRI SCH Winfred Mukui Mumo
Makueni MBOONI WEST KILYUNGI M SEC SCH Emmanuel Sila Nzau
Makueni MBOONI WEST KILYUNGI M SEC SCH Janecaster Ndinda Benson
Makueni MBOONI WEST KILYUNGI M SEC SCH Josephine Kalala Ndambu
Makueni MBOONI WEST KILYUNGI M SEC SCH Peter Ndolo Kyai
Makueni MBOONI WEST KINYEE PRI SCH Patrick Mulli Masua
Makueni MBOONI WEST KINYEE PRI SCH Rael Syombua Mule
Makueni MBOONI WEST KINYUANI PRI SCH Kennedy Mwendwa Kyungu
Makueni MBOONI WEST KISESINI PRI SCH Jackson Muia Mutuku
Makueni MBOONI WEST KISYATHUKU PRI SCH Benson Mutua Mutua
Makueni MBOONI WEST KISYATHUKU PRI SCH Carolyne Nthoki Kituku
Makueni MBOONI WEST KISYATHUKU PRI SCH James Nzivo Mbiti
Makueni MBOONI WEST KITHUNGO PRI SCH Pius Makau Mutunga
Makueni MBOONI WEST KITITHINI PRI SCH Josephine Mwende Mathembe
Makueni MBOONI WEST KITOO ABC MIXED SEC SCH Charles Keli Muendo
Makueni MBOONI WEST KITOO ABC MIXED SEC SCH Daniel Mulinge Musau
Makueni MBOONI WEST KITOO ABC MIXED SEC SCH Sarah Murugi Muoki
Makueni MBOONI WEST KITOO ABC MIXED SEC SCH Stephen Kamarichi Mokaya
Makueni MBOONI WEST KITOO PRI SCH Peris Syombua Munyao
Makueni MBOONI WEST KITUNDU  S.S. Caroline Mbithe Mutie
Makueni MBOONI WEST KUSYOKITHOI PRI SCH Abed Musembi Kyangu
Makueni MBOONI WEST KUSYOKITHOI PRI SCH Salome Mbula Muli
Makueni MBOONI WEST KYAMUATA PRI SCH Beth Mueni Mweleli
Makueni MBOONI WEST KYANGOMA PRI SCH Lemmy Kyallo Kingoo
Makueni MBOONI WEST KYANGOMA PRI SCH Mercy Festus Mutheu
Makueni MBOONI WEST Kyangoma Special School For The Ment Charles Musau Mutunga
Makueni MBOONI WEST KYUU  S.S. Faith Mumo King’oo
Makueni MBOONI WEST KYUU  S.S. Salmin Ali Nassoro
Makueni MBOONI WEST MANZUVI PRIMARY SCHOOL Samuel Munyao Musyoka
Makueni MBOONI WEST MAVINDU  S.S. Dorothy Syombua Simon
Makueni MBOONI WEST MAVINDU  S.S. Nichodemus Mbithi Mutiso
Makueni MBOONI WEST MAVINDU PRI SCH Magdaline Nduku Kilile
Makueni MBOONI WEST MBOONI  GIRLS  S.S. Catherine Wavinya Mwikya
Makueni MBOONI WEST MBOONI  GIRLS  S.S. Elizabeth Mutindi Kiio
Makueni MBOONI WEST MBOONI  GIRLS  S.S. Faith Mutheu Muinde
Makueni MBOONI WEST MBOONI  GIRLS  S.S. Lucy Muthoni Kagwithi
Makueni MBOONI WEST Mbooni A.I.C.Girls Secondary School John Mwita Burure
Makueni MBOONI WEST MBOONI BOYS SEC SCHOOL Abednego Kimondo Kimeu
Makueni MBOONI WEST MBOONI BOYS SEC SCHOOL Aristarchus Mutie Musili
Makueni MBOONI WEST MBOONI BOYS SEC SCHOOL Reuben Mutua Mwendwa
Makueni MBOONI WEST MBOONI D.E.B PRI SCH Kyalo Daniel Michael
Makueni MBOONI WEST MIUUSINI PRI SCH Nicholus Muteti Musila
Makueni MBOONI WEST MUKAATINI  S.S. Agnes “Muli Mukulu” Mulwa
Makueni MBOONI WEST MUKAATINI  S.S. Venic Nyangarisa Ogoti
Makueni MBOONI WEST MUKAATINI PRI SCH Jonathan Ngemu Nzioka
Makueni MBOONI WEST MUKASI PRI SCH Phoebe Mutanu Kiamba
Makueni MBOONI WEST MULOONI  S.S. David Muoki Muendo
Makueni MBOONI WEST MULOONI  S.S. Irene Mumbua Mutua
Makueni MBOONI WEST MULOONI  S.S. Jackson Kiptoo Chirchir
Makueni MBOONI WEST MULOONI  S.S. Margaret Ndunge Makato
Makueni MBOONI WEST MUSOA PRI SCH Joseph Nthenge Mutungi
Makueni MBOONI WEST MUSOA PRI SCH Musyoki Anne Ndanu
Makueni MBOONI WEST MUSOA PRI SCH Stephen Musau Nthatu
Makueni MBOONI WEST MUTHWANI PRIM Ann Ruguru Njue
Makueni MBOONI WEST MUTHWANI PRIM Richard Oyianoi Sonto
Makueni MBOONI WEST MUTHWANI PRIM Scholastica Ndanu Wambua
Makueni MBOONI WEST MUTULANGUU PRI SCH Raymond “James Mumo” Musilu
Makueni MBOONI WEST MUTWII PRI SCH Jackson Omulama Kuya
Makueni MBOONI WEST MUTWII PRI SCH Wissman Muthiani Wambua
Makueni MBOONI WEST MUUMONI PRIMARY SCHOOL Moses Kalawa Gitonga
Makueni MBOONI WEST MWEANI PRIMARY SCHOOL Joe Mutune Mutiso
Makueni MBOONI WEST MWEANI PRIMARY SCHOOL Patrick Mutisya Masila
Makueni MBOONI WEST NDUENI PRI SCH Jackline Katile Mutiso
Makueni MBOONI WEST NDUNI PRI SCH Agnes Mbete Nyamu
Makueni MBOONI WEST NDUNI PRI SCH Benson Muvea
Makueni MBOONI WEST NDUNI PRI SCH Elizabeth Mwende Mwedwa
Makueni MBOONI WEST NGAANI PRI SCH Regina Mbithe Wambua
Makueni MBOONI WEST NGAI PRI SCH Anthony Mutua Musila
Makueni MBOONI WEST NGAI S. S. Jonathan Munyao Musau
Makueni MBOONI WEST NTHAANI PRI SCH Anastacia Kalondu Mutiso
Makueni MBOONI WEST NTHAANI PRI SCH Michael “John Kaleke” Kitisya
Makueni MBOONI WEST NTHANGATHINI PRI SCH Andrew Mutiaene Kavoi
Makueni MBOONI WEST NTHANGATHINI PRI SCH Nicholas Mutuku Mbithi
Makueni MBOONI WEST Nzeveni  S.s. Anne Mwongeli Mwilu
Makueni MBOONI WEST Nzeveni  S.s. Faith Mwende Masai
Makueni MBOONI WEST Nzeveni  S.s. Titus “Japheth Mulwa” Nzwili
Makueni MBOONI WEST NZUENI PRI SCH Hastings Pius Kivuva
Makueni MBOONI WEST Senior Chief Munguti Secondary School Timothy Mulei Mumo
Makueni MBOONI WEST Syathani Mixed Day Secondary School Angelina Ndunge Kinyili
Makueni MBOONI WEST Syathani Mixed Day Secondary School Emmanuel Mutua Kyole
Makueni MBOONI WEST Syathani Mixed Day Secondary School Everlyne Mwikali Musyoka
Makueni MBOONI WEST SYATHANI PRI SCH Robert Kavita Mutua
Makueni MBOONI WEST TULIMANI PRI SCH Carolyne Karimi Njeru
Makueni MBOONI WEST TUTUTHA  SECONDARY SCHOOL. Antony Kanzivai Wambua
Makueni MBOONI WEST TUTUTHA  SECONDARY SCHOOL. Dominic Maingi Mutuku
Makueni MBOONI WEST TUTUTHA  SECONDARY SCHOOL. Dominic Musembi Mutuku
Makueni MBOONI WEST TUTUTHA  SECONDARY SCHOOL. Jacob Mutua Ndola
Makueni MBOONI WEST TUTUTHA  SECONDARY SCHOOL. Mary Karimi Mutuku
Makueni MBOONI WEST TUTUTHA  SECONDARY SCHOOL. Rose David Mwikali
Makueni MBOONI WEST TUTUTHA PRI SCH Esther Gathoni Weru
Makueni MBOONI WEST TUTUTHA PRI SCH Mercy Ndumi Kyalo
Makueni MBOONI WEST UKALA PRI SCH Damaris Mbatha Muia
Makueni MBOONI WEST UKALA PRI SCH Elizabeth Nthamba Muthuka
Makueni MBOONI WEST UKALA PRI SCH Terry Malinda Kiio
Makueni MBOONI WEST UKALA PRI SCH Victor Keli Sila
Makueni MBOONI WEST UTANGWA HGM PRI SCH Evalyne Ndanu Kasyoka
Makueni MBOONI WEST UTANGWA MIXED SEC SCHOOL Joel Nganda Caleb
Makueni MBOONI WEST UTANGWA MIXED SEC SCHOOL Joyce Waeni Mutua
Makueni MBOONI WEST UTANGWA MIXED SEC SCHOOL Thomas Ithia Mutiso
Makueni MBOONI WEST UTUMONI PRI SCH Francis Kivaya Nzyoka
Makueni MBOONI WEST UTWIINI PRI SCH Josephat Musyoka Kimolo
Makueni MBOONI WEST UTWIINI PRI SCH Naom Munanye Ndemwa
Makueni MBOONI WEST UVAA PRI SCH Onesmus Ndavi Matata
Makueni MBOONI WEST UVAANI PRI SCH Benedict Mutua Koti
Makueni MBOONI WEST UVAANI PRI SCH Peter Mutungi Kiilu
Makueni MBOONI WEST Uvuu Secondary School Abednego Katelo Kyau
Makueni MBOONI WEST Wanzauni Mixed Day Secondary School Charles Ndisya Kilunda
Makueni MBOONI WEST WANZAUNI PRI SCH David Mutava Musili
Makueni MBOONI WEST WANZAUNI PRI SCH Esther Nduku Munyao
Makueni MBOONI WEST WANZAUNI PRI SCH Everlyne Mbithe Kingoo
Makueni MBOONI WEST YAMBAE PRI SCH Petronillah Suma Nzilani
Makueni MBOONI WEST YATWA PRI SCH Alice Mwelu Mutune
Makueni MBOONI WEST YATWA PRI SCH Paul KASOMO Mutunga
Makueni MUKAA A.C.K. St. Luke’s Marwa Secondary School Caroline Mwende Wilson
Makueni MUKAA ENGULI PRI SCH Elizabeth Nditiva Masai
Makueni MUKAA ENZAI PRI SCH Annastacia Mumbe Mutiso
Makueni MUKAA ENZAI PRI SCH Mary Ndunge Mulumba
Makueni MUKAA ITUMBULE PRI SCH Esther Ndunge Nguma
Makueni MUKAA ITUMBULE PRI SCH Naummy Nduku Mutua
Makueni MUKAA ITUMBULE PRI SCH Winlinstone Mutuku Kilonzo
Makueni MUKAA Kalimbini Primary School Bernand Kiendi Mukelelya
Makueni MUKAA KAMUTHINI PRI SCH Isaiah Oyugi Ogola
Makueni MUKAA KAMUTHINI PRI SCH John Mutie Kiema
Makueni MUKAA KASIKEU  GIRLS SCH Grace Kangai Gacici
Makueni MUKAA KASIKEU  S.S. Daniel Ouma Oloo
Makueni MUKAA KASIKEU  S.S. James Waiti Njoroge
Makueni MUKAA KASIKEU  S.S. Jefferson Mutunga Kisaulu
Makueni MUKAA KASIKEU  S.S. Raphael Kimweli Kinyungu
Makueni MUKAA KATHII PRI SCH Josephine Mutunge Mbevi
Makueni MUKAA KATULYANI PRI SCH Mary Mumbua Mwanzia
Makueni MUKAA KATULYANI PRI SCH Richard Musyoka Ndulya
Makueni MUKAA KAVUKO PRI SCH Betty Mbithe Mbunya
Makueni MUKAA KIIMA – KIU PRI SCH Faith Ngina Mutisya
Makueni MUKAA KILOME  S.A.  S.S. Agnes Ngina Kyenze
Makueni MUKAA KILOME S. A. PRI SCH Jackline Kaluma Wambua
Makueni MUKAA KIONGWANI  S.S. William Vincent Kyalo
Makueni MUKAA KIOU PRI SCH David Wambua Muthiani
Makueni MUKAA KIOU PRI SCH Justus Mutunga Muhu
Makueni MUKAA KIOU PRI SCH Pius Nguta Mwonga
Makueni MUKAA KITAINGO PRI SCH Stella Muthike Francis
Makueni MUKAA KITHEINI PRI SCH Franciscah Rose Mbullu
Makueni MUKAA KITHEINI PRI SCH Isaac Mwongela Mwanzia
Makueni MUKAA KITHEINI SECONDARY SCHOOL Mathew Kingola Muia
Makueni MUKAA KITHINA PRI SCH Daniel Kilonzo Ndeti
Makueni MUKAA KITIVO PRI SCH Nicholas Kyalo Nzioki
Makueni MUKAA KITONGUNI PRI SCH Julius Mutua Mutwiwa
Makueni MUKAA KITONGUNI PRI SCH Paul Munywoki Mutua
Makueni MUKAA KITONGUNI SEC SCH Mary Mumbua Makewa
Makueni MUKAA KITONGUNI SEC SCH Sharon Mwikali Paul
Makueni MUKAA KIU PRI SCH Obed Somba Makau
Makueni MUKAA KIU PRI SCH Richard Musyoka Kitunga
Makueni MUKAA KWAKALELO Anderson Mwadime Mwashumbe
Makueni MUKAA KWAKALELO Catherine Mwende Muthusi
Makueni MUKAA KWAKALELO Marie Mumo Kyalo
Makueni MUKAA KWAKATIA PRI SCH Jackson Ndangili Waita
Makueni MUKAA KWAKAVITA PRI SCH Nahashon Watuka Munguti
Makueni MUKAA KWAKIKETI PRI SCH Christine Mwikali Tom
Makueni MUKAA KWAKIKETI PRI SCH Philip Muasya Makau
Makueni MUKAA KWAKIKETI SEC SCH Josphat Musyoki Ndunda
Makueni MUKAA KWAKIKETI SEC SCH Stephen Ouma Oduor
Makueni MUKAA KWAMALELU PRI SCH David Wambua Mwalimu
Makueni MUKAA KWAMBOTOE PRI SCH Florence Muthike Nyamai
Makueni MUKAA KWAMBUMBU PRI SCH Douglas Muli Mbungue
Makueni MUKAA KWANDEKE PRI SCHOOL James Mulake Mailu
Makueni MUKAA KWANDEKE PRI SCHOOL Moses Mwithali M’ambau
Makueni MUKAA KWANDEKE PRI SCHOOL Nancy Nzilani Kasyoka
Makueni MUKAA KWANGUMU PRI SCH Felistus Kavuli Kilonzo
Makueni MUKAA KWANGUMU PRI SCH John Kitivi Ngui
Makueni MUKAA KWANGUMU PRI SCH Loise Mutile Mutisya
Makueni MUKAA KWANGUMU PRI SCH Mirriam Syongombe Kinyae
Makueni MUKAA KYUNGUNI PRI SCH Miriam Nduku Maeke
Makueni MUKAA LANDU PRI SCH Gladys Munini Ndenge
Makueni MUKAA LANDU PRI SCH John Mutua Kasuni
Makueni MUKAA LUMU PRI SCH Jeddida Sichangi
Makueni MUKAA MAIANI  S.S. Raphael Wambua Musyoki
Makueni MUKAA MARWA PRI SCH Elizabeth Nduume Musyoki
Makueni MUKAA MASAANI PRI SCH Erick Sabaya Kepisiet
Makueni MUKAA MASIVE PRI SCH Lumet Richard Rianto
Makueni MUKAA MASOKANI  SEC SCH Serah Muthina Muteti
Makueni MUKAA MATIANI PRI SCH Peter Piaro Memusi
Makueni MUKAA MBIINI  S.S. Maurice Muli Ndivo
Makueni MUKAA MBUKUNI PRI SCH Moses Ochieng Onduso
Makueni MUKAA MBUKUNI PRI SCH Peter Mutuku Mbithi
Makueni MUKAA MBYANI PRIM Michael Mutuku Muli
Makueni MUKAA MT CARMEL GIRLS SEC Festus Nzalu Nzioka
Makueni MUKAA MT CARMEL GIRLS SEC Regina Wanza Muathe
Makueni MUKAA MUANI  SECONDARY  SCHOOL Faith Mbithe Boniface
Makueni MUKAA MUKAA  BOYS   S.S. Bosco Bernard Kimilu
Makueni MUKAA MUKAA  BOYS   S.S. Elizabeth Mbinya Wambua
Makueni MUKAA MUKAA  BOYS   S.S. Hesbon Sunguti Ong’weni
Makueni MUKAA MUKAA  BOYS   S.S. Martin Akweri
Makueni MUKAA MUKAA  BOYS   S.S. Samuel Nthama Mwongela
Makueni MUKAA MUKAA GIRLS HIGH Dorcas Nzula Titus
Makueni MUKAA MUKAA PRI SCH Jane Mwelu Mutua
Makueni MUKAA MUKAA PRI SCH Rhoda Mbeneka Muthoka
Makueni MUKAA MULUMINI  S.S. Paul Johnbosco Kikwati
Makueni MUKAA MULUMINI PRI SCH John “K Ing’oo”
Makueni MUKAA MUTHITHA PRI SCHOOL Joseph Manyi Ngeembe
Makueni MUKAA MUTWEAMBOO PRI SCH Esther Mwikali Mutunga
Makueni MUKAA MUUA MIXED SEC Kevin Okumu Egesa
Makueni MUKAA MUUA PRI SCH Regina Mukonyo Masilia
Makueni MUKAA Ndemiu Primary School Joseph Nzomo Mutisya
Makueni MUKAA NDULUNI PRI SCH Juliana Mbinya Munguti
Makueni MUKAA NDULUNI SEC SCHOOL Evans Mongare Omambia
Makueni MUKAA NDULUNI SEC SCHOOL Moses Nguma Kyaa
Makueni MUKAA NDULUNI SEC SCHOOL Ruth Mwili Kimeu
Makueni MUKAA NGAAMBA PRI SCH Christine Ndungwa Mulwa
Makueni MUKAA NGILUNI PRI SCH James Muasya Kyenze
Makueni MUKAA NGILUNI PRI SCH Philemon Meritei Kisharisha
Makueni MUKAA NZEVENI PRI SCH Joseph Samuel Kalovoto
Makueni MUKAA NZEVENI PRI SCH Samuel Matui
Makueni MUKAA S.A MAIANI PRIMARY SCHOOL Jane Mwende Maweu
Makueni MUKAA Salvation Army Maiani Sec. School Assumpter Mbula Kasolo
Makueni MUKAA Salvation Army Maiani Sec. School Scholastica Mumo Maundu
Makueni MUKAA St Regina Kiou Jackson Mutiso Ndungi
Makueni MUKAA TANGU PRI SCH Petronila Mueni Nyamai
Makueni MUKAA ULU PRI SCH Nancy “Nduku Kavuli” Mulake
Makueni MUKAA ULU PRI SCH Simon Keli Kivungya
Makueni MUKAA UTHINI PRI SCH Cecilia Mbula Muoki
Makueni MUKAA UTHINI PRI SCH Joseph Kiilu Nyamai
Makueni MUKAA WATHINI PRI SCH Stephen Kimondiu Nzue
Makueni NZAUI BARAZANI  GIRLS S.S. Gabriel Kinyae Kioko
Makueni NZAUI BARAZANI  GIRLS S.S. Joy Makena Muriuki
Makueni NZAUI EMALI PRI SCH Winfred Warwathia Gathenya
Makueni NZAUI EMALI TOWNSHIP SECONDARY SCH Esther Muoti Muthiani
Makueni NZAUI EMALI TOWNSHIP SECONDARY SCH Masila Alex Mulwa
Makueni NZAUI EMALI TOWNSHIP SECONDARY SCH Patrick Ndunda Ngele
Makueni NZAUI EMALI TOWNSHIP SECONDARY SCH Pauline Kamene Kyule
Makueni NZAUI EMALI TOWNSHIP SECONDARY SCH Rither Nthambi Muia
Makueni NZAUI GIGIRI  GIRLS  S.S. Dickson “Mutuku Mutua” Muia
Makueni NZAUI GIGIRI  GIRLS  S.S. Mulei Mutuku
Makueni NZAUI GIGIRI LIONS BOYS  S.S. Christopher Kingoo
Makueni NZAUI GOOD SHEPHERD GIRLS’ Eric Ndonye Muange
Makueni NZAUI IKANGAVYA PRI SCH Margaret Nduku Muvuva
Makueni NZAUI IKANGAVYA PRI SCH Wilson Wambua Mwema
Makueni NZAUI ITULU PRI SCH David Kyalo Kikumu
Makueni NZAUI ITULU PRI SCH Eliner “Mumbua Musyimi” Malika
Makueni NZAUI IVIANI PRI SCH Benjamin Muli Mutune
Makueni NZAUI IVIANI PRI SCH Michael Makau Mulwa
Makueni NZAUI IVIANI PRI SCH Samuel Mutua Muithi
Makueni NZAUI KALAANI  SEC  SCH Boniface Muoka Maweu
Makueni NZAUI KALAANI  SEC  SCH Caroline Waiu Kasimu
Makueni NZAUI KALAANI  SEC  SCH Ruth Mwende Stephen
Makueni NZAUI KALAANI PRI SCH Angelina Nthenya Mwakavi
Makueni NZAUI KALAANI PRI SCH Boniface Mutinda Mwaka
Makueni NZAUI KALAANI PRI SCH Borman Muthoka Mukeka
Makueni NZAUI KALAANI PRI SCH Stephen Musembi Nduvya
Makueni NZAUI KALAMBA  S.S. Jonathan Mutinda Kivuthu
Makueni NZAUI KALAMBA PRI SCH Alphonce Mulwa Mutuku
Makueni NZAUI KALIINI PRI SCH Joshua Wambua Matheka
Makueni NZAUI KALIMA PRI SCH Charles Musyimi Kang’uta
Makueni NZAUI KANYILILYA PRIMARY Purity Wanjue
Makueni NZAUI KASUVI PRI SCH Tom Mutuku Mwania
Makueni NZAUI KATHEKA PRI SCH Godfrey Muthoka Mutinda
Makueni NZAUI KATHUMA PRI SCH John Muema Nyamai
Makueni NZAUI KAVUTHU PRI SCH Caroline Nungari Gathina
Makueni NZAUI KAWALA  S.S. Jennifer Ndungwa Maweu
Makueni NZAUI KIKUI PRI SCH Julius Mutisya Kiio
Makueni NZAUI KIKUMINI PRI SCH Wayua Rose Muteti
Makueni NZAUI KILIKU MIXD SEC Philip Mulandi Mutua
Makueni NZAUI KILIKU PRI SCH Alfred Kimuyu Kavyu
Makueni NZAUI KILIKU PRI SCH Joshua Musyoka Katumo
Makueni NZAUI KILIKU PRI SCH Linet Nyiva Muteti
Makueni NZAUI KILIKU PRI SCH Michael Kithuka Musyoki
Makueni NZAUI KILIKU PRI SCH Shadrack Ndeti Mumo
Makueni NZAUI KILILI SECONDARY SCHOOL Faith Munyiva Nzomo
Makueni NZAUI KILILI SECONDARY SCHOOL Gladys Mumo Kyengo
Makueni NZAUI KITANDI PRI SCH Anne Mumbua Nguli
Makueni NZAUI KITANDI PRI SCH Faith Nyiva Munywoki
Makueni NZAUI KITENDE PRI SCH Donald Maweu Mulandi
Makueni NZAUI KITENDE PRI SCH Florence Mirriam Mueni
Makueni NZAUI KITENDE PRI SCH Lucas Maingi Mwini
Makueni NZAUI KITHATHA PRI SCH Joshua Mutuku Kivunga
Makueni NZAUI KITHUMANI PRI SCH Eddinah Kanini Kavyu
Makueni NZAUI KITHUMBA MIXED DAY AND BOARDING Francis Mukoto Matee
Makueni NZAUI KITHUMBA MIXED DAY AND BOARDING Japhet Mwambia Kairishi
Makueni NZAUI KITHUMBA MIXED DAY AND BOARDING Morris Mulei Muteti
Makueni NZAUI KITHUMBA PRI SCH Matilda Mbula Masila
Makueni NZAUI KITHUMBA PRI SCH Susan Momanyi Ogangah
Makueni NZAUI KIUANI PRI SCH Alfred Kimanthi Musyoka
Makueni NZAUI KIUANI PRI SCH Henry Musyoka Mbulo
Makueni NZAUI KIUANI PRI SCH Josephat Mutua Malile
Makueni NZAUI KWAKAKULU PRI SCH Joel Ndulu Muthoka
Makueni NZAUI KWAKAKULU PRI SCH Winfred Mwikali Thomas
Makueni NZAUI KWAKALELI PRI SCH Serah Muthoki Nyamai
Makueni NZAUI KWAKALUI PRI SCH Christine Wandii Mwau
Makueni NZAUI KWAKUKUI MIXED DAY SECONDARY SCHOOL Joseph Kimosi Mbalia
Makueni NZAUI KWAKUKUI MIXED DAY SECONDARY SCHOOL Ndinda John Christine
Makueni NZAUI KWAKUKUI PRI SCH Benson “Nyamai Ndambuki” Ngunia
Makueni NZAUI KWAMBITI PRI SCH Sarah Anyona Okwaro
Makueni NZAUI KWAMUTAVI PRI SCH Benson Mwasi Mati
Makueni NZAUI KWAMUTAVI PRI SCH Philomena Syombua Ndambuki
Makueni NZAUI KWAMUTAVI PRI SCH Richard Mueti Mailu
Makueni NZAUI KWAMUTUMIA PRI SCH Daniel Matheka Mwanzui
Makueni NZAUI KWANGITI MIXED DAY SECONDARY SCHOOL Mukami Alex Mumo
Makueni NZAUI KYANGWASI PRI SCH Jackson Ndolo Kikuvi
Makueni NZAUI KYANGWASI PRI SCH Joyce Kitonyo Komoni
Makueni NZAUI KYENI PRI SCH David Maillu Nthei
Makueni NZAUI KYUMBE PRI SCH Richard Muua Makonde
Makueni NZAUI KYUMBUNI PRI SCH Cosmas Muema Kithuka
Makueni NZAUI KYUMBUNI PRI SCH Rachael Mwende Muli
Makueni NZAUI Makasa Primary School Benson Kyuvi Kitili
Makueni NZAUI Makasa Primary School Jameson Muia Musyoki
Makueni NZAUI MANOONI PRI SCH Esther Kambua Sila
Makueni NZAUI MANOONI PRI SCH Joshua Kioko Mbwesa
Makueni NZAUI MASAMUKYE PRIMARY SCHOOL Paul Mulwa Kasonzo
Makueni NZAUI MASAMUKYE PRIMARY SCHOOL William Mutio Mutunga
Makueni NZAUI Matha Secondary School Elizabeth Muli Musyimi
Makueni NZAUI MATIKU PRI SCH Joseph Muli Harrison
Makueni NZAUI MATIKU SECONDARY SCHOOL Joseph Nzioki Kiuvu
Makueni NZAUI MATIKU SECONDARY SCHOOL Roselyne Kwamboka Mogere
Makueni NZAUI MATILIKU  BOYS Eddah Amisi Munala
Makueni NZAUI MATILIKU  BOYS Philip Mutisya Thyaka
Makueni NZAUI MATILIKU  BOYS Simon Kyalo Musyoki
Makueni NZAUI MATILIKU  BOYS Stephen Mukando Ndeti
Makueni NZAUI MATILIKU PRI SCH Lucyline Mutono Nabea
Makueni NZAUI MATUTU MIXED SEC Nzau Muthoka
Makueni NZAUI MATUTU MIXED SEC Rose Mwongeli Wambua
Makueni NZAUI MAUMBA  SECONDARY   SCHOOL Jeremiah Muendo Kimeu
Makueni NZAUI MAVIAUME PRI SCH Benjamin Mangeli Kasimu
Makueni NZAUI MAVIAUME PRI SCH Steve Muoka Musyoni
Makueni NZAUI MBALANI PRI SCH Benjamin Mutavi Mutua
Makueni NZAUI MBELETU MIXED DAY Wilson Wambua Muli
Makueni NZAUI MBELETU PRI SCH Mathias Ngulu Musau
Makueni NZAUI MBELETU PRI SCH Onesmus Mutie Matheka
Makueni NZAUI MBIUNI PRI. SCHOOL Salome Mumo Mwau
Makueni NZAUI MBUTHANI  S.S. David Kilu Kathumo
Makueni NZAUI MBUTHANI  S.S. Upton Mutua Kimeu
Makueni NZAUI MBUTHANI PRI SCH Winrose Kavasi Ngunga
Makueni NZAUI MBUVUNI PRI SCH Bernice Musengya Nthenge
Makueni NZAUI MII PRI SCH Jonathan Mutiso Wasua
Makueni NZAUI MII PRI SCH Lazarus Makoani Ngao
Makueni NZAUI MITHINI PRI SCH Mwendwa Lazarus Benson
Makueni NZAUI MITHINI PRI SCH Samson Mutio Nzung’a
Makueni NZAUI MITHUMONI PRI SCH Ruth Ndinda Munyao
Makueni NZAUI MUAMBWANI  S.S. Joseph Mutuku Mamuu
Makueni NZAUI MUANGENI PRI SCH Boniface Kimonyi Muli
Makueni NZAUI MUANGENI PRI SCH Christopher Kiminza Mwatu
Makueni NZAUI MULALA  PRI SCH Christine Ndunge Matheka
Makueni NZAUI MULALA  PRI SCH Jacintah Ndinda Mwololo
Makueni NZAUI MULALA  PRI SCH Julius Mutunga Mutua
Makueni NZAUI MULALA  PRI SCH Lekuria Nakiyiayi
Makueni NZAUI MULALA  PRI SCH Nicodemus Mulala Nzioka
Makueni NZAUI MULALA  S.S. Neema Kithia Mbiwa
Makueni NZAUI MULALA  S.S. Rebeccah Moraa Maroko
Makueni NZAUI MULENYU PRI SCH Josephine Nundu Masala
Makueni NZAUI MUNGETHEELE PRI SCH Geoffrey Mulinge Muthoka
Makueni NZAUI MUNGYANI PRI SCH Daniel Mutuku Muia
Makueni NZAUI MUTAITI SEC SCH Dennis Muoka Matee
Makueni NZAUI MUTAITI SEC SCH Festus Libuko Omulogoli
Makueni NZAUI MUTANDA GIRLS HIGH SCHOOL Crissa Mutheu Musau
Makueni NZAUI MUTANDA GIRLS HIGH SCHOOL Danson “Kibiwott Rutto” Soi
Makueni NZAUI MUTANDA PRI SCH Robert Musau Wambua
Makueni NZAUI MUTYAMBUA PRIMARY James Kimilu Mutunga
Makueni NZAUI MUUANI PRI SCH John “Nzyoka Mwau” Nganda
Makueni NZAUI MUUANI PRI SCH Margaret Mueni Kiio
Makueni NZAUI MUUANI PRI SCH Ruth Wanjiku Musau
Makueni NZAUI MWALILI PRI SCH Mary Ndunge Kikwanuu
Makueni NZAUI MWEINI PRI SCH Everlyne Mueni Kithuku
Makueni NZAUI MWEINI PRI SCH Robinson Wambua Maundu
Makueni NZAUI NDATANI PRI SCH Julius Musembi Nyole
Makueni NZAUI NDATANI PRI SCH Pauline Peter Muthoki
Makueni NZAUI NDOVEA PRI SCH Nicholas “M N” Kombo
Makueni NZAUI NDOVEA PRI SCH Stella Kalulu Nzile
Makueni NZAUI Ndunguni Mixed Secondary School Mwendo Wambua Thomas
Makueni NZAUI Ndunguni Mixed Secondary School Shadrack Musyoka Muthiani
Makueni NZAUI NDUNGUNI PRI SCH Benson Kimeu Ngoma
Makueni NZAUI NDUUNDUNE  S.S. Jane Kelekye Maithya
Makueni NZAUI NDUUNDUNE AIC PRI SCH Colletah Mutheu Kiio
Makueni NZAUI NDUUNDUNE AIC PRI SCH Wycliff Mutinda Mutisya
Makueni NZAUI NDWAANI SEC Stanley Mutunga Ndolo
Makueni NZAUI NGAA PRI SCH Benjamin Muting’a Masoo
Makueni NZAUI NGAA PRI SCH Benson Kimono Kamende
Makueni NZAUI NGAA PRI SCH Hope Ndinda Lungui
Makueni NZAUI NGO’I PRI SCH Lawrence Kasanga Ngui
Makueni NZAUI NGONGWENI PRI SCH Danson Ndolo Mulinge
Makueni NZAUI NGONGWENI PRI SCH Julius Mutisya Kimondiu
Makueni NZAUI NGOTO  S.S. George Kai Savai
Makueni NZAUI NGOTO PRI SCH Alexander Muli Kithome
Makueni NZAUI NGOTO PRI SCH George Matata Matheka
Makueni NZAUI NGUKUNI PRI SCH Annah Ndinda Munuve
Makueni NZAUI NGUKUNI PRI SCH Winfred Nthuka Muumbi
Makueni NZAUI NGULWA PRI SCH Patricia Rimanto Meikoki
Makueni NZAUI NTHUNGUNI PRIM Virginia Mumbua Mathew
Makueni NZAUI SERENA WILLIAMS MATOONI S.S. Mercy Mwelu Makumi
Makueni NZAUI SERENA WILLIAMS MATOONI S.S. Timothy Simiyu Nyongesa
Makueni NZAUI ST MARYS TAAVA SEC Ismael Musa Nzuki
Makueni NZAUI ST MARYS TAAVA SEC Laban Wambua Ngule
Makueni NZAUI ST MARYS TAAVA SEC Michael Nthusi Iseu
Makueni NZAUI St. Anthony Itiani Secondary School Irene Ndungwa Joseph
Makueni NZAUI St. Anthony Itiani Secondary School Jonathan Muange Mulei
Makueni NZAUI SYAOLWE PRI SCH Amos Kyalo Kumanga
Makueni NZAUI SYAOLWE PRI SCH Ann Wangeci Muthike
Makueni NZAUI THITHI  SEC  SCHOOL Neville Nyumu Ngule
Makueni NZAUI THITHI  SEC  SCHOOL Paul Kawelu Ngila
Makueni NZAUI THITHI PRI SCH Jackline Setoon Runke
Makueni NZAUI THITHI PRI SCH Monicah Syokau Mwangangi
Makueni NZAUI TUTINI  S.S. John Aggrey Mutunga
Makueni NZAUI TUTINI PRI SCH Janefer Atieno Ochieng’
Makueni NZAUI UTHANGATHI PRI SCH Nicodemus Mutua Wambua
Makueni NZAUI UTHANGATHI PRI SCH Willy “Ley Mulinge” Masila
Makueni NZAUI Utini Girls Secondary School Jackson Kiiti Kasivu
Makueni NZAUI VOLOLO PRI SCH Agnes Mueni Kavita
Makueni NZAUI VULUENI  SEC SCH Benjamin Mulinge Mutua
Makueni NZAUI VULUENI  SEC SCH Nicholas Muia Wambua
Makueni NZAUI VULUENI PRI SCH Eliud Mutua Nguli
Makueni NZAUI VULUENI PRI SCH Ruth “Mwikali Maweu” Kimau
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PHYSICS FORM 3 NOTES LATEST

PHYSICS FORM III

LINEAR MOTION

Definition of terms.

Distance;Is the length between two points.

Displacement; Is the distance moved by a body but in specified direction.

Hence distance is a scalar quantity while displacement is a vector quantity

 

Speed;Is the distance covered per unit time

 

Velocity;  Is the change of displacement per unit time.

Speed is therefore a scalar quantity while velocity is a vector quantity.

 

  Motion- time graphs

They include;      (a) Distance-time graphs;

(b) Displacement – time graphs

(c)  speed – time graphs

(d) Velocity-time graphs

 

a)DISTANCE-TIME GRAPHS

(i) For a body moving with constant speed

 

(ii) For a body moving with variable speed

 

(iii) Stationary body

 

(b) DISPLACEMENT-TIME GRAPHS

(i) Uniform velocity

(ii) Variable velocity

(iii) Stationary body

(c) SPEED-TIME GRAPHS

(i) Constant speed

 

(ii) Variable speed

 

AREA UNDER SPEED-TIME GRAPH

This gives the distance covered

Distance covered=Area under the graph=(½ x 3 x15)+( ½ x 3 x 4)

= 45M

 

 

(d) VELOCITY- TIME GRAPHS

(i) Constant velocity

 

(ii) Uniform acceleration

 

THE AREA UNDER A VELOCITY – TIME GRAPH

This gives displacement. See the fig. below

 

Displacement = Area under graph = ½ 8x 10

= 40M

 

(iii) Increasing acceleration

 

(iv) decreasing acceleration

 

MEASURING SPEED, VELOCITY AND ACCELERATION

 

METHOD 1; Finding the speed of a student running around the field.

-Using a tape measure, measure the perimeter of the field.

– Record the time it takes the student to run round the field once.

– Calculate the speed by the formula

Perimeter

Time taken

 

 

Average speed =

If the time taken by the student to run 100m from the stating point straight to the finishing line, the average velocity can be determined because here the direction is the same.

 

METHOD 2; Using a ticker timer

This method is used to determine velocity for a shorter distance.

A ticker timer has an arm which vibrates regularly due to the changing current in the mains supply. As the arm vibrates, it makes dots on the paper tape. Successive dots are marked at the same interval of time.

Most ticker timers operate at frequency of 50 HZ (50 cycles/Sec).

Such a timer makes 50 dots per second.

Here the time interval for 2 consecutive dots will be equivalent to the time for 1 cycle i.e

1×1

50

50 cycles → 1 sec

1 cycle   →           = 0.02s

 

This time interval is called a tick.

The distance between 2 adjacent dots is thus the distance moved by the paper tape in 0.02s. Since this distance is usually very small; it is necessary to measure the distance moved in 10- tick interval and devide this by the time for covering the 10- tick interval.

– This time = 0.02 x 10 = 0.2 for ticker timer operating at 50HZ

 

N/B The dots on the paper pulled at constant velocity are equally spaced while those on the tape pulled with changing velocity unequally spaced.

See the diagrams below

N/B When the dots are closely packed together, the tape is moving slowly and when the dots are far apart, it is moving fast.

Whenthe spaces between the dots increase uniformly, then the tape is accelerating, and when this distance decreases uniformly, the tape is decelerating.

 

Consider the following tapes obtained in similar experiments

CASE  1; Frequency = 50HZ

Length of 1 ten tick = 5cm

Time to cover 1 ten-tick = 0.02 x 10 = 0.2

Speed = D/t = 0.05/0.2 = 0.25M/S

N/B From the diagram, the velocity is constant

 

CASE 2: FREQUENCY = 50HZ

In this case

VBC0.04/0.2 = 0.2M/S

 

VCD = 0.08/0.2 = 0.4M/S

 

VAB = 0.03/0.2 = 1.5M/S

Here, the trolley is accelerating

 

CASE 3        Frequency = 50HZ

VAB = 0.1/O.2 = 0.5m/s

 

VBC = 0.12/0.2 = 0.1m/s

Here the body is accelerating

 

OTHER QUESTIONS

  1. A tape is pulled through a ticker timer which makes 1 dot every second. If it makes 3 dots, and the distance between the 1st and the 3rd dot is 16cm. Find the velocity of the tape.

Solution

Frequency = 1HZ = 1 cycle per sec.

Hence time between 2 dots (consecutive) = 1 seconds

Distance between the 1st and the 3rd dot = 16cm

Hence velocity = 0.16m/2sec.= 0.08m/s

 

  1. A tape is pulled steadly through a ticker timer of frequency 50HZ. Given the outcome shown in the fig. below, calculate the velocity with which the tape is pulled. ( The diagram is drawn to scale)

 

 

Frequency = 50HZ

Hence time between 2 consecutive dots = 0.02sec.

Distance between consecutive dots = 5cm = 0.05m

V = D/t = 0.05/0.02 = 2.5m/s

 

Other questions; Exercise 1.3 pg 26 KLB  BK 3 qn 1 (a) and 2

 

LINEAR MOTION

Equations of linear motion

Consider a body moving in a straight line with uniform acceleration a so that its velocity increases from an initial value u to final value V in time t.

Acceleration a   =  V –  u

t

Making V the subject of the formula   V = u  + at  ..……this the 1st equation of linear motion

The displace of the body s is  =  Average velocity x time

S =  u + V       x  t

2

Hence S =  ut  +  ½ at2    ……….     This is the 2nd equation of linear motion

Displacement S, can  be given by = Average velocity x time

But     t   = v – u

t

+

Hence  S =  u + v         v – u

2               t

Therefore  V2 = u2 + 2aS  …………….  This is the 3rd equation of linear motion

The 3equations include(i) v=u+at

(ii) s=ut+1/2 as

(iii) v2=u2+2as

Where u is the initial velocity

v      is the final velocity

a     acceleration

t     time

s      distance

N/B   Retardation is -a. The equations for abody undergoing retardation are:

v=u-at

s=ut-1/2at2

v2=u2-2as

 

QUESTIONS

  1. A body is uniformly accelerated from rest to a final velocity of 100 m/s in 10s. Calculate the distance covered

(use first equation to get a then 2nd  equation to get s.)      (s=500m)

  1. A body whose initial velocity is 30 m/s moves with a constant retardation of 3 m/s. Calculate the time taken for the body to come to rest. (t=10s)
  2. Abody moving with uniform acceleration of 10 m/s covers a distance of 320m. If its initial velocity was 60 m/s, calculate its final velocity. (v=100 m/s)

 

MOTION UNDER GRAVITY

FREE FALL

The 3 equations of abody under constant acceleration can be applied in free fall. Herea is replaced by g. So the 3 equations become.

v=u+gt

s=ut+1/2gt2

v2=u2+2gs                               Where g is the acceleration due to gravity

 

Under free fall, a body dropped from a certain height to the ground will have initial velocity  u=0

A velocity – time graph for a body dropped from a certain height to the ground is a straight line from the origin  i.e.

 

N/B   The velocity of the body increases from city with which it hits the 0 to maximum when the body hits the ground.

QUESTIONS

  1. A body is dropped/released from the top of a cliff 180m high. Taking g=10m/s-2 , calculate

(a)  The time it takes to hit the ground

(b)  The velocity with which it hits the ground

The equations still hold here except the value of g which is -10 and not +10.

Hence the equations include

v =  u – gt

s = ut – 1/2gt2

v2 = u2 – 2gs

 

Time to reach maximum height & time of flight

(a)   Time to reach maximum height

At maximum height   v = 0

Hence from v = u-gt

0 = u-gt

t = u/gwheret is time to reach maximum height

(b)     Time of flight

This is the time taken by the body to reach maximum height and fall back to the original point.

Hence it is twice the time to reach the greatest height i.e

Time of flight = 2u/g

(c)  Maximum height:  This is at apoint  where v = 0

N/B  On returning / falling back to the ground, a vertically projected body hits the ground with the same speed to one with which it was projected.

QUESTION

A stone is projected vertically upwards with a velocity of 30m/s from the ground. Calculate:

(a) The time it takes to reach maximum height.  (t = 3 seconds)

(b) Time of flight.  ( t = 6 seconds)

(c) The maximum height reached. (s = 45m)

(d) The velocity with which it hits the ground.  ( v = 30m/s)

 

Determination of acceleration due to gravity (g) using simlependlum

Apparatus:Pendlum bob, thin thread, stand and clamp, metre rule & stop watch.

Procedure

  1. Set up apparatus as shown below
  2. Starting with l = 50cm, set the pendlum bob swinging through an angle of about 100. N/B –  Length of pendlum L = Length of thread + Radius of bob.

see fig. below

 

  1. Time 20 oscillations.
  2. 4. Repeat the experiment and obtain the average time for 20 oscillations.

Hence complete the table below

6

  1.  Determine the periodic time T (time for one oscillation ) and fill in the table.

QUESTIONS

(a)  Plot a graph of T2  against L (in metres)

(b)

Calculate the slope of the graph. What does it represent?

(c)  Use the graph to calculate g.

SOME NOTES

For a simple pendlum oscillating with small amplitude

Where T is the period, L length of pendlum and g acceleration due to gravity.

Thus  T2 = 4∏2L/g

 

HORIZONTAL PROJECTION

Consider a body projected horizontally with horizontal velocity Vhfrom point O as shown

below:

The horizontal velocity remains unchanged throughout the flight

The path followed by the projectile is called the trajectory.

The maximum horizontal distance covered by the projectile R is called Range& iscalculated as

Range =  Vh  x  time

 

N/B

The time the projectile takes to travel from O and land at X is the same time it would take to land at Y if is dropped with zero velocity from O (When it is dropped initial velocity at O = 0 )

 

QUESTIONS

  1. A ball is thrown from the top of a cliff 20m high with a horizontal velocity of 10m/s. Calculate

(a)  The time taken for it to strike the ground.  (Ans = 2 seconds)

(b)   The distance from the foot of the cliff to where the ball strikes the ground.  (Range = 20m)

 

  1. A stone is thrown horizontally from a building that is 45m high above the horizontal ground. The stone hits the ground at a point which is 60m from the foot of the building.p0

Calculate the horizontal velocity of the stone. (Use R = Vh x t )

(Other questions from KLB BK 3 Exercise 1pg 37 – 41 )

 

 

 

 

REFRACTION OF LIGHT

 

REFRACTION is the bending of light at the interface when it travels from one medium to another at an angle. i.e the figure below shows refraction of a ray as it travels from air to water.

 

N/B

  • When light travels from an optically less dense medium to an optically more dense medium it is refracted towards the normal e.g when light travels from air to water as shown in the diagram above. (Here the angle of incidence is larger than the angle of refraction)

 

 

 

 

  • But when light travels from an optically more dense medium to an optically less dense medium, it is refracted away from the normal.

(Angle of refraction > Angle of incidence) e.g when light travels from water to air.

 

 

 

 

A ray through the normal is not refracted i.e

 

N/B Light travels with a velocity of 3.0 x 108 m/s in vacuum. It travels with a velocity slightly lower than this in air. In other optically dense material such as water, glass and Perspex it travels at a much reduced speed.

 

TO INVESTIGATE THE PATH OF LIGHT THROUGH A RECTANGULAR GLASS BLOCK USING PINS.

 

APPARATUS: Soft board, White sheet of paper, Drawing pins, Rectangular glass block.

 

PROCEDURE

  • Fix the white plain paper on the soft board using pins.
  • Place the glass block on the plain paper, trace its outline and label it ABCD. Remove the glass block
  • Draw a normal NON at a point O on side AB.
  • Draw a line PO making an angle of 20o with the normal.
  • Replace the glass bock to its original position.
  • Stick two pins P1 and P2 on the line PO such that they are upright and at least more than 6cm apart.
  • View pins P1 and P2 through the opposite side of AB and stick and stick two pins P3 and P4 such that they appear to be on a straight line with P1 and P2. Mark the positions P3 and P4.
  • Remove the pins and the block.
  • Draw a line joining P3 and P4 and produce it to meet the outline face CD at a point OI.
  • Join O to OI

 

See figure below

 

 

– Measure and record angle NOOI in the table below.

Angle of incidence I (Degrees) Angle of refraction r (Degrees) Sin i Sin r Sin i

Sin r

20o 13      
30o        
40o        
50o        
60o        
70o

80o

       
         

 

-Repeat the procedure for the other angles in the table and complete the table.

Compare all the values of     sin i

Sin r

 

Results :These values are the same /very close/constant – This constant is the refractive index.

  • Plot a graph of sin i against sin r

`

 

Result:  This graph is a straight line through the origin

  • Determine the slope of this graph

Explanation: This slope of the graph is the refractive index.

The symbol for refractive index is   n

 

LAWS OF REFRACTION

 

Law 1 :The incident ray, the refracted ray and the normal at the point of incidence, all lie in the same plane.

 

Law 2 :The ratio of the sine of angle of incidence to the sine of angle of refraction is a constant for a given pair of media. i.e

 

=

n=   Sin i    Refractive index for medium 2

1     2

Sin r

 

 

 

When light travels from medium 2 to medium 1 along the same

Path

1
n

 

 

(this is the refractive index for medium 1)
2  1

=

`refractive index for medium 2

 

 

 

QUESTIONS pg 51- 53, Example 2-6

REFRACTIVE INDEX IN TERMS OF VELOCITY-

Other applicable formula

  1. Refractive index for any medium = velocity of light in air

Velocity of light in medium

 

QUESTIONS: From KLB  BK 3. Example 7-10

REFRACTIVE index for glass with respect to water

REFRACTION IN TERMS OF REAL AND APPARENT DEPTH

An object under water/ glass block, when viewed normally, appears to be nearer the surface than it actually is. See the figure below

The actual depth is called the real depth

The false depth is the apparent depth, (as in the figure above)

The distance from the real position to the apparent position of the coin is the Vertical displacement of the coin.

Here

 

 

QUESTIONS

From KLB BK III Pg 63-65 Example 14- 17.  Example 19 Pg 67-68

 

The critical angle ( c )

Is the angle of incidence (in the optically more dense medium) for which the angle of refraction (in the optically less dense medium) is 90o.

See the fig below

TOTAL INTERNAL REFLECTION :This occurs when the angle of incidence has exceeded the critical angle.

See the figure below

At this stage  i=r  and  i>C

For total internal reflection to occur;

  • Light must be travelling from an optically dense medium to an optically less dense medium
  • The angle of incidence must be greater than the critical angle

Relationship between C and n

Consider a ray of light striking a glass-air interface as shown below

QUESTIONS:

  1. The fig. below shows the path of light passing through a rectangular block of perspex placed in air

 

 

Calculate the refractive index of Perspex      (1.48)

 

 

  1. A ray of light travels fro a transparent material to perspex as shown below

Calculate the critical angle c     (24.6)

  1. Calculate the critical angle of diamond given that its refractive index is 2.42

 

 

 

  1. The critical angle for water is 48.6o. Calculate the refractive index for water.

 

 

 

 

  1. A ray of light travels through air into medium as shown in the fig. below

Calculate the critical angle for the medium

 

 

 

  1. Calculate the critical angle for glass water interface (refractive indices for water and glass are 4/3 and 3/2 respectively.

 

EFFECTS OF TOTAL INTERNAL REFLECTION

  1. MIRAGE

This happens 0n a hot day when then ground gets heated and in turn heats the air above it. This heated air is optically less dense than the air far above the ground.

Therefore, a ray from the sun passes through the colder (optically more dense) air to the warmer (optically less dense) air and is hence refracted away from the normal.

For some of these rays, total internal reflection results. See figure below

To the observer, the ray seems to come from point I. This appears like a pool of

water. This phenomenon is called mirage.

Two theories have been advanced to explain mirage. One is of total internal reflection as explained above, and the other advocates the direct rays travelling through air of the same temperature to the observer as shown in the diag. above.

Mirages are also seen in very cold regions , but here light curves in the opposite direction as shown below

Here the air next to the ground is colder than the one far away from the ground. The mirage appears above the ground.

  1. ATMOSPHERIC REFRACTION

This is a phenomenon which enables us to see the sun after it has set.  (Wee see the sun in its apparent position).  See the fig below

Similarly, the sun is seen before it rises.

TOTAL INTERNAL REFLECTION PRISMS

Using  a right angled glass or perspex prism. ( angles are 90,  45, 45).

(a)  To turn a ray of light through 90o

Consider a ray of light incident to face AB of a right angled isosceles prism shown below:

The incident ray is unrefracted because it passes through the normal. It meets face AC at a point  O, where it makes an angle of 45o with the normal. This angle is greater than the critical angle for glass (42o), hence the ray is totally internally reflected. The reflected ray meets BC normally (through the normal) and passes on unrefracted.

 

(b) To turn a ray through 180o

(c) Inversion  with deviation

(d) Inversion without deviation.

APPLICATIONS OF TOTAL INTERNAL REFLECTION

  1. In periscopes: A periscope is an instrument used to view objects over obstacles.

Prisms rather than plane mirrors are used in periscopes because plane mirrors have the following disadvantages:

– Mirrors absorb some of the incident light

– The silvering on mirrors can become tarnished and peel off.

– Mirrors, especially if they are thick, produce multiple images. (See fig 2.50 pg 76 KLB BK III)

 

A prism periscope

Here light is deviated through 90o by the first prism before the second prism deviates it a further 90o in the opposite direction.The image formed is erect, vitual and the same size as the object.

 OTHER APPLICATIONS OF TOTAL INTERNAL REFLECTION

  • Used in prism binoculars – Instrument used for viewing distant objects.
  • In optical fibre. Optical fibre is used in:
  • Transmitting sinals in communication.
  • In medicine to view the internal parts of human body

 

DISPERSION OF WHITE LIGHT

  • When a beam of white light is directed to an equilateral prism and a white screen placed infront of the prism, a band of 7 colours is formed on the screen as shown below

White light is a mixture of  7colours and the separation is due to their different velocities in the prism. The velocity of red light is the greatest hence it is deviated least while the violet light with least velocity is deviated most.

Light from the sun is an example of white light.

 

DISPERSION OF WHITE LIGHT IN THE RAINBOW

The rainbow is a bow – shaped colour band of visible spectrum seen in the sky when white light from the sun is refracted, dispersed and totally internally reflected by rain drops.

It can also be seen on spray fountains and water falls when the sun shines on the drops of water.

 

 

NEWTON LAWS OF MOTION

The effects of a force on motion of a body are based on 3 laws known as newton’s laws of motion

  1. NEWTON’S FIRST LAW OF MOTION

It  states that a body remains in its state of rest or uniform motion in a straight line unless acted upon by an external force.

(Illustrate the examples on page 87 & 88)

INERTIA:  Is the property of bodies to resist change in state of motion. This explains why cars have seat belts. They hold passengers on the seats when a vihecle comes to stop or when it decelerates sharply.

Momentum of a body:  Is the product of mass of the  body and its velocity.

i.e                 Momentum  =  Mass (kg)  xVelocity (m/s)

Momentum  = MV,      SI unit is  Kgm/s

Momentum is a vector quantity. The direction of momentum is the same as that of the velocity of the body.

QUESTIONS

  1. A van of mass 3 tonnes is travelling at 72km/h. Calculate the momentum of the vihecle.
  2. A car is moving at 36km/h. What velocity will double its momentum?

 

  1. NEWTON SECOND LAW OF MOTION

The rate of change of momentum of a body is directly proportional to the resultant external force producing the change, and takes place in the direction of the force.

Relationship between mass, force and acceleration

If the resultant force F

Acts on a body of mass M

For time      t

and causes velocity to change from U to V

Then change in momentum = Final momentum – Initial momentum

Change in momentum   =MV – MU

t

Rate of change of momentum = MV – MU

 

QUESTIONS

  1. What is the mass of an object which is accelerated at 3m/s by a force of 125N?

Others are examples 4,5& 6 pg 94 KLB BK 3

 

IMPULSE:  When a force acts on a body for a very short time, the force is referred to as an impulsive force. The result produced is called the impulse of the force. Impulsive forces occur when two moving bodies collide.

If a force F acts on a body of mass M for a time t,

Impulse = Force x time

Impulse  = Ft

t

From newton’s  second law  F   =   MV – MU   ,         Ft  =  MV – MU,

 

Hence impuse is change in momentum

QUESTIONS  pg  96 to 97 example  8 to 10

 

  1. NEWTON’S THIRD LAW OF MOTION: Action and reaction are equal and opposite

 

ACTION AND REACTION FORCES ON A STATIONARY BLOCK

QUESTIONS

Example 13 pg 102, No 3 & 4 pg 103 KLB BK III

 

LAW OF CONSERVATION OF LINEAR MOMENTUM

For a system of colliding bodies, the total linear momentum remains constant, provided no external forces act.

Qn  1.   A body of mass 5kg moving with a velocity of 3m/scollides head – on with another body B of mass 4kg moving in the opposite direction at 6m/s. If after collision the bodies move together (coalese), calculate the common velocity V.

2.Pg 107 example 15  KLB BK III

 

COLLISIONS

There are two types of collisions namely:

  • Elastic collision
  • Inelastic collision
  • Elastic collision: This is one in which both kinetic energy and momentum are conserved.

(b)Inelastic collision:  This is one in which momentum is conserved but kinetic energy is not.

QUESTIONS;   Example 16 & 17 pg 106 to 108   KLB BK III

 

APPLICATIONS OF THE LAW OF CONSERVATION OF MOMENTUM

  1. In the rocket and jet propulsion; The rocket propels itself forward by forcing out its exhaust gases. The hot exhaust gases are pushed out of the exhaust nozzle at high velocity and gain momentum in the one direction. The rocket thus gains momentum in the opposite direction which gives it a forward thrust.

 

  1. Garden sprinkler. (see fig. on pg 108 KLB BK III)

 

FRICTION

Is the force that opposes relative motion between two bodies in contact.

Molecular explanation of friction: Surfaces of bodies are made of tiny bumps and troughs when viewed under powerful microscope.

Hence when two surfaces are in contact the bumps and troughs interlock as shown below

The interlocking opposes relative motion , hence friction.

 

Factors affecting friction between solid surfaces

Consider a wooden block resting on a wooden surface as shown below;

The block exerts a force F = Mg = weight, and this equals to the normal reaction R.

When the block is pushed e.g in direction A, it experiences a friction force in the opposite direction.

The following factors are true about this  friction force

 

(a) Normal reaction: Friction is directly proportional to the norm al reaction R, i.e friction increases with increase in normal reaction

(b) Nature of surface:  Smooth surfaces under relative motion  yield low friction, while rough surfaces yield high friction.

(c) Friction force does not depend on the area of surfaces in contact.

N/B The applied force FA  is equal to friction when the block just starts to move. The friction at this point called limitingfriction / static friction  (friction on a body that is still stationary).

Since friction is directly proportional to the normal reaction, FA is therefore also directly proportional to normal reaction R.

Limiting friction here (F) here α R

F α R

Since at this point the applied force FA = Limiting friction F

FA α R

The constant of proportionality here is µs (coefficient of static friction)

Hence  F =  µsR

Where F is either limiting friction or the applied force.

 

Similarly, for body in motion, friction force acting on it is directly proportional to the normal reaction. i.e

F α R

But here the constant of proportionality is  µk (coefficient of kinetic friction). Hence

F =  µkR

N/B

  • µs and µk have no units
  • When the applied force moves the body with constant speed, then the applied force = Friction force. i.e force that overcomes friction will give the body uniform speed.
  • If a larger force is applied, then this force is called the resultant force.

Resultant force = Applied force – Force needed to overcome friction

  • The force needed to start motion is higher than that needed to maintain motion.

 

Questions

  1. Awooden box of mass 5kg rests on a rough floor. The coefficient of friction between the floor and the box is 0.6

 

(a) Calculate the force required to just move the box.   (Take g = 10)

R = 5×10=50N

F = 0.6 x 50

= 30

 

(b)  If a force of 200N is applied on the box, with what acceleration will it move?  (Take g = 10)

 

solution

Resultant force (F) = Applied force – friction

Resultant force   = 200  –  30 = 170

=

 

F = Ma

170 = 5 x a

a = 34m/s2

 

 

  1. A block of metal with a mass of 20kg requires a horizontal force of 50N to pull it with uniform velocity along a horizontal surface. Calculate the coefficient of Friction between the surface and the block. (Take g = 10)

F =  µk xR

50 = µk x 200

50

200

 

 

µk =

 

µk  = 0.25

 

Methods of reducing friction

  • Placing rollers between the two rough surfaces
  • Lubrication- The application of oil or grease between moving parts.
  • Use of ball bearings in the rotating axles
  • Air cushioning- done by blowing air between the rough surfaces to prevent the surfaces fro coming into contact.

Uses of friction

  • Walking
  • Motor vehicles
  • Brakes: Friction between the brake drum and the brake lining halts the vehicle
  • Match stick: Friction between the match stick head and the rough surface develops heat, igniting the stick head.

Limitations of friction

  • Causes wear and tear between moving parts
  • Causes noise
  • Causes energy loss since work has to be done against it.

 

VISCOSITY

This is the frictional resistance to motion in fluids

For example,

  • It is more difficult to wade through water than to move the same distance in open air space –  water has higher viscosity than air.
  • A steel ball dropped in glycerinetakes a longer time to reach the bottom than when dropped into cylinder full of water.

Terminal velocity

Is the constant velocity attained  by a body falling in a fluid when the sum of the upward forces equal to the weight of the body

 

N/B Viscosity decreases with temperature

QUESTIONS :  ON pg 119 to 120

 

WORK, ENERGY, POWER & MACHINES

ENERGY;  Is the ability to do work. It is measured in joules (J)

WORK ;  Is done when an applied force makes its point of application to move in the direction of the force.i.e        work done  = Force  x  Distance moved by the object in     t                                                                                           the direction of the force

W  =  F  X  D

Units    NM

 

1NM  =  1J     Hence work is also measured in joules.

POWER;Is the rate of doing work.

i.e  power  =

MACHINE;  Is a device that makes work to be done more easily or conveniently.

SOURCES OF ENERGY

These include

  • Wind- For driving wind mills, pumping water or generating electricity.
  • Fuels- Wood and charcoal, petroleum and natural gas.
  • Geothermal
  • High dams and water falls – used to turn turbines in HEP stations to produce electricity.
  • Oceans – Waves and tidal energy
  • Nuclear/ Atomic energy.

 

FORMS OF ENERGY

  • Chemical energy
  • Mechanical energy
  • Heat energy
  • Wave energy
  • Electric energy

 

TRANSFORMATIONS OF ENERGY

Any device that facilitates transformation of energy is called a transducer. E.g

ENERGY TRANSFORMATION                                               TRANSDUCER

Chemical to electrical energy     _________________    Battery

Electrical to sound energy          _________________ Loudspeaker

Heat to electrical energy  __________________Thermocouple

Solar to electrical energy          __________________      Solar cell

Kinetic energy to electric energy  _______________     Dynamo

Electric energy to kinetic energy   _______________      Motor

Solar energy to heat energy      ________________     Solar panel

 

Note the following;

1KJ  =  103J

1MJ = 106J

Questions on work and energy

  1. Calculate the work done by a stone mason in lifting a stone of mass 15kg through a height of 2M. ( Take g=10N/kg)
  2. A boy of mass 40kg walks up a flight of 12 steps. If each step is 20M high, calculate the work done by the boy. (g = 10N/kg)

 

POTENTIAL ENERGY / GRAVITATIONAL POTENTIAL ENERGY

This is the work done to lift an object through a height h.  i.e

P.E   =   Force  x  height

But force  =  Weight of the object  =  Mg

Hence   P.E  =Mgh

 

Qn;  A student climbs a vertical rope 10M long. If the mass of the student is 50kg, how much work does the student perform?

Solution

P.E  =Mgh  =  50  x10  10  =5000J

 

ELASTIC POTENTIAL ENERGY

This is the work done in stretching or compressing a spring. (It is the same as the energy stored I spring).

In stretching spring, the applied force varies from 0 to maximum force F.

Below is a sketch for extension plotted against force for a stretched spring.

Since force has changed 0 to F

But  W  =  ½ Fe  =  ½  x  12  x  0.08

W  =  0.48 J

 

KINETIC ENERGY  (K.E)

This is the energy a body possesses due to motion.

Mathematically,  K.E  =  ½ MV2

Where   M  =  Mass of the body

V    =  Velocity

But we can have,

Final  K.E  =  ½ MV2final           Where  Vfinal is the final velocity,         and

Initial  K.E  =  ½ MU2initial       Where  Uinitial is the initial velocity.

QUESTIONS;

  1. A trolley of mass 2.0kg is pulled from rest by a horizontal force of 5N for 1.2 seconds. Assuming that there is no friction between the horizontal surface and the wheels of the trolley, calculate;

(a) The distance covered by the trolley

Solution;    Use     S  =ut  +  ½ at2   to get  S      and  F = Ma   to find  a

Answer  =  1.8M

 

(b)The K.E gained by the trolley

Solution;  K.E  gained by the trolley is the final K.E ( because initial K.E was zero)

Hence  K.E  =  ½ MV2final

Use V  =  U  +  at    to find Vfinal

Answer = 9J

Qn  2.    Example 6 Pg131  KLB PHY BK 3

 

THE PENDLUM

The fig below shows a pendulum bob released so that it swings to and from a vertical axis.

At points A and C, the pendulum bob has maximum potential energy and no K.E. At point B, it has maximum K.E and no P.E.

At   x   K.E  =  P.E

At   y   K.E  =  P.E

 

QUESTIONS ON POWER

Joules               Hence units are J/S

Seconds                 Alternative = Watt (W)

Work done

Time taken

 

 

P =                   =

T
 
 

 

 

1W = 1 J/S

 

Qn. 1. A person weighing 500N takes 4 seconds to climb to climb upstairs to a height of 3m. What is the average power in climbing up the height.

Work

Time

Solution:

P =                 W = F x D = 500 x 3 = 1500J

1500

4

 

 

P =           = 375N

 

Qn. 2.   An electric motor raises 50kg load at a constant velocity. Calculate the power of the motor if it takes 40 seconds to raise the load through a height of 24M (Take g = 10N/kg)

Solution;      W  =  500 x 24 = 12000J                Time = 40s

300W
=
W

t

=
1200

40

 

 

P  =

 

Assignment;  Example 8 pg 134 K.L.B PHY BK 3  &  Exercise 4.1 pg 136-137

 

MACHINES

A machine is a device that makes work to be done more easily or conveniently.

Simple machines include; Levers, pulleys, hydraulic press, gears etc. If a machine, say a pulley, is used to raise a stone, then the weight of the stone is the load and the fore applied is the effort.

TERMS ASSOCIATED WITH MACHINES

EFFORT (E) ; Is the force applied to the machine. Measured in N.

LOAD (L);Is the force exerted to the machine. Measured in N.

Load

Effort

MECHANICAL ADVANTAGE (MA); Is the ratio of load to the effort.

IeMA  =   MA  has no units

 

 

 

VELOCITY RATIO  (V.R);

Distance moved by effortDE

Distance moved by  load     DL

 

 

 

V.R  =

DE

DL

ie      V.R  =

 

EFFICIENCY (ƞ)

100
x
Work done on load

Work done by effort

Is the ratio of work done on the load (work output) to work done by effort (work input), usually expressed as a percentage. i.e efficiency is either,

(i)      ƞ  =

Work output

Work input

 

 

100
x

or    (ii)   ƞ  =

 

X  100
Work done on load

Wok done by effort

RELATIONSHIP BETWEEN M.A, efficiency & V.R

In (i) above, ƞ  =

 

Load x Distance moved by load

Effort x Distance moved by effort

and     Work done  =  Force  x  Distance moved by force

ƞ  =                                               x 100

1

V.R

 

 

 

Hence     ƞ = M.A  xx  100

M.A

V.R

 

 

Ƞ  =               x  100

 

Load x Distance moved by load

Effort x Distance moved by effort

QUESTION;  In a machine, the load moves 2M when the effort moves 8M. If an effort of 80N is used to raise a load of 60N, What is the efficiency of the machine?

Ƞ  =x  100

60 x 2

20 x 8

 

 

=x  100

 

=   75o/o

 

LEVERS

A SIMPLE LEVER

Questions; Answer Example 12 pg 140 KLB secondary PHY BK 3.

THERE ARE 3 CLASSES OF LEVERS NAMELY;

(i) LEVERS WITH THE PIVOT BETWEEN THE LOAD AND THE EFFORT; Ee.g pliers, hammer, beam balance, crow bar, pair of scissors.

(ii) LEVERS WITH THE LOAD BETWEEN  THE PIVOT AND THE EFFORT; E.g wheelbarrow, nut crackers, bottle openers etc.

 

(iii) LEVERS WITH THE EFFORT BETWEEN THE LOAD AND THE PIVOT; e.g sweeping brooms, fishing road, human arm, spade etc.

INCLINED PLANES

QN; A man uses an inclined plane to lift a load of 50kg through a vertical height of 4M. The inclined plane makes an angle of 30o with the horizontal. If the efficiency of the inclined plane is 72%, calculate;

(a) the effort needed to move the load up the inclined plane at a constant velocity.

1

0.5

1

Sin 30

1

Sin ϴ

From expts,   V.R  =            =  =                =                     = 2

72

100

 

 

M.A  =  ƞ  x  V.R  =           x   2   =   1.44

50×10

1.44

L

MA

 

 

E  =           =                    =  347.2N

 

 

(b) The work done against friction in raising the load through a height of 4M.

Soln;    Work against friction  =  Work input  –  Work output

Work output  =  50 x 10 x 4 = 2000N

Work input  =  Effort  x Distance moved by effort

4

Sin 30

= E x  AC

Work input =   347.2  x=   2777.6

 

Work done against friction  =   2777 – 2000  =777.6 J

The distance between two successive threads is called the pitch. In one revolution, the screw moves through a distance equal to one pitch.

 

V.R of screw    =    Circumference of the screw head (handle)

Pitch

V.R = 2πR/Pitch where R is the radius of the screw head/ handle

N/B  A screw combined with a lever can be used as a jack for lifting heavy loads such as cars.

GEARS: A gear is a wheel which can rotate about its centre.

Below is an arrangement of two gears

The driver wheel; Is the wheel on which the effort is applied

The load wheel: Is the driven wheel

Assuming that the driver wheel has n teeth and the driven wheel N teeth, then when the driver wheel makes 1 revolution, the driven wheel makes n/N revolutions.

 

V.R  =      Revolutions made by the driven wheel

Revolutions made by the driver wheel

 

V.R  =  1

n/N

 

V.R  = N/n

Therefore the V.R of the gear =No of teeth on the driven wheel

No of teeth in the driver wheel

 

 

PULLEYS

PULLEY: Is also a type of machine.

There are several types of pulley systems. The 3 common ones include;

  1. The single fixed pulley
  2. The single movable pulley
  3. The block and tackle pulley

 

V.R of a pulley;Is the number of ropes supporting the load.

 

  • THE SINGLE FIXED PULLEY

Here V.R = 1

 

(b) SINGLE MOVABLE PULLEY

The velocity ratio for the two arrangements above is the same = 2

( The number of ropes supporting the load is 2)

 

(c) THE BLOCK AND TACKLE

Here the velocity ratio (number of ropes supporting the load) = 4

Questions to be answered here from page 151 example 17 to pg 153 example 153 example 18 KLB sec. PHY BK III

 

THE HYDRAULIC MACHINE (LIFT)

Here

Distance moved    x    Cross-section area   = Distance moved   x   Cross

by effort piston           of effort piston            by load piston        section

area of

load piston

HENCE

Distance moved by effort    =    Cross section area of load piston

Distance moved by load             Cross section area of effort piston

πR2

πr2

 

 

V.R  =                     Where R is the radius of the load piston

r is the radius of the effort piston

 

0r       V.R  =  R2/r2

 

Qns; Example 20, 21 from KLB SEC PHY BK 3.

Other qns for general practice – Exercise 4 pg 159-161 KLB PHY BK 3.

 

 

CURRENT ELECTRICITY II

Electric current: Is the rate of flow of charge through a conductor.

Ammeter:  Is the instrument used to measure electric current.

SI unit for current is Ampere (A)

Potential difference (p.d) of a cell: Is the voltage across the cell in a closed circuit ( when it is supplying current).

Electromotive force (Emf) of a cell: Is the voltage across the cell in an open circuit (when it is supplying no current).

Voltmeter: Is an instrument used to measure voltage (Emf or P.d) .

N/B-  Potential difference between two points A and B VAB of a conductor , (see the fig. below)

is the work done in moving a unit charge from point B to A of the conductor.

Hence P.d  =  Work done (in joules)

Charge moved (in coulombs)

 

Or   VAB  =W/Q

  1. In moving charge of 10 coulombs from point B to A, 120 J of work is done. What is the Pd between A and B?

VAB  =W/Q  =  120/10  =  12V

 

A voltmeter is usually connected in parallel with the circuit (across the appliance whose voltage is to be determined e.g the bulb). See fig. below.

Reason:  Because it has very high resistance.

The ammeter on the other hand is usually connected in series with the circuit because it has very low resistance. See the figs. below

 

CURRENT IN A PARALLEL CIRCUIT ARRANGEMENT

 

CURRENT IN SERIES  CIRCUIT ARRANGEMENT

 

VOLTAGE IN PARALLEL CIRCUIT ARRANGEMENT

 

VOLTAGE IN SERIES

Qn ;  Example 2 pg 169

 

OHM’S LAW; The current flowing through a conductor is directly proportional to the potential difference across it,provided the temperature and other physical conditions are kept constant.

OHM’S LAW; The current flowing through a conductor is directly proportional to the potential difference across it,provided the temperature and other physical conditions are kept constant.

(Carryout expt 5.3 pg 168 KLB phy BK 3 3rd ed. Pg 168-169)

TABLE

Current (A) 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.10
Voltage (Volts) 0.30 0.50 0.75 1.05 1.10 1.35 1.50 1.85 2.00

 

Here a graph of current against voltage is a straight line through the origin

Sample graph

=  Constant

The gradient of the graph      ∆ Voltage

∆  Current

The constant is the resistance (R) of the nichrome wire used in the experiment.

The SI unit of resistance is the Ohm (Symbol Ω)

 

Ohms law can also be verified using a standard resister is used in place of nichrome wire in the experiment and a graph of current agaist voltage plotted.

The graph will also be a straight line through the origin as shown below

From Ohm’s law, an Ohm is defined as the resistance of a conductor when a current of 1 ampere flowing through it produces a voltage drop of 1 volt across its ends.

The multiples of an Ohm are;

1 Kilo Ohm (1KΩ)  =  1000Ω

1 Mega Ohm (1MΩ) = 1000000Ω

Qns on pg 170 Example 4, 5 and 6.

 

OHMIC AND NON OHMIC CONDUCTORS

Ohmic conductors:  Are the conductors which obey Ohm’s law.

Current-Voltage graphs for Ohmic conductors is a straight line through the origin.

Examples of Ohmic conductors are metals and electrolytes e.g copper II sulphate.

 

Non Ohmicconductors :  Are the conductors which do not obey Ohm’s law. Current-Voltage graphs for non Ohmic conductors are not straight lines. Examples of non Ohmic conductors are:  Torch bulb, Thermister, Semiconductor diode, Thermionic diode. See the figs. below:

 

Electric resistance: Is the opposition offered by a conductor to flow of electric current. It is measured in Ohms (Ω).

A material with high conductance has very low resistance e.g copper metal. The instrument used to measure resistance is called the Ohm meter.

 

FACTORS THAT AFFECT RESISTANCE OF A METALLIC CONDUCTOR

  1. Temperature: Resistance of good conductorse.g metals increase with increase in temperature.
  2. Length of the conductor: Resistance of a uniform conductor increases with increase in length (Resistance is directly proportional to length).
  3. Cross-sectional area: Resistance of a conductor is inversely proportional to its cross-section area. i.e the larger the cross-section area the lower the resistance and the smaller the cross-section area, the larger the resistance.

 

RESISTIVITY OF A MATERIAL

Is the resistance of the material of unit length and unit cross-section area at a certain temperature. The SI unit of resistivity is Ohm Meter (ΩM). The symbol for resistivity is ρ. Hence mathematically,

Resistivity ρ =  Area of cross-section (A)  x  Resistance (R)

Length of the material  (L)

 

ρ  =

AR

L

 

 

 

 

 

 

 

RESISTIVITY OF SOME MATERIAL AT 200 AND THEIR USES

 

MATERIAL

 

RESISTIVITY (ΩM)

 

USE

Silver 1.6  x10-8 Contacts on some switches
Copper 1.7×10-8 Connecting wire
Aluminium 2.8 x10-8 Power cables
Tungsten 5.5 x10-8 Lamp filaments
Constantan 49×10-8 Resistance boxes, variable resisters
Nichrome 100×10-8 Heating elements
Carbon 3000 x10-8 Radio resisters
Glass 10-8 -10-14  
Polystyrene  1015  

 

QUESTIONS

KLB PHY BK 3, 3rded.  Pg 173-174 example 7-9

 

RESISTERS

Are conductors specially designed to offer particular resistance to flow of electric current.

 

TYPES OF RESISTERS

They include:

  1. FIXED RESISTERS: They are resisters designed to give fixed resistance. They include: Wire wound resisters and carbon resisters.

 

2.VARIABLE RESISTERS:  These are resisters with varied range of resistance.

They include:

(a) Rheostat         (b) Potentiameter

 

(a) Rheostat:  Is a two terminal variable resister. It is represented in electric circuits by the symbols shown below:

N/B- Moving the sliding contact along the length of the resister varies the resistance between points A and B. When the contact is nearer A, the resistance of the rheostat is lower.

(b) Potentiameter:  Is a variable resister with 3 terminals. See the fig below.

  1. NON LINEAR RESISTERS: The current flowing through these resisters not changelinearly with the change in the applied voltage. Such resisters include; Thethermister, the light dependent resister (LDR).

 

MEASUREMENT OF RESISTANCE

There are 2 ways of determining resistance namely:

  1. The voltmeter ammeter method
  2. The wheatstone bridge method

 

  1. VOLTMETER AMMETER METHOD

Apparatus:  Two cells, Switch, Voltmeter, Ammeter, Variable resister,  Resister R.

-Set up apparatus as shown below

– With the switch open, record the voltmeter reading V and the corresponding ammeter reading I. Here no current is flowing and hence both V and A read 0.

– Close the switch and by adjusting the variable resister to the given lengths, record the other 5 values of V and the corresponding values of I in the table.

Length of resistance wire (cm) 0 20 40 60 80 100
Voltage V (Volts) 0          
Current I (Amps) 0          
V/I (V/A) 0          

 

It is observed that, as I increases V also increases.

–  Compare all the values of  V/I

All the values of  V/I  are found to be the same/ almost the same.

–  Plot a graph of V against I.

–  Determine the gradient of the graph.

It is a straight line graph whose gradient  =  resistance R

 

Question on using a meter bridge to determine resistance

In an expt. to determine resistance a nichrome wire using a meter bridge, the balance point was found to be the 38cm mark. If the value of the resistance in the right hand gap needed to balance the bridge was 25 Ω. Calculate the value of the unknown resister.

 

Since AB  =  100cm   and AC  =  38cm,             CB  =  100-38  =62cm

 

But   R     =     25                      R = 38 x 25   = 15.32Ω

38           62   62

 

RESISTER NETWORKS

  1. RESISTERS IN SERIES

 

Here    VT  = V1 +  V2  +  V3

RT  = R1  +  R2  +  R3

 

QnsExample  11  and 12 pg 181 KLB BK 3  PHYSICS

 

  1. RESISTERS CONNECTED IN PARALLEL

The figure below shows   R1, R2, and R3 connected in parallel

Here   IT  =  I1  +  I2  +  I3

and     1     =    1     +   1     +    1

RT         R1        R2         R3

 

Qns:  Example 13, 14, 15 and 16 pg 183-184 KLB BK 3 PHY 3rd Ed

N/B  Equivalent resistance, total resistance and effective resistance mean the same thing.

Qns:  Example 17, 21 and 19  pg 185-186

Other qns : Example 20 pg 188, Example 20 pg189

 

ELECTROMOTIVE FORCE AND INTERNAL RESISTANCE

Electromotive force of a cell is the p.d across its terminals when it is supplying no current, (Cell in open circuit).

Once a cell supplies current to an external circuit, the p.d across it it drops by a value called  ‘ lost voltage’. This loss in voltage is due to the internal resistance (r) of the cell.

Internal resistance: A cell or any source of emf is made up of material that  are not perfect conductors of electricity. They therefore offer some resistance to the flow of current that they generate. This resistance is usually low and is called internal resistance (r) of the cell or battery.

 

Relationship between emf and r

If a resister R is connected in series with a cell (see fig. below),

 

I    =       Emf

Total resistance

 

I    =     E

R  +  r

 

Hence  E  =  I  (R+r)        or        E  =  IR  +  Ir

N/B  IR is the voltage drop across resister and Ir the voltage drop across r

 

To determine the internal resistance of a cell

Apparatus:  Voltmeter, ammeter, variable resister, cells, connecting wire.

–  Connect apparatus as shown below;

Adjust the resister to minimum value of  current.

–  Increase the current in stages and record the corresponding values of current in the table below.

Current  I  (Amps)              
Voltage  V  (Volts)              

 

Plot a graph of voltage against current

 

The graph is straight line as shown below

 

–  If the equation of the graph is  E = V  +  Ir

 

(a) Find the value of :

(i)  E

Solution;

V    =  -r  I     +    E

 

y    =  m  x     +   c

 

Hence  E  =  y-intercept  =  ————   ( read from the graph plotted)

 

(ii)  r

Solution

-r  =  gradient

 

Questions;  Example 21, 22, 23 pg 193-194 KLB PHY BK3

Other qnsexercise  5qn 7.

 

 

WAVES II

A Wave: Is the disturbance that moves through a medium.

In this topic, we shall study characteristics of waves which include:

–  Reflection

–  Refraction

–  Diffraction

–  Interference

A ripple tank; Is an apparatus used to demonstrate the properties of wave like reflection, refraction, diffraction and interference.

Below is the diagram of a ripple tank

 

It consists of  a transparent tray containing water having a lamp above and a screen below the tank.

Circular waves shown below are seen on the screen when a finger is dipped into the water.

When a ruler is drugged in the water, straight pulses are formed on the screen as shown below;

A wave front:  Is an imaginary line which joins a set of particles which are in phase in wave motion.

See figs. below

 

CHARACTERISTICS OF WAVES

 

(a) REFLECTION

 

(i) Reflection of a plane wave front by a plane reflector

PROCEDURE

– Generate plane wave fronts in a ripple tank e.g by letting the frame of a running motor touch the water surface.

– Observe on the screen how the waves are reflected on the straight walls of the ripple tank, (Plane reflector).

The following will be observed

Diagram to show reflection of plane waves on a plane reflector

It is observed that waves obey the laws of reflection i.eagle of

incidence = angle of reflection.

–  The lines drawn from the reflecting surface cutting the incident waves perpendicularly are called incident wave fronts.

– The lines drawn from the reflecting surface cutting the reflected waves perpendicularly are called the reflected wave fronts

 

(ii)  Reflection of plane waves by curved reflectors

(I)  CONCAVE REFLECTOR

Just like parallel rays of light are reflected through the principle focus (F) of the concave mirror, (or converge at F and spread out),

The reflected waves too converge at F and spread out as if originating from F as shown below.

N/B  The reflected waves here are circular.

 

(II) CONVEX REFLECTOR

Just like the convex mirror where parallel rays converge to F behind the mirror, where they appear to diverge from on the real side of the mirror,

(see fig. below)

reflected waves too appear to diverge from the virual principle focus of the reflector as shown below;

 

The direction and velocity of a wave changes during reflection.

The reflected wave is also 180o out of phase with the incident wave, (hence troughs of the incident wave fall below the crests of the reflected wave). See the figs below;

 

 

λ             Is the distance from crest to crest of incident wave or crest to crest of the reflected wave.

 

(b) REFRACTION OF WAVES

Is the bending of waves as they travel from one medium to another.

 

TO DEMONSTRATE REFRACTIONOF WAVES

Here a glass plate is placed inside a ripple tank as shown below:

A plane wave is then introduced from the deeper end of the ripple tank.

 

OBSERVATION

As the plane wave travels across the water the wavelength in the shallow region λ2 is less than the wavelength in the deeper region  λ1.

See the fig. below

 

Since during refraction the frequency of the wave does not change and  V = f λ,  the speed of wave reduces in the shallow as the wavelength reduces.

Speed of wave in deep water

Speed of wave in shallow water

 

 

So therefore here ,        n  =

 

From     V  =fλ  and given that f does not change,

fλ1

fλ2

 

 

 

n  =

λ1

λ2

 

 

n  =

If the fig. above, λ1  =  1cm and λ2  =  0.15cm

 

 

(c)  DIFFRACTION OF WAVES

Is the spreading of waves behind an obstacle.

This can be demonstrated by allowing water waves to pass through holes of various sizes as shown below;

 

(I) Plane (water) wave through a small gap

 

 

(II) Plane waves through a wide gap

 

 

(III) Diffraction of plane waves around an obstacle

 

(IV) Diffraction of circular waves through a small gap / Small arpature

 

 

N/B   (a)  A narrow gap diffracts waves more than a wide gap.

(b)  Increase in wavelength reduces diffraction.

 

 (d) INTERFENCE OF WAVES

Is the interference between waves to cancel or reinforce each other.

This happens when waves from one source meet others from another source so that they either reinforce or cancel each other depending on whether the meet in phase or out of phase

 

To show interference using plane waves and 2 small slits S1 and S2.

 

(I)  CONSTRUCTIVE INTERFERENCE  (Constructive superposition)

Is the interaction between waves in phase such that they reinforce each other to give a bigger amplitude e.g

 

During this process, the resultant amplitude doubles i.e

Amplitude of wave 1  + Amplitude of wave 2  =  Total amplitude

but wavelength and hence frequency  does not change

Coherent sources: Are sources which produce waves in phase and with the same frequency.

 

DESTRUCTIVE INTERFERENCE  (Destructive superposition)

Is the interaction between waves which are out of phase such that they cancel each other.e.g

 

 

APPLICATIONS OF DIFFRACTION

  • Study of crystal structure e.g in determining the spacing of atoms and their arrangement.
  • In x-ray photography for medical diagonosis.
  • Used in electron diffraction microscope

 

Interference is used

  • To cancel unwanted noise in hall (silencer) through destructive interference.
  • In stereo radios and T.V systems to produce louder sound where sound from different loudspeakers interfere constructively at most of the points thus producing an enhanced louder sound

 

 

STATIONARY WAVES

This is the wave in which the amplitude of oscillation depends on the position of a particle.

Stationary waves are formed when two ends of a tight  rope are made fixed and the middle of the rope plucked as shown below:

He displacement increases gradually from the node towards A (antinode) . The A is the position of maximum displacement. (See the fig. above).

 

The wave above has only 1 loop (A) and hence its wavelength  L  =  λ/2 .

When the frequency of the wave is increased  2 , 3, 4 etc loops can be formed within the same region as shown below:

 

 

 

 

 

QUESTION.

The apparatus below show how to set up a stationary wave on stretched string. The stationary wave is produced when the frequency of the vibrator is 40HZ.

 

Calculate the speed of the wave in the string.

Solution:  V  =  f λ

=  40  x   1  =  40m/s

 

 

STATIONARY WAVES IN AN OPEN TUBE

This can be demonstrated using a vibrating tuning fork, a beaker, an open  tube and water as shown below;

A vibrating tuning fork is held above the open tube and the tube raised up gradually until there is resonance (loud sound is heard). This will be at the first node, N (Resonance occurs at the node)

Measure the length L1       Say = 0.25 cm

Continue raising the open tube until there is another resonance. This will be at the next node. i.e

Measure the length  L2             Say = 0.75 cm

 

Then    ½ λ = L2  –  L1  =  0.75  –  0.25  =  0.5cm

½ λ = 0.5cm

λ  = 0.5 x 2 = 1cm (This is the λ for this wave)

If the frequency of the tuning fork is known, the velocity of the wave can be calculated using the formula:

V  =   f  λ

N/B- The loud sound (at resonance) is also called overtone

–  When the end correction (e) is there, then it is added to the length L of

the wave before it is used the calculation.

 

 

ELECTROSTATICS  II

Electrostatics:  Is the study of charge at rest.

The charge is acquired by rubbing.

Like charges repel while unlike charges attract.

The force of attraction/repulsion is stronger when the charged bodies are closer to one another. The force diminishes when they are moved far apart.

The amount of charge on a body can be determined using the gold leaf electroscope.

 

ELECTRIC FIELD PATTERNS

(a) Positive and negative point charges

 

(b) Positive and positive point

 

N/B – The lines of force move from the positive charge to the negative charge.

–  The lines of force do not cross one another.

–  The lines of force are close where the field is strong and far apart where

the field is weak.

 

CHARGE DISTRIBUTION THE SURFACE OF CONDUCTORS.

  • spherical shaped conductor

 

 

 

(b) Pear shaped body

 

(c)  Cuboid

 

N/B- Sharp points have high charge concentration,  See fig. (b) and (c) above.

 

CHARGE ON SHARP POINTS

Since charge on sharp point is extremely concentrated, when the sharp part of the conductor is brought close to a candle flame, the flame is diverted as if wind is emanating from the sharp point. See the dgm below

 

EXPLANATION :  If the charge on the conductor is positive (as above), the high concentration of positive charges at the sharp point on the conductor causes ionization of the sorrounding air to produce positive ions and electrons. The electrons are attracted towards the positive conductor while heavy ions drift towards the flame forming an electric wind.

If the conductor is brought close to the conductor from above, the flame splits as shown below:

In this case the flame causes ionization of the surrounding air molecules. The positive ions formed move away from the charged rod towards the flame by repulsion, causing the division of the flame as shown in the diagram.

 

LIGHTINING ARRESTOR

Movement of the clouds in the atmosphere produce large amounts of static charges due to friction with air. The static charges in the cloud induce large opposite charges on the Earth, producing high P.d between the Earth and the cloud. The high P.d makes air to become a charge conductor. The opposite charge strongly attract and neutralize causing lighting and thunder.

 

Lightning can cause destruction to buildings and other objects on the Earth’s surface. To save the buildings from being struck, a lightning arrestor is used.

It comprises of thick copper wire with sharp spikes at the top. See the fig. below:

 

The wire is connected to large  thick copper plate buried deep into the ground.

When the cloud gets –vely charged, it induces a positive charge on the spikes of the arrestor.

The  +ve charges concentrated at the spikes, ionize the air around it.

Positive charges formed go to neutralize the –ve on the cloud as the –ve charges neutralize the +ve on the spikes and the building. Hence the building is protected.

 

CAPACITOR

A capacitor is a device for storing charge.

It consists of two or more plates separated by either a vacuum or material media called dielectric. A dielectric can be air, glass or plastic.

There are 3 main types of capacitors namely

  • Paper capacitors
  • Electrolytic capacitors
  • Variable air capacitors

 

CHARGING AND DISCHARNING A CAPACITOR

 

 

 

 

 

 

 

FACTORS THAT AFFECT CAPACITANCE OF A PARALLEL PLATE CAPACITOR

 

  1. AREA OF OVERLAP; Increasing area of overlap increases the capacitance of a parallel plate capacitor while reducing the area of overlap reduces the capacitance.

 

  1. THE DISTANCE OF SEPARATION; Increasing the distance of separation of plates of parallel plate capacitor, reduces the capacitance while reducing the distance of separation increases the capacitance.

 

  1. THE NATURE OF THE DILECTRIC; Using glass as the dielectric material give a different value of capacitance from when air is used. Plastic will also give a different value when used as the diletric.

 

 

From 1 and 2 above,  capacitance is directly proportional to the area of overlap and inversely proportional to the distance of separation,

 

C  α

 

C  =

 

 

QUESTION

Two plates of a parallel plate capacitor are 0.6mm apart and each has an aea of 4cm2. Given that the potential difference between the plates is 100V, calculate the charge stored in the capacitor.    (answer = 5.9 x 10-10C)

CAPACITOR COMBINATIONS

Just like resistors, capacitors can be arranged in series or in parallel.

  1. CAPACITORS IN SERIES

 

APPLICATIONS OF CAPACITORS

  • Rectification: This is the conversion of the a.c to d.c . During this conversion, in order to maintain high voltage, capacitors are included in the circuit.
  • A capacitor is included in the primary circuit of the induction coil to eliminate sparking at the contacts
  • A variable capacitor is connected in parallel with an inductor in tuning of radio in order to receive the signal
  • Capacitors re used in delay circuits designed to give intermittent flow of current in car indicators.
  • A capacitor is included in the flash circuit of a camera. The camera flashes during the discharging process of the capacitor.

 

 

 

 

 

 

HEATING EFFECT OF AN ELECTRIC CURRENT

SIMPLE EXPERIMENTS TO SHOW THE HEATING EFFECT OF AN ELECTRIC CURRENT

  • Set up apparatus as shown below

 

Note the initial temperature of water.

Close the switch for about 10 mins and note the new temperature.

Results: The temperature of the water increases

Explanation: The hot coil (heated by the heating effect of an electric current) heats up the water.

here experiments are:

 

  • When an immersion heater is dipped into water and the switch closed, the temperature of the water rises. Here the electric energy is converted to heat energy.
  • A bulb feels warm/hot to touch after lighting for some time.

 

Factors affecting heating by electric current

  • The amount of current
  • The resistance of the conductor

(ii) The time for which the current flows

 

Electrical energy formulae

Since Voltage  V  =  Work done W

Charge Q

 

V  =   W

Q                            W  =  VQ    …………………… (i)   Where W=E

 

and     Q  =  I t       …………………….(ii)

 

Combining  (i) and (ii)     E  =  W  =  VQ  =  V It

Hence electric energy       E  =VIt          The SI unit of electrical energy is the Joule (J)

 

Electrical Power

Power  =  Work   =   Electrical energy  =  VIt

timetime                       t

 

Hence   P  =  VI

From Ohm’s law,    V  =  IR

Hence  P  =  I2 R

 

Also by substituting  I  with  V/R

P   =    V2

R

 

Substitution of  V as IR in equation   E  =  VIt   gives;

E  =  I2Rt

 

QUESTIONS

  1. A torch bulb is lebelled 2.5V, 0.3A. Calculate the power of the bulb.

 

Answer other questions from KLB and foundation PHY

 

 

 

 

APPLICATIONS OF HEATING EFFECT OF AN ELECTRIC CURRENT

The heating effect of an electric current is used in the following electric appliances:

  • THE FILAMENT LAMPS
  • A conductor may be heated to white hot without melting. Under this condition, it emmits light. The electric bulb operatesthis way.
  • e, when current flows through the lamp filament, it heats up to a high temperature and becomes white hot . For this reason it is made of tungsten (a metal with high melting point.).

 

 

DIAGRAM OF AN ELECTRIC BULB    longhorn pg 228

 

  • The filament is enclosed in a glass bulb from which air has been removed to prevent the oxidation of the filament
  • Since hot metals evaporate in the vacuum the bulb is filled with inactive gas like nitrogen and argon to slow down the rate of evaporation and hence increase the life of the filament.

 

 

  • FLUORESCENT LAMPS
  • They are more efficient than filament lamps.

 

 

DIAGRAM OF A FLUORESCENT LAMP/TUBE     KLB PG 256

 

 

  • When the lamp is switched on, the mecuryvapouremmits ultra-violet radiation which makes the powder on the inside wall of the tube to fluoresce/ glow/ emmit visible light.Different powders emmit different colours.

 

 

  • THE FUSE
  • Is a short length of wire of material of low melting point which melts and breaks the circuit when the current through it exceeds a certain value.
  • The breaking of the fuse, saves the wiring from becoming hot and catching fire.

 

 

DIAGRAM OF THE FUSE    KLB PG 257

 

  • A 15A fuse will blow out if a current of 15A  flows through the circuit.

 

 

 

 

 

Other appliances in which the heating effect of an electric current is used include:

 

  • Electric iron
  • Electric kettle
  • A radiation room heater
  • Immersion heater

 

 

 

 

QUANTITY OF HEAT

  • Heat is a form of energy that flows from one body to another due to temperature difference.
  • The absorption of heat by a body results in the rise in temperature while the loss of heat results in the fall in temperature.

 

 

  HEAT CAPACITY AND SPECIFIC HEAT CAPACITY

 

  • HEAT CAPACITY

Is the quantity of heat required to raise temperature of a given mass of a material by one Kelvin. It is denoted by C.

 

C  =   Heat energy absorbed Q

Temperature change θ

i.e      C  =   Q

θ         The SI unit for heat capacity is J/K-1.

 

QUESTION

Calculate the quantity of heat required to raise temperature of metal block with a heat capacity of  460 J/K-1 from 150C to 450C.

 

SOLUTION

C  =  460 J/K-1

Temperature change   θ  =  45 –  15   =   300C

Q  =Cθ

=   460  x  30

=   13800J

 

 

 

  • SPECIFIC HEAT CAPACITY

Is the quantity of heat required to raise the temperature of a unit mass of a substance

by 1 K ie heat capacity per unit mass .

 

c  =   Heat capacity

Mass

 

It is denoted by c .

 

c  =    Q

θ

m

 

c  =   Q

mθ         The SI unit for c is J kg-1K-1

 

Q  =mcθ

 

 

From the above equation,   mc  =  Q

θ

=  C

But    Q

θ

Hence   C  =  mc

 

 

 

QUESTIONS

  1. A block of metal of mass 1.5kg which is suitably insulated is heated fro 300C to 500C in 8mins and 20 seconds by an electric heater coil rated at 54W. Find:

 

(a) The quantity of heat supplied by the heater

 

Solution

Q  =  P  x  t

Q  =  54  x  500

=  27000 J

 

(b) The heat capacity of the block

 

C  =  Q

θ

 

But  Q  =  27000          and  θ   = 50  –  30  =  200C

 

 

C  =  27000

20

 

= 1350  J/K

 

  • The specific heat capacity c

 

C  =  mc

1350  =  1.5  x  c

c  =  900Jkg-1K-1

 

 

  1. Find the final temperature if a heater rated at 42W heats 50g of water from 200C in five mins. (Specific heat capacity of water is 4200 Jkg-1K-1)

 

SOLUTION

Heat lost by heater   =  heat gained by water

P  x t  =  mcθ

42 x 5 x 60  =  0.05 x 4200 x θ

θ  =  60

The final temp  =  20  +  60  =  800C

 

 

  1. A piece of copper of mass 60g and specific heat capacity 390Jkg-1K-1 cools fro 900C to 400C. Find the quantity of heat given out.

 

Solution

Q  =mcθ

=  0.06  x  390  x  (90-40)

=  1170J

 

 

SPECIFIC HEAT CAPACITIES OF SOME MATERIALS

MATERIAL Specific heat capacity ( x 103 Jkg-1K-1)
Water

Alcohol

Kerosene

Ice

Aluminium

Glass

Iron

Copper

Mercury

Lead

4.2

2.3

2.2

2.1

0.9

0.83

0.46

0.39

0.14

0.13

 

 

 

 

DETERMINATION OF SPECIFIC HEAT CAPACITY

 

 

EXPERIMENT TO DETERMINE SPECIFIC HEAT CAPACITY OF A SOLID BY ELECTRICAL METHOD

Apparatus: Cylindrical solid metal block with 2 holes, connecting wires, voltmeter, ammeter, dry cells, variable resistor, stop watch.

Measure the mass m  of the  metal block and set up apparatus as  shown below

 

Close the switch and start the stop watch. Record the time taken for the temperature to rise by 80C.

 

N/B-  Cotton wool acts as lagging material to prevent heat loss by radiation from  the metal  block to the outside.

  • The silver foil is used to minimize heat loss by radiation
  • The wooden container minimizes heat loss by conduction

 

Electrical energy E spent by the heater  in time t is given by E  =  IVt. This energy is converted into heat energy that is absorbed by the metal block (mcѲ).  i.e

 

Heat lost by the heater =  Heat gained by the metal block

 

IVt  =mcѲ

From this specific heat capacity c, of the solid can be calculated as:

c   =   VIt

 

 

QUESTION.

In an experiment to determine specific heat capacity of copper, the following data was obtained:

  • Mass of copper block =  200g
  • Initial temperature of the block =  220C
  • Ammeter reading =   5A
  • Voltmeter reading  = 3.0V
  • Final temperature of the block =  300C
  • Time of heating =  7  mins

Use the data to calculate specific heat capacity c of copper

(Ans = 394 JKg-1K-1)

 

DETERMINATION OF SPECIFIC HEAT CAPACITY OF WATER BY METHOD OF MIXTURES

 

This can be done by heating a solid to a certain temperature and transferring to cold water in a beaker as shown below.

 

Here,

Heat lost by the hot solid  =  Heat gained by the cold water + Heat gained by the container

 

MscsѲs=  MwcwѲw  +  Mc ccѲc

 

QUESTION

In an experiment to determine the specific heat capacity of water, the following data was obtained;

  • Mass of solid =  50g
  • Specific heat capacity of the solid = 400J/kg/k,
  • Initial temperature of the hot solid  =  1000C
  • Mass of the container =   200g
  • Specific heat capacity of the material of the container = 400J/Kg/K
  • Mass of water = 100g
  • Initial temperature of water and the container = 220C
  • When the hot solid was transferred into the cold water in the container, the final temperature of the mixture was = 250C

Use the data to determine the specific heat capacity of the water.

Answer  =   4200

 

 

 

 

 

TO DETERMINE SPECIFIC HEAT CAPACITY OF A LIQUID ELECTRIC METHOD

 

Apparatus: Lagged Copper container, heating coil, thermometer, connecting wires, ammeter, voltmeter stop watch

Measure the mass mc of the copper container and mass ml of the liquid   and set up apparatus as shown below

Close the switch and start the stop watch. Record the time taken for the temperature to rise by say 100C.

 

Here,

Heat energy produced by the heater  =Heat energy gained  +  Heat energy gained

by the liquidby the container

 

 

 

  QUESTION

In an experiment to determine specific heat capacity of a liquid, the following data was obtained:

  • Power of the heater =   30W
  • Mass of the container = 200g
  • Specific heat capacity =   400J/Kg/K
  • Mass of water in the container =  100g
  • Specific heat capacity of water =  4200J/Kg/K

Use se the data to calculate the time taken by the heater to raise the temperature of the water and container from 200C to 230C.

 

 

 

 

 

 

 

CHANGE OF STATE

 

Heating a substance is known to cause an increase in temperature of the substance. However there are situations when heating does not cause any increase in temperature. These include:

  • When a solid is melting to  liquid
  • When a liquid is boiling to ga

 

 

Below is a temperature – time graph for a solid heated from -200C to 1040C.

 

 

 

In Region AB, temperature rises steadly from  -200C to 00C.

In this region heating causes an increase in temperature.

This happens during the first 10 seconds.

 

Region BC is the melting point of the solid. Here, the heat energy supplied to the solid does not  cause a rise in temperature of the solid, it is used to change (melt) the solid to liquid by breaking the forces of attraction between the solid molecules. This heat energy absorbed by a solid during melting is called LATENT HEAT OF FUSION.

 

DEFINITION OF LATENT HEAT OF FUSION; Is the quantity of heat required to change the state of a material from solid to liquid without temperature change.

 

 

SPECIFIC LATENT HEAT OF FUSION: Is the quantity of heat required to change a unit mass (1kg) of substance from solid to liquid without change in temperature.

Its SI unit is  J/kg

 

 

QUESTION

From the graph above,

  • how long does it take for the solid to melt?
  • At what temperature does the solid melt?

 

 

After the melting process, in region CD, as further heating takes place, temperature increases steadly to the boiling point.

 

Region DE is the boiling point of this substance. Here the heat energy supplied is not used to increase the temperature of the liquid. It is used to change (boil) the liquid to gas. Such heat  energy absorbed  by a solid during boiling is called LATENT HEAT OF VAPOURIZATION.

 

DEFINITION OF LATENT HEAT OF VAPOURIZATION: Is the quantity of heat required to change the state of a material from liquid to gas without change in temperature.

 

SPECIFIC LATENT HEAT OF VAPOURIZATION: Is the quantity of heat required to change a unit mass of a material from liquid state to gas without change in temperature.

Its SI unit is J/kg

 

 

QUESTIONS (From the graph)

  1. How long does it take for the liquid to change to change to gas.
  2. At What temperature does the solid boil?

 

After the boiling process, as heating continues (Region EF), the temperature rises steadily.

 

N/B- During cooling;

  • Latent heat of vapourization is lost as the gas changes to liquid.
  • Also latent heat of fusion is lost as the liquid changes back to solid.

 

 

 

N/B – When there is temperature change, heat is determined using the formula    H  =M x c x Ө

 

Where      H is the heat loss/gain

M is the mass of the substance

c   is the specific heat capacity

Ө  is the temp change

 

-When there is no temperature change, heat is determined using the formula     H = ML

 

Where M = Mass

L = Latent heat of fusion/vapourization

 

QUESTIONS

  1. Determine the amount of heat required to change 0.5kg of ice at

-100C to liquid water at 200C.  (Specific heat capacity of ice 2100J/kg/K, specific heat capacity of water is 4200J/kg/K, specific latent heat of fusion of ice is 3.36 x 105J/Kg/K).

 

SOLUTION

H for raising temp of ice from -100C to 00C

H  =  M c Ө

H  = 0.5 x 2100 x (10-0)

= 10500J

 

H for melting the ice

H = ML

H = 0.5 x 3.36 x 105

= 1.68 x 105J

 

H for raising temp of water from 00C to 200C

H =  M c Ө

= 0.5 x 4200 x (20-0)

= 42000J

TOTAL HEAT REQUIRED = 10500 + 1.68 x 105 + 42000

=      220500J

 

 

 

  1. Calculate the amount of heat required to change 2kg of ice at -200C to liquid water at 1000C.(Specific heat capacity of ice 2100J/kg/K, specific heat capacity of water is 4200J/kg/K, specific latent heat of fusion of ice is 3.36 x 105J/Kg/K).

 

 

  1. Calculate the amount of heat required to change 2kg of ice at -200C to steam at 1000C.(Specific heat capacity of ice 2100J/kg/K, specific heat capacity of water is 4200J/kg/K, specific latent heat of fusion of ice is 3.36 x 105J/Kg/K, Specific Latent heat of vapourization of steam = 2.26 x 106 J/kg).

 

Extra question; Example 9 &10  pg 277 to 279 KLB BK 3 THIRD ED.

 

 

FACTORS AFFECTING MELTING AND meltng POINTS

These include:

  • Pressure
  • Impurities

 

 

EFFECT ON MELTING POINT

 

  • Pressure

Increase in pressure lowers the melting point.

 

(b)Impurities

Adding impurities to substance lowers its melting point.

 

EFFECT ON BOILING POINT

 

  • Pressure

Increase in pressure increases boiling point of a liquid.

 

(b) Impurities

The presence of impurities in a liquid raises its boiling point.

 

 

EVAPORATION

Molecules in a liquid are in continuous random motion. A molecule on the surface of the liquid may acquire sufficient K.E to overcome the attraction force from the neighbouring molecules in the liquid.

This process is known as evaporation and takes place at all temperatures.

 

 

FACTORS AFFECTING THE RATE OF EVAPORATION

 

  • Temperature

Increasing temperature of liquid makes the molecules on its surface to move faster. This makes it easier for more of them to escape.E.g it takes a shorter time for clothes to dry on hot day than on a cold day.

Hence increase in temperature increases the evaporation rate.

 

     (b)Surface area

Increasing the surface area increases the rate of evaporation e.g a wet bed sheet dries faster when spread out than when folded.

 

     (c )Draught

Passing air over a liquid surface increases the rate of evaporation, this is why wet clothes dry faster on windy day.

 

      (d) Humidity

This is the concentration of water vapour in the atmosphere. High humidity reduces the rate of evaporation, this is why wet clothes take a longer time to dry up on a humid day.

 

DIFFERENCES BETWEEN BOILING AND EVAPORATION

 

EVAPORATION BOILING
Takes place at all temperatures Takes place  at a fixed temperature
Takes place on the surface of the liquid Takes place throughout the  liquid
Decreasing the atmospheric pressure increases the rate of evaporation Decreasing the atmospheric pressure lowers the boiling point

 

APPLICATIONS OF COOLING BY EVAPORATION

  • Sweating
  • Cooling of water in a porous pot (water pot).
  • The refrigerator

 

THE MAIN PARTS OF A REFRIGERATOR ARE SHOWN BELOW

 

 

 

In the upper coil, the volatile liquid (Freon) takes latent heat from the air around and evaporates causing cooling in the cabinet. The vapour is moved by the pump into the lower coil where it is compressed and changes back to liquid form (Freon). During this process, heat is given out and is conducted away by the copper fins. The liquid (Freon) goes back to the upper part of the coil and the cycle is repeated.

 

REVISION EXERCISE 9 PG 288 KLB BK 3, 3RD EDITION.

 

 

 

 

GAS LAWS

 

These are laws which show the relationship that exists between pressure, temperature and volume of gases.

 

They include:

  • Boyles law

(b) Charles law

(c ) Pressure law

 

BOYLE’S  LAW

It states that ‘pressure of a fixed mass of gas is inversely proportional to its volume provided temperature is kept constant’.

 

This can be demonstrated using the arrangements shown below:

 

 

When the nozzle of the syringe is closed with a finger and the piston slowly pushed inwards as shown above, it is observed that an increase in pressure of the fixed mass of gas results in decrease in volume.

 

THE APPARATUS BELOW CAN ALSO BE USED TO SHOW THE RELATIONSHIP BETWEEN PRESSURE AND VOLUME OF FIXED  MASS OF GAS

 

 

 

Any pressure here recorded by the pressure gauge is shown by a fall in the level of oil in the right arm. This results in the rise of the oil level in the right arm by a certain height hence reducing the height h. The height h is the represents the volume of the air because the glass tube has uniform cross-section area.

Hence in this experiment, as pressure increases, volume decreases.

 

 

 

From the statement of Boyle’s law,

P α 1         Since  K is the constant,

V

P = K x  1

V

Hence PV = K

Meaning that   P1V1  =  P2V2

 

THE SHAPE OF AGRAPH OF P PLOTTED AGAINST V IS SHOWN BELOW

 

QUESTIONS

  1. The pressure of fixed mass of gas is 760mmHg when its volume is 38cm3. What will be its pressure when the volume increases to 100cm3.

 

  1. Complete the table by filling in the missing values.
Pressure (cmHg) 0  _ 90  _
Volume (cm3) 36 80  _ 40

 

  1. The volume V of a gas at a pressure P is reduced to 3/8V without change in temperature. Determine the new pressure of the gas.

 

  1. A column of air 26cm long is trapped by mercury thread 5cm long as shown in fig. (a) below. When the tube is inverted as in fig. (b), the air column becomes 30cm long.

 

 

What is the value of the atmospheric pressure?

 

 

 

 

 

 

 

CHARLE’S   LAW

It states that ‘ volume of a fixed mass gas is directly proportional to its absolute temperature if the pressure is kept constant’.

 

The apparatus shown below can be used to illustrate this law

 

 

 

As the temperature rises (shown on the thermometer), the height h (volume) also increases i.e the sulphuric acid index moves up.

This shows that an increase in temperature of the air increases volume.

 

 

A graph of volume against temperature is a straight line as shown below

 

 

If the graph is extrapolated as shown above, it cuts the temperature axis

at -273C (absolute zero).This is the lowest temperature a gas can fall to. At this temperature, the volume of the gas is assumed to be zero (from the graph).

 

From the statement of Charle’s law above,

 

V α T

V = KT   Where K is a constant

 

= K

V

T

 

Which implies that

 

 

=

V1        V2

T1         T2

 

NB- The absolute temperature is the temperature on the Kelvin scale. When carrying out calculations use the temperature in K.

 

-ASK  AQUESTION ON CONVERSION OF 0C TO K-

 

 

QUESTIONS

  1. 02m3 of a gas at 270C is heated at a constant pressure until the volume is 0.03m3. Calculate the final temperature of the gas in 0C.
  2. A mass of air of volume 750cm3 is heated at a constant pressure from 100C to 1000 What is the final volume of the air?

 

 

PRESSURE LAW

It states that the pressure of fixed mass of gas is directly proportional to its absolute temperature provided the volume is kept constant.

 

The  apparatus below can be used to illustrate the pressure law

 

 

In the experiment above, an increase in the thermometer reading results to an increase in the reading of the pressure gauge.

 

 

From the statement of Pressure law above, it is true that;

=

P1         P2

T1         T2

 

QUESTIONS

  1. A cylinder contains oxygen at 00C and 1 atmosphere pressure. What will be the pressure in the temperature rises to 1000
  2. At 200C, the pressure of a gas is 50cm of mercury. At what temperature would the pressure of the gas fall to 10cm of mercury?

 

 

EQUATION OF STATE

Consider a fixed mass of gas being changed from state 1 to state 2 through an intermediate state C as shown in the fig. below:

 

 

 

 

QUESTIONS

  1. A mass of 1200cm3 of oxygen at 270C and pressure 1.2 atmospheres is compressed until its volume is 600cm3 and its pressure is 3.0 atmospheres. What is the new temperature of the gas in 0C?
  2. The volume of a fixed mass of air at 270C and 75cmHg is 200cm3. Find the volume of the air at -730C and 80cmHg.

Form 3 English Exams and Marking Schemes Free

101/3

ENGLISH FORM 3

PAPER 3

(CREATIVE COMPOSITION)

TIME:  50 MINS

 

 

Name:………………………………………………………Adm No:……………

Candidate’s Signature:………………………..Date:……………………………

 

         TERM 3 2023 JOINT EXAMINATION

FORM 3

 

Kenya Certificate of Secondary Education

 

 

INSTRUCTIONS TO CANDIDATES

  1. Write our name and Adm number in the spaces provided above
  2. Sign and write the date of examination in the spaces provided above
  3. Answer any one question, either 1a or 1b
  4. Your essay must not exceed 450 words
  5. All your answers must be written on the answer sheet provided
  6. Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.
  7. Candidates must answer the questions in English.

 

For Examiner’s Use Only

Question Maximum Score Candidate’s Score
1 20  
Total Score    

 

 

 

 

 

 

 

 

 

 

  1. IMAGINATIVE                                    (20 MARKS)

 

Do question (a) or (b).

 

  1. Write a composition beginning:

I got out of bed at dawn. I had not slept at all…

OR

  1. Write a composition to illustrate the saying:

You can never climb the ladder of success with your hands in the pocket.

_____________________________________________________________

F3 ENGLISH PAPER 3

MARKING SCHEME

 

QUESTION ONE (COMPULSORY)

 

Q   1.Intended to test the candidate’s ability to communicate in writing. Communication is established at different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks. Examiners should not hesitate to use the full range of marks for each essay. It is important to determine first how each essay communicates and in which category A, B, C or D it fits.

(The mark indicated below are for question one)

 

D CLASS               The candidate does not communicate at all or his language ability is so minimal that examiner practically has to guess what the candidate wants to say. The candidate fails to fit English words he knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kinds or errors ‘’broken English’’

D-01-02               Chaotic, little meaning whatsoever. Question paper or some words from it simply copied.

D 03       Flow of thought almost impossible to follow. The errors are continuous

D+ 04-05              Although the English is often broken and the essay is full of all types of we can at least guess what the candidate wants to say.

C CLASS The candidate communicates understandably but only more or less clearly.

(06-10)  He is not confident with his language. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky.

C-06-07 The candidate obviously finds it difficult to communicate his /her ideas.

He/she is seriously hampered by his/her very limited knowledge of structure and vocabulary. This results in many gross errors of agreements, spellings and misuse of prepositions, tenses, verb, agreement and sentence construction.

C 08       The candidate communicates but not with consistent clarity. His/her linguistic abilities being very limited, he/she cannot avoid frequent errors in sentence structure. There is little variety of originality. Very bookish English, links are weak incorrect, repeated at times.

C+ 09 10              The Candidate communicates clearly but in a flat and uncertain manner.

Simpler concepts sentence forms are often strained. There may be an over usage of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreements, tenses and spelling.

B CLASS This class is characterized by greater fluency and ease of expression. The

(11-15)  candidate demonstrates that he/she can use English as a normal way of expressing them. Sentences are varied and usually well constructed. Some candidates become ambitious and even over-ambitious. There may be items of merit of the one word or one expression type. Many essays in this category may be clean and unassuming but

they still show that the candidate is at ease with language. They may be tendency to under mark such essays.

Give credit for tone.

B-11-12 The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally, but this must not be over punished by the examiner.

B13        The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is fair range of vocabulary and idioms. Natural and effortless. Some items of merit, economy of language.

B+ 14-15              The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses, spellings and punctuation are quite good. A number of merits of the ‘whole sentence” or the “whole expression” type.

A CLASS The candidate communicates not only fluently, but attractively, with originality and efficiency. He/she has the ability to make us share his deep feelings, emotions, enthusiasm. He or she expresses himself freely and without any visible constraint. The script gives evidence of your maturity, good planning and often humour. Many items of merit which indicate that the candidate has complete command of language. There is no strain, just pleasantness, clever arrangement, felicity of expression.

A-16-17 The candidate shows competence and fluency in using the language. He may lack imagination or originality which usually provide the “spark” in such essays. Vocabulary, idioms, sentence structure, links, variety are impressive.

Gross errors are very rare.

A 18       Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problem. Variety of structures. A definite spark. Many margin ticks.

A+19-20               The candidate communicates not only information and meaning, but also and especially the candidate whole self; his/her feelings, tests points of view, youth culture. This ability to communicate is deep. Wide range of effective vocabulary, original approach, vivid and sustained account in the case of a narrative, well developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of full marks he deserves. A very definite spark.

POINTS OF INTERPRETATIONS

  1. a) Must be a story if not deduct four marks AD
  • It must start with the given words. If not/if the words are altered deduct 2 marks
  1. b) It must be a story
  • Must clearly depict/illustrate the given saying.
  • Discourage students from writing titles.

_________________________________________________________________

 

 

NAME…………………………………………………ADM NO…………………….

CLASS………………………………………………….SIGN…………………………

 

ENGLISH PAPER 1

FORM 3 TERM 3

TIME: 2HRS

OCTOBER 2023

 

JOINT EXAMINATION

INSTRUCTIONS

  • Write your name, admission numberand sign in the spaces provided.
  • Confirm that you have all the questions.
  • Answer all the questions in this paper.
  • Ensure that your question paper has all the pages.

 

FOR EXAMINER’S USE ONLY:

QUESTION MARKS SCORE
1.FUNCTIONAL WRITING 20  

 

2.CLOZE TEST 10

 

 
3.ORAL SKILLS 30

 

 
TOTAL 60

 

 

 

 

 

  1. FUNCTIONAL WRITING       (20MKS)You are the secretary of debating club in your school, recently the club held a meeting and the following issues were discussed;
  • Election of officials
  • Income generating activities in the club
  • Preparation for the great debate

In the meeting, 8 members were present, 3 including the vice chairperson sent apologies and the whereabouts of two members were unknown. The club patron has also attended the meeting. Apart from the main issues, members raised some issues from the previous meeting. Write down minutes of the meeting.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. CLOZE TEST       (10MKS)

Read the passage below and fill in the blanks with the most appropriate word.

In the world today some people are……………………..(1) of starvation while others of diseases brought……………………….(2) by overeating. An understanding of nutrition, therefore, is important for………………………..(3) who wants to see changes for the ………………………(4). Today, as never before, people are increasingly aware of the …………………….(5) that the world’s food resources are limited. Infact, the problems of human welfare…………………….(6) probably for greater than economic or political problems. It is not only the…………………………..(7) of food available in a given place that is important but……………………………(8) the quality of food. Indeed, the ……………………..(9) faced by nutritionists have never been greater ……………………….(10) they are today and the science of nutrition is a subject everyone should study.

 

 

 

  1. ORAL SKILLS       (30MKS)
  2. Read the poem below and answer the questions that follow;       (10mks)

When my love swears that she is made of truth,

I do believe her, though I know she lies

That she might think me some untutored youth,

Unlearned in the world’s false subleties.

Thus vainly thinking that she thinks me young

Although she knows my days are past the best.

Simply I credit her false speaking tongue,

On both sides thus is simple truth suppressed.

But wherefore says she’s not unjust?

And wherefore says not I that I am old?

O love’s best habit is seeming trust,

And age in loves not to have years told.

Therefore I lie with her, and she with me,

And in our faults by lies we flattered be.

 

 

Questions

  1. Identify and illustrate the sound patterns in the poem.             (4mks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Explain and illustrate the rhyme scheme in the poem.             (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  • “Therefore I lie with her, and she with me. And in our faults by lies we flattered be.” Give the two meanings of the word ‘lie’ in the lines above             (2mks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. Imagine you are performing this poem to learners who are visually impaired (blind) . Explain two ways in which you would ensure that they get the message effectively. (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Identify silent letter in the following words (3mks)
  • Foreign………………..……………………………………………………………………..
  • League……………………………………………………………………………………….
  • Honour………………..……………………………………………………………………..

 

  1. Your school has invited a bank manager to come and address form three students on banking as a career. During the discussion the students seem not to be attentive. Suggest what could be the manager’s shortcomings.                               (6mks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Indicate the intonation used in the following sentences. (3 marks)
  2. Come here!……………………………………………………………………………………………………………
  3. Are you hungry?…………………………………………………………………………………………………….
  • What’s your name?………………………………………………………………………………………………..

 

  1. Write another word pronounced the same as the following words. (2marks)
  2. Blue…………………………………………………………………………………….
  3. Profit……………………………………………………………………………………

 

 

 

 

  1. Complete the following appropriately.

Delphine: (Telephone rings) Hello, how can I help you?

Trevor:…………………………………………………………………………………………………………………………………………………………………………………………………………(1 mark)

Delphine: I am sorry. Ms Oketch is in a conference out of town. Could you kindly leave a message for     her?

Trevor:………………………………………………………………………………………………………………………………………………………………….……………………………………(1 mark)

Delphine: Sorry, I didn’t get the last two digits of the number.

Trevor:………………………………………………………………………………………………………………………………………………………………………………………………………….(1 mark)

Delpine: you mean…(repeats the number).

Trevor:…………………………………………………………………………………………….(1 mark)

Delphine: anything else?

Trevor:…………………………………………………………………………………………….(1 mark)

Delphine: Okay, goodbye.

Trevor:…………………………………………………………………………………………..(1 mark)

 

_____________________________________________________________________

JOINT EXAMINATION

F3 ENGLISH PP1 TERM 3

MARKING SCHEME

  1. Functional writing

Format (8mks)

Heading: minutes of debating club: must have purpose, venue, date and time @ ½ mk (2mks)

List of attendance;

Present ½ mk

Apologies ½ mk

Absent ½ mk

In attendance ½ mk

Preliminaries 1mk

Matters Arisng 1mk

AOB ½ mk

Adjournament ½ mk

Signing off (the secretary and chairperson-must be left blank) 1mk

CONTENT   (8 marks)

Matters Arising-should mention 2 @1mk-2mks

Election- must have a list of officials 2mks

Income generating activities-at least 2 @ 1mk (2mks)

The great debate (2mks)

LANGUAGE (4MKS)

A-4

B-3

C-2

D-1

 

 

 

 

 

  1. CLOZE TEST (10MKS)
  2. dying
  3. about
  4. anyone
  5. better
  6. fact
  7. are
  8. quantity
  9. also
  10. challenges/problems
  11. than

 

  1. ORAL SKILLS
  2. poem
  3. Alliteration: Thus, Thinking, That line 5

Assonance: though, know; thinking, thinks

Consonance: thinking, young

Rhyming words; truth, youth

  1. Regular scheme-ab ab cd cd ef ef gg
  • Lie to sleep

Lie to cheat

  1. (i) Being audible/voice projection

(ii)Pronunciation/articulation of words correctly

(iii) Vary pitch

(iv) Stress important words

(v) Intonation

(any two)

  • Foreign (g)
  • league (u)
  • honour (h)

 

  1. Must be about the manager
  • Did not do thorough research on the topic
  • Could be misleading students
  • Poorly groomed
  • Being inaudible
  • The speaker was too fast/slow
  • Poor articulation/fluency
  • Shy/timid
  • Poor eye contact. each 1mk (any six)

 

 

  1. falling
  2. Rising

iii. Falling

  1. blew

prophet

f)Delphine: (Telephone rings) Hello, how can I help you?

Trevor:hello, may I speak to Ms Oketch, please?( learner must respond to greetings if not award 0.5)(1 mark)

Delphine: I am sorry. Ms Oketch is in a conference out of town. Could you kindly leave a message for     her?

Trevor:yes, kindly inform her to call me on this number 123456798(1 mark)

Delphine: Sorry, I didn’t get the last two digits of the number.

Trevor:123456798(1 mark)

Delpine: you mean…(repeats the number).

Trevor: correct/yes.(1 mark)

Delphine: anything else?

Trevor:yes, Let her know I will be expecting her call.(1 mark)

Delphine: Okay, goodbye.

Trevor: thank you, goodbye.(1 mark)

_________________________________________________________________

Term 3

ENGLISH

PAPER 2 (101/2)

FORM THREE (3)

Time: 2 ½ Hours

 

Name: …………………………………………………………. AdmNo: ……………….

School: ………………………………………………………..   Class: …………………..

      Signature: ……………………………………………………..  Date: ……………………

 

 

Instructions to the candidates

  • Write your name and admission number in the spaces above.
  • Questions one and two are compulsory.
  • Choose any one question in question three.
  • Check to ascertain that the paper has all questions.
  • The paper has 2 printed pages.
Questions Maximum score Candidate’s score
1 20  
2 25  
3 20  
4 15  
Total score 80  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. COMPREHENSION PASSAGE

Read the passage below then answer the questions that follow                                (20mks)

 

Problem drinkers and alcoholics pay severe penalties for their drinking. It has been estimated that alcoholics are likely to die ten to twelve years sooner than non-alcoholics half die before the age of fifty, which is one reason there are so few elderly alcoholics.  The mortality rate (that is, the number of persons per 100,000 who die each year) among alcoholics is more than two and a half times higher than that of the general population.

 

Alcoholics often die violent circumstances; serious accidents, homicide, and suicide  are not uncommon.  This, together with the physical deterioration accompanying alcoholism, helps explain the limits on life expectancy.  No one really knows how many deaths are directly attributed to drinking, and all such statistics are estimates.  One reason for our limited knowledge is that many physicians do not report alcoholism as the main cause of death out of concern for the feelings of the family of the deceased.

 

Research on the physiological effects of alcoholism has increased in the last few years.  Heavy drinking is known to be associated with various types of cancer, particularly among persons who also use tobacco. Alcohol abuse also increases the probability of hypertension, stroke and coronary heart disease.  Alcoholics frequently suffer illness and death from cirrhosis of the liver, a disease in which the liver becomes fatty, scarred, and incapable of functioning normally.  In large urban areas, cirrhosis is the fourth most common cause of death among men aged twenty-five to forty-five.

 

Alcohol affects the brain, often permanently damaging the mental functioning of alcoholics.  Drinking may reduce the number of living cells in the brain. Since brain cells do not grow back, alcoholics may suffer from organic psychosis (a mental illness traceable to brain damages), loss of memory, and poor physical and mental co-ordination.  One out of four persons who are admitted to mental hospitals are diagnosed as alcoholics and 40 percent of all admissions are alcohol related.  Many of the alcoholic inmates are unlikely to recover.

 

The unborn children of female alcoholics are subject to harm from drinking in what is called foetal alcohol syndrome.

 

Because alcohol tends to be a substitute for a balanced diet, alcoholics are often malnourished.  Consequently, the infants of alcoholic women are likely to be less healthy and less well developed than other babies.  Moreover, when a pregnant woman drinks, so, in effect, does her foetus.  The new born children of alcoholic women may die shortly after birth unless they are medically treated from the shock to their systems for suddenly being cut off from alcohol.  Furthermore, the impact of alcohol on the woman and her foetus is a major cause of birth defects and originally based mental deficiency among the new born.  The effects of foetal alcohol syndrome on the children of female alcoholics are usually chronic and may be permanently disabling.

 

Clearly, it is not too much of an exaggeration to say that alcohol kills and mains people.  When abused, alcohol is a highly dangerous drug.

 

 

 

 

 

Questions

(i)  What are the major causes of death among alcoholics?                                     (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(ii) Which reason does the writer give as to why physicians do not report alcoholic related deaths?                                                                                                                        (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(iii) One out of four persons who are admitted to mental hospitals are diagnosed as alcoholics. (Rewrite using a few………………)                                                                  (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(iv) Alcoholics often die under violent circumstances. (Add a question tag)          (1mk)

______________________________________________________________________________

 

 

 

(v) What is the attitude of the writer towards people who abuse alcohol?              (3mks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(vi)            Explain what the following sentence means.  Alcohol tends to be a substrate for a balanced diet                                                                                                                  (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(vii) Make notes on the effects of alcohol to expectant mothers and their children       (4mks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(viii) Supply a suitable title for the passage.                                                             (1mk)

­­­­­­­­­­­­­­­­­­______________________________________________________________________________

 

 

 

 

(ix)               Explain the meanings of the following words and phrases as used in the passage.

(3mks)

  1. Attributable

____________________________________________________________________________________________________________________________________________________________

 

  1. Scarred

____________________________________________________________________________________________________________________________________________________________

 

  1. Statistics

____________________________________________________________________________________________________________________________________________________________

 

 

  1. EXCERPT – FATHERS OF NATIONS                                       25 MARKS

Red the excerpt below then answer the questions that follow

The door to the bathroom opened. Fiona emerged and started walking but stopped. Her eyeshad not adjusted to the darkness in the living room. “Where are you?” she asked.

“Over here” he said. “I have taken a couch in the living room. Go take the bed in the bedroom.”

“You’re acting as if you might have a wife,” she said. “Do you?” “No, she divorced me last year.”

“Did she?”

“Yes”

“Let’s see now. You studied in America at a marriageable age.”

“Let me guess.” “Go ahead.” “She is American.”

“Who? Pamela?”

“Yes it is. And, yes, she is American. Enough about me now. Let’s turn to you. Shouldn’t your name still be Fiona McKenzie?”

“Who told you it might have changed?” She started walking to the bedroom. Her eyes had adjusted to the only light.

“Why was the Liberian Mauler calling you Joy instead?” “It’s local slang for streetwalker.”

“He was calling you a streetwalker?”

“Yes, do you want me to draw a picture for you? Where are you from anyway? Mars?” “No, Nigeria. Married?” “Me?”

The phone rang. He rose and answered the landline by the couch. When he ended the call, his mood had darkened.

“What’s the matter?” she asked him. “You seem upset all of a sudden. Who was on the phone?”

“One Chineke Chiamaka,” he said. “This man was claiming I chided him for being drunk, when all he had was a “Pepsi”. He wriggled in his improvised bed to protest his innocence against that claim. “It beats me how he got my suite phone number in the first place,” he added. “Anyway, I did not chide him. Why do people like to tell lies?”

 

 

 

 

QUESTIONS

  1. What happens immediately before this excerpt?       4marks

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

  1. Discuss two character traits of Abiola and one of Fiona McKenzie as brought out in the excerpt. 6marks

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Why do people like telling lies? (Write in reported speech) 1 mark

__________________________________________________________________________________________________________________________________________________________________________

  1. The phone rang. Add a question tag 1 mark

__________________________________________________________________________________________________________________________________________________________________________

  1. No, she divorced me last year. (Rewrite in the passive)

__________________________________________________________________________________________________________________________________________________________________________

 

  1. Highlight two themes raised in the excerpt. 4 marks

__________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

  1. Identify and illustrate two features of style used in the excerpt.       4marks

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

  • Explain the meaning of the following words as used in the excerpt.   3marks
  1. Streetwalker

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

  1. Wriggled

__________________________________________________________________________________________________________________________________________________________________________

 

  1. Chided

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

  1. POETRY 20 MARKS

Read the poem below and answer the questions that follow.

 

“Sympathy”

 

I know what the caged bird feels, alas!

When the sun is bright on the upland slopes;

When the wind stirs soft through the springing grass

And the river flows like a stream of grass;

When the first bird sings and the first bud opes,

And the faint perfume from its petals steals –

I know what the caged bird feels!

 

I know why the caged bird beats its wing

Till its blood is red on the cruel bars;

For he must fly back to his perch and cling

When he rather would be on the branch a –swing;

And a pain still throbs in the old, old scars

And they pulse again with a keener sting –

I know why he beats his wing!

 

I know why the caged bird sings, ah me,

When his wing is bruised and his bosom sore,

When he beats his bars and would be free;

It is not a song of joy or glee,

But a prayer that he sends from his heart’s deep core,

But a plea, that upward to heaven he fings –

I know why the caged bird sings!

 

(Adapted from the poem by Laurence Donbar in ‘American Negro Poetry’ edited by ArnaBomtemps. New York: Hill and Waug 1974)

 

Questions

  1. a) Explain briefly what the poem is about. (3 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. b) What does the poet focus on in each of the three stanzas? (6 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

  1. How would you describe the persona’s feelings towards the caged bird? (4 marks)

__________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

  1. d) What can we infer about the persona’s own experiences? (3 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

  1. e) Identify a simile in the first stanza and explain why it is used. (2 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

  1. f) Explain the meaning of the following lines:

(i) And the faint perfume from the petals steals                                 (1 mark)

__________________________________________________________________________________________________________________________________________________________________________

 

 

  1. g) Supply another suitable title for this poem. (1 mark)

__________________________________________________________________________________________________________________________________________________________________________

 

 

  1. GRAMMAR 15 MARKS
  • Rewrite each of the following sentences according to the instructions given after each. Do not change the meaning.                                                                                       (4marks)
    • (i) Apart from those two, everyone else is disciplined.                     (Rewrite beginning: Save…………………

________________________________________________________________________________________________________________________________________________________________________

 

  • (ii) Milkah is a Kenyan student who is 16 years old.

(Rewrite to end in………student.)

__________________________________________________________________________________________________________________________________________________________________________

 

  • (iii) My certificate was released only after I had cleared the balance.

Begin: Not until

__________________________________________________________________________________________________________________________________________________________________________

 

  • (iv) Joan did not know that the dog was behind her.

(Begin: Little……..)

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

  • Fill in the blanks with the appropriate prepositions.

                                                                                                                       (4marks)

  • He was charged ……………….forging property inheritance documents.
  • Kamau deals ………………………..groceries.
  • She was diagnosed ……………………… cancer.
  • He was forced to kill the cat……………… his will.

 

  1. Change the following sentences into the passive. (4mks)
  2. i) The farmer had planted the beans.

__________________________________________________________________________________________________________________________________________________________________________

  1. ii) The principal gave the education officer the forms.

__________________________________________________________________________________________________________________________________________________________________________

iii) We expect the strike to end soon.

__________________________________________________________________________________________________________________________________________________________________________

  1. iv) The principal summoned the students in his office.

__________________________________________________________________________________________________________________________________________________________________________

 

  1. Fill in the blanks spaces using the correct form of the word. (3 marks)

 

(i)  The man could not stand the ____________________ (vulgar) of his actions.

 

  • The criminal’s __________________ (scandal) behaviour in court appalled the judge.

 

  • He walked ____________________ (caution) since the flour was wet.

_________________________________________________________

Term 3

ENGLISH

PAPER 2 (101/2)

FORM THREE (3)

Time: 2 ½ Hours

 

Name: …………………………………………………………. AdmNo: ……………….

School: ………………………………………………………..   Class: …………………..

      Signature: ……………………………………………………..  Date: ……………………

 

 

Instructions to the candidates

  • Write your name and admission number in the spaces above.
  • Questions one and two are compulsory.
  • Choose any one question in question three.
  • Check to ascertain that the paper has all questions.
  • The paper has 2 printed pages.
Questions Maximum score Candidate’s score
1 20  
2 25  
3 20  
4 15  
Total score 80  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. COMPREHENSION PASSAGE

Read the passage below then answer the questions that follow                                (20mks)

 

Problem drinkers and alcoholics pay severe penalties for their drinking. It has been estimated that alcoholics are likely to die ten to twelve years sooner than non-alcoholics half die before the age of fifty, which is one reason there are so few elderly alcoholics.  The mortality rate (that is, the number of persons per 100,000 who die each year) among alcoholics is more than two and a half times higher than that of the general population.

 

Alcoholics often die violent circumstances; serious accidents, homicide, and suicide  are not uncommon.  This, together with the physical deterioration accompanying alcoholism, helps explain the limits on life expectancy.  No one really knows how many deaths are directly attributed to drinking, and all such statistics are estimates.  One reason for our limited knowledge is that many physicians do not report alcoholism as the main cause of death out of concern for the feelings of the family of the deceased.

 

Research on the physiological effects of alcoholism has increased in the last few years.  Heavy drinking is known to be associated with various types of cancer, particularly among persons who also use tobacco. Alcohol abuse also increases the probability of hypertension, stroke and coronary heart disease.  Alcoholics frequently suffer illness and death from cirrhosis of the liver, a disease in which the liver becomes fatty, scarred, and incapable of functioning normally.  In large urban areas, cirrhosis is the fourth most common cause of death among men aged twenty-five to forty-five.

 

Alcohol affects the brain, often permanently damaging the mental functioning of alcoholics.  Drinking may reduce the number of living cells in the brain. Since brain cells do not grow back, alcoholics may suffer from organic psychosis (a mental illness traceable to brain damages), loss of memory, and poor physical and mental co-ordination.  One out of four persons who are admitted to mental hospitals are diagnosed as alcoholics and 40 percent of all admissions are alcohol related.  Many of the alcoholic inmates are unlikely to recover.

 

The unborn children of female alcoholics are subject to harm from drinking in what is called foetal alcohol syndrome.

 

Because alcohol tends to be a substitute for a balanced diet, alcoholics are often malnourished.  Consequently, the infants of alcoholic women are likely to be less healthy and less well developed than other babies.  Moreover, when a pregnant woman drinks, so, in effect, does her foetus.  The new born children of alcoholic women may die shortly after birth unless they are medically treated from the shock to their systems for suddenly being cut off from alcohol.  Furthermore, the impact of alcohol on the woman and her foetus is a major cause of birth defects and originally based mental deficiency among the new born.  The effects of foetal alcohol syndrome on the children of female alcoholics are usually chronic and may be permanently disabling.

 

Clearly, it is not too much of an exaggeration to say that alcohol kills and mains people.  When abused, alcohol is a highly dangerous drug.

 

 

 

 

 

Questions

(i)  What are the major causes of death among alcoholics?                                     (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(ii) Which reason does the writer give as to why physicians do not report alcoholic related deaths?                                                                                                                        (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(iii) One out of four persons who are admitted to mental hospitals are diagnosed as alcoholics. (Rewrite using a few………………)                                                                  (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(iv) Alcoholics often die under violent circumstances. (Add a question tag)          (1mk)

______________________________________________________________________________

 

 

 

(v) What is the attitude of the writer towards people who abuse alcohol?              (3mks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(vi)            Explain what the following sentence means.  Alcohol tends to be a substrate for a balanced diet                                                                                                                  (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(vii) Make notes on the effects of alcohol to expectant mothers and their children       (4mks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

(viii) Supply a suitable title for the passage.                                                             (1mk)

­­­­­­­­­­­­­­­­­­______________________________________________________________________________

 

 

 

 

(ix)               Explain the meanings of the following words and phrases as used in the passage.

(3mks)

  1. Attributable

____________________________________________________________________________________________________________________________________________________________

 

  1. Scarred

____________________________________________________________________________________________________________________________________________________________

 

  1. Statistics

____________________________________________________________________________________________________________________________________________________________

 

 

  1. EXCERPT – FATHERS OF NATIONS                                       25 MARKS

Red the excerpt below then answer the questions that follow

The door to the bathroom opened. Fiona emerged and started walking but stopped. Her eyeshad not adjusted to the darkness in the living room. “Where are you?” she asked.

“Over here” he said. “I have taken a couch in the living room. Go take the bed in the bedroom.”

“You’re acting as if you might have a wife,” she said. “Do you?” “No, she divorced me last year.”

“Did she?”

“Yes”

“Let’s see now. You studied in America at a marriageable age.”

“Let me guess.” “Go ahead.” “She is American.”

“Who? Pamela?”

“Yes it is. And, yes, she is American. Enough about me now. Let’s turn to you. Shouldn’t your name still be Fiona McKenzie?”

“Who told you it might have changed?” She started walking to the bedroom. Her eyes had adjusted to the only light.

“Why was the Liberian Mauler calling you Joy instead?” “It’s local slang for streetwalker.”

“He was calling you a streetwalker?”

“Yes, do you want me to draw a picture for you? Where are you from anyway? Mars?” “No, Nigeria. Married?” “Me?”

The phone rang. He rose and answered the landline by the couch. When he ended the call, his mood had darkened.

“What’s the matter?” she asked him. “You seem upset all of a sudden. Who was on the phone?”

“One Chineke Chiamaka,” he said. “This man was claiming I chided him for being drunk, when all he had was a “Pepsi”. He wriggled in his improvised bed to protest his innocence against that claim. “It beats me how he got my suite phone number in the first place,” he added. “Anyway, I did not chide him. Why do people like to tell lies?”

 

 

 

 

QUESTIONS

  1. What happens immediately before this excerpt?       4marks

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

  1. Discuss two character traits of Abiola and one of Fiona McKenzie as brought out in the excerpt. 6marks

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Why do people like telling lies? (Write in reported speech) 1 mark

__________________________________________________________________________________________________________________________________________________________________________

  1. The phone rang. Add a question tag 1 mark

__________________________________________________________________________________________________________________________________________________________________________

  1. No, she divorced me last year. (Rewrite in the passive)

__________________________________________________________________________________________________________________________________________________________________________

 

  1. Highlight two themes raised in the excerpt. 4 marks

__________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

  1. Identify and illustrate two features of style used in the excerpt.       4marks

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

  • Explain the meaning of the following words as used in the excerpt.   3marks
  1. Streetwalker

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

  1. Wriggled

__________________________________________________________________________________________________________________________________________________________________________

 

  1. Chided

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

  1. POETRY 20 MARKS

Read the poem below and answer the questions that follow.

 

“Sympathy”

 

I know what the caged bird feels, alas!

When the sun is bright on the upland slopes;

When the wind stirs soft through the springing grass

And the river flows like a stream of grass;

When the first bird sings and the first bud opes,

And the faint perfume from its petals steals –

I know what the caged bird feels!

 

I know why the caged bird beats its wing

Till its blood is red on the cruel bars;

For he must fly back to his perch and cling

When he rather would be on the branch a –swing;

And a pain still throbs in the old, old scars

And they pulse again with a keener sting –

I know why he beats his wing!

 

I know why the caged bird sings, ah me,

When his wing is bruised and his bosom sore,

When he beats his bars and would be free;

It is not a song of joy or glee,

But a prayer that he sends from his heart’s deep core,

But a plea, that upward to heaven he fings –

I know why the caged bird sings!

 

(Adapted from the poem by Laurence Donbar in ‘American Negro Poetry’ edited by ArnaBomtemps. New York: Hill and Waug 1974)

 

Questions

  1. a) Explain briefly what the poem is about. (3 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. b) What does the poet focus on in each of the three stanzas? (6 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

  1. How would you describe the persona’s feelings towards the caged bird? (4 marks)

__________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

  1. d) What can we infer about the persona’s own experiences? (3 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

  1. e) Identify a simile in the first stanza and explain why it is used. (2 marks)

__________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

  1. f) Explain the meaning of the following lines:

(i) And the faint perfume from the petals steals                                 (1 mark)

__________________________________________________________________________________________________________________________________________________________________________

 

 

  1. g) Supply another suitable title for this poem. (1 mark)

__________________________________________________________________________________________________________________________________________________________________________

 

 

  1. GRAMMAR 15 MARKS
  • Rewrite each of the following sentences according to the instructions given after each. Do not change the meaning.                                                                                       (4marks)
    • (i) Apart from those two, everyone else is disciplined.                     (Rewrite beginning: Save…………………

________________________________________________________________________________________________________________________________________________________________________

 

  • (ii) Milkah is a Kenyan student who is 16 years old.

(Rewrite to end in………student.)

__________________________________________________________________________________________________________________________________________________________________________

 

  • (iii) My certificate was released only after I had cleared the balance.

Begin: Not until

__________________________________________________________________________________________________________________________________________________________________________

 

  • (iv) Joan did not know that the dog was behind her.

(Begin: Little……..)

__________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

 

  • Fill in the blanks with the appropriate prepositions.

                                                                                                                       (4marks)

  • He was charged ……………….forging property inheritance documents.
  • Kamau deals ………………………..groceries.
  • She was diagnosed ……………………… cancer.
  • He was forced to kill the cat……………… his will.

 

  1. Change the following sentences into the passive. (4mks)
  2. i) The farmer had planted the beans.

__________________________________________________________________________________________________________________________________________________________________________

  1. ii) The principal gave the education officer the forms.

__________________________________________________________________________________________________________________________________________________________________________

iii) We expect the strike to end soon.

__________________________________________________________________________________________________________________________________________________________________________

  1. iv) The principal summoned the students in his office.

__________________________________________________________________________________________________________________________________________________________________________

 

  1. Fill in the blanks spaces using the correct form of the word. (3 marks)

 

(i)  The man could not stand the ____________________ (vulgar) of his actions.

 

  • The criminal’s __________________ (scandal) behaviour in court appalled the judge.

 

  • He walked ____________________ (caution) since the flour was wet.

 

Free Kapsabet Boys Latest KCSE Exam Papers with Answers

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CBC Senior School Subjects (Grade 10, 11, 12)

Senior School Subjects (Grade 10, 11, 12)

CBC Senior School Subjects and pathways/Photo Source

Senior School comprises of Grade 10, 11 and 12. In senior school, students have to select one pathway that they want to specialize in from the three that have been listed below.  Each pathway has its own subjects that we will also list.  The three Pathways include:

  1. Arts and Sports Science
  2. Social Sciences
  3. Science Technology Engineering and Mathematics (STEM)

1) Art and Sport Science Pathway Subjects

This pathway has Core and Optional Subjects. Core subjects are mandatory to students that have selected the pathway and a minimum of one and maximum of two optional subjects in Arts and Sport Science:

Arts Core subjects

  • Legal and Ethical issues in Arts
  • Communication Skills

Arts Optional Subjects

  • Performing Arts
  • Music
  • Dance
  • Theatre and Elocution
  • Fine Art
  • Applied Art
  • Time Based Media
  • Crafts

Sports Science Core subjects

  • Human Physiology, Anatomy and Nutrition
  • Sports Ethics

Sports Science Optional Subjects

  • Athletics
  •  Indoor Games
  • Gymnastics
  • water Sports
  • Boxing
  • Martial Arts
  • Outdoor Pursuits
  • Advanced Physical Education

2) Social Sciences Pathway Subjects

Students who have selected the Social Sciences pathway are required to do a minimum of  3 and maximum of 5  subjects. The Subjects include:

Humanities

  • History and Citizenship
  • Geography
  • Christian Religious Education
  • Islamic Religious Education
  • Hindu Religious Education
  • Business Studies
  • Mathematics

Languages

  • English Language
  • Literature in English
  • Lugha ya Kiswahili
  • Fasihi ya Kiswahili
  • Kenyan Sign Language
  • Indigenous Languages
  • Arabic
  • French
  • German
  • Mandarin

Business Studies

3) Science Technology Engineering and Mathematics Subjects

This pathway is divided into four tracks which include:

  1. Pure sciences
  2. Applied sciences
  3. Technical and engineering
  4. Career in Technology Studies

Each track (learning category) has core and optional subjects.

a) Pure sciences

Core Subjects include:

  • Community Service Learning
  • Physical Education
  • ICT

Optional Subjects include:

Learners are required to select a minimum of 3 from the 4:

  • Mathematics
  • Physics
  • Chemistry
  • Biology

b) Applied sciences

Core Subjects include;

  • Community Service Learning
  • Physical Education
  • ICT

Optional  Subjects include;

Students are required to select one subject only:

  • Agriculture
  • Computer Science
  • Foods and Nutrition
  • Home Management

c) Technical and engineering

Core Subjects  include:

  • Community Service Learning
  • Physical Education
  • ICT
  • Mathematics
  • Chemistry or Biological Sciences
  • Physics or Biology or Physical Sciences

Optional Subjects:

Students are required to select one:

  • Agricultural Technology
  • Geosciences Technology
  • Marine and Fisheries Technology
  • Aviation Technology
  • Wood Technology
  • Electrical Technology
  • Metal Technology
  • Power Mechanics
  • Clothing Technology
  • Construction Technology
  • Media Technology
  • Electronics Technology
  • Manufacturing Technology
  • Mechatronic

d) Career in Technology Studies

Core Subjects:

  • Community Service Learning
  • Physical Education
  • ICT

Optional Subjects include:

Students should select one optional subject;

  • Garment Making and Interior Design
  • Leather Work
  • Culinary Arts
  • Hair Dressing and Beauty Therapy
  • Plumbing and Ceramics
  • Welding and Fabrication
  • Tourism and Travel
  • Air Conditioning and Refrigeration
  • Animal Keeping
  • Exterior Design and Landscaping
  • Building Construction
  • Photography
  • Graphic Designing and Animation
  • Food and Beverage
  • Motor Vehicle Mechanics
  • Carpentry and Joinery
  • Fire Fighting
  • Metalwork
  • Electricity
  • Land Surveying
  • Science Laboratory Technology
  • Electronics
  • Printing Technology
  • Crop Production

NOTE 2: Schools should teach subjects that their infrastructure can support.

NOTE 2: Irrespective  of the pathway  a senior school student selects, he or she must do Community Service Learning  and Physical Education. They are core subjects in senior school for all pathways.

Christian Religious Education Grade 7 CBC Schemes of Work For Junior Secondary

CRE Grade 7 CBC Schemes of Work For Junior Secondary

2023GRADE 7 CHRISTIAN RELIGION EDUCATION (CRE) SCHEMES OF WORK

TERM 1

 

School ……………………………………GRADE…………………………………LEARNING AREA…………………………………YEAR…………

Week Lesson Strand Sub strand Specific learning outcomes Learning experiences Key inquiry questions Learning resources Assessment Refl
1 1 Introduction to Christian Religious Education Importance of studying Christian Religious Education By the end of the lesson, the learner should be able to:

a)      Explain the meaning of Christian Religious Education.

b)      Discuss the importance of learning Christian Religious Education as a subject.

c)      Discuss the relevance of learning Christian Religious Education at Junior Secondary School.

d)      Prepare a personal journal

e)      Appreciate the importance of learning Christian Religious Education.

 

Individually, in pairs or in groups, learners are guided to:

– Explain the meaning of Christian Religious Education.

– Discuss the importance of learning Christian Religious Education as a subject.

– Discuss the relevance of learning Christian Religious Education at Junior Secondary School

-Prepare a personal journal on how learning Christian Religious Education has helped her/him to change their behaviour

What is the meaning of Christian Religious Education?

 

What is the relevance of learning Christian Religious Education at Junior Secondary School?

 

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB; Top Scholar C.R.E page 1-3

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Introduction to Christian Religious Education Promoting sound moral and religious values through C.R.E By the end of the lesson, the learner should be able to:

 

a)      Identify values acquired through learning Christian Religious Education.

b)      Discuss how the values are acquired in the learning of Christian Religious Education.

c)      Prepare flashcards and write messages that promote sound moral and religious values.

d)      Appreciate the values learnt through Christian Religious Education.

 

Individually, in pairs or in groups, learners are guided to:

 

-Identify values acquired through learning Christian Religious Education.

 

-Discuss how the values are acquired in the learning of Christian Religious Education.

 

-Prepare flashcards and write messages that promote sound moral and religious values.

 

What are the religious values learnt through Christian Religious Education? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 4

·Written Quizzes

·Checklists,

·Oral questions

 

 
2 1 Introduction to Christian Religious Education Applying values acquired in Christian Religious Education in interaction with others By the end of the lesson, the learner should be able to:

a)      List values needed to live harmoniously with others.

b)      Discuss situations in which the values identified can be applied.

c)      Compose a poem on how Christian Religious Education promotes sound moral and religious values.

d)      Apply values acquired in Christian Religious Education in interaction with others

Individually, in pairs or in groups, learners are guided to:

 

-List values needed to live harmoniously with others.

 

-Discuss situations in which the values identified can be applied.

 

-Compose a poem on how Christian Religious Education promotes sound moral and religious values.

 

Which values are needed to live harmoniously with others? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 4-7

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Accounts of creation; The Biblical accounts of creation By the end of the lesson, the learner should be able to:

 

a)      Take a nature walk within the school compound nd surrounding area.

b)      Identify features that make up God’s creation in their surroundings.

c)      Discuss the different types of features found in their surroundings.

d)      Draw, colour and name one feature they have observed.

e)      Appreciate their surroundings.

 

Individually, in pairs or in groups, learners are guided to:

 

– Take a nature walk within the school compound nd surrounding area.

 

-Identify features that make up God’s creation in their surroundings.

 

-Discuss the different types of features found in their surroundings.

 

-Draw, colour and name one feature they have observed.

 

What is creation?

 

Why did God create human being?

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 8-9

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
3 1 Creation Accounts of creation; The Biblical accounts of creation By the end of the lesson, the learner should be able to:

 

a)      Read the Bible; Genesis 1 and 2

b)      Retell the biblical accounts of creation in Genesis 1 and 2

c)      Discuss the two accounts of creation.

d)      Summarise the main points on the two accounts.

e)      Have fun and enjoy retelling the biblical accounts of creation.

 

Individually, in pairs or in groups, learners are guided to:

 

-Read the Bible; Genesis 1 and 2

 

-Retell the biblical accounts of creation in Genesis 1 and 2

 

-Discuss the two accounts of creation.

 

-Summarise the main points on the two accounts.

 

How many days did God take to create the universe?

 

How was the universe before creation?

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 9-11

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Similarities and differences in the two biblical accounts of creation By the end of the lesson, the learner should be able to:

 

a)      Search the internet/library on similarities and differences of the two biblical accounts of creation.

b)      Describe the main similarities and differences in the two biblical accounts of creation.

c)      Prepare a PowerPoint presentation on the identified points.

d)      Appreciate the two biblical accounts of creation.

 

Individually, in pairs or in groups, learners are guided to:

 

– Search the internet or library on similarities and differences of the two biblical accounts of creation.

 

-Describe the main similarities and differences in the two biblical accounts of creation.

 

-Prepare a PowerPoint presentation on the identified points.

 

What are the similarities of two biblical accounts of creation?

 

What are the differences of the two biblical accounts of creation?

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 11-12

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
4 1 Creation Attributes of God from the Biblical accounts of creation By the end of the lesson, the learner should be able to:

 

a)      Define attribute.

b)      Identify the attributes of God from the Biblical accounts of creation.

c)      Discuss how the values are demonstrated in the stories of creation and write the points on charts.

d)      Appreciate the attributes of God from the Biblical accounts of creation.

 

Individually, in pairs or in groups, learners are guided to:

 

-Define attribute.

 

-Identify the attributes of God from the Biblical accounts of creation.

 

-Discuss how the values are demonstrated in the stories of creation and write the points on charts.

 

-Compose a song on the second account of creation.

 

What is attribute?

 

What are the attributes of God from the Biblical accounts of creation?

Good News Bible

Flash cards

Digital devices

 

KLB: Top Scholar; C.R.E page 12-15

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Responsibilities over animals, fish and birds By the end of the lesson, the learner should be able to:

 

a)      Discuss where animals, fish and birds are found.

b)      Read the Bible Genesis 2:15-20 and James 3:7

c)      Draw and label an example of an animal, fish and bird on charts.

d)      Have a desire to take care of animals.

 

Individually, in pairs or in groups, learners are guided to:

 

– Discuss where animals, fish and birds are found.

 

-Read the Bible Genesis 2:15-20 and James 3:7

 

-Draw and label an example of an animal, fish and bird on charts.

 

Which animals, fish and birds do you know? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 15-16

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
5 1 Creation Ways in which human beings can protect animals, fish and birds. By the end of the lesson, the learner should be able to:

 

a)      Identify ways in which human beings can protect animals, fish and birds.

b)      Discuss why we should take care of animals, fish and birds.

c)      Compose a poem on “How you take care of animals, fish and birds”

d)      Have a desire to take care of living creatures.

 

Individually, in pairs or in groups, learners are guided to:

 

– Identify ways in which human beings can protect animals, fish and birds.

 

-Discuss why we should take care of animals, fish and birds.

 

-Compose a poem on “How you take care of animals, fish and birds”

 

How do you take care of animals, fish and birds? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 19-23

 

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Practising good stewardship by taking care of animals, fish and birds By the end of the lesson, the learner should be able to:

 

a)      Define good stewardship.

b)      Discuss the importance of good stewardship over animals, fish and birds.

c)      Identify factors that cause conflicts between human beings and wild animals.

d)      Prepare a talk on why Christians should take care of animals, fish and birds.

e)      Practising good stewardship by taking care of animals, fish and birds.

 

Individually, in pairs or in groups, learners are guided to:

 

-Define good stewardship.

 

-Discuss the importance of good stewardship over animals, fish and birds.

 

-Identify factors that cause conflicts between human beings and wild animals.

 

-Prepare a talk on why Christians should take care of animals, fish and birds.

 

What is the importance of good stewardship over animals, fish and birds? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 16-19

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
6 1 Creation Responsibilities given to human beings over plants By the end of the lesson, the learner should be able to:

 

a)      Give examples of different plants that they know.

b)      Read the Bible; Genesis 1:29-30, Genesis 2:15 and Psalms 104:14

c)      Draw the some of the plants that they know.

d)      Appreciate the responsibilities given to human beings over plants.

 

Individually, in pairs or in groups, learners are guided to:

 

-Give examples of different plants that they know.

 

-Read the Bible; Genesis 1:29-30, Genesis 2:15 and Psalms 104:14

 

-Draw the some of the plants that they know.

 

What types of plants are found in their surroundings areas?

 

How are plants important?

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 23-25

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Applying biblical teachings on the care for plants to conserve the environment By the end of the lesson, the learner should be able to:

 

a)      Identify ways in which we conserve the environment.

b)      List the activities they can do to take care of plants and conserve the environment.

c)      Discuss how they can apply biblical teachings of caring for plants to conserve the environment.

d)      Applying biblical teachings on the care for plants to conserve the environment

 

Individually, in pairs or in groups, learners are guided to:

 

-Identify ways in which we conserve the environment.

 

-List the activities they can do to take care of plants and conserve the environment.

 

-Discuss how they can apply biblical teachings of caring for plants to conserve the environment.

 

Why do you take care of plants? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 26-28

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
7 1 Creation Contribution of responsible use of plants to economic growth By the end of the lesson, the learner should be able to:

 

a)      Brainstorm how responsible use of plants contributes to economic growth.

b)      Carry out an income generating activity and write a report.

c)      Appreciate the values that help them take care of plants.

 

Individually, in pairs or in groups, learners are guided to:

 

– Brainstorm how responsible use of plants contributes to economic growth.

 

-Carry out an income generating activity and write a report.

 

How do plants contribute to economic growth? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 28-31

 

 

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Use and misuse of natural resources as God’s creation: Way in which human beings use and misuse natural resources.

 

By the end of the lesson, the learner should be able to:

 

a)      Define natural resources.

b)     Identify ways in which human beings use and misuse natural resources.

c)      Discuss how human beings benefit from natural resources.

d)     Have a desire to take care of natural resources.

Individually, in pairs or in groups, learners are guided to:

 

– Define natural resources.

 

-Identify ways in which human beings use and misuse natural resources.

 

-Discuss how human beings benefit from natural resources.

 

 

 

What are natural resources? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 31-35

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
8 1 Creation Effects of misusing natural resources By the end of the lesson, the learner should be able to:

 

a)      Brainstorm on the effects of misusing natural resources.

b)     Hold a debate on the effects of misusing natural resources.

c)      Enjoy the debate.

Individually, in pairs or in groups, learners are guided to:

 

-Brainstorm on the effects of misusing natural resources.

 

-Debate the motion “Misuse of natural resources affect the environment”

 

What the effects of misusing natural resources? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 35-36

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 Creation Biblical teachings on good use of God’s creation By the end of the lesson, the learner should be able to:

 

a)      Read the Bible; Genesis 2:15, Exodus 23:10-11, Deuteronomy 20:19

b)     Identify the values that would guide them in good use of natural resources.

c)      Compose and sing a song about God’s creation.

d)     Appreciate Biblical teachings on good use of God’s creation.

 

Individually, in pairs or in groups, learners are guided to:

 

– Read the Bible; Genesis 2:15, Exodus 23:10-11, Deuteronomy 20:19

 

-Identify the values that would guide them in good use of natural resources.

 

-Compose and sing a song about God’s creation.

 

How do you conserve the environment at home? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 37-40

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
9     HALF TERM BREAK      
10 1 The Bible Functions of the Bible; Importance of the Bible in the society today By the end of the lesson, the learner should be able to:

 

a)      Brainstorm how the Bible is used in different occasions and places.

b)     Read 2 Timothy 3: 16-17, Hebrew 4:12

c)      Discuss the importance of the Bible in the society today.

d)     Discuss how the Bible is used in spreading the Word of God.

e)      Appreciate the importance of the Bible in the society today.

 

Individually, in pairs or in groups, learners are guided to:

 

– Brainstorm how the Bible is used in different occasions and places.

 

-Read 2 Timothy 3: 16-17, Hebrew 4:12

 

-Discuss the importance of the Bible in the society today.

 

-Discuss how the Bible is used in spreading the Word of God.

 

What is the importance of the Bible in the society today? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 41-43

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 The Bible The role of the Bible in holistic growth By the end of the lesson, the learner should be able to:

 

a)      State the role of the Bible in holistic growth.

b)     Sing the song in learner’s book.

c)      Appreciate the role of the Bible in holistic growth.

 

Individually, in pairs or in groups, learners are guided to:

 

– State the role of the Bible in holistic growth.

 

-Sing the song in learner’s book.

 

What is the role of the Bible in holistic growth? Good News Bible

Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 43-44

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
11 1 The Bible Ways in which God’s Word inspires different services among Christians By the end of the lesson, the learner should be able to:

 

a)      Discuss different types of services Christians engage in their local community in service to God and humanity.

b)     Search the word puzzle and identify the values acquired by learning about functions of the Bible.

c)      Appreciate the ways in which God’s Word inspires different services among Christians.

 

Individually, in pairs or in groups, learners are guided to:

 

– Discuss different types of services Christians engage in their local community in service to God and humanity.

 

-Identify the ways in which God’s Word inspires different services among Christians.

 

-Search the word puzzle and identify the values acquired by learning about functions of the Bible.

 

Which values can we acquire by learning about the functions of the Bible? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 45-48

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 The Bible The two divisions of the Bible; Importance of the two divisions of the Bible to Christians By the end of the lesson, the learner should be able to:

 

a)      Discuss the two major divisions of the Bible.

b)     Discuss why it is important to know the books of the Bible.

c)      Appreciate the importance of the two divisions of the Bible to Christians

Individually, in pairs or in groups, learners are guided to:

 

Identify the books of the Bible from flashcards and arrange the books of the Bible in order.

 

-Discuss the two major divisions of the Bible.

 

-Discuss why it is important to know the books of the Bible.

 

What is the importance of the two divisions of the Bible to Christians? Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 48-49

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
12 1 The Bible Classification of the books of the Old and New Testament By the end of the lesson, the learner should be able to:

 

a)      Identify the books of the Old and New Testament.

b)     Draw, colour and label the different sections of books in the library.

c)      Design a bookmark on the books of the Bible.

d)     Appreciate the books of the Old and New Testament.

 

Individually, in pairs or in groups, learners are guided to:

 

– Identify the books of the Old and New Testament.

 

-Draw, colour and label the different sections of books in the library.

 

-Design a bookmark on the books of the Bible.

 

Which are the main groups of the Old Testament books?

 

What are the group of the New Testament books?

 

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 48-49

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
  2 The Bible Classification of the books of the Old and New Testament By the end of the lesson, the learner should be able to:

 

a)      Identify the values acquired from studying the Bible.

b)     Create a tune and sing a song that shows appreciation for the books of the Bible.

c)      Have a desire to read the Bible.

 

Individually, in pairs or in groups, learners are guided to:

 

– Identify the values acquired from studying the Bible.

 

-Create a tune and sing a song that shows appreciation for the books of the Bible.

 

How many books are in the Old Testament?

 

Which values are acquired from studying the Bible?

Good News Bible

Flash cards

Pictures Songs Digital devices

Charts

 

KLB: Top Scholar; C.R.E page 54-56

 

·Written Quizzes

·Checklists,

·Oral questions

 

 
13                    ASSESSMENT          

 

HISTORY & GOVT PAPER 1 KCSE REVISION QUESTIONS AND ANSWERS

HISTORY & GOVT I

PAPER 1

SECTION A (COMPULSORY)

  1. Name two sources of Kenyan History.       (2mks)
  2. Give two ways in which Islam was spread in Kenya.       (2mks)
  3. Name two Coastal settlements in Kenya before 1500 AD.       (2mks)
  4. Who appoints District Commissioners in Kenya?       (1mk)
  5. What was the main Provision of the Carter Land Commission of 1932?       (1mk)
  6. State two reasons why the Colonial Government in Kenya built roads.       (2mks)
  7. State two reasons why Africans were not allowed to grow cash crops in Kenya. (2mks)
  8. What was the main feature of African Education in Kenya during the Colonial Period. (1mk)
  9. Name two independent churches which came up in Western Kenya during the

independence struggle.                                                                                                     (2mks)

  1. Name one political movement which was formed in Kenya between 1919 and 1930. (1mk)
  2. State two situations which may lead to by-elections in Kenya. (2mks)
  3. Give two roles of the local native councils in the Colonial administration of Kenya. (2mks)

 

SECTION B (30 MARKS)

 

13(a) State five reasons for the Bantu migrations into Kenya in the Pre-Colonial era.            (5mks)

  • Describe five political activities the Agikuyu community in the Pre-colonial period.                 (10mks)

14(a) List three ways in which the Christian activities facilitated the British Colonization of

Kenya.                                                                                                                         (3mks)

  • Describe briefly how the Central government was organized in Colonial Kenya. (12mks)

15(a) State five immediate causes of the MAU MAU movement.                                       (5mks)

  • Explain five problems which faced African nationalists in Kenya before 1945. (10mks)

 

SECTION C (30 MARKS)

 

16.(a) What was the I.P.P.G in full?                                                                                      (1mk)

  • Outline two ways in which the advent of Multiparty Politics has led to tribal

animosity in Kenya since 1991.                                                                             (2mks)

(c)  What is the role of Political parties in Kenya’s development.                                  (12mks)

17(a) What is an election Petition?                                                                                       (2mks)

  • Outline in a Chronological order the law making process in Kenya.   (3mks)
  • Discuss the functions of the Electoral Commission of Kenya.                       (10mks)

18(a) Name any two new districts created in Nyanza Province between 1997 and mid 1998.

(2mks)

  • What is the main reason for the creation of new administrative units in Kenya’s

Provincial administration since independence?                                                      (1mk)

(c) Explain six duties of District Commissioner  in Kenya.                                            (12mks)

 

HISTORY & GOVT I

PAPER I

MARKING SCHEME

 

  1. Sources of Kenyan History
  • – Archaeology
  • – Anthropology
  • – Linguistics
  • – Oral traditions
  • – Genetic studies / Zoology / Biology / Botany
  • – Written materials
  • Any 2 points, 1 mark each        

 

  1. Ways in which Islam was spread.
  • – Through Jihad’s / Holy wars
  • – Through conquests
  • – Through Trade / Commerce
  • – Through inter-marriages between the Arabs and Africans.
  • – Through Education
  • – Through Political administration / Sharia Any 2 points, 1 mark each    

                                                           

  1. The Coastal settlements in Kenya before 1500 AD.
  • – Mombasa
  • – Lamu
  • – Pate
  • – Malindi
  • – Vumba
  • – Gedi
  • – Manda
  • – Fazza
  • – Kilifi                                                 Any 2 points, 1 mark each.                            

 

  1. The District Commissioners in Kenya are appointed by:
  • – The president.
  1. The main Provision of the Carter Land Commission of 1932.
  • – It fixed the boundaries of the White Highlands and removed Africans from there.

 

  1. Reasons why the colonial government in Kenya built roads.
  • – To facilitate transportation of goods from the rural farms to the Urban Centres / Foods
  • – To provide links between individual European farms and the railway lines.
  • – To facilitate effective administrative control of the Kenya colony.
  • – To open up the African districts for labour supply.

Any 2 points, 1 mark each (2marks)

 

  1. Reasons why Africans were not allowed to grow cash crops in Kenya:-
  • – To avoid competition with the settlers
  • – To enable them tap cheap African labour from the reserves
  • – To render Africans poor so as to be completely dependent on the Whitemen
  • – To avoid rivalry in trade from such products.

Any 2 points, 1 mark              

  1. The main feature of African education in Kenya during the Colonial period.
  • – It was elementary and Craft-Oriented. 1 Point                                                                                       
  1. The independent Churches which came up in Western Kenya during the independence Struggle:-
  • – Nomiya Luo Church
  • – Dini ya Musambwa
  • – The Christian Universal Evangelist Union
  • – Dini ya Roho
  • – African Independent Pentecostal Church Any 2 points, 1 mark each                                 
  1. The political movements which were formed in Kenya between 1919 and 1930.
  • – The East African Association
  • – The Kikuyu Association
  • – The Young Kikuyu Association
  • – The Young Kavirondo Association
  • – The Kavirondo Tax payers Welfare Association
  • – The Kikuyu Central Association Any 1 point, 1 mark each                                   
  1. Situations which may lead to by-elections in Kenya:-
  • – When a member withdraws his citizenship or is grabbed by a Court of Law.
  • – When an incumbent member of parliament dies
  • – When an MP receives a jail term exceeding 12 months or receives death penalty from court of law
  • – When a member resigns from the party which sponsored him.
  • – When an MP resigns from the Parliament
  • – When a member is proved to have committed an election offence.
  • – When an MP is declared bankrupt by a Court of Law.
  • – When an MP fails to attend eight consecutive parliamentary sessions without a valid reason.

Any 2 points, 1 mark each.                

 

  1. The roles of the Local Native Councils in Colonial Kenya:-
  • – To provide a means through which the government could come to understand the African and be able to contain him.
  • – To encourage and develop a sense of responsibility and duty towards the state among the African leaders.
  • – To provide a forum through which Africans of all status could express themselves but be restricted to the district level.

Any 2 points, 1 mark each.    

                                   

SECTION B (30 MARKS)

 

13(a) Reasons for the Bantu migrations into Kenya in the Pre-colonial Period.

  • – Population pressure at their original homelands
  • – The iron technology enabled them to fight away their enemies and produce more food hence expansion began to chase their enemies and expand agriculture.
  • – Internal pressure caused by family quarrels
  • – Natural calamities like diseases, famines and drought befell them.

 

 

 

  • – The spirit of adventure
  • – External pressure by warring neighbours

Any 5 points, 1 mark each                                                     

 

  • The political activities of the Agikuyu in the Pre-Colonial Period:-
  • – The Agikuyu were organized into clans
  • – The clan was the highest Political unit
  • – The members of a clan occupied a single territorial called mbari, usually one ridge.
  • – Each clan was led by a council of elders, Kiama which had a Chairman called, Muthamaki
  • – Muthamaki emerged due to his personality and leadership potentials.
  • – The senior council of elders, i.e. the Kiama performed both religious and judicial roles
  • – The council ensured that law and order was maintained and settled disputes.
  • – The Riika (age-set) was a very vital unifying sector in the clan.
  • – Its members considered each other as brothers. They jointly received military training and thereafter made up a single fighting unit.
  • – During peace times performed tasks like the construction of paths, bridges and houses.
  • – The Kikuyu system was basically a decentralized type of Political Organization.

Any 5 points, 2 marks each

 

  1. (a) Ways in which the Christian Missionary activities facilitated the British Colonization

            of Kenya:-

  • – They built schools where Africans were taught Western culture and education hence Africans were pacified.
  • – The abolished slavery which had been on for years hence Africans saw their government to be a better one.
  • – They also provided free health services to Africans, hence many diseases could be treated, thus better partners
  • – Due to African hostility to them in some areas, they called for their governments to come for their protection. Any 3 points, 1 mark each       

 

  • How the central Government was organized in Colonial Kenya:-
  • – At the head of the Colonial administration was the Colonial Secretary based in London.
  • – At first the Headquarters was in Zanzibar. By 1900 it was transferred to Mombasa.
  • – The Governor was the head of the Colony.
  • – He was advised by an Advisory Council set up later.
  • – An executive council also emerged to ensure implementation of colonial policies
  • – A legislative council was set up in 1907 to make colonial laws with the governors assent.
  • – For easy centralization of authority, the colony was divided into administrative provinces headed by Provincial Commissioners
  • – Provinces were further divided into districts under District Commissioners and Officers, Manned by White Officers.
  • – Below them were the Chief heading locations under the Chiefs, Authority Act – They were Africans.
  • – Under them were the village headmen.

N/B The Chiefs main duties were to collect taxes, recruit African labour and maintain law

and order at grassroots.

– There was a very strict chain of command.

Any 6 points, 2 marks each                                      

 

 

 

15.(a) The immediate causes of the MAU MAU movement:-

  • – Pressure from the ex-world War II servicemen who demanded for fair rewards in 1947.
  • – The massacre of striking workers by the British Police at the Uplands Bacon Factory in 1947
  • – The brutal eviction of African residents at the Olenguruone settlement scheme by the Colonial government / The Olenguruone episode of 1947.
  • – The Urban crisis whereby the dwellers stayed in pathetic conditions i.e. unemployment, discrimination, poor housing etc.
  • – The closure of the vegetable factory at Karatina which led to loss of revenue and unemployment there, hence the farmers were really affected / The Karatina Factory incident.

Any 5 points, 1 mark each

           

  • Problems which African nationalists in Kenya before 1945:-
  • – They applied primitive fighting tactics compared to Britain who had better trained soldiers.
  • – They had communication problems as they did not have a lingua Franca and yet each tribe had its own language.
  • – The White government controlled the Mass Media against their wishes hence difficult to disseminate their grievances.
  • – Their was no adequate international support to add necessary pressure on the colonialists e.g. UNO & OAU.
  • – The African freedom to move within the country was curtailed by the Kipande system hence affecting their activities.
  • – The Africans also lacked the firearms which were widely used by the White army, hence they relied on weaker and proper types of weapons.
  • – Due to little or no formal education, some of them could not understand the need for national unity against a common enemy-the British
  • – Tribal feelings were strong in them at this time, hence they had very localized demands e.g. Luos, Agikuyu, Akamba e.t..c. Any 5 points, 2 marks each  

      

SECTION C (30 MARKS)

 

16.(a) The I.P.P.G. in full:-

  • – The Inter-Parties Parliamentary Group.

 

  • Ways in which the advent of Multiparty politics has caused tribal animosity in Kenya since 1991:-
  • – It has led to ethnic clashes in various parts of the country.
  • – Each tribe became suspicious of another as far as national leadership is concerned since 1992.
  • – Mushrooming of tribal-oriented Political parties
  • – Appointments to national top jobs is based on Political Affiliations/Tribal overlordship

Any 2 points, 1mark each                              

 

(c ) The role of Political in Kenya’s development:

  • – They participate in educating Kenyans about their democrative rights
  • – They teach Kenyans about their Policies and Manifestos so as to enable them choose which one to belong.
  • – They groom people who undertake national leadership roles e.g. President.
  • – They contribute to economic development by raising funds for the needy people or for building development projects e.g. schools, cooperatives, health centres, etc.
  • – The opposition put checks and balances on the ruling party which has to deliver to survive / can pass a vote of no confidence on an unpopular government.
  • – Political parties through parliament reduces the excesses of the Chief executive / abuse of power
  • – They also participate in preaching peace and harmony among Kenyans in their various constituencies.
  • – They discuss and make or amend the laws governing the country the August House.

Any 6 points, 2 marks each                                       

 

  1. (a) An election petition defined:-
  • – This is a legal complaint raised against a person who is suspected to have committed an election offence during an election in a country. The competent court of law has to try such a case e.g. High Court. A good definition                                               

 

(b) The law – Making process in Kenya takes an elaborate process going through several

            stages:-

  • – The first reading
  • – The second reading
  • – The committee stage
  • – The third reading
  • – The Residential Assent
  • – The Kenya Gazette

N/B The Chronology must be checked.

 

  • Functions of the Electoral commission of Kenya:-
  • – Preparation of nomination papers, voting cards and ballot boxes country wide
  • – Distribution of nomination papers, voting cards and ballot boxes to the voting stations.
  • – Supervising the voting in various polling stations.
  • – Counting of votes after the voting exercise is over.
  • – Fixing voting stations in every constituency throughout the country.
  • – Appointing returning officers to represent him in each constituency.
  • – Organizing a fresh register of voters
  • – Fixing new electoral boundaries Any 5 points, 2 marks each                                                   
  1. (a) The new districts created in Nyanza province between 1997 and Mid 1998.
  • – Gucha District
  • – Nyando District
  • – Bondo District Any 2 points, 1 mark each     

 

(b) Main reason for the creation of new administrative units in Kenya:-

  • – To bring government services closer to the local residents.

 

  • Duties of District Commissioners in Kenya:-
  • – To represent the President in his area of Jurisdiction e.g. during Public holidays
  • – To link the district residents with the government.
  • – To co-ordinate government administration in his district.
  • – To coordinate development projects in the District as the Chairman of the District Development committee.
  • – To intregret/ explain government policies at the district level.
  • – He is the chairman of the District liquor licensing Board
  • – He is the Chairman of the District land control board.
  • – He ensures that government policies are implemented at the district level.

 

  • – He is the chairman of the District Trade Licensing Board.
  • – He issues permits / licenses for Public meetings in the district.
  • – He is an ex-office member if the District country councils hence oversees their administrations.
  • – He may administer civil marriages on behalf of the state.
  • – He administers district revenue to ensure transparency and accountability in their use.
  • – He co-ordinates the works of all the government ministries and the NGO’s in his district.

Any 6 points, 2 marks each   

 

 

HISTORY & GOVT I

PAPER II

 

SECTION A (COMPULSORY)

 

  1. State two social activities of the early man during the Middle stone age.       (2mks)
  2. How did religion contribute to early Urbanization in Africa?                   (2mks)
  3. Give two raw materials which could be combined into bronze metal.                   (2mks)
  4. Give one way in which magazines and newspapers are useful to the modern man. (1mk)
  5. Name one missionary society who visited Buganda Kingdom before 1900. (1mk)
  6. List two differences between Islam and Christianity.                   (2mks)
  7. Give two advantages of road over railway transport.       (2mks)
  8. What was the main reason for Menelik’s resistance against the Italians?       (1mk)
  9. State two ways in which the opening of the Suez canal in 1869 contributed to the scramble

for African Colonies.                                                                                                       (2mks)

  1. What is balance of trade?       (1mk)
  2. List the two theories of agricultural origins and development in the world.       (2mks)
  3. Give two social effects of the Trans-Saharan Trade on west African people. (2mks)

 

SECTION B (30 MARKS)

 

13.(a) State three factors which have facilitated industrialization in the third World since Mid 20th.

(3mks)

  • Explain six factors which have hindered rapid industrialization in the third World countries.

                         (12mks)

14.(a) Give three factors for the development of trade between the West African Coast and the

outside World.                                                                                                                        (3mks)

  • Outline three ways in which slaves were acquired during the Trans Atlantic Slave trade.

(3mks)

  • Discuss the economic impact of the Trans-Atlantic Trade.   (9mks)

 

15.(a) State three reasons for Samori Toure’s resistance against the French Colonialists.            (3mks)

(b) Explain six factors for the protraction of this resistance                                            (12mks)

 

 

SECTION C (30 MARKS)

 

16(a) State three reasons for early agriculture in India.                                                       (3mks)

  • Discuss the effects of inherent food shortages on the economies of African countries        (12mks)

 

17(a) Name three gods among the Maya Society.                                                                (3mks)

  • Explain the six roles of traditional religion among the Maya of Central America (12mks)

18(a) Name any three iron working sites in Africa.                                                             (3mks)

  • Explain six results of the discovery and use of iron in Africa.                       (12mks)

 

 

HISTORY & GOVT I

PAPER II

MARKING SCHEME

 

SECTION A (20 MARKS)

 

  1. The social activities of the early man during the Middle Stone Age Period.
  • – Early man had fully developed language
  • – He wore animal skins
  • – Painted their bodies with red ochre and soils
  • – Had developed religious practices, e.g. burrying the dead.

Any 2 points, 1 mark each

 

  1. How religion contributed to early Urbanization in Africa:-
  • – The areas of worship were built with very strong and magnificent architectural designs/temples/shrines.
  • – Religion attracted hundreds of worshipers to regions of worship hence contributing to urbanization.
  • – Religious centres were generally sacred, hence enhancing unity and peace in such centres which was necessary for development e.g. in the East Coast of Africa / City States grew due to Islamic influence. Any 2 points, 1 mark each

 

  1. The two raw materials which could be combined into bronze metal are:-
  • – Tin
  • – Copper Any 2point, each 1 mark

 

  1. The ways in which magazines and newspapers are useful to the modern man.
  • – Sources of leisure / entertainment
  • – Provision of news
  • – Provision of advertising facilities / trade Any 1 point, 1mark    

 

  1. The Missionary Societies which visited Buganda Kingdom before 1900.
  • – The Church Missionary Society
  • – The Holy Ghost White Fathers / Roman Catholics.

Any 1 point

           

  1. Differences between Islam and Christianity.
  • – Mohammed was the lost prophet while Jesus one of the many prophets
  • – Islamic Doctrines allow for Polygamy while Christian one do not.
  • – The Holy book in Christianity is the Bible while Muslims use the Koran
  • – Islamic doctrines are more rigid while Christian ones are relaxed.

Any 2 points, 1 mark each     

 

 

 

  1. The advantages of road over railway transport:-
  • – Road transport is faster than railway transport where there are no electric trains.
  • – Railways are more expensive to construct compared to roads
  • – The wagons are more expensive to buy compared to vehicles
  • – Rails are less flexible compared to roads

Any 2 points, 1 mark each

 

  1. The main reason for Menelik’s resistance against the Italians.
  • – To preserve Ethiopia’s national sovereignty / independence.

Only 1 point

 

  1. Ways in which the opening of the Suez Canal in 1869 contributed to the Scramble for African colonies.
  • – It provided the shortest sea route to India
  • – Whoever controlled Egypt obviously controlled the Suez Canal.
  • – Whoever controlled the Nile waters also controlled Egypt and the Suez Canal and thus facilitated Colonization of Uganda
  • – Kenya was colonized as a route to India
  • – Countries who funded the construction of the Canal claimed refund in the name of colonizing Egypt. Any 2 points, 1 mark each                               

 

  1. Balance of trade definition.
  • – This refers to the money value difference between the exports and imports of a Country.

A good definition.      

 

  1. The theories of agricultural origins and development in the World:-
  • – The one area (centrifugal) theory which holds that agriculture first developed in a single place and then spread to other parts of the World.
  • – The independent theory which holds that the agrarian systems developed independently in different areas of the World. 2 points, 1 mark each

 

  1. The Social effects of the Trans Saharan Trade on West African People:-
  • – The introduction and spread of Islamic religion in Western Sudan
  • – It encouraged intermarriages between the peoples of North Africa and Western Sudan
  • – It led to Warfare as rulers built their armies to defeat one another.
  • – It led to the growth and development of towns and cities in West Africa e.g. Jenne, Gao, Timbuktu, etc.
  • – The Islamic type of Education was introduced where even schools and Universities were built.
  • – Diplomatic relations between the Western Sudan and North Africa improved.
  • – New architectural designs were copied by the people of Western Sudan.
  • – Islamic scholars were also employed in western Sudan.

Any 2 points, 1 mark each                             

 

SECTION B (30 MARKS)

 

13.(a) The factors which have facilitated industrialization in the Third World since Mid 20th.

  • – Availability of cheap labour.
  • – Availability of necessary raw materials e.g. agricultural and minerals.
  • – Acquisition of relevant technological know-how
  • – Existence of some indigenous industries which provided the foundation for the process of industrialization.
  • – Demand for the products both locally and in other countries
  • – Availability of capital from World Bank, IMF etc.
  • – Existence of a developed infrastructural facilities e.g. roads, railways, banks, insurance, etc.
  • – Availability of power e.g. Coal, HEP, oil, etc.
  • – Encouragement of foreign investment in the third World.
  • – Political Stability/Sound economic planning.

Any 3 points, 1 mark each     

 

  • Factors which have hindered rapid industrialization in the third world countries:-
  • – The large scale poverty which befalls such countries e.g. India.
  • – Political turmoil which leaves no room for meaningful development.
  • – Stiff competition from the developed world e.g. the USA.
  • – High population growth rates which differ to the national revenue to only feeding and social welfare activities.
  • – Poor network of transport and communication in such nations.
  • – Inadequate capital for industrial investment.
  • – Poor planning, hence less emphasis on the industrial sector.
  • – The bulk of the labour force is illiterate or semi-literate, hence the needed expertise and skills are lacking.
  • – Widespread restrictive and protective policies which don’t encourage private enterprise and investors.
  • – These countries lack the necessary natural resources e.g. minerals.
  • – Some lack the necessary power. Most of the tropical rivers have not been harnessed for HEP generation. any 6 points, 2marks each     

 

  1. (a) Factors for the development of trade between the West African Coast and the outside
     World:-
  • – High demand for the foreign goods in W. Africa and demand for Western goods too in the New World and Europe.
  • – Existence of local trade in the area
  • – Accessibility of the regions through the Atlantic Ocean
  • – Existence of a strong economy based on agriculture / availability of goods.
  • – Presence of good and able leaders who provided security to traders.
  • – Existence of rich merchants who invested in the trade.
  • – The availability of slaves which later became a vital trade commodity from the forest belt.

Any 3 points, 1 mark each

 

  • How slaves were acquired during the Trans Atlantic Slave Trade:-
  • – Organized raids by individual traders and chiefs.
  • – Warfare, through sale of war captives
  • – Through leaders selling out subjects
  • – Though kidnapping
  • – Through enticing e.g. with sweets
  • – Through panjaring / seizing of a debtor. Any 3 points, 1 mark

 

 

 

 

 

(c) The economic impact of the Trans Atlantic trade:-

  • – Slave trade stimulated the growth of trade between Europe and West Africa e.g. guns & cloth were brought into West Africa.
  • – Houses were destroyed and farms were burnt, while animals were killed hence destruction of property.
  • – It led to the decline of the famous Trans- Saharan trade.
  • – It led to economic underdevelopment and the strong men and women were taken away to captivity during slavery.
  • – The importation of manufactured goods led to the decline of local industry.
  • – The Africans developed a taste for the Western manufactured goods e.g. cloth, rum and glassware.
  • – It led to the emergence of a wealthy class of merchants who acquired wealth from the trade e.g. John Hawkins, Jaja of Opobo, Samori Toure, etc.
  • – It helped the United States to rise and grow as an industrial power using the skilled European and unskilled African slave labour
  • – It led to underdevelopment and overexploitation of resources in Africa and America by the Europeans. any 6 points, 1½ marks each             

 

15(a) Reasons for Samori Toure’s resistance against the French Colonialists:-

  • – To end the French Colonialists
  • – To end the French attempt to extend their pendence of the Mandinka Empire
  • – To enable him maintain his throne
  • – To defend the areas claimed by him
  • – The French violation of their treaty of friendship – BISANDUGU

any 3 points, 1 mark each

 

  • Factors for the protraction of this resistance.
  • – Samori had acquired a lot of wealth from trade and hence was capable of maintaining his workers and soldiers.
  • – He had a very strong standing army of about 12,000 regular and 90,000 reserves.
  • – His capability to manufacture most of his weapons locally including supplement from abroad / well equipped army.
  • – He had a determination of retaining and safeguarding his independence inspite of the foreign threats to occupy and rule it.
  • – Samori was a staunch Muslim, thus he waged a jihad against the infidels / pagan French Christians / Mass religions support.
  • – He had very good organizational skills hence was able to create highly swift and agile guerilla units within his army.
  • – He applied the scorched earth policy against the French.
  • – The creation of Boles United the Mandinka.

any 6 points, 2 marks each

 

SECTION C (30 MARKS)

 

16.(a) Reasons for early Agriculture in India:-

  • – Availability of water from R. Ganges and Indus for irrigation farmlands
  • – Existence of fertile soils which were deposited along river valleys.
  • – Existence of indigenous crops in the area.
  • – Establishment of settlements along river valleys created more demand for food / High population / high demand for food.
  • – Decrease in food supply from the natural environment led to starvation.
  • – Availability of farm labour
  • – Availability of storage facilities
  • – Availability of means of transport of wooden wheeled carts
  • – Use of good tools e.g. wooden plough
  • – Use of improved methods of irrigation e.g. earth dams and dykes
  • – Availability of adequate rainfall during certain times of the year promoted farming.
  • – Immigrants from Middle East who had agricultural knowledge introduced farming.

any 3 points, 1 mark each

 

  • Effects of inherent food shortages on the economies of African countries:-
  • It has led to high mortality rates due to either lack of food or malnutrition
  • Huge sums of money are spent on food importation / hinders industrialization
  • It leads to very high food prices, hence many poor remain hungry.
  • It sometimes causes political inrest due to soaring food prices e.g. Sudan, Somali, Ethiopia, etc.
  • It worsens the refugee problem is some countries. People move to the neighbouring nations in search of food and due to civil wars.
  • Countries remain, dependent on the West for food aid.
  • It extends the effects of neo-colonialism from the Western Capitalists.

Any 6 points, 2 marks each                            (12marks)

 

17.(a) The three gods according to the MAYA of Central America:-

  • Kunab Ku – Supreme god
  • Yum Kax – god of maize
  • Pipil – sun god
  • Chec – god of rain

Any 3 points, 1 mark each                              (3marks)

 

  • The roles of traditional religion among the Maya of Central America:-
  • Religion provided spiritual care to the members of the society.
  • Religion set moral standards in the society
  • It promoted unity and harmony in the society
  • Religious leaders played advisory roles in matters affecting the society.
  • Religion provided the basis for secular law
  • It was used to unite them against foreign invasion
  • It served as a link between the Spiritual world and man
  • It provided answers to the mysteries of nature
  • Medicinemen relied on religion to treat the sick.

any 6 points, 2 marks each                             (12 marks)

 

  1. (a) The iron working sites in Africa:-

– Nok               – Bahaya          – Taruga

– Meroe           – Aksum          – Winam Gulf

– Carthage       – Kwale

any 3 points, 1 mark each                              (3marks)

 

  • Results of the discovery and use of iron in Africa:-
  • The discovery of iron technology led to the manufacture of better and efficient tools for farming e.g. iron hoes and pangas
  • The use of iron tools enabled people to clear natural vegetation and bring more land under cultivation / increased food production.
  • The demand for iron ore and iron tools led to the development of trade between communities.
  • The development of iron technology led to the job specialization, iron smiths became very respectable members of the society.
  • The use of iron weapons in warfare intensified inter-community conflicts. The stronger communities conquered and absorbed the weaker ones
  • The possession of iron weapons made it possible for communities to improve their system of defence.
  • Possession of iron weapons led to the emergence of states through conquest e.g. Mali, Songhai, Ghana etc.
  • Possession of iron weapons and implements facilitated immigration of people – they were better armed and could face the dangers on the way.

any 6 points, 2 marks each                             (12 marks)

 

 

HISTORY & GOVT II

PAPER ONE

 

SECTION A: (25 MARKS)

 

  1. Give two examples of unwritten sources of history.       (2mks)
  2. State three characteristics that distinguish man from other primates.       (3mks)
  3. Identify two archeological sites in Tanzania.       (2mks)
  4. Give the major areas of study in history.       (2mks)
  5. Give two methods used by the archeologists to determine the age of fossils.       (2mks)
  6. State the theories put forward to explain the origin of man.       (2mks)
  7. State two economic activities of the Homo sapiens.       (2mks)
  8. Give reasons why Africa is considered the cradle of mankind.       (2mks)
  9. State two characteristics of Homo – sapiens.       (2mks)
  10. State two factors which contributed to the development of early agriculture in ancient

Egypt.                                                                                                                               (2mks)

  1. Identify the main impacts of early agriculture in India.       (2mks)
  2. State two ways in which the Agrarian Revolution contributed to the development of urban centres in Europe.       (2mks)

 

SECTION B (45 MARKS)

 

  1. (a) Discuss the factors which led to agrarian revolution in America.       (10mks)

(b) State five effects of food shortages in Africa.                                                                 (5mks)

 

  1. (a) Give five characteristics of industrial Revolution in Europe.       (5mks)

(b) What factors favoured the development of industries in Britain?                      (10mks)

 

  1. (a) Discuss the consequences of the use of Iran in Africa.       (10mks)

(b) What was the use of gold in Africa?                                                                    (5mks)

 

  1. (a) State three advantages of petroleum as a source of energy.       (3mks)

(b) What problems have faced Brazil in her efforts to industrialize?                      (5mks)

  • What was the role of priests in Ancient Egypt?             (5mks)
  • State two uses of modern wind energy.             (2mks)

 

SECTION C (30 MARKS)

 

  1. (a) Identify five factors that led to the rise of Asante Empire.       (5mks)

(b) Identify the main sources of the British constitution.                                                     (8mks)

  • What was the importance of the Odwira festival.             (2mks)

 

  1. (a) State some of the problems that European companies faced in Africa during the

19th century.                                                                                                                (5mks)

  • Identify the causes of the Chimurenge war.             (10mks)

 

  1. (a) What led to the downfall of Samouri Toure after keeping the French at bay for 15 years?

(10mks)

(b)  Why did Menelik fight the Italians at the battle of Adowa.                                     (5mks

 

 

HISTORY & GOVT II

PAPER ONE

MARKING SCHEME

 

  1. – Oral traditions –  Customs handed down from one generation to another by word of mouth.
  • Anthropology – Study of present day organisation of communities
  • Linguistics – Careful analysis of a peoples language will reveal the peoples past development.
  • Archeology – Study of mans past by scientific analysis of the material remains of his culture.
  • Paleontology – They deal with fossils to provide information about the physical characteristics of earlier farms of humanity. any 2 x 1 = 2mks

 

  1. – Development of speech
  • Development of brain
  • The upright posture. 1 x 3 = 3mks

 

  1. – Garusi
  • Olduvai Gorge
  • Peninj
  • Apis Rock
  • Isimila
  • any 2 x 1 = 2mks

 

  1. – Political history
  • Social history
  • Economic History. any 2 x 1 = 2mks

 

  1. – Carbon 14 method
  • Potassium organ method
  • Palea – magnetic dating
  •                                                             any 2 x 1 = 2mks

 

  1. – Creation
  • Evolution
  • Mythical (traditional theories.) any 2 x 1 = 2mks
  1. – He was a tool maker
  • He hunted and gathered wild animals and roots
  • He was also a fisherman
  • He practised agriculture
  • He kept animals
  • He also made baskets, pots and made clothes. any 2 x 1 = 2mks

 

  1. – Mans eaniest remains have been found in Africa.
  • Mans eaniest material culture has been found in Africa any 2 x 1 = 2mks

 

  1. – Sloping forehead / thick forehead
  • Large brain 1000cm3 – 1800cm3 or thinking man
  • Walked upright
  • Had refined speech
  • Had smaller jaws compared to earlier farms.
  • Had well – developed thumb for grasping
  • Thick and heavily built any 2 x 1 = 2mks

 

  1. – Fertile deposits of silt left by the flooding of the annually
  • Availability of water for irrigation form the Nile.
  • The improvement of basin irrigation by the invention of the shadoof
  • Shadoof irrigation made if possible to grow crops of grains annually
  • The invention of ox-drawn ploughs increased agricultural production.

any 2 x 1 = 2mks

 

  1. – Adequate food led to population increase.
  • Indian society was highly stratified especially in cities. Most of the people were labourers either in agriculture or performing low jobs in trade.  The wealthy few and administrators or kings and priest were merchants.
  • A type of writing consisting of pictograms was developed.

any 2 x 1 = 2mks

 

  1. – The enclosure system forced the landless peasants to migrate to urban centres to look for

wage labour.

  • Mechanization in agriculture also forced many peasants from the farms into the towns to seek employment. any 2 x 1 = 2mks

 

SECTION B ( 45 MKS)

 

  1. a) –  Immigrants from Britain due to enclosure system found fertile grounds in America to

practice their farming  skills.

  • Introduction of slave labour in the 16th century slaves cleared bushes and provided labour in the farms.
  • In America crops were grown in areas that favoured them eg. Carn in carn belt, wheat in wheat belt etc.
  • Introduction of plantation farming brought large areas under farming
  • Increased demand for raw materials for European industries encouraged expansion in agriculture
  • American government gave aid to farmers eg. 1860 homestead Act, which legalised land ownership and authorised the federal government to give loans to farmers.
  • Scientific inventions eg. Cotton gin in 1793 and John Deere’s Steel plough.
  • Application of new and improved farming methods
  • The development of food preservation methods eg. Canning and refrigeration
  • Development of good transport and communication network e.g roads and railway.

1 x 10 = 10mks

 

  1. – Many countries spend their foreign reserves on importing food stuff.  This has reduced capital investment in other industrial sector.
  • Due to food shortage, food prices go up thus forcing many people to go hungry
  • Some countries have been faced with political instability due to food shortage and high prices e.g Sudan, Tunisia in 1980s
  • Frequent food shortages force people to become refugees in neighbouring countries
  • Many countries faced with food shortage have to rely on aid from developed countries. Aid is usually given with certain conditions which affects that country politically and economically.
  • Death caused by lack of food or proper diet are high in such countries.

any 5 x 1 = 5mks

 

  1. a) –  The use of machines to replace human labour
  • Use of steam power to replace water, wind and animal power
  • Made use of loan and steel in many fields such as building of houses, machines instead of wood and iron.
  • Rise of factory system in towns instead of the cottage industries at home.
  • High standards of living
  • Development of science and the intensive application of scientific knowledge in production.
  • Growth of modern capitalism
  • Production of good in large quantities. 1 x 5 = 5mks

 

  1. – Britain had accumulated wealth from her trade with other countries and her colonies.  She was able to invest this capital in industry.
  • She had a powerful navy which she used to protect her merchants
  • She had a large population that provided labour in the industries as well as large market for her manufactured goods
  • She had valuable minerals like coal and iron ore that were very important for industrialization.
  • Existence of capitalists / entrepreneurs who were willing to invest in the industries.
  • Well developed transport and communication system eg. Good roads and railway system
  • Political stability and good leadership provided a good atmosphere for industrial growth
  • Availability of skilled labour
  • She had no internal custom barriers which could negatively affect industrialization.
  • Existence of banking and insurance system gave financial help and security to the industrialists
  • Scientific revolution led to improvement and expansion of industries.

any 10 x 1 = 10mks

 

  1. (a) Discuss the consequences of the use of Iran in Africa.
  • With new tools forests were cleared for cultivation and livestock rearing.
  • With new tools for cultivation food production increased.
  • Destruction of forests influenced environmental and climatic changes.
  • With increased food production migrants, took place leading to the settlement of wide areas.
  • Powerful states based on Iron technology know how arose e.g. Nubia and kush along Nile in Sudan and Azom and Ghana.
  • Kingdoms also rose as a result of use of Iron weapons e.g. Mwene Mtapa, Buganda and Bungaro kingdoms.
  • It led to rise of a special class of people – the blacksmiths.
  • It enhanced trade between different communities through trade.
  • Iran implements were also used as medium of exchange.
  • Use of Iran weapons intensified inter – communities conflicts. The stronger ones conquered the weaker ones. (10×1 = 10marks)

 

  • What was the use of Gold in Africa.
  • Decorations and making ornaments e.g. Jewellery, utensils, for kings in Egypt rings and bangles.
  • It was used to make coins in Egypt and Mesopotamia.
  • The rich in Egypt use it to make handles for their swords.
  • It was a measure of wealth due to the fact that it was a precious metal.
  • It was a trading commodity in central and West Africa.
  • It was used to make swords and blades. (Any 5×1 = 5marks)

 

  1. (a) State three advantages of petroleum as a source of energy.
  • It is cheap for the countries that produce it.
  • It is easy to transport.
  • It can be put into many uses e.g. kerosene, aviation fuel, petrol and cooking gas.

(1 x 3 = 3marks)

 

  • What problems have faced Brazil in her efforts to industrialize?
  • Internal poverty affecting 40% of the population such that they cannot buy the manufactured goods.
  • Inability to fully exploit her natural resources especially in the Amazon forest and Malo arosso plain. They are sparsely coastal belt.
  • Inadequate transport problems makes things worse.
  • High rate of inflation which makes goods very expensive.
  • High foreign debt is another problem. (1×5 = 5marks)

 

  • What was the role of the priests in Ancient Egypt?
  • Maintaining temples.
  • Presiding the future e.g. when floods or drought occur.
  • Advising pharaoh’s on administrative and religious issues.
  • Taught the pharaoh’s how to read, write hunt and turaws javelin.
  • They hatmarized different agricultural activities such as weeding planting and harvesting. (Any 5×1 = 5marks)

 

  • Uses of modern wing energy
  • Pump water
  • Generate electricity. (Any 1×2 = 2marks)

 

 

 

 

 

 

  1. (a) Identify five factors that led to rise of Asante Empire.
  • Several small Asante states emerged around Kumasi. They gave support to each other when need arose mainly because they belonged to Oyoko clan.
  • They got a lot of wealth from the Trans-Atlantic slave trade which she used to strengthen the kingdom.
  • Asante acquired guns ammunition from Europeans which she used to conquer other states.
  • Centralization of authority under the Asanthene have ensured effective administration.
  • Asante kingdom was endowed with very important items of trade e.g. gold and kola – nuts.
  • The area was fertile and ideal for mixed farming thus plenty of food for the population. (Any 5×1 = 5marks)

 

  • Identify main sources of the British constitution.
  • Decisions made by the British carts of law.
  • Writings of political twinkers
  • Bio graphics of statesmen
  • Textbooks
  • The Hansard
  • Government publications.
  • Historical documents
  • Parliamentary acts. (1 x 8 = 8marks)

 

  • What was the importance of the Odwira festival.
  • The kings (state) met in Kumasi and pledged to the Asantehene.
  • Honoured the dead
  • Settled any disputes among themselves. (Any 2×1 = 2marks)

 

  1. (a) State some of the problems that European companies faced in Africa during the 19th
  • They had anticipated to get a lot of profit from trade only to discover there was very little trade.
  • Most became bankrupt due to lack of revenue.
  • They encountered serious resistance from the Africans which made administration very expensive.
  • Transport was a big problem because most rivers were not navigable and other means were not developed e.g. roads and railway.
  • Lack of experienced staff – they employed soldiers who had no knowledge of administration. (1×5 = 5marks)

 

  • Identify the causes of the Chimurenge war.
  • Loss of independence. Both Shana and the Ndebele had lost their independence to the British.
  • Loss of their king. The Ndebele had lost their king Lobengula during 1893 war.
  • Loss of land. Most of the fertile land had been taken by the British and the Africans were pushed into unproductive reserves that had no water or were infested with tsetse fly e.g. Gwaii and Shangani.
  • Forced labour: The Shana were forcibly recruited to provide cheap labour in settler farms.
  • Africans were forced to pay taxes to the white government.
  • The Shona had always traded with the Portuguese but this had been disrupted by the British who took over the trade.
  • Material disaster such as famine, drought, locust, rinder pest were given a religious interpretation. To the priests their god mwari was annoyed with the presence of the whiteman.
  • Loss of cattle – The British confiscated cattle from the Ndebele and the Shona.
  • The Ndebele were annoyed because they had lost the Shona as their subject. They could no longer use them as (Holi) slaves.
  • Use of mashona police. The Ndebele angered them because the Shona were their subjects.             (1×1- = 10marks)

 

  1. (a) What led to the downfall of Samouri Toure after keeping the French at bay for 15 years?
  • He failed to achieve unity from the African e.g. Ahmad of Tokolor Empire and Tieba of Sikasso.
  • The French had powerful weapons.
  • The French army was well trained and well disciplined and equipped.
  • He moved his empire eastwards thus lost the Buremines which were a source of revenue for him.
  • His people got tired of being moved from place to place and started supporting the French.
  • The adoption of the scorched earth policy by Samori against local rulers made some people hostile towards him and helped the French.
  • Sierra Leone was declared a British protectorate: he could not impart arms any more.
  • He failed to get support of the British who bargained with the Mandinka for French concessions elsewhere in Africa.
  • As the war progressed the wanted more money and therefore imposed heavy taxes on his people. This made him very unpopular. (1×10 = 10marks)

 

  • Why did Menelik fight the Italians at the battle of Adowa.
  • He wanted to preserve the independence of his kingdom.
  • To protest against Italy’s claim that Ethiopia was their protectorate
  • Italy had annexed northern part of Ethiopia.
  • Italians had made effort to divide Ethiopian rulers by inciting the Northern chiefs against Menelik.
  • Their efforts to deter him from holding negotiations with Russia and France.

(1×5 = 5marks)

 

HISTORY & GOVT II

PAPER II

 

SECTION A.

 

  1. State the methods the historians have used to obtain the historical information concerning

their country.                                                                                                                    (2mks)

  1. What are the most common features of the political organisation of most Bantu communities.

(3mks)

  1. State three economic activities of the Kalenjin in Kenya during the pre-colonial period.

(3mks)

  1. State three reasons behind the Maasai migration during the pre-colonial period       (3mks)
  2. Describe the economic organisation of the Somali in pre-colonial period.       (3mks)

 

 

  1. What religious functions did the Orokoiyot of the Nandi perform during the pre-colonial

period?                                                                                                                             (3mks)

  1. State two religious practices of the Agikuyu.       (2mks)
  2. Give two reasons why the British allowed the Imperial British East Africa Company to administer their possession in East Africa during the 19th                       (2mks)
  3. Give two reasons why the Turkana were able to resist the incoming of the British for such

along time.                                                                                                                        (2mks)

  1. What were the reasons behind the construction of the Kenyan Uganda railway. (2mks)

 

 SECTION B  (45 MARKS)

 

  1. (a) What were the effects of the Maasai migration during the pre-colonial period? (7mks)

(b) What was the role of the council of elders among the Kenyan communities during the

pre-colonial period?.                                                                                                 (8mks)

 

  1. (a) What were the sources of information about the Kenyan Coast by the 16th (5mks)

(b) Describe the characteristics of Coastal towns by 1500.                                      (10mks)

 

  1. (a) What factors led to the Mau Mau uprising in colonial Kenya?           (10mks)

(b) Name five African leaders who were detained with the declaration of a state of emergency

in Kenya.                                                                                                                     (5mks)

 

  1. (a) In what ways did the colonial government provide settler agriculture?       (9mks)

(b) Name some of the enterpreneurial activities Africans engaged in during the Colonial

period in Kenya.                                                                                                        (6mks)

 

SECTION C (30 MARKS)

 

  1. (a) What are the duties and functions of the District Commissioners?       (9mks)

(b) Identify six categories of people whose personal liberty is limited.                   (6mks)

 

  1. (a) Identify the rules of using the wheel on people who used it.       (5mks)

(b) What is the role of KANU in government?                                                             (10mks)

 

  1. (a) Identify several types of elections in Kenya.       (6mks)

(b) State the conditions necessary for one to qualify to be elected as a member of parliament.

(9mks)

 

HISTORY & GOVT II

PAPER II

MARKING SCHEME

 

SECTION A (25 MARKS)

 

  1. Methods the historians used to obtain the historical information concerning their
  • Archeology
  • Anthropology
  • Written records
  • Oral traditions
  • Linguistics Any 2×1 = 2marks

 

  1. Features of the political organisation of most Bantu communities.
  • The Bantu were organized into clans.
  • They had age-set and the kinship systems.
  • Most of the Bantu societies were decentralized.
  • They had councils of elders who acted as the highest political constitutions.
  • They had warriors who defended each community.

Any 3×1 = 3marks

 

  1. Economic activities of the Kalenjin in Kenya during the pre-colonial period.
  • They were farmers growing millet & sorghum
  • They practised livestock keeping.
  • They were iron workers making iron tools and weapons.
  • Hunted and gathered wild fruits and roots.
  • Traded with neighbours e.g. Luo, Maasai and Abaluyia.
  • Had Craft Industry which included pottery and basketry and leather work.

Any 3×1 = 3marks

 

  1. Reasons behind the Maasai migration during the pre-colonial period.
  • Population increase / pressure.
  • Search for pasture for their animals.
  • Drought and famine.
  • Internal quarrels / civil wars.
  • External pressure / war with neighbours e.g. the Iteso, Turkana and Karamajong’.

Any 3×1 = 3marks

 

  1. Economic organisation of the Somali in pre-colonial period.
  • They were nomadic pastrolists who kept camels, cattle, goats and sheep.
  • They also practised smithing, pottery and weaving & other crafts.
  • Hunting and gathering. any 3×1 = 3marks

 

  1. Functions the Orokoiyot of the Nandi perform during the pre-colonial period
  • Acting as a priest / mediating between people and God.
  • Offering sacrifices to God on behalf of the people.
  • Blessing people before they undertook special activities e.g. blessing warriors before a raid.                                                                               any 1x 3 = 3marks
  1. Religious practices of the Agikuyu.
  • Ancestral worship
  • Worshipped God in sacred places
  • They offered sacrifices to God. any 2×1 = 2marks

 

  1. Reasons why the British allowed the Imperial British East Africa Company to administer their possession in East Africa during the 19th Century.
  • It would have been very expensive for the British tax payers to sustain.
  • The company officials were familiar with the region based in their trading experience in the area.
  • British government did not have enough personnel for administration.

any 2×1 = 2marks

 

 

 

 

  1. Reasons why the Turkana were able to resist the incoming of the British for such along time.

–    Their country was hilly, rocky and dry therefore they were able to relocate their

animals and  homesteads as soon as they sighted the British.

  • They knew their terrain better than the British.
  • They acquired arms from Ethiopia through their agents like the Dangiro and Merille.

Any 2×1 = 2marks

 

  1. Reasons behind the construction of the Kenyan Uganda railway.
  • To establish effective control over British East Africa.
  • To stop slave trade and promote legitimate trade.
  • To facilitate the movement of troops and government administrators.
  • To link Uganda with the East Coast and the outside world for greater economic growth. Any 2×1 = 2marks

 

SECTION B  (45 MARKS)

 

  1. (a) Effects of the Maasai migration during the pre-colonial period
  • Increase in population in Kenya.
  • Split of Maasai into two Ilmaasai and Iloikop.
  • Kwari took over cultivation. They were partly influenced by their agricultural neighbours and favourable climate and soil.
  • A number of communities were displaced by the Maasai e.g. Abagusii.
  • They intermarried with their neighbours e.g. Agikuyu, Gusii.
  • They traded with their neighbours i.e. Gusii, Agikuyu and Akamba.
  • They influenced improvements in the military techniques of their neighbours.

1×8 = 8marks

 

(b) Role of the council of elders among the Kenyan communities during the pre-colonial period.

  • Maintenance of law and order.
  • Settlement of disputes.
  • Presiding over religious ceremonies.
  • Dealt with war affairs & epidemics
  • Ensured peaceful relations with other communities by setting boundaries.
  • Determined inter-tribal marriages.
  • Declared times for social functions such as initiation.
  • Declared ware and make peace neighbours. 1×8 = 8marks

 

  1. (a) Sources of information about the Kenyan Coast by the 16th century
  • Greco Roman documentary that only makes indirect references to the Coast.
  • The periplus of the Erythrean sea written in Greek around 120 A.D. describing commercial voyage along the coast.
  • Geography – a title of a book written by Claudius Atolemy on the 5th It describes regular and busy commerce between outsiders and the local population.
  • Documents by Arab merchants such as Ibu-Batula and Al Masudi provide some information.
  • Several Swahili histories (chronicles) which have come down from early time e.g. the history of pate, Lamu and Mombasa.
  • Archeological evidence which include remains of pottery iron tools and coins which support the existence of international trade. Any 5×1 = 10 marks

(b) The characteristics of Coastal towns by 1500.

  • Kiswahili was the language of communication.
  • Islam was the common religion.
  • Architecture was African but with influence from Arabian, Persian and Indian designs.
  • Islamic law was used in administration
  • Prosperity was based on commerce across the Indian Ocean.
  • Trade was the main economic activity in the towns.
  • A sultan, Sheikh or diwan headed a city state government which was independent.
  • Towns were centres of commerce, religion and administration.
  • Competition among the city states for wealth and power was common.
  • Towns minted and used their own coins / money.
  • People wore woven and silk clothes. Any 10×1 = 10marks

 

  1. (a) Factors that led to he Mau Mau uprising in colonial Kenya
  • Loss of independence to Europeans
  • Failure by the colonial government to fulfil the promises made during recruitment of the war effort e.g. employment.
  • There was growing unemployment as well as deteriorating living and working conditions for African workers
  • Oppression by cruel chiefs and colonial police
  • Land alienation.
  • Refusal by the Colonial government to introduce political reforms.
  • Discrimination in the provision of Social services.
  • Police opening fire on upland Bacon factory workers who were on strike killing and wounding some.
  • The Olong episode October 1949 in Seme arid Yatta.
  • Taxation
  • Poor wages
  • Forced labour
  • European cultural arrogance.                       Any 10x = 10marks

 

(b) African leaders who were detained with the declaration of a state of emergency in Kenya.

–     Jomo Kenyatta

  • Bildad Kagia
  • Fred Kubai
  • Paul Ngei
  • Achieng Oneko
  • Kungu Karumba Any 5×1 = 5marks

 

  1. (a) In what ways did the colonial government provide settler agriculture?
  • They provided the settlers with land.
  • They provided continuos flow of labour.
  • African agricultural activities were controlled to reduce competition for markets e.g. Africans were not allowed to grow coffee until 1930’s.
  • They provided adequate transport network to ease marketing of produce and delivery of farm inputs e.g. roads were constructed and railway extended.
  • They established research stations to facilitate the development of better breeds for better yields.
  • The Colonial government established banks where the settlers got loans.
  • They encouraged settlers to form co-operatives for better marketing of their produce.
  • Through political representation in the legislative council they managed to get many Concessions from the government such as tariff barriers and removal of custom duties.
  • The Ministry of Agriculture was established to co-ordinate their agricultural activities. 1×9 = 9marks

 

(b) Name some of the enterpreneurial activities Africans engaged in during the Colonial period

in Kenya.

–     Food processing.

  • Trade
  • Mining
  • Beer brewing
  • Tailoring
  • Sheep keeping
  • Commercial transport. Any 6×1 = 6marks

 

 

SECTION C (30 MARKS)

 

  1. (a) The duties and functions of the district commissioners
  • He represents the president in National Celebrations at the district level.
  • He is responsible for the maintenance of law and order.
  • He Co-ordinates all government departments in the district. As such he guides and supervises the work of departmental heads.
  • He explains government policies to the people.
  • He also ensures that all government projects are implemented.
  • He is a member of local authorities in the district and therefore ensures that councils carry out their duties.
  • He issues licences and trade permits for example he is the chairman of liquor licencing board and the District Trade Licencing Board.
  • He administers marriages on behalf of the state.
  • He administers district revenue and Co-ordinate the functions of various non-government organisations. 1×9 = 9marks

 

(b) Identify six categories of people whose personal liberty is limited.

  • Convicted criminals
  • A person suspected of having committed or about to commit a criminal offence.
  • A person of unsound mind.
  • A drug addict.
  • A vagrant.
  • A young person under 18 years of age may be denied personal liberty for the purpose of his education and welfare.
  • A person with an infection or contagious disease be detained to prevent spread.

Any 6×1 = 6marks

 

  1. (a) Identify the rules of law that limit free speech.
  • If one makes or publishes openly false statement about another person, he commits a circuit offence.
  • It is an offence for anyone to disclose confidential information relating to the government e.g. National Security and defence.
  • It is an offence to incite people against the government or promote hostility among Kenyans.
  • Law prevents people from publishing anything which the courts and parliament consider as interference with their functions.
  • It is an offence to publish obscene matters. 5×1 = 5marks

 

(b) What is the role of KANU in government?

  • Promote the country’s economic and social development.
  • The party decides and formulates policy objectives within the government works.
  • The party keeps the government informed of the feelings of the people towards the establishment.
  • The party implements its policies through the civil service.
  • KANU officials advise the government on policies that are popular with the masses.
  • The party lays down policy to guide its members of parliament.
  • The party decides and proposes the various development project to be undertaken by the government.
  • Maintaining law and order.
  • Formulate foreign policies. 1x 10 = 10marks

 

  1. (a) Identify several types of elections in Kenya.
  • Civic elections i.e. Local government.
  • Presidential election.
  • General elections / parliamentary.
  • Elections of the speaker / Deputy Speaker of the National Assembly.
  • Party election.
  • By election. 1×6 = 6marks

 

(b) State the conditions necessary for one to qualify to be elected as a member of   

parliament.

  • Must be a Kenyan citizen.
  • Must be 21 years and above.
  • Be registered as a voter in the constituency one wants to contest in the election.
  • Be able to read and write in English and Kiswahili.
  • Must have been in the country for at least 6 months prior to the elections.
  • Be registered member of a registered political party.
  • Should not be one who has been declared bankrupt.
  • Must not hold other posts in the civil service.
  • Must not be insane.
  • Must pay 10,000/- shilling deposit.
  • Must not have been in jail or the last 6 months.
  • Must have either been born there or has an asset in the constituency or staying there.

Any 9×1 = 9marks

 

 

HISTORY & GOVT III

PAPER II

 

SECTION A (25 MARKS)

 

  1. What does the term Pre-History mean.       (1mk)
  2. Why are written records important as a source of information on History?       (1mk)
  3. How is Geology related to the study of History?       (1mk)
  4. What does the term “Homind” mean?       (1mk)
  5. What is the other name for Dryopithecus?       (1mk)
  6. Give three distinct characteristics of Homosapiens.       (3mks)
  7. What factors favoured the beginning of agriculture during the New Stone Age? (3mks)
  8. Name two early forms of energy.       (2mks)
  9. Name three forms of early transport.                                                                       (3mks)
  10. Give three reasons why Seyyid Said made Zanzibar his capital.       (3mks)
  11. Give two characteristics of Agrarian Revolution.       (2mks)
  12. What role does adequate population play in the industrial development of a country? (2mks)
  13. Why was Uganda important to the British during the scramble and partition of Africa?(2mks)

 

SECTION B (45 MARKS)

 

  1. (a) State factors that contributed to the development of early Agriculture in Ancient Egypt.

(5mks)

  • Explain the effects of the development of early Agriculture in Ancient Egypt.      (6mks)
  1. (a) Give five factors that led to rapid development of urban centres in Europe in the

19th Century.                                                                                                               (5mks)

  • Explain the results of urbanization in Europe in the 19th                             (10mks)

 

  1. (a) What was the effect of the use wheel on people who used it?                           (8mks)

(b) Explain the impact of railway transport on society.                                           (7mks)

 

  1. (a) What methods are used by the European powers to occupy Africa during the 19th?

(10mks)

(b) State five reasons why African leaders collaborated with the Europeans.              (5mks)

 

SECTION C (30 MARKS)

 

  1. (a) Describe the political organisation of the Ndebele during the Pre-Colonial period.      (9mks)

(b) Identify factors that led to the rise of the Asante Empire.                                 (6mks)

 

  1. (a) State some of the problems that European companies faced in Africa during the

19thC                                                                                                                           (5mks)

(b) Explain the consequences of indirect rule in Nigeria.                                            (10mks)

 

  1. (a) Discuss the causes of the Temne-mende Revolt.                                                    (10mks)

(b) What was the significance of the Buganda Agreement?                                    (5mks)

 

 

HISTORY & GOVT III

PAPER TWO

MARKING SCHEME

 

  1. Pre-History: Refers to history of man before written records were made.

(1×1 = 1mark)

  1. Written records are important as a source of information on History
  • Because they are permanent records for future reference. (1×1 = 1mark)
  1. Geology related to the study of History
  • It is a study of fossils which are used to restructure history. (1×1 = 1mark)

 

 

  1. “Homind” means : Man – like creature.                                                           (1×1 = 1mark)

 

  1. Other name for Dryopithecus :  Pron consul / woodland ape               (1×1 = 1mark)

 

  1. Characteristics of Homosapiens.
  • A big brain (about 1000CC)
  • Walked upright / Bipedal
  • Had a more refined speech.
  • Had ability to grasp objects (3×1 = 3marks)

 

  1. Factors favoured the beginning of agriculture during the New Stone Age
  • Development of tools
  • Development of settled life.
  • Increase in population leading to high demand for food.
  • Change in weather / climate conditions made wild food scarce.
  • Hunting and gathering were becoming tiresome.
  • Availability of variety of cereals e.g. wheat, barley.

(Any 3×1 = 3marks)

  1. Forms of energy.
  • Wood
  • Wind
  • Solar
  • Water (Any 2×1 = 2marks)

 

  1. Forms of early transport.
  • Human transport
  • Animal transport
  • Water transport
  • Land transport. (Any 3×1 = 3marks)

 

  1. Reasons why Seyyid Said made Zanzibar his capital.
  • Zanzibar supported his efforts.
  • Green and pleasant Island with better climate than Muscat.
  • Had good habours where ships could anchor.
  • Had fresh water and fertile soil (suitable for cultivating cloves).
  • To control Indian Ocean Trade. (Any 3×1 = 3marks

 

  1. Characteristics of Agrarian Revolution.
  • Invention and use of machines
  • Increased productivity of food.
  • Use of fertilizers / pesticides / control of livestock diseases. (Any 2×1 = 2marks)

 

  1. Role the adequate population play in the industrial development of a country
  • Provides adequate supply of labour as industrial workers.
  • Provides ample market for manufactured goods of trade. (Any 2×1 = 2marks)

 

  1. Uganda importance to the British during the scramble and partition of Africa?
  • The strategy of the River Nile with its source in Uganda but strategic in Egypt because of the British occupation of Egypt and shares of the Suez Canal.
  • Concern for missionaries who were being massacred in Buganda e.g. Bishop Hannington of C.M.S.             (2×1 = 2marks)
SECTON B  (45 MARKS)

 

  1. (a) Factors that contributed to the development of early agriculture in ancient Egypt.

–       Availability of  reliable source of water from the river Nile

  • Existence of fertile soils along the river Nile – i.e Silt /  Alluvial soils
  • The invention and use of Shadoof / canals / Irrigation methods
  • Existence of a stable government under the pharaoh / political able leaders
  • Existence writing helped them to keep accurate records of seasons and volume of floods
  • Use of slave labour on farms
  • Invention and use of farm implements e.g the Ox –drawn plough to replace sticks and

bronze drawn hoes

  • Foreign influence from South west Asia where crop farming was first practised
  • Building of food stores / storage facilities encouraged expansion of Agriculture .

                         ( Any 9×1= 9mks ) 

 

  • Effects of the development of early agriculture in Ancient Egypt
  • Improved farming methods led increased food production and high population
  • Farmers became settled down / permanency / led to free time to specialise in craft
  • activities such as pottery/containers.
  • Led to trade in food surplus due to increased food production .
  • Led to development of towns /urban centres like Memphis, Akhetetan, Thebes of
  • Aswan as food production centres along the river Nile valley
  • Led to development of writing (Thieroglyphics) Arithmetic geometry and the calender
  • which facilitated keeping of seasons etc
  • Leadership developed – pharaohs took charge both over Urban and rural areas
  • Agriculture influenced the development of religion . The pharaoh was regarded as the
  • god ruling  over humans . Religious ceremonies were held in temples e.g for good
  • harvests e.tc.                                                            ( any 6 x1 = 6marks)

 

  1. (a) Factors that led to rapid development of urban centres in Europe in the 19th c.            
  • Establishment of Industries / rapid industrialisation
  • Enclosure system created a class of landless people who migrated to urban centres in search of waged labour
  • Increased mining activities mining industry facilitated rise Urban centres.
  • Expansion of transport system – led to rise of urban centres as railway stations at crossroads
  • Expansion of trade with the Outside world /international trade
  • Availability of capital for investment led to business activities and rise of towns to accommodate such activities.
  • Existence of enterpreneurs who were willing to invest surplus capital facilitated the rise of urban centres
  • People moved into towns and concentration of population /labour force led to rapid development of towns   ( Any 5 x1 = 5mks )

 

(b)    The results of urbanization in Europe in the 19th Century.

  • Poor recreational and amusement facilities
  • Long working hours for low wage bracket for men women and children
  • Migrants of many people to towns led to overcrowding in Urban centres
  • Increased urban population put pressure on limited social amenities such as schools and hospitals
  • It led to the development of slums especially for those who could not afford to pay house rents – leading to epidemics –Cholera Typhoid  etc
  • Led to environmental pollution due to uncontrolled disposal of industrial and domestic wastes – leading to ill health (etc)
  • Crime increased with the increasing number of unemployed people in the urban centres
  • Establishment of industries in Urban centres created employment opportunities for rural craftsmen who moved to town for better wages
  • Led to improvement of communication infrastructure such as postal services
  • Led to expansion of commercial activities such as banking and trade
  • Too much rural urban migration led to Unemployment
  • The demand for raw materials  led to the expansion  in Agriculture
  • Urbanisation led to the interaction between different communities from different parts of Europe in urban centres . This promoted political awareness among masses.
  • Urbanisation led to Agricultural land being encroached upon as the urban centres expanded
  • Poor working conditions urban dwellers
  • Inadequate medical services and no insurance compensation for factory injuries
  • Low wages in relation to cost of living in urban centres

( Any 10 x1 = 10mks )  

     

16 .(a)  Effects of the use of the wheel on people who used it.

  • People made wagons pulled by pack animals for transport of people and goods of trade
  • Roads developed for wheeled wagons to travel on
  • Encouraged migration of people to borders and other regions
  • Influenced the invention of spoked wheels which replaced solid wheels, Spoked wheels influenced development of war Chariots
  • The wheel was adopted by potters to fashion day by Chinese and Sumerians
  • Water wheels ere used to generate energy in early industries in Europe/ led to improved industrial output .
  • Wheels were used to draw water from wells, facilitated irrigation process
  • In locomotives using steam engines to facilitate faster transport

( 1x 8 = 8mks )  

(b) The impacts of railway transport on society.

  • Led to expansion of trade in Europe and the rest of the world
  • Facilitated the movement of people and promoted greater integration .
  • Promoted agriculture and assured farmers of means of transport for their farm produce
  • Provided employment opportunities for people in the society
  • Led to growth and expansion of urban centres .
  • Facilitated industrial process by providing quick and cheap means of transport for raw materials, manufactured goods and industrial workers .
  • Environmental pollution through emission of large amounts of carbon –dioxide/smoke into the atmosphere.
  • Reduced transport cost of goods of trade.
  • Paved the interior of man countries of the world to mining and farming
  • Paved way for colonisation and exploitation of overseas countries of their resources
  • Led to migrations and settlements of people in new lands and consequence development of these lands                              (Any  7×1 = 7mk s ) 

 

17(a)  Methods used by the European powers to occupy Africa during the 19th Century.

  • Used chartered companies of traders to pioneer European motives e.g British South

African company and central  Africa .

  • Used diplomatic negotiations using tactics including trickery to win over Africans
  • Signed treaties both agreement and forced threats to have African lands.
  • Persuaded Africans using lavish promises, giving presents gifts to lure chiefs to allow them to occupy their lands – Lozi and Buganda .
  • Promised Africans protection and trade benefits to have treaties signed e.g with or between Lobengula and Moffat of British S.A company
  • Some established mission stations trading posts, military posts etc as bases to operate from.
  • Politicians in Europe made claims over large areas in Africa for their countries on information of men on the sport.
  • Used divide and rule methods/ played one society against the other caused friction/defeat  g  Fante against Asante.
  • Annexed land bases e.g Lagos to control hinterland
  • Forcefully conquered and occupied areas of resistance e.g in Matebele land .
  • Pressurised rulers to stop slave trade hence started legitimate trade as a means of occupation.
  • Used Benin Conference to determine the occupation of the interior during the scramble                                                                                                           (Any 10 x 1 = 10mks)      

  

  • Reasons why African leaders collaborated with the Europeans.
  • Many African leaders did not understand the intentions of Europeans and assumed they would soon leave .
  • Some wanted protection against their enemies
  • They hoped to save their independence
  • The leaders wanted to retain their positions
  • Material gains from the Europeans
  • Influence from the missionaries already present in their country.

( Any 5 x1 =5mks)

 

SECTION  C  ( 30 MARKS)

 

  1. The political organisation of the Ndebele during the pre-colonial period.
  • It was a kingdom headed by a king
  • The king was a supreme judge and commander in chief of the army
  • The kingdom was divided into a number of military towns
  • Each settlement was headed by an Induna .
  • The Indunas were governed merely by enforcing the rulers directives
  • The settlements ( regimental towns ) were further divided into units ruled by Junior officers
  • The King kept a standing army
  • The King provided the soldiers with  shields ,short stabbing  spears (a segai ) as well as feeding the regiments .
  • Soldiers remained in active service until 40 years when they were released to go and marry.  ( 9 x1 = 9 marks )

 

  • Factors that led to the rise of the Asante Empire.
  • Several small Asante states emerged around Kumasi . They gave support to each other when need arose mainly because they belonged to Oyoko clan .
  • They got a lot of wealth from the Trans Atlantic slave trade which she used to strengthen the Kingdom .
  • Asante acquired guns and ammunition from Europeans which she used to conquer other states
  • Centralisation of the authority under the Asantehene ensured effective administration .

 

 

  • Asante Kingdom was endowed with very important items of trade e.g gold  and Kola nuts
  • The area was fertile and ideal for mixed farming thus plenty of food for the population . (1 x 6 = 6mks )   

 

  1. 19. (a) Problems that European companies faced in Africa during the 19th
  • They had anticipated to get a lot of profit from trade only to discover there was very
  • little trade
  • Most became bankrupt due to lack of revenue
  • They encountered serious resistance from the Africans which made administration very expensive
  • Transport was a very big problem because most rivers were not navigable and other means were not developed e.g  roads and railway
  • Lack of experienced staff: They employed soldiers who had no knowledge of administration                                                                   (1 x 5 = 5mks)

 

  • The consequences of indirect rule.
  • It led to erosion of the traditional powers of the emirs and other African rulers
  • In South Nigeria the warrant chiefs who had been appointed were non-existent contributed  to the  modernisation of the region .
  • In south Nigeria the Missionaries built schools and hospitals and this helped raise the standards of living of he people
  • The introduction of law courts in the south helped to prevent people from taking law into their hands and traditional practices such as mutilation of limbs and human sacrifice were banned.
  • The North remained backward and conservative because missionaries were officially discouraged from going there: Education and health lagged behind.
  • Lack of skilled manpower in the North led to influx of southerners to work as teachers, clerks e.t.c . They dominated the Southerners which later brought about friction
  • The Emirs gained more power over people than before
  • In the North the system was successful because the subject felt that their traditions had been justly protected and were still ruled by their leaders
  • Indirect rule helped to spread the use of modern currency
  • It led to rise of Nationalism. The system had ignored elite and so were not happy . They spearheaded the development of nationalist movements.  

 (1 x10 = 10 mks)

 

20.(a)   The causes of the Temnemende revolt.

  • British extension of the protectorate to include interior Temne and Mende .
  • Use of Creoles in their occupation . Africans hated them because they despised their culture
  • Traditional chiefs had lost their power
  • Police force – The people despised the presence of police among them . They always interfered with the internal politics of African government. They lacked respect for chiefs
  • Loss of Independence
  • Abolition of slave trade – It was their source of livelihood.
  • Loss of land : their land was declared crown land
  • Introduction of hut – tax system – African would not understand the concept of paying for houses they had  built
  • Forced labour – to build barracks, roads
  • Flogging of chiefs in public   ( 1×10 = 10mks )     

 

  • The significance of the Buganda Agreement.
  • It gave legitimacy to British claim over Buganda
  • It gave them a basis for the  administration of Buganda, whose position in the  protectorate was strengthened
  • Kabakas powers were considerably reduced e.g chiefs did not have to rely on is patronage since they were British administrators
  • Saza chiefs were the real beneficiaries . The new land tenure gave them  land  right to impose land rent
  • The increase Sazas of from 1 to 20 by the confirmation of Buganda’s recent annexation of several countries from Bunyoro caused friction later with Bunyoro over her “lost countries”                                                     (1 x 5= 5mks)  

 

 

HISTORY & GOVT IV

PAPER ONE

 

SECTION A (  25 MKS)

 

  1. What is the meaning of Government?       2mks
  2. Give two reasons why the Africans were against the provision of labour for settlers. 2mks
  3. Name two independent religious movements, which were established in Kenya by 1930.       2mks
  4. State two factors that led to the migration of the Bantu people into Kenya.       2mks
  5. What were the reasons behind the construction of Kenya – Uganda railway?       2mks
  6. State two economic activities of the Akamba.       2mks
  7. Trace the administration system of the Mijikenda.       2mks
  8. Apart from trade, give two reasons why Arabs came to the Kenyan coast by 1500 2mks
  9. Name two city states that existed, flourished and declined on the Kenyan coast. 2mks
  10. State the significance of the presence of the Portuguese at the Kenyan coast between

the 15th and 17th centuries.                                                                                               2nks

  1. Mention two symbols of national unity in Kenya.       2mks
  2. Mention two methods used by European relations to establish their rule in Africa 2mks

 

 

SECTION B  (  45 MKS)

 

  1. a) Name three officials of IBEACo. Other than William Mackinnan.                    3mks
  2. b) For what aims was the IBEA Co. formed in Kenya       5mks
  3. c) What part did William Mackinon play in encouraging the British interest in Kenya.                                                                                                                                                            7mks
  4. a) Mention four present day Oromo speakers in Kenya.                                                     4mks
  5. b) What were the reasons for migration of the Oromo from their original homeland? 6mks
  6. c) Give and explain the consequencies of the expansion of the Oromo into Kenya by

1800                                                                                                                      5mks

 

  1. a) Give five reasons for the Akamba resistance against the British.                       5mks
  2. Discuss the reasons for the failure of armed resistance against the British by Kenyan

communities.                                                                                                       10mks

 

  1. a) Why did the Maasai collaborate with the British?                                               5mks
  2. b) What were the results of the collaborations?       10mks

SECTION C  (  30 MKS)

 

  1. a) Define Provincial Administration.                                                                       3mks
  2. b) Explain the functions of the chief.       12mks

 

  1. a) Name three occasions when the Kenyan National anthem is sung.                    3mks
  2. b) Explain six factors that promote National Unity       12mks

 

  1. a) Name three types of local authorities in Kenya.                                                 3mks
  2. b) What services are provided by Local Authorities in Kenya.       12mks

 

 

HISTORY & GOVT IV

PAPER ONE

MARKING SCHEME

 

  1. Meaning of Government.
  • Is a group of people who govern a nation or state.
  • Is an organised political community with the apparatus from the state.

 

  1. Reasons why the Africans were against the provision of labour for settlers.
  • Africans attached no importance to money
  • Many did not like to leave their families inorder to work for the Europeans.
  • The wages provided by the settlers were low
  • The poor and harsh conditions that Africans were subjected to by the white employers eg. Corporal punishment. 1 x 2 = 2mks

                                                           

  1. The independent religious movements which were established in Kenya by
  • Momiya Luo Mission
  • Christian universal Evangelical union
  • Kilumi movement
  • African independent Pentecostal church
  • African Orthodox church

–     Mumbo cult.                                                               Any 2 x 1 = 2mks

 

  1. Factors that led to the migration of the Bantu people into Kenya.
  • Population pressure
  • Search for pasture
  • Search of land for cultivation / farming
  • Iron work stimulated them as they were able to clear big portions of land.
  • Spirit of adventure / wander lust.                        Any 2 x 1 = 2mks

 

  1. The reasons behind the construction of Kenya – Uganda railway
  • To establish effective control over British East Africa
  • To stop slave and promote legitimate trade
  • To facilitate the movement of troops and government administrators.
  • To link Uganda with the East Coast and outside world for greater economic growth.                                                1 x 2 = 2mks

 

 

 

  1. Economic activities of the Akamba
  • Kept livestock
  • They were hunters
  • They were traders / practised commerce
  • They were also cultivators.                                              Any 2 x 1 = 2mks

 

  1. The administration system of the Mijikenda.
  • the political set up of the mijikenda was controlled by the clans.
  • The elders of the clan sorted all matters belonging to their Kaya
  • The clan leaders held some rituals of the Kaya
  • Oath taking was also administered by the elders. Any 2 x 1 = 2mks

 

  1. Reasons why Arabs came to the Kenyan coast by 1500
  • Some fled to the Kenya Coast as a result of religious and political persecution at home.
  • To spread Islam
  • To establish settlements
  • To explore the region
  • Adventure excitement.                                                         Any 2 x 1 = 2mks

 

  1. City states that existed, flourished and declined on the Kenyan coast.
  • Vumba
  • Gedi
  • Mombasa
  • Lamu

 

  1. The significance of the presence of the Portuguese at the Kenyan coast between the 15th and 17th
  • Building of Fort Jesus which became a historical site
  • They brought to the coast crops such as maize, groundnuts, sweet potatoes, cassava, pineapples, paw-paws and guavas.
  • Some of their words were added to Kiswahili
  • Formation of strong links with India
  • They introduced Christianity at the coast though it never had any impact on the local people
  • Their presence reduced the spread of Islam at the coast.

Any 3 x 1 = 3mks

  1. Symbols of National unity in Kenya.
  • The Kenya flag
  • The coat of arms
  • The loyalty pledge
  • The National Anthem
  • National awards                                                 any  2 x 1 = 2mks

 

  1. Methods used by European Nations to establish their rule in Africa.
  • Signing of treaties with African rulers
  • European nations came in to protect their nationals ie traders, missionaries etc
  • The Europeans used military action to force the acceptance of their colonial rule by Africans.                                                                          Any 2 x 1 = 2mks

 

 

 

SECTION B  ( 45 MKS)

 

  1. a) Officials of IBEA Co. other than William Mackinnon
  • Lord Lugard
  • Makenzie
  • Jackson

 

  1. IBEA Co. aims in Kenya.
  • To open up trade in the British territory with Sir William Mackinnon as its chairman
  • To help abolish slave trade in the interior of East Africa using the railway as a means of transport into the interior
  • To establish British influence and administration inland, particularly in Uganda region.
  • To assist in the exploration of East Africa so as to provide incentives for the Europeans to come and invest
  • To build the Uganda railway as a means of transport to the interior so as to exploit the resources.
  • To prevent the German encirclement of the British sphere of influence from within and the South of Kenya                                                                      Any 5 x 1 = 5mks

 

  1. Role of William Mackinnon in encouraging the British interest in Kenya.
  • Started the “British Indian Steamship company” which made friendship with the Sultans of Zanzibar which led to British protectorate over sultans territories.
  • Being a man of mixed motives; –  Religious philanthropist and commercial, he was part of businessmen in Europe who formed companies that financed missionaries to Africa e.g his IBEA Co. intervened in the case of missionary work in Uganda, – Kenya – Uganda protectorate was created.
  • His activities led to the signing of the Heligoland Treaty ( 1890) which divided E. Africa between Germany and Britain giving Kenya to Britain.
  • He encouraged investors from Europe to come to East Africa and help finance the building of the Kenya – Uganda Railway.
  • Urged the British Government for assistance to complete the railway. Though reluctant at first, the British consented later.
  • His company the IBEA Co. was used by the British to rule the Kenya protectorate and the government only took over when the company became bankrupt.
  • Because of the problems encountered by IBEA Co. eg. Keeping officials like captain lord Lugard being too expensive; the British govt decided to take over the rule. Invited the settlers to come and assist in raising revenue to help pay for the cost of building the railway and of administration.
  • Established a chain of forts and trading post from the coast to Uganda this gave the British a prospective view of the interior for exploitation purposes.
  • His company helped to soften the African response to British colonial advance eg. He made treaties with several rulers of the interior.

 

  1. a) Mention four present day Oromo speakers in Kenya.
  • Orma / Galla
  • Borana
  • Burji
  • Gabbra 1 x 4 = 4mks

 

 

 

  1. Reasons for migrations of the Oromo from their original homeland.
  • Search for pasture for their cattle
  • Oromo were running away from their enemies
  • They were forced to move because of cattle diseases
  • Natural calamities such as famine and draught forced them to migrate
  • They migrated in search for water for their animals
  • Family / clan feuds 1 x 6 = 6mks

 

  1. The consequencies of the expansion of the Oromo into Kenya by 1800
  • Through their expansion and settlement in Kenya, a new community, the Oromo came to exist in Kenya.
  • Expansion of Oromo into Kenya brought about population re-distribution. Some, weaker communities were displaced by the incoming Oromo.    Segeju were forced to flee their original homeland to Lamu Islands, Mwangea Hills in malindi and Lower Tana.
  • Oromo attacked Shungwaya the mythical settlement of the Eastern Bantu speakers dislodged them and forced them to migrate further South to safer areas such as Taita Hills and Mt. Kilimanjaro area.
  • Expansion of the Oromo into North Eastern Kenya intensified intercommunity conflicts over pastureland and water rights in the region.   Galla – Somali wars over pastureland.
  • Incoming Oromo communities intermarried with some of the Bantu communities eg. Mijikenda and Pokomo
  • Interaction between the Oromo and the Eastern Bantu groups brought about cultural fusion eg. Pokomo language has borrowed words from Oromo languages.

Any 5 x 1 = 5mks

 

  1. a) Reasons for the Akamba resistance against the British.
  • The British presence after the establishment of an administration station at Machakos adversely affected trade between the Akamba, and the coast. The British interfered with their trading activities, hence resistance.
  • The British porters and Askaris who were used by the British stole, raped and destroyed Akamba property.
  • The British had no respect for Akamba traditions. In 1890 the local British administrator, George Leith committed religious sacrilege by cutting down a tree form an “Ithembo” ( a sacred place) and using it as a flag pol.
  • British attempts to stop Akamba raiding activities on the Agikuyu caused discontent.
  • The British forces, who were stationed at their garrisons at Mwala and Mukuyuni were unpopular among the local communities as they looted and raped women.

1 x 5 = 5mks

 

  1. Reasons for the failure of armed resistance against the British by Kenyan communities
  • Disunity among the Kenyan communities. They at times fought one another,  thus giving room to the British to concentrate their soldiers in an area at a time and play one community against another.
  • Africans lacked modern weapons, thus while the British were using the machine gun they used spears, bow and arrows.
  • African warriors were not trained prior to their military encounters with the   Instead they were hapharzadly gathered in times of need.

 

 

 

  • Some communities had been reduced in population by epidemics and other natural calamities. So they were unable to offer effective resistance to the British.
  • Poor leadership –  Some leaders were even bribed with gifts eg. The Kamba leader accepted gifts of livestock and firearms to give up the armed struggle.

5 x 2 = 10mks

  1. a) Maasai collaboration with British.
  • The rise of the Nandi in the 1850’s due to political centralisation had greatly weakened the Maasai. The Nandi began to raid the communities that the Maasai raided before and even the Maasai themselves with their power and wealth, they could not offer any resistance.
  • The 19th century Maasai civil wars and succession disputes had further weakened them. The maasai fought amongst each other due to succession disputes.
  • Natural calamities e.g locust invasion, cholera epidemic ( 1869) pneumonia (1880s small pox and rinderpest weakened the Maasai.
  • Towards the end of the 19th century there was famine in Maasailand lenana therefore took some of his people to British forces and Gikuyu land to save them from imminent death. After the famine, he went for his people only to learn that they had been sold to slavery by the Agikuyu.  He was forced to seek help from the British.
  • The Kendong massacre where as a result of the killing of 650 Agikuyu and Swahili porters by the Maasai, the Maasai and the British were drawn together. After the attack two Europeans organised a counter- attack on the Maasai and 100 of them were shot to death.  The Maasai were impressed by the military might of the Europeans hence collaboration                                                                                                          5 x 2 = 10mks

 

  1. Results of collaborations?
  • The Maasai warriors were used to fight other uncooperative communities as auxiliaries and mercenaries.
  • Lenana was made “paramount chief of the Maasai.
  • The British used the existing friendship to negotiate for land concessions in 1904 and 1911. In 1904 the Maasai were settled in two reserves, the Laikipia and Ngong and a corridor was created to link the two.  In 1911 complaints from the settlers to the effect that Massai cattle were spreading diseases to their cattle led to the resettlement of the Maasai in one reserve Ngong.
  • The Maasai were given a favoured status by the British
  • They were rewarded with cattle acquired from uncooperative peoples
  • The Maasai were used to pacify resisting communities e.g Nandi, Luo, Bukusu.
  • The Maasai not only lost land but they also lost independence.
  • They were displaced and manipulated. 1 x 5 = 5mks

 

SECTION C.  ( 30 MKS)

 

  1. a) Provincial Administration.
  • Is part of the executive branch of the Central government, which operates at the provincial level.
  • It is composed of the provincial commissioner, District commissioner, District officers, Chiefs and Assistant chiefs.

 

  1. The functions of the Chief
  • Is the main link between the government and the people at the location level
  • Ensures that law and order are maintained. He is empowered to arrest law breakers with the help of administration police.

 

  • Explains government policies to the people in the location through public barazas.
  • Issues permits for both private and public functions.
  • Controls the use of dangerous drugs. Eg. Bhang, and the brewing of illegal drinks
  • Settles minor disputes involving people in his location.
  • He is the chairman of the locational development committee so promotes development projects in his location.
  • Mobilises wananchi to participate in public works eg the building of access roads bridges etc.
  • Checks on the payment of taxes eg. Coffee levy, radio, and bicycle licences.
  • Reports births and deaths and the outbreak of infectious diseases as soon as they occur. 1 x 12 = 12mks

 

  1. a) Occasions when the Kenya National Anthem is sung.
  • National celebrations eg. National days like Madaraka Day, Kenyatta day, Jamuhuri Day.
  • During functions that are presided over by the head of state and other dignataries.
  • The state opening of parliament
  • In schools during assemblies at least once a week.

 

  1. Factors that promote national unity in Kenya.
  • Kenya is a unitary state, and the constitution protects all Kenyans from all types of discrimination. It  also guarantees equality of opportunity to all Kenyans.
  • The government pursues the policy of fair and equitable distribution of resources. Social amenities such as schools, hospitals, are not based on race, religion or ethnic group.
  • Kenya offers the same education for all children in public schools. They use the same curriculum.
  • Social interactions in games, cultural activities, inter-communal marriages and in places of work promote national unity
  • Trade between different communities promotes national unity
  • A national language helps to foster national unity. In 1975 kiswahili was made the national language of Kenya.  It is a language which is spoken by Kenyans of different ethnic backgrounds, thus it promotes national unity.                    2 x 6 = 12mks

 

  1. a) Types of local Authorities in Kenya
  • Municipal councils
  • Urban councils
  • Area/ county councils
  • Town councils 1 x 3 = 3mks

 

  1. Services provided by local authorities in Kenya.
  • They serve the needs of the local people eg. In urban areas they provide markets and market facilities.
  • In rural areas they provided such services as the construction of cattle dips
  • They supplement government efforts by supplying certain services that the government is unable to provide
  • They help in development of participatory democracy as members of local authorities are elected
  • They provide employment opportunities for many eg. as councillors, administrators, clerks
  • They provide solutions to local problems since they are in a better position to understand them than the central government.

 

 

  • They pass by-laws for the smooth running of the local authority eg. For prohibiting rubbish dumping and hawking certain areas.
  • They bury destitute persons who die within their areas of jurisdiction and have no relating
  • They issue trade and business licences in their areas of Jurisdiction.

6 x 2 = 12mks

 

 

HISTORY & GOVT IV

PAPER TWO

 

SECTION A  ( 25MKS)

 

  1. Give short comings of oral traditions as a source of History.       2mks
  2. What is the stone Age?       1mk
  3. Give the names of the three main periods or phases of the stone Age.       3mks
  4. What was the differences between Olduwan and Acheulian tools?       1mk
  5. List the main uses of Acheulian hand axes.       3mks
  6. Which of the pithecines or hominids was also known as proconsul Man?       1mk
  7. Which type of tools is most typical of the late stone Age?       1mk
  8. What do historians call the first tool-making man?       1mk
  9. What was the capital of the Songhai Empire?       1mk
  10. Of which empire of the Western Sudan was Niani the capital?       1mk
  11. Who built boats using bundles of reeds?       1mk
  12. In Africa, drums were often used to send signals. In which country were talking drums

found?                                                                                                                               1mk

  1. What was Shungwaya?       1mk
  2. Which is the other name for the Oromo speaking people?       1mk
  3. Name three inventions which were made by Sir Isaac Newton       3mks
  4. State three results of the interaction between the Shona and the Ndebele during the

pre-colonial period.                                                                                                          3mks

 

SECTION B  (45 MKS)

 

  1. a) How did one become the King of the Asante in the 19th Century?                      1mk
  2. b) State seven economic activities of the Ndebele during the Nineteenth Century 7mks
  3. c) Discuss the social organization of the Buganda       7mks
  4. a) Identify five factors that led to rise of Asante empire.                                        5mks
  5. b) Describe the political organisation of the Asante.       10mks
  6. a) Explain the causes of the Maji Maji rebellion                                                                 6mks
  7. b) Give the reasons for the failure of the Maji Maji uprising.       9mks
  8. a) State three privileges enjoyed by the assimilated Africans.                               6mks
  9. b) Why did the policy of Assimilation fail?       9mks

 

SECTION C  ( 30 MKS)

 

  1. a) Give reasons for the rise and growth of the Buganda kingdom                           6mks
  2. b) Give an account of the establishment of European settlements in Africa before 1870

9mks

  1. a) Name three major world religions                                                                       3mks
  2. b) Discuss the role of religion in society       12mks

 

  1. a) Give reasons why European interest in Africa increased after 1850                   10mks
  2. Identify the factors that facilitated European conquest of African countries in the

19th century.                                                                                                          5mks

 

 

HISTORY & GOVT IV

PAPER II

MARKING SCHEME

 

SECTION A  ( 25MKS)

 

  1. Short comings of oral traditions as a source of History.
  • The information may be distorted due to exaggerations
  • The giver might be biased
  • Inaccurate
  • It may be difficult to distinguish what is real from what is imaginary
  • Failure of memory may lead to omission of facts.

Any 2 x 1 = 2mks

 

  1. Stone Age : Is the name historians have given that long period of mans history in which stone was the most important material used in the manufacture of tools and weapons

 

  1. Periods or phases of the stone Age.
  • Early or old stone Age ( lower palaeolithic)
  • The middle stone Age ( middle palaeolithic)
  • The late stone age / upper palaeolethic. 1 x 3 = 3mks

 

  1. Differences between Olduwan and Acheulian tools

Oldowan tools were fairly crude while Acheulian tools were made using more advanced stare working techniques.

 

  1. Main uses of Acheulian hand axes.
  • Skinning animals
  • Cutting and shaping bone and wood
  • Scraping animal skins
  • Gathering wild vegetable foods
  • Crushing bones for marrow
  • Any 3 x 1 = 3mks

 

  1. Dryopithecus Africanus 1 x 1 = 1mk

 

  1. Tools is most typical of the late stone Age
  • Microlith

 

  1. What historians call the first tool-making man                                               
  • Homohabilis

 

  1. The capital of the Songhai Empire
  • Gao

 

 

  1. The empire of the Western Sudan capital Miani         
  • Mali

 

  1. The Egyptians built boats using bundles of reeds

 

  1. The country where talking drums were found                                                             
  • Ghana

 

  1. Shungwaya – A Bantu settlement and point of dispersal           1 x 1 = 1mk    
  2. The other name for the Oromo speaking people – Galla
  3. Inventions which were made by Sir Isaac Newton
  • He discovered force of gravity
  • He discovered the nature of light and the speed at which it travels
  • He discovered the reflecting telescope and colours of the spectrum.

1 x 3 = 3mks

 

  1. Results of the interaction between the Shona and the Ndebele during the

pre-colonial period.

  • The Ndebele adopted Shona God Mwari
  • Ndebele began to participate in long distance trade
  • The shona were led by the Ndebele ie became their subject.

1 x 3 = 3mks

 

SECTION B  (45 MKS)

 

  1. a) How one became the King of the Asante in the 19th Century
  • Elected by the state kings (Omanihenas)

 

  1. b) Economic activities of the Ndebele during the Nineteenth Century
  • They were cattle keepers
  • They grew crops such a maize, cassava and millet
  • They were raiders, raising their neighbours for cattle
  • They traded with their neighbours
  • They were hunters and gatherers
  • They made pots and baskets
  • They were also iron workers. 1 x 7 = 7mks

 

  1. The social organization of the Buganda
  • They were organised into clans
  • The Kabaka was regarded as a semi-god
  • They have symbols of unity such as royal drums spears stools and throne
  • The umbilical cords of the Kabaka were preserved and the royal bones and tombs.
  • They worshipped their god – Katonda
  • They also practised ancestral worship
  • They had medicine men and sorcerers 1 x 7 = 7mks

 

 

 

 

 

  1. a) Factors that led to rise of Asante empire.
  • Several small Asante states emerged around   They gave supports to each other when need arose mainly because they belonged to Oyoko clan.
  • They got a lot of wealth from the Trans-Atlantic slave trade which she used to strengthen the kingdom
  • Asante acquired guns and ammunition from Europeans which she used to conquer other states
  • Centralization of authority under the Asantehene have ensured effective administration
  • Asante kingdom was endowed with very important items of trade eg gold and Kola – nuts
  • The area was fertile and ideal for mixed farming thus plenty of food for the population 1 x 5 = 5mks

 

  1. b) The political organisation of the Asante.
  • The Asante empire was ruled by a king / Asantehene.
  • He ruled with the advice of a confederacy or union council consisting of kings of the states forming the union
  • These state kings were called Omanhenes.
  • Each of these kings was required to swear an oath of allegiance to the Asantehene and had to give up the right of declaring war at will on a fellow king
  • Each king was required to give a contingent of soldiers when called upon to do so by the Asantehene
  • Asante states were bound together by the golden stool. It was the symbol of unity.
  • Each Omanhene was given a black stool
  • Each state had to pay tribute during wars and national emergencies.
  • The annual Odwira festival further strengthened the spirit of solidarity and nationhood.
  • The Asante had a strong military organisation
  • Each member state of the union was assigned a place in command of one of the wings.
  • The empire consisted of three divisions.
  1. Kumasi – directly under the Asantehene
  2. Amatoo or states outside Kumasi but which were part of the original union and lay 80km radius of modern Kumasi.
  • Conquered states which were considered as provincial and loosely bound to the Asantehene and the union
  • Asantehene appointed officers who represented him in the conquered states and in the diplomatic service. 1 x 10 = 10mks

 

  1. a) The causes of the Maji Maji rebellion
  • Germans were hated because of the way they treated the Africans
  • They imposed hut tax which was collected with a lot of ruthlessness
  • The use of the Arab and Swahili as Jumbos and Akidas was resented by the Tanzanians.
  • Africans were against forced labour. They were forced to work in public projects such as road construction or carrying timber from the forest.
  • Germans had no respect for African culture eg in Ugindo they slept with Mgindo women
  • African land was taken and given settlers
  • Desire by Africans to regain their independence.
  • Cotton scheme: Africans got little pay for the work eg. Zaramo got 35 cents after a whole years work                                                                               1 x 8 = 8mks

 

 

 

 

  1. b) Reasons for the failure of the Maji Maji uprising.
  • Germans had superior weapons compared to the Africans who used bows arrows and spears
  • Germans soldiers were well trained while the African used warriors who were only used to fighting when raiding for defending community. They had no military experience.
  • Germans were able to get reinforcement form Germany
  • The scorched earth policy used by the Germans destroyed corps, livestock leading to starvation of many Africans. This weakened their resistance.
  • Lack of unity among Africans
  • Lack of co-ordination by the Africans. Each tribe fought on its own.
  • The warriors got demoralised when the magic water failed to work
  • Many warriors get demoralised when leaders were captured and executed.
  • Some of the African communities collaborated with the Germans while others refused to join the uprising             1 x 9 = 9mks

 

  1. a) Privileges enjoyed by the assimilated Africans.
  • They enjoyed some civil and political rights as French men
  • They could vote and be voted for
  • They could become members of the French chamber of deputies
  • They were protected by French laws hence were not discriminated against
  • They could become French citizens
  • They were exempted from forced labour 1 x 6 = 6mks

 

  1. Why the policy of Assimilation failed
  • The school system did not indoctrinate the African sufficiently on the value of the policy. The schools were missionaries and were interested in converting the Africans to Christianity than in turning them into French man.
  • Cultural transformation takes generations to occur. Colonial rule lasted about

50 years.

  • French anthropologist rejected the ideas of assimilation. They argued that African culture and traditions should be respected.
  • Africans were strongly attracted to their own cultural values and therefore opposed the cultural imperialism e.g land ownership and polygamy
  • French businessmen saw Africans as a source of cheap labour and disapproved assimilation.
  • Assimilation was too expensive
  • Most Africans were Muslims and were not willing to change to Christianity.
  • French men believed in racial superiority
  • The assimilated Africans were alienated from the rest of the society

1 x 9 = 9mks.

 

SECTION C  ( 30 MKS)

 

  1. a) Reasons for the rise and growth of the Buganda kingdom
  • Steady food supply. The Baganda cultivated plantains in the fertile interlacustrine soils.  They also kept livestock.  These ensured a steady food supply.
  • The fall of the Chwezi dynasty. The Chwezi rule in the 15th century paved way for the rise of Buganda which had been under them.  The Kabaka of Buganda rallied his people behind him to annex some fertile pasturelands from neighbouring Bunyoro.
  • Iron – working: When Buganda took some areas from Bunyoro, the kingdom embarked on serious working and smelting.  This increased the provision of weapons for the kingdoms army agricultural implements and items of trade.
  • Expansion of trade – Buganda grew as a result of its trade relations with the coastal Arabs and swahili who entered the kingdom in the mid – 19th Contact with the Arabs made Buganda acquire firearms which were used in territorial annexation campaigns.
  • Political organisation: The successes of Buganda’s expansion was due to its stable centralised government.  It was centred on the Kabaka who extended his relations to all countries through marriages.
  • Strong standing army: unlike many chiefdoms of that time, the Baganda had a strong army led by skilled commanders.  The leader of the army, Mujuzi instilled good discipline in the soldiers.  A steady food supply                                              1 x 6 = 6mks

 

  1. b) Establishment of European settlements in Africa before 1870
  • The main European powers that set up settlement in Africa before 1870 were Britain, Portugal, France, Spain and Holland (the Netherlands)
  • The settlements were mainly along the coasts where the Europeans settled as traders.
  • The settling up of trading posts in places like the West African Coast, the Cape and along the Mediterranean coast.
  • They also settled on Islands such as the Canaries, madeira, Sao Tome in the Atlantic ocean and Mauritius, Madagascar and Seychelles in the Indian ocean.
  • By 1850 the Dutch (Boer) Trekkers had set up their republics in the interior of South Africa following the Great Trek events ( 1825 – 1840)
  • Trading posts were set up to link with the economically viable hinterland as was seen along the grain, ivory and slave coasts in West Africa.
  • Mission stations were set up in the interior as well as along the coast eg Abeokuta in Nigeria.
  • The construction of military forts and garrisons such as Fort Jesus provided security to Europeans settlers and traders.
  • Other settlements were set up as refreshment centres as was the case of the cape in 1652 by Jan Van Rieback’s group. 1 x 9 = 9mks

 

  1. a) Major world religions
  • Christianity
  • Islam
  • Hinduism
  • Buddhism any 3 x 1 = 3mks

 

  1. b) Roles of religion in society
  • Religion promotes unity in society since people who belong to the same religion are bound together by their religion.
  • Religion provides leadership in society. Early political leaders were also religious leaders.
  • Religion has played an important role in education. The first centres of learning in Europe were monasteries.  The first universities in Europe and Asia started as centers of religious studies.
  • Religious principles and laws from the foundation of modern law. Religious laws eg. The Decalogue ( ten commandments are among the earliest written laws and they have helped to lay a foundation for the development of modern law.
  • Religion has influenced architecture e.g Egyptian temples

 

 

  • Religion has contributed to poetry. Religious texts provide rich poetry e.g the songs of Solomon in the bible, the vedas.
  • Religion has led to a class of religious leaders eg priests, diviners and medicinemen. Because of their special roles in society, they have become important and highly political leaders eg. The pope
  • Religion has helped in the development of art eg painting, sculpture of religious scenes.
  • Religion provides comfort to man in times of problems and despair.

Any 6 x 2 = 12mks

 

  1. a) Reasons why European interest in Africa increased after 1850
  • European traders wanted trading partners.
  • Search for market for the industrial goods
  • They wanted a source of raw materials for the industrial goods
  • Prestige –  they considered colonies as a source of wealth hence a sing of great prestige.
  • Loss of America by Europe following the Manroe Doctrine of 1823 reduces European influence in America and increased their interest in Africa.
  • Emergence of Belgium, Italy and Germany as powers made them to take interest in Africa.
  • The spread of Christianity to check Islamic influence in Africa. Missionary societies urged their mother governments to give them protection against the Against the Africans who were hostile.
  • Surplus population in Europe including freed slaves necessitated search for new areas to resettle this population. Africa was regarded as having “vacant” land
  • Increased geographical knowledge of Africa.
  • The discovery of quinine
  • Improvement in transport eg. Railway and canal construction increased European interest in Africa.
  • Role of explorers and imperialists urged their mother governments to annex their African areas of interest. Any 10 x 1 = 10mks

 

  1. Factors that facilitated European conquest of African countries in the 19th century.
  • Poor military tactics which could not match with modern weapons of the Europeans
  • Poor military strategies
  • Inferiority of weapons
  • Disunity among the African communities
  • Luring of the Africans by the Europeans
  • Divided loyalty with the African communities
  • Punitive expeditions by the Europeans to suppress initial resistance scared the other communities.             5 x 1 = 5mks

 

 

HISTORY & GOVT V

PAPER I

 

SECTION A  ( 25 MARKS)

 

  1. Give two functions of the council of elders among the Akamba during the pre-colonial

period.                                                                                                                                     2mks

  1. State two functions of the Nabongo of Wanga kingdom during the pre-colonial period. 2mks
  2. Identify two factors which encouraged the spread of Islam in Kenya by 1500.       2mks
  3. State two seasons why the Portuguese were able to conquer the coastal settlements by

1500                                                                                                                                        2mks

  1. Give two social effects of missionary activities in Kenya in the nineteenth century.       2mks
  2. Identify two methods which were used by the British to establish colonial rule in Kenya. 2mks
  3. State two methods which were used by the colonial administration to attract white settlers

in Kenya.                                                                                                                            2mks

  1. List down two problems which were experienced by early political associations in Kenya.

2mks

  1. State two objectives of education offered by Christian missionaries in Kenya during the

colonial period.                                                                                                                  2mks

  1. State two factors which led to the formation of Taita Hills Association.               2mks
  2. Which provision in the Kenyan constitution protects the wealth of the individual in

Kenya.                                                                                                                                 2mks

  1. Identify two causes of division within opposition political parties in Kenya.               2mks
  2. Identify two situations which may lead to a by-election in Kenya               2mks

 

SECTION B  ( 45 MKS)

 

  1. a) Why did the Eastern Cushites migrate into Kenya before 1800?                                 5mks
  2. b) Explain the results of the migration and settlement of Eastern cushites in Kenya. 10mks

 

  1. a) What factors enabled the Akamba to participate in the long distance trade in the

nineteenth  century?                                                                                                5mks

  1. b) Explain the impact of the long distance trade to the people of Kenya.        10mks

 

  1. a) What were the terms the 1890 Anglo – German agreement.                                  5mks
  2. b) Discuss the factors which undermined IBEA Company activities in Kenya. 10mks

 

  1. a) How did the Kenya African Union (KAU) promote nationalism in Kenya between

1944 and 1953?                                                                                                      5mks

  1. Explain five constitutional changes which took place in Kenya between 1954 and
  2. 10mks

 

SECTION C ( 30 MARKS)

 

  1. a) What factors facilitated the introduction of many political parties in Kenya in 1991.

5mks

  1. b) Explain the role of opposition parties in government and nation building              10mks

 

  1. a) Why are parliamentary elections held regularly in Kenya                                           5mks
  2. b) Explain five powers that the constitution of Kenya gives the president of Kenya.   10mks

 

  1. a) What are the branches of the local government in Kenya                                          5mks
  2. b) Explain the benefits of local authorities in Kenya             10mks

 

 

 

 

 

 

 

 

 

HISTORY & GOVT V

PAPER I

MARKING SCHEME.

 

  1. – Ruled the community / settled disputes
  • Offered advice to the community
  • Prepared youth for war
  • Presided over religious ceremonies
  • Were the custodians of the social code of ethics/ moral values among the Akamba

Any  2 pts = 1mk each

  1. – Leader of the Buganda Kingdom
  • Appointed administrative officials in the kingdom
  • Controlled trade in the kingdom
  • Was the symbol of unity in the kingdom. 2 x 1 = 2 mks

 

  1. – Arab settlements along the coast
  • Intermarriages between Arabs and the local communities
  • Islam was more accommodating to African culture
  • Commercial activities between Arabs and Africans 2 x 1 = 2 mks

 

  1. – The Portuguese had superior arms
  • The coastal settlements were disunited
  • Portuguese got reinforcement from Goa / India
  • They were ruthless in their attacks. 2 x 1 = 2 mks

 

  1. – They introduced Western education
  • Introduced Western medicine / medical facilities
  • Fought against slave trade
  • Undermined African culture e.g polygamy 2 x 1 = 2 mks

 

  1. – Signing friendship treaties with the local rulers
  • Military force
  • Constructing operational bases
  • Building administrative posts
  • Constructing lines of communication e.g roads and railways
  • Trickery / luring African chiefs
  • Signing partition treaties eg 1886 and 1890 Anglo – German agreements.

2 x 1 = 2 mks

  1. – Giving them loans
  • Providing transport facilities
  • Advertising the availability of free land in Kenya
  • Assuring them about the existence of free / cheap labour

2 x 1 = 2 mks

  1. – Disunity among leaders
  • Inadequate funds to support their activities
  • Opposition by the colonial government
  • Arrest / detention of leaders. 2 x 1 = 2 mks

 

  1. – To teach Africans basic technical skills
  • To train African catechists
  • Civilize Africans
  • Teach Africans basic literacy and numeracy skills
  • Teach Africans better farming methods. 2 x 1 = 2 mks

 

  1. – To oppose the kipande system
  • To oppose the colonial policy of destocking
  • To oppose government move to relocate the Wadawida from Taita Hills to Samburu district.
  • To fight for their land that had been taken by white settlers

2 x 1 = 2 mks

  1. – The right to own property                                                         1 x 1 = 1mk

 

  1. – Personality differences
  • Rivalry over leadership
  • Ethnic affiliation
  • Ideological differences
  • Selfish motives
  • External interference                                                             2 x 1 = 2 mks

 

  1. – Death of a member of parliament (M.P)
  • Imprisonment of an M.P
  • When an M.P resigns from the party that sponsors him to parliament
  • Failure to attend parliamentary sessions for eight consecutive meetings
  • Nullification of election results by a court of law. 2 x 1 = 2 mks

 

SECTION B.

 

  1. a) –  Population pressure
  • They were searching for water and pasture for their livestock
  • External attack by hostile neighbours
  • Outbreak of cattle and human diseases
  • Search for cultivate land
  • Internal quarrels
  • Spirit of adventure. 5 x 1 = 5mks

 

  1. – They introduced livestock farming in the areas they settled
  • They increased human population in the areas they settled.
  • Their settlement led to increased rivalry and conflict over land ownership
  • They spread Islam religion in the areas they settled
  • They intermarried with the communities they came into contact with e.g the coastal Bantu and Samburu.
  • A new community i.e cushites was introduced in Kenya
  • They established trading contacts with the communities they came into contact with e.g they sold milk and butter to the Bantus in exchange for grains.
  • They attacked the Eastern Bantu communities at Shungwaya, thereby forcing them to migrate to their present homeland
  • They introduced new cultural practices to the Bantu communities eg circumcision.
  • Some sections of the cushites acquired the art of iron working from the Bantu communities
  • Some sections of the cushites became mixed farmers eg those who settled along river Tana.

5 x 2 = 10mks

 

 

  1. a) They had good hunting skills which enabled them to acquire ivory and animal skins which

were in great demand at the coast.

  • Their participation in the local trade gave them experience which enabled them to take part in the long distance trade
  • They were strategically located between the coastal Arab and Swahili communities and the

interior  communities  e.g the Agikuyu.

  • Rise of enterprising merchants among the Kamba e.g Kiboi and Munyanya.
  • Existence of good relationship between the Kamba and their neighbours eg Agikuyu and Ameru.
  • The Kamba had skilled worriers (Athiani) who protected their traders during their journey to and from the coast
  • Existence of Kamba settlements / communities at the coast

5 x 1 = 5mks

 

  1. b) – Led to the introduction of Islam religion in the interior parts of Kenya.
  • Led to the introduction of new crops in the interior e.g maize
  • Islam religion was introduced in the interior
  • Increased local trade between the interior communities e.g the Kamba, Agikuyu, Aembu and Ameru.
  • Interior communities acquired a taste for imported goods e.g cotton clothes and beads
  • Led to the development of lines of communication between the interior and the coast
  • Led to the introduction of slavery in the interior parts of Kenya.
  • Led to the introduction of fire arms / guns in the interior
  • Led to intercommunity wars in the interior due to the introduction of arms

5 x 2 = 10mks

  1. a) –  Uganda came under the British sphere of influence
  • Zanzibar and Pemba came under Britain
  • Boundary between Germany East Africa and British East Africa was extended to the Congo Free State.
  • Germany gave up her claims over the territory of Witu
  • Germany got the Sultan claims along the coast of Tanganyika
  • The sultan of Zanzibar was given a 16km ( 10 mile) coastal strip along the Kenyan coast
  • Britain gave the North Sea Island (Heligoland) to Germany.

5 x 1 = 5mks

  1. – Lack of adequate capital to carry out its activities
  • Kenya lacked adequate commodities for export
  • Poor coordination between its local agents in Kenya and the headquarters in Britain.
  • Inadequate managerial skills among its agents in Kenya
  • Corruption / embezzlement of funds by its agents
  • Commercial competition from Swahili, Arabs and Indian merchants.

5 x 2 = 10mks

  1. a) –  KAU supported trade Union activities in the country
  • It influenced the British colonial government to increase African representation in the legislature council (Legco)
  • Supported Eliud Mathu who had been appointed to the legco.
  • Published its own paper, Sauti ya Mwafrika to popularize its objectives throughout the country.
  • Presented African grievances in the international force
  • Supported the activities of Mau Mau freedom fighters by giving them moral and material support.

 

  • Provided leadership for the nationalist struggle
  • Organised rallies in most parts of the country to create awareness on the rights of Africans
  • Held discussions with the colonial government about Kenya’s political future.
  • Laid the foundation for the formation of KANU which led Kenya to independence
  • Opened up branches in various parts of the country to educate the Africans on the need to unite against European imperialists. 5 x 1 = 5mks

 

  1. – The Lyttleton constitution of 1954 led to the appointment of the first African minister

and  nomination of other African leaders to the Legco.

  • In 1957 the first all races elections were held and Africans were elected in 8 constituencies
  • The Lennox Boyd constitution gave more seats to Africans – from 8 to 14 members. For the first time more Africans were elected to the legco.
  • The first Lancaster House Conference (LHC) of 1960 gave Africans more seats in the Legco. Thus African representation moved form 14 to 33 members.
  • In 1960 the state of emergency was lifted and Africans were allowed to form country wide political parties KANU and KADU were thus formed.
  • The second LHC drew up the independence constitution whereby Kenya became a Majimbo / federal state.
  • In 1961 the first general elections were held and KANU won but refused to form the government until the release of Kenyatta. KADU formed the government with Ngala as the leader of government business.
  • KANU and KADU formed a coalition government whereby Ngala and Kenyatta became the two leaders of the government.
  • On June 1st 1963 Kenya got internal self – government with Kenyatta as the first prime minister
  • On December 12th 1963, Kenya attained full independence. 5 x 2 = 10mks

 

SECTION C.

 

  1. a) –  Economic hardships in the country i.e unemployment and inflation.
  • External pressure from the international community
  • Internal agitation for change by multi – party activists eg. Clergymen and lawyers.
  • Repealing of section 2 (A) in the Kenya constitution which legalized the formation of many political parties in the country.
  • End of the cold war. 5 x 1 = 5mks

 

  1. – They provide basis for peaceful solution of problems in Kenya.
  • Ensure that government of the day does not misuse its power.
  • Offer alternative programmes (policies to those of the ruling party.
  • Keeps the government of the day on its toes by pinpointing out its shortcomings.
  • Educate the masses on their rights
  • Ensure proper utilization of public funds through public investment committee (PIC).
  • Contribute to the process of law making
  • Mobilize people for participation in the political / democratic process.

5 x 2 = 10mks

 

  1. a) –  Elections are held regularly in line with what is stated / stipulated in the constitution of

Kenya.

  • In order for the sitting members of parliament (MPs) to effectively address the needs of the electorate

 

  • It is a way of giving people the mandate to the party of their choice to rule.
  • Gives Kenyans a chance to elect people of their choice
  • Gives the electorate an opportunity to chose leaders whom they have confidence in.
  • Gives Kenyans a chance to exercise their constitutional right of participating in the democratic process. 5 x 1 = 5mks

 

  1. – Power to prolong parliament
  • Power to dissolve parliament
  • Power to appoint and dismiss the vice president
  • Power to appoint and dismiss senior public officials / servants
  • Power to pardon criminals who are convicted in a court of law.
  • Power to maintain peace in the country by upholding the rule of law.
  • Power to preserve public security through declaring the state of emergency.
  • Power to permit ministers and other officers in the civil services to be out of the country.
  • Power to form government after a general election.
  • Power to declare war or make peace with enemies
  • Power to establish commissions of inquiry to investigate issues of national importance.
  • Powers to perform the official opening of parliament after general elections
  • Powers to nominate MPs after a general election. 5 x 2 = 10mks

 

  1. a) –  City councils
  • Municipal councils
  • Urban councils
  • Area councils
  • Town councils
  • County councils             5 x 1 = 5mks

 

  1. – They provide essential services to the people e.g marketing, medical and educational facilities
  • Give people a chance to exercise their democratic rights of choosing leaders.
  • Offer job opportunities eg. Employ clerks, and manual workers
  • Help to solve local problems e.g pollution of the environment
  • Pass by –laws which regulate public life in their local areas
  • Facilitate commercial activities in their local areas through provision of trade licences.

5 x 2 = 10mks

 

HISTORY & GOVT V

PAPER II

 

SECTION A  (  25 MARKS)

 

  1. Give two limitations of using written records as a source of African history.     2mks
  2. State two characteristics of Homo Sapiens     2mks
  3. Give two reasons why early man cultivated crops     2mks
  4. Identify two factors which favoured the development of crop growing in ancient Egypt 2mks
  5. Give two uses of Bronze in Ancient Benin    2mks
  6. Give two advantages of drum beating as a form of communication over the use of

smoke signals in Africa during the pre-colonial periods                                                                2mks

  1. Name two ways in which railway transport contributed to the Agrarian Revolution in

North America.                                                                                                                      2mks

  1. Give two limitations of using barter as a form of trade.      2mks
  2. Identify two factors which led to the decline of the Trans-saharan trade            2mks
  3. State two government policies which have contributed to Industrialization in India.      2mks
  4. Give two functions of Buganda traditional parliament.      2mks
  5. State the main reason why Samori Toure resisted the French      2mks
  6. Name two systems of colonial administration which were used by the British to

administer their colonies in Africa.                                                                                      2mks

 

SECTION B.  ( 45 MARKS).

 

  1. a) What were the features of religion in ancient Egypt                                                     5mks
  2. Explain the impact of the spread of Islam religion in Africa during the pre-colonial

period.                                                                                                                            10mks

  1. a) What factors undermine the process of  industrialization in the Third World Countries?

5mks

  1. Explain five factors which led to the emergence of Japan as an industrial power after
  2.                           10mks
  3. a) What factors facilitated the rise and development of Trans-atlantic trade                5mks
  4. Explain five ways in which Trans-Atlantic trade affected West African communities

10mks

  1. a) Why did some African communities resist European imperialists in the nineteenth

Century?                                                                                                                             5mks

  1. Discuss five problems which faced the Algerians during their struggle for independence.

5mks

 

SECTION C:  30 MKS.

 

  1. a) What were the economic activities of the Ndebele people during the pre- colonial

period?                                                                                                                                    5mks

  1. b) Describe the features of government in the pre-colonial Ndebele Kingdom                        10mks

 

  1. a) Why were African independent churches established?                                        3mks
  2. Explain six factors which promoted Christian missionary activities in Africa

during the nineteeth century.                                                                               12mks

 

  1. a) What are the sources of the British Constitution?                                               5mks
  2. b) Explain five functions of the Prime Minister in Britain.       10mks

 

 

HISTORY & GOVT V

PAPER II

MARKING SCHEME

 

  1. – Some contain inaccurate information.
  • Some records are biased
  • Some are not readily available
  • Some are written in foreign languages
  • Some have inadequate information
  • Some limited only to those who can read and write. 2 x 1 = 2mks

 

 

  1. – Had a large brain
  • Walked upright
  • Had a speech for communication
  • Had smaller jaws
  • Had a thick skull
  • Had a slopy forehead
  • Had a well developed thumb for grasping objects
  • Was heavily built. 2 x 1 = 2mks

 

  1. – Need to feed in creased population
  • Hunting and gathering was becoming tiresome
  • Scarcity of wild crops due to climatic changes 2 x 1 = 2mks

 

  1. – Availability of cheap labour
  • Invention and use of farming tools eg wood plough and hoe
  • Existence of indigenous type of grains eg oat and barley
  • Existence of fertile soil along the Nile valley
  • Availability of water for irrigation from the R. Nile
  • Existence of a stable government
  • Invention and use of the shadoof method of irrigation
  • Invention of a writing system which enabled the Egyptians to record their produce.
  • Invention of weather forecasting techniques
  • Influence from the far East ie. Mesopotamia. 2 x 1 = 2mks

 

  1. – Making royal regalia
  • Making weapons
  • Making statues of rulers, noblemen and worriors
  • Making ornaments
  • Making religious figures eg gods
  • Was used as an item of trade. 2 x 1 = 2mks

 

  1. – Drum beating could be used at any time – both day and night whereas smoke signals could

only be used during the day.

  • Drum beats relayed specific messages whereas smoke relayed different messages
  • Drum beats unlike smoke signals could be used during wet and dry seasons
  • Drum beats relayed messages faster than smoke
  • Drum beats unlike smoke spread messages over a wider area.

2 x 1 = 2mks

 

  1. – Provided transport for farm machinery and such inputs as fertilizers
  • Provided an efficient and reliable means of transport for agricultural produce
  • Provided cheap transport for farm labour / workers.

2 x 1 = 2mks

 

  1. – Some commodities are difficult to transport for they are either heavy or bulky.
  • It is not easy to establish the exchange rate of commodities
  • Perishable goods are likely to go to waste if negotiations are not done in time.
  • Requires double coincidence of need / demand
  • Some commodities are not divisible into smaller units

2 x 1 = 2mks

 

  1. – Competition from the Trans Atlantic trade
  • Shortage of trading items eg salt
  • Insecurity along the trade routes
  • Political instability in Western Sudan
  • Lack of adequate funds among traders to both buy goods and pay taxes.

2 x 1 = 2mks

  1. – Restriction of imported goods
  • Promotion of technical and scientific education
  • Development of heavy industries by state / government
  • Emphasis on industrialization in the five year development plans
  • Encouragement of foreign investment in the country

2 x 1 = 2mks

  1. – Made laws for the kingdom
  • Checked on the activities of government
  • Advised the Kabaka
  • Represented the interests of the people
  • Acted as a court of appeal / settling disputes
  • Planned government expenditure besides directing tax collection.

2 x 1 = 2mks

  1. – To preserve the independence of the Mandika Kingdom                    1mk

 

  1. – Indirect rule
  • Direct rule 2 x 1 = 2mks

 

  1. a) –  It was polytheistic
  • People believed in life after death
  • Religion controlled all aspects of peoples lives
  • Egyptians had priests who conducted religious ceremonies
  • They buried the dead with their property
  • The Egyptians offered sacrifices to the gods
  • They believed in the day of judgement
  • Pharoah / King was viewed as a god
  • They worshipped in temples. 5 x 1 = 5mks

 

  1. – Indigenous religion was replaced in some areas
  • Muslim system of government (Sharia) was introduced in some areas eg Western Sudan
  • Muslim traders introduced new crops in some areas
  • Led to intermarriages between Muslims and the indigenous communities
  • New / Arabic words were introduced into the local languages eg. Kiswahili
  • Arabic literacy skills were introduced in some areas
  • Arabic and Persian architecture was introduced in some areas eg West Africa and the Coast of E. Africa.
  • Led to the introduction of slave trade
  • Arabic / muslim culture was introduced in various parts of Africa e.g wearing of caps and veils among men and women respectively.
  • Islam became a unifying factor in some areas. 5 x 2 = 10mks

 

  1. a) –  Inadequate capital
  • Political instability
  • Competition from the developed nations
  • Poorly developed transport and communication facilities
  • Poor industrial development policies / programmes
  • Lack of adequate skilled human resources / manpower. 5 x 1 = 5mks

 

  1. – Emphasis on technical education
  • Existence of labour force with industrial knowhow
  • Favourable government policy e.g the government offers subsidies to industrial entrepreneurs
  • A well established industrial base which formed a foundation for Industrial growth after 1945
  • Availability of raw materials in the country eg silk
  • Availability of local and external market
  • Good industrial relations
  • Japanese work ethics which encourages hard work
  • Japanese goods are cheap and hence competitive in the international market
  • Scarcity of farming land
  • Good natural harbours
  • The government has a lot of investments in foreign countries
  • The government encourages foreign investments.
  • Japan received both technical and financial aid from USA after 1945.

5 x 2 = 10mks

 

  1. a) –  Demand for slave labour in America and the Caribbean
  • Demand for imported goods e.g cotton clothes, spirits and firearms in West Africa.
  • Availability of trading items in West Africa e.g slaves, Ivory, gold and animal skins
  • Decline of Trans-Saharan trade
  • Accessibility of the West African Coast by Sea.
  • Existence of strong states such as Denkyra, Ekwapin and Asante which provided a conducive atmosphere for the trade.                                      5 x 1 = 5mks

 

  1. – Many people lost their lives due to slave raiding activities
  • Some areas were depopulated due to slave trading activities
  • Created fear and insecurity in some areas
  • Led to the rise of rich African merchants e.g Jaja of Opobo
  • Slave raiding activities creates war and mistrust between communities.
  • Attracted European missionaries in West Africa, spread Christianity in the area.
  • Led to intermarriages between European traders and the local people.
  • West Africans acquired a taste for imported goods e.g spirits and cotton clothes
  • Led to the emergence of urban centers eg Lagos along the coast of West Africa.
  • Slave raiding disrupted productive economic activities eg farming thereby increasing incidence of famine in some areas. 5 x 2 = 10mks

 

  1. a) –  Some communities resisted to safeguard their independence
  • Some resisted for they undermined the military strength of the European imperialists
  • Some wanted to protect their land
  • Come communities resisted for they had a strong economic base to sustain the resistance
  • Some resisted to safeguard their economic structure e.g trade
  • Some communities resisted for they were assured of winning the war by their religious leaders
  • Some resisted to preserve their culture
  • Some were against the imposition of taxes and forced labour

5 x 1 = 5mks

  1. b) – Many Algerian nationalists were arrested and detained by the French colonial government
  • The nationalists had limited access to media hence were unable to effectively sell their policies to the people
  • The French colonial government used violence e.g murder against the nationalists
  • Inadequate funds to finance their nationalism activities eg purchase of arms
  • The nationalists were denied the right to hold meetings to sell their ideas to the people
  • Opposition from the white settlers (colons) in the country
  • Lack of a well trained army to challenge the French colonial government.
  • The French colonial government bought some nationalists who gave information to the government which was detrimental to the nationalist struggle
  • Banning of nationalist political parties by the French colonial government.

5 x 2 = 10mks

  1. a) –  The Ndebele kept cattle and goats
  • They grew crops eg millet and sorghum
  • They hunted wild animals for hides and meat
  • They gathered wild fruits and vegetables
  • They traded with their neighbour eg. Shona
  • They smelted iron
  • They made iron weapons and farming tools
  • They raided cattle from their neighbours. 5 x 1 = 5mks

 

  1. – Ndebele Kingdom was a centralized military state
  • The kingdom was headed by a king whose post was hereditary
  • The kingdom was divided into four administrative units /provinces
  • Each administrative unit was divided into regimental / military town under a chief / induna
  • The indunas were responsible for the maintenance of law and order in their respective areas
  • The kingdom had a regular army whose role was to protect the kingdom from external attack and punish uncooperative communities
  • Conquered people were allowed to retain their independence as long as they paid annual tribute to the Ndebele king. 5 x 2 = 10mks

 

  1. a) –  To incorporate some African cultural practices into Christianity
  • To provide leadership opportunities to the African clergy
  • Africans wanted to be independent from European domination in the church.
  • Africans wanted to force themselves from the rigidity of European missionaries.
  • To provide educational opportunities to the Africans
  • To protest against colonialism
  • Some Africans claimed to have had a vision in which they were instructed to start their own church. 3 x 1 = 3mks

 

  1. – Existence of already established trade routes which facilitated the movement of missionaries
  • Use of African guides and porters which facilitated the movement of missionaries and the transportation of their luggage
  • The learning of local languages by the missionaries
  • Translation of the Bible into local languages
  • The discovery of cure for some tropical diseases eg quinine which helped to treat malaria which reduced the number of death cases among the missionaries
  • Missionaries were protected by some local rulers

 

 

  • Support given to the missionaries by the colonial government
  • The existence of displaced people eg. Freed slaves who readily accepted Christianity.
  • The establishment of mission stations which acted as operational bases for the missionaries.

6 x 2 = 12 mks

 

  1. a) – Act of parliament eg the Magna Carta and the 1911 parliament Act
  • The British conventions, e.g those which protect the British citizens against the excess of the executive
  • Decisions made by British law courts from time to time become part of the British constitution.
  • Legal publications by reputable authorities eg lawyers, scholars, statesmen and political thinkers.
  • Hansard / parliamentary reports
  • Royal prerogatives eg to declare war or treaties. 5 x 1 = 5mks

 

  1. – The prime minister (PM) is the leader of the House of Commons
  • Is the head of the British government
  • Chairs cabinet meetings
  • Appoints and also dismisses ministers
  • Initiates both domestic and foreign policies
  • Represents Britain in international from. 5 x 2 = 10mks

 

 

HISTORY & GOVT VI

PAPER I

 

SECTION A :            ( 25 MKS)

 

  1. Give two reasons which led to the migration of the Luo into Kenya.       2mks
  2. What were the effects of their migration into Kenya.       2mks
  3. Why did the Bantu migrate from their coastal settlement at Shungwaya in the sixteenth century?                                                                                                                      2mks
  4. State two religious practices of the Agikuyu.       2mks
  5. Identify the main way in which Islam spread in the interior of Kenya            2mks
  6. Give two reasons why the British allowed the Imperial British East Africa to administer

their possession in East Africa during the 19th Century                                                 2mks

  1. What were the reasons behind Wanga’s collaboration?       2mks
  2. What were the reasons behind the construction of Kenya – Uganda railway?       2mks
  3. Give two reasons why the Africans were against the provision of labour for settlers. 2mks
  4. What grievances did Asians have against the colonial government in Kenya?. 2mks
  5. Why is the Devonshire White paper regarded as a turning point in the colony’s

development.                                                                                                                   2mks

  1. Name two independent religious movements which were established in Kenya by 1930.       2mks
  2. Name any one officer of the Provincial Administration who is appointed by the Public

Service Commission.                                                                                                       1mk

 

 

 

 

 

SECTION B. (45 MKS)

 

  1. a) Explain the factors which led to the collapse of Portuguese rule by 18th              10mks
  2. Give five reasons why the Omani Arabs were interested in establishing their control

over the Kenyan Coast.                                                                                        5mks

 

  1. a) Explain the factors that led to the establishment of the independent churches and

schools.                                                                                                                      10mks

  1. b) State five problems that faced the independent schools in colonial Kenya.             5mks

 

  1. a) Explain the problems that faced early political and social movements up to 1939. 3mks
  2. b) What led to the formation of trade unions in colonial Kenya.?       7mks
  3. Identify ways in which trade union movement contributed to the struggle for

independence in Kenya.                                                                                      5mks

 

  1. a) What was the significance of the Mau mau uprising.                                                      5mks
  2. b) Explain the results of the uprising          10mks

 

SECTION C.  (30MKS)

 

  1. a) Identify five categories of people whose personal liberty is limited.                             5mks
  2. b) What are the constitutional powers of a president in Kenya.           10mks

 

 

  1. a) Give any one type of a case handled by the judiciary in Kenya.                               1mk
  2. Identify the five branches of the Kenya police             5mks
  3. State the functions of the Armed forces in Kenya.             9mks

 

  1. a) What are the special courts and tribunals in Kenya.                                            5mks
  2. b) Identify the sources of revenue for local authorities.           10mks

 

 

HISTORY & GOVT VI

PAPER I

MARKING SCHEME.

 

SECTION A :            ( 25 MKS)

 

  1. Reasons which led to the migration of the Luo into Kenya.
  • Over population
  • Internal conflicts
  • External attacks
  • Spirits of adventure
  • Overstocking hence the need for new grazing lands.                         1 x 2 = 2mks

 

  1. Effects of their migration into Kenya.
  • Redistribution of people in Western Kenya
  • The Gusii were forced to mover from their homelands to other areas.
  • There were inter-marriages with their neighbours eg the Samia, Abagusii and Abakuria.

 

 

  • Some communities adapted some aspects of Luo culture eg. Abasuba and some Luyia groups adapted Luo words and customs.
  • The occupation of fertile land influenced some to take up farming.
  • They established trading links with their neighbours eg. Abagusii and Abaluyia.
  • There was population increase in Western Kenya.

1 x 2 = 2mks

 

  1. Why the Bantu migrated from their coastal settlement at Shungwaya in the 16th century

–     Invasion of the settlement by the Oromo (Galla).

  • Internal conflicts
  • Population increase
  • Natural calamities e.g outbreak of diseases epidermic/ drought
  • Search for more land for settlement and pasture. 1 x 2 = 2mks

 

  1. The religious practices of the Agikuyu.
  • Ancestral worship
  • Worshipped God in sacred places
  • They offered sacrifices to God. Any  2 x 1= 2mks

 

  1. Ways in which Islam spread in the Interior of Kenya

–   Through the influence of Arab and Swahili traders who were muslims.

                                                                                                                  Any  1x 2= 2mks

 

  1. Reasons why the British allowed the imperial British East to administer their possession in East Africa during the 19th
  • It would have been very expensive for the British Tax payers to sustain the administration of the colony.
  • The company officials were familiar with the region based in their trading experience in the area.
  • British government did not have enough personnel for administration.

Any  2 x 1= 2mks

  1. Reasons behind Wanga’s collaboration
  • He wanted to consolidate his position and that of his kingdom
  • He wanted to secure military support against his enemies, Luo, Abagusii and Bukusu.
  • He hoped to obtain material benefits from the British
  • He wanted to acquire military support to expand his kingdom.
  • He wanted to gain fame and prestige by associating with the British.

1x 2 = 2mks

  1. The reasons behind the construction of Kenya – Uganda railway
  • To establish effective control over British East Africa
  • To stop slave and promote legitimate trade
  • To facilitate the movement of troops and government administrators.
  • To link Uganda with the East Coast and outside world for greater economic growth. 1 x 2 = 2mks

 

  1. Reasons why the Africans were against the provision of labour for settlers.
  • Africans attached no importance to money
  • Many did not like to leave their families inorder to work for the Europeans.
  • The wages provided by the settlers were low
  • The poor and harsh conditions that Africans were subjected to by the white employers eg. Corporal punishment. 1 x 2 = 2mks
  1. Grievances did Asians have against the colonial government in Kenya.
  • Exclusion from the Highlands
  • Various farms of segregation especially in the urban centres
  • Equality with Europeans in matters of politics and economic opportunities.                                                                                                                                     1 x 2 = 2mks

 

  1. Why the Devonshire White paper is regarded as a turning point in the colony’s development.
  • It pleased neither the Europeans nor the Asians. The settlers realised they would never be able to achieve their goal of self government.
  • The Asians were bitter since they did not acquire equality with the settlers.
  • They refused to take upseats in the legco until 1933
  • Africans although not represented in the conference were the main beneficiaries.                                                                                                             1 x 2 = 2mks

 

  1. The independent religious movements which were established in Kenya by
  • Momiya Luo Mission
  • Christian universal Evangelical union
  • Kilumi movement
  • African independent Pentecostal church
  • African Orthodox church
  • Mumbo cult. Any 2 x 1 = 2mks

 

  1. Any officer of the Provincial Administration who is appointed by the Public Service Commission.
  • The chief
  • The District officer
  • The Assistant Chief. Any 1 x 1 = 1mks

 

SECTION B. (45 MKS)

 

  1. a) The factors which led to the collapse of Portuguese rule by 18th

–    Portugal was a small country with a small population and could not supply enough

administrators and soldiers to administer her overseas territory.

  • The Coastal communities organised constant rebellions against them which made them weak.
  • Portuguese administrators were corrupt greedy and inefficient. Their aim was to enrich themselves.  They embezzled funds meant for administration.
  • Trade along the Kenyan Coast declined due to constant wars and heavy taxation imposed on trading goods by the Portuguese. They suffered lack of revenue.
  • Their settlements were attacked by the Zimba from lower Zambezi valley, who looted property and killed people.
  • They were attacked by tropical diseases such as malaria which killed many of them.
  • The distance between Portugal the Coast was another problem. It delayed reinforcement.
  • Gold trade which had attracted them declined as traders diverted their route away from Portuguese controlled areas. This meant lack of revenue.
  • They were further weakened by commercial competitions between them and other Europeans eg Dutch, British and French.
  • The coastal communities obtained support against them from the Turks

 

 

  • The final blow was the attack by the Omani Arabs. They sieged Fort Jesus for 33 months finally forcing the portuguese to surrender due to hunger and disease.

Any  10 x 1= 10mks

 

  1. Reasons why the Omani Arabs were interested in establishing their control over the Kenyan Coast.
  • To control trade
  • To establish political control over the Kenyan Coast
  • Coast had a pleasant climate compared to Muscat which was hot and dry.
  • Good fertile soils for growing crops
  • Deep natural harbours for ships to anchor
  • Adequate water. Any 5 x 1 = 5mks

 

  1. a) Factors that led to the establishment of the independent churches and schools.
  • Cultural preservation – Africans were opposed to European attempt to eradicate essential cultural practices.
  • Paternalism –  Africans were regarded as incapable of leadership in churches administration, education etc.  they were considered immature and had to be led.  They resented this kind of attitude.
  • Discrimination / Segregation – Missionaries betrayed the Christian principle of love by considering Africans as primitive, backward, barbaric and needing salvation.
  • Denominationalism –  Africans received an already divided church.
  • Nationalism – They wanted to regain their lost independence and cultural heritage which had been eroded
  • They resented land grabbing
  • They did not want the 2nd class type of education offered to them.
  • They resented land grabbing
  • Doctrinal differences leading to many divisions especially in Protestant churches encouraged Africans to start their own
  • Africans were faced to work for Europeans at low wages
  • Taxation growing of cash crops and Kipande system.

Any 10 x 1 = 10mks

 

  1. b) Problems that faced the independent schools in colonial Kenya.
  • Organisation and planning e.g problems of quality of buildings, teaching material and teaching staff.
  • Opening of more schools had been prohibited by the colonial government.
  • The level at which to start the teaching of English in primary schools.
  • Which syllabus to follow
  • Lack of trained teachers
  • Lack of co-ordination. Any 5 x 1 = 5mks

 

  1. a) Problems that faced early political and social movements up to 1939.
  • Hostility from colonial government e.g leaders of political parties were arrested and departed.
  • The colonial government created local native councils as rival bodies through which African politicians channelled thereby weakening and even causing the extinction of the associations.
  • They were tribal based and became ineffective.

 

 

  • Leadership and membership was confined to the Western educated elite
  • There were constant conflicts and rivalry between the government
  • They lacked funds to promote their activities.

Any 3 x 1 = 3mks

 

  1. b) Factors which led to the formation of trade unions in colonial Kenya.
  • Laws enacted to legalise provision of labour eg. Hit tax ordinance of 1901 vagrancy ordinance of 1896, native registration ordinance of 1915 (Kipande system)
  • Conditions of employment were pathetic – overworked and underpaid
  • Introduction of poll tax
  • Improvement in housing, food rations, medical facilities etc.
  • Low wages
  • Racial discrimination – Africans doing the same job with white was paid less because of his race.
  • Partiality and disrespect shown to African workers whenever they were employed. 1 x 7 = 7mks

 

  1. Ways in which trade union movement contributed to the struggle for independence in Kenya.
  • Trade unions sensitized workers about the importance of joining political parties that struggled for independence.
  • They organised strikes and boycotts to oppose some policies of colonial government.
  • They contributed money to political parties to enable them sustain the struggle for independence.
  • They provided relevant training ground for nationalist leaders eg. Shikuku, Tom Mboya.
  • When political parties were banned trade unions continued with the nationalist activities.
  • Release of political prisoners e.g Harry Thuku.

1 x 5 = 5mks

  1. a) The significance of the Mau mau uprising.
  • The movement demonstrated that the minority settler government could not rule Kenya. This was because troops had to come from Britain to support the colonial government in Kenya.
  • The colonial administration realized that it had a wrong approach in its administration.
  • The movement focused international attention on Kenya. The international community was keen on finding out how the Africans were being treated by the whites in Kenya.  This forced them to improve African conditions.
  • The uprising caused a lot of suffering for many African communities e.g hunger, loss of lives, displacement and bitterness.
  • The Kikuyu community was divided into loyalist (home guards/ and Mau mau supporters. 1 x 5 = 5mks
  1. Explain the results of the uprising          
  • Many people lost their lives
  • The conflict resulted in a lot of destruction of property
  • Many people were arrested ad detained
  • The conflict created civil war in Kikuyu land between the loyalists and supporters of Mau Mau. The government fully supported the loyalists and encouraged them to form the home guard movement to protect their property.
  • The war drew the attention of the British people to the crimes which Africans suffered at the hands of the colonial government.

 

 

  • The rebellion struck a decisive blow at the political dominance of European settlers
  • The war speeded up the March to independence
  • It also led to restriction of political activities. African political parties were banned eg. K.A.U.
  • Britain was alerted to the fact that Kenya could no longer be denied a representative government.
  • It led to establishment of emergency villages, which were created to alienate the civil societies from Mau mau fighters
  • It led to the declaration of a state of emergency as a result of which curfews and other restrictions became the order of the day.
  • It led to political awakening of Africans of all ethnic groups.

Any 10 x 1 = 10mks

 

SECTION C.  (30MKS)

 

  1. a) Categories of people whose personal liberty is limited.                 
  • Convicted criminals
  • A person suspected of having committed or about to commit a criminal offence.
  • A person suspected of having committed or about to commit a criminal offence.
  • A person of unsound mind
  • A drug addict
  • A vagrant
  • A young person under 18years of age may be denied personal liberty for the purpose of his education and welfare.
  • A person with an infection or contagious disease be detained to prevent him from spreading it.                                     Any 5 x 1 = 5mks

 

  1. b) The constitutional powers of a president in Kenya.
  • He must protect the rights and freedoms of citizens ie incase of a serious security threat he can declare a state of emergency.
  • Attend parliamentary proceedings as a member of parliament
  • Dissolves parliament if the situation demands so
  • Has the power to appoint senior government officials such as ministers, provincial and District Commissioners, permanent secretaries.
  • He nominates members of parliament. He can give clemancy to people condemned to death offer other appeals have failed.
  • Gives assent to bills before they become Acts of parliament
  • He has power to appoint special commissions and boards to investigate matters of a public interest and to name members of such commissions.
  • He is the leader of the National Assembly ( he usually appoints the V.P. to be on his behalf.
  • He grants honours to deserving citizens on national days eg. Honour of elder of the Burning spear, Morans of the burning spear etc.
  • Hires assent to bills before they become Acts of parliament.

1 x 10 = 10mks   

  1. a) Type of a case handled by the judiciary in Kenya.
  • Criminal
  • Civil any 1 x 1 = 1mk

 

 

 

  1. Branches of the Kenya police
  • Regular police
  • Traffic police
  • Anti – stock theft unit
  • Police air wing
  • General service unit
  • Special branch
  • Criminal Investigations Department (CID) Any 5 X 1 = 5mks

 

  1. Functions of the Armed forces in Kenya.
  • Defend a Kenya from external invasions
  • The navy is responsible for dealing with illegal docking and departures of sea vessels
  • The navy protects marine life and prevent unauthorised fishing in Kenyan waters by foreign vessels.
  • They help in suppressing riots and other disturbances which the polices are unable to handle
  • They also build roads and bridges hence contributing towards national development.
  • They also help to put out forest fires
  • They also help in the evacuation of civilians from floods and other natural calamities.
  • They participate in the United Nations sponsored peace keeping missions
  • They organise parades during national celebrations.

1 x 10 = 10mks

  1. a) The special courts and tribunals in Kenya.
  • The industrial court
  • The rent Business tribunal
  • The Khadhis Court
  • The Court martial
  • The rent restriction tribunal. 5 x 1 = 5mks

 

  1. b) The sources of revenue for local authorities.
  • Fees for all services rendered e.g Mortuary services health services and sewage disposal.
  • Service charge by resident of various authorities
  • Rates from property owners
  • Rent charged on the authority houses and offices space belonging to them.
  • Sale of licences
  • Fines imposed on offenders
  • Donations loans from donors
  • Less on crops like coffee and tea in areas where such crops are grown.
  • Grants from central government
  • Returns from investments they have made. 1 x 10 = 10mks                      

 

 

HISTORY & GOVT VI

PAPER II

 

SECTION A ( 25MKS)

 

  1. Identify the two areas of the study of History.       2mks
  2. What is the meaning of government.       1mk
  3. Identify any two forms of government       2mks

 

  1. State any two sources of information on History and Government.       2mks
  2. Identify any one archaeological site in Tanzania.       1mk
  3. State two characteristics that distinguish man from other primates.       2mks
  4. List down any two theories that have been put forward to explain the origin of man 2mks
  5. Identify any two uses of bronze in the Kingdom of Benin.       2mks
  6. List two early sources of energy       2mks
  7. State two ways in which slaves were obtained in West Africa.       2mks
  8. State two objectives of international trade Agreements.       2mks
  9. Why were the Ghanians opposed to the Burns Constitution of 1946.       1mk
  10. State two problems facing the Pan African movement       2mks
  11. Give two reasons why Hitler was interested in Russia at the beginning of the 2nd World

War                                                                                                                                   2mks

 

SECTION B (45MKS)

 

  1. a) Explain seven ways in which Homo Erectus attempted to improve his way of life.      7mks
  2. Why did the early man change from hunting and gathering to plant and animal

production?                                                                                                           8mks

  1. a) Identify five ways in which research and development has benefited agriculture.      5mks
  2. b) Explain the factors that have led to inadequate food supply in Africa       10mks

 

  1. a) State five inventions during the 18th century which improved the textile industry in

Britain.                                                                                                                        5mks

  1. b) State the social problems brought about by the Industrial Revolution in Europe.            10mks

 

  1. a) Identify five early forms of communication.                                                       5mks
  2. b) Discuss the factors that led to the decline of Trans-Saharan Trade.       10mks

 

SECTION C  (30 MKS)

 

  1. a) Identify the organs of E.CO.W.A.S.                                                                     5mks
  2. b) Explain factors that led to the collapse of the East African Community.       10mks

 

  1. a) What did the league of nations achieve.                                                               10mks
  2. b) Mention five essential principles of the league of Nations Covenant.       5mks

 

  1. a) Identify three privileges enjoyed by members of the British parliament.          3mks
  2. b) Discuss the factors that might limit parliamentary supremacy in Britain.       5mks
  3. c) What are the powers of a Prime Minister in Britain.       7mks

 

HISTORY & GOVT VI

PAPER II

MARKING SCHEME.

 

SECTION A ( 25MKS)

 

  1. Areas of the study of History.
  • Political history
  • Social history
  • Economic history. Any 2 x 1 = 2mks

 

  1. The meaning of Government.
  • Forms of organised control
  • A group of people within a state or country who are vested with power to organise, direct and control the affairs of that country.

Any 1 x 1 = 1mk

  1. Forms of government
  • Democratic
  • Aristocracy
  • Monarchy
  • Dictatorship
  • Anarchy any 2 x 1 = 2mks

 

  1. Sources of information on History and Government.
  • Oral tradition
  • Archaeology
  • Written materials
  • Palaeonthropology / anthropology
  • Linquistics
  • Geology
  • Genetics
  • Electronic sources
  • Rock paintings
  • Palaeontology Any 2 x 1 = 2mks

 

  1. Archaeological site in Tanzania.

 

  1. Characteristics that distinguish man from other primates.
  • Development of speech
  • Development of brain
  • The upright posture. Any 2 x 1 = 2mks

 

  1. Theories that have been put forward to explain the origin of man
  • The creation theory
  • The evolution theory
  • Traditional / mythical theory. Any 2 x 1 = 2mks

 

  1. Uses of bronze in the Kingdom of Benin.
  • To make weapons
  • To make decorations / ornaments
  • Used as currency
  • Used as a trade item Any 2 x 1 = 2mks

           

  1. Early sources of energy
  • wood
  • wind Any 2 x 1 = 2mks       

           

  1. Ways in which slaves were obtained in West Africa.
  • Powerful rulers waged constant warfare to get slaves from the defeated state.
  • Raids were organised by individual traders or chiefs
  • Some people kidnapped others and sold them as slaves

 

 

  • Criminals and outcasts were also sold as slaves
  • Prisoners of war were also given out as slaves
  • Panyarring – seizure of a debtor or sometimes an innocent third party, who was held until a debt was paid.
  • Leaders also sold their subjects as slaves.    Any 2 x 1 = 2mks

 

  1. The objectives of international trade Agreements.
  • To regulate trade transactions among members
  • Control unfair competition of trade among members states
  • Promote trade relations through dialogue
  • To control restrictions on trade among members.

Any 2 x 1 = 2mks

 

  1. Why the Ghanians opposed to the Burns Constitution of 1946.
  • It provided for the election of 18 Africans to the Legco, 13 of who were to be chiefs elected by other chiefs. Therefore only five were popularly elected.

1 x 1 = 1mk.

 

  1. Problems facing the Pan African movement
  • From 1960’s the movement has been limited to the African continent. Black American involvement in African affairs has been slow.
  • 1960 it split into two camps
  • quarrel between various nations in Africa especially border disputes weakened the movement. Any 2 x 1 = 2mks

 

  1. Reasons why Hitler was interested in Russia at the beginning of the 2nd World War
  • It had rich natural resources such as oil coal and iron ore.
  • It provided a space for Germans expansion. Any 2 x 1 = 2mks

 

SECTION B (45MKS)

 

  1. a) Ways in which Homo Erectus attempted to improve his way of life.
  • Improved stone tools through the use of lavallois method ie the use of cores of smaller stones to hit bigger ones in a special way inorder to remove the relatively thin sharp pieces called flakes and blade forms.
  • Invented fire which he used for roasting meat, scaring wild animals, warmth and light at night.
  • Made and lived in caves for more permanent shelter and security
  • Made clothes from skin
  • Created leisure activities such as artwork – rock painting
  • Developed a form of language for communication
  • Migrated to warmer regions to improve his life.                 1 x 7 = 7mks

 

  1. Why the early man changed from hunting and gathering to plant and animal production
  • Overhunting leading to the need to domestic certain animals
  • Climatic changes as increased drought created deserts and threatened plant and animal life. Man could no longer rely on nature for his livelihood.
  • Competition for food between man and animals and between man themselves due to population increase resulted in inadequate food. They had to look for alternative source of food.
  • Hunting and gathering had become a tiresome job as people had to wonder over a large area to get adequate food.
  • Increasing aridity forced man to share water with certain wild animals which were eventually tamed.
  • Some like cattle were domesticated as a result of acquiring and keeping them for sacrificial purposes.
  • Some were fairly social and they learnt to tolerate and eventually accept man as part of larger social group eg. Cattle, sheep, goats and dog
  • Need for security. 1 x 8 = 8mks

 

  1. a) Ways in which research and development has benefited agriculture.
  • Genetic engineering (biotechnology has improved strains of high yielding crops and livestock which resist disease.
  • New foods are developed from existing crops.
  • Livestock are also genetically engineered for specific endowments eg. Pigs are made to grow faster and leaner.
  • Widespread application of fertilizer has also increased yield.
  • Use of selective weed killers and insecticides has also contributed to high yields.

1 x 5 = 5mks

 

  1. b) Factors that have led to inadequate food supply in Africa
  • Rapid population growth has put a lot of pressure on the available food resources leading to shortages
  • Settler farming in colonial African discouraged crops growing and laid more emphasis on cash crop farming. This has continued to be the case today leading to food shortages.
  • Poor transportation network has led to uneven distribution of food supplies in some countries eg. Food rot in the farms due to impassable roads.
  • Poor climate that led to famine over several years
  • Poor and inadequate storage facilities have led to wastage of a lot of food eg. Kenya is said to be loosing a million bags of grain between harvesting and consumption
  • Diseases and pests – a third of Africa in tsetsefly infested. This discourage human settlements.  Locust invasion is major cause of famine.
  • Poor farming methods have led to low agricultural yields eg. Over cultivation and overstocking.
  • Political instability – Civil wars or military take over thus causing insecurity which is not ideal for economic activities.
  • Rural urban migration which has left the old and weak in the rural areas. These can do little as far as food production is concerned.
  • Natural calamities such as foods, drought, army worms and locust invasion bring about food shortage.
  • Some of the indigenous crops which are drought resistance have lost their popularity. Such crops include cassava, yams, sorghum and millet .  instead farmers are growing crops that are unsuitable for certain areas eg. Maize, rice and wheat.

1 x 10 = 10mks

 

 

 

 

  1. a) Inventions during the 18th century which imported the textile industry in Britain.
  • Spinning Jenny by James Hargreaves which could spin eight threads at once.
  • The spinning mule by Samuel Crompton which produced high quality threads.
  • Power loam by Edmund Cartwright which facilitated the weaving process.
  • Water frame by Richard Arkwright
  • The flying shuttle by John Kay which increased the speed at which cloth could be woven. 1 x 5 = 5mks

 

  1. The social problems brought about by the Industrial Revolution in Europe.
  • Rural – urban migrations
  • Overcrowding in the urban centres
  • Shortages of lousing leading to creation of slums, shanties.
  • Sewage and sanitation were of extremely low standards
  • Immorality eg. Prostitution.
  • Increase in crime due to unemployment
  • Class struggle
  • Child labour
  • Poor working conditions – long hours of working, low wages, working under harsh discipline eg. Mending brokers thread from dawn to dusk in a standing posture.
  • Spread of diseases due to poor sanitation eg. Cholera, Typhoid
  • There was no adequate medical services and insurance compensation for factory injuries.
  • Pollution of water air due to waste from factories and smoke.

10 x 1 = 10mks

  1. a) Early forms of communication.
  • Messengers / runners
  • Signalling: The coded messages which included – smoke and fire signals
  • Horn blowing
  • Drum beats
  • Screams, cries and shouts
  • Written messages – recorded in materials such as scrolls, stone tablets and paper.             Any 5 x 1 = 5mks

 

  1. b) Factors that led to the decline of Trans-Saharan Trade.
  • Gold and salt mines got exhausted. This discouraged traders from coming to West Africa
  • Moroccan invasion of Sanghai in 1591 created a state of insecurity and merchants were afraid to invest in trade.
  • Political instability in the regions also brought anarchy and insecurity leading to fall of empires that had always provided security to traders.
  • The invasion of the marth by the Turks led to warfare which shifted attention from trade.
  • Capture of Morocco by the Portuguese and Spaniards weakened Morocco as an entry point for goods in and out of the region.
  • Trans-Atlantic trade grew and attracted some traders. Attention was now across the Atlantic instead of across the desert.
  • Colonization of Marth and West Africa by Europeans made trade impossible. They wanted to control all raw materials from the interior.
  • The journey across the desert was long, tiresome and slow. It took as many as 3 months.
  • Lack of common language made it difficult for traders to communicate. They had to use interpreters.
  • Lack of adequate water in the desert
  • Sand storms at times slowed trade
  • Desert animals and insects
  • Attack by robbers in the desert leading to loss of trade items.
  • Rivalry between caravans and competition at times led to war
  • In adequate funds to pay taxes, buy goods and pay guides.

Any 10 :  1 x 10 = 10mks

 

SECTION C (30 MKS)

 

  1. a) The organs of E.CO.W.A.S.
  • The Authority of Heads of state and government which meets once a year.
  • The council of ministers are from each member state which is responsible for general management.
  • The tribunal which interprets the treaty and settles disputes between member states.
  • The executive secretariat which serves a four year term of office and has its headquarters in Lagos
  • Specialised commission eg. In trade, industry, agriculture, social and cultural affairs. 1 x 5 = 5mks

 

  1. b) Factors that led to the collapse of the East African Community.
  • Ideological differences between member states made them pursue different economic policies eg. Kenya had a mixed economy, Tanzania socialism and Uganda had not yet decided after the common man charter was not implemented.
  • Political instability in Uganda undermined the activities of the community
  • Kenya was more developed than others and she was accused of accruing more benefits from the community.
  • Individual differences made it impossible for the Authority of Heads of state to meet. Therefore no decision could be ratified.  This was because Nyerere did not accept Idi Amin as the president of Uganda.
  • Financial constraints resulting from failure by member states to remit their contribution to the community
  • National interests of the individual country were given priority to those of the organisation.
  • Use of different currencies by the 3 states made transactions difficult
  • Hostility towards nationals from member states made things worse.
  • Too much power was placed onto the hands of the authority of the community such that if the three heads were not able to meet no decisions could be made.
  • Lack of trust in managing community resources by member countries led to unlawful nationalisation of the organisations assets
  • Personal ambition of the leaders. Each of them wanted to appear as the most powerful.
  • Tanzania’s closure of the common boarder with Kenya halted the community’s activities. Any 10 x 1 = 10mks
  1. a) The achievements of the league of nations.
  • Settled disputes between member states eg. Turkey and Iraq
  • Efficiently supervised the mandated territories e.g Tanganyika, Namibia, Togo
  • League assisted the refugees in continental Europe.
  • The league administered Saar region successfully.
  • Through its international court of Justice world peace was maintained for a while.
  • Its international labour organisation did a lot in the improvement of working conditions of workers
  • Epidermics such as cholera and smallpox were contained through the work of its health organisation
  • It helped eradicate vices such as trade in women and children and drug trafficking.

 

  • The league helped in the provision of famine relief food to flood or drought striken areas.
  • It helped in the regulation and private manufacture of arms and their sales and held disarmament conference. 1 x 10 = 10mks

 

  1. Essential principles of the league of Nations Covenant.
  • Elimination of causes of war by reducing armaments
  • Arbitration of disputes peacefully
  • Securing fair and human conditions of labour
  • Territories lost by the central powers were to be given to the allies to govern them on behalf of the league of nations.
  • To create permanent institutions to carry on the work of the league eg. Assembly council and secretarial. 1 x 5 = 5mks

 

  1. a) Privileges enjoyed by members of the British parliament.
  • Freedom from arrest within precincts of parliament building
  • Freedom of speech
  • Protection from arrest or civil offence for a period of 40 days before and after a session of parliament. 1 x 3 = 3mks

 

  1. b) Factors that might limit parliamentary supremacy in Britain.
  • They have to consider moral values of the British soviet before taking any decision.
  • They are sensitive to public opinion especially because if a government is unpopular it may not be re-elected.
  • Local authorities are empowered to make by-laws even without consulting parliament.
  • Interests of certain institutions such as the church and universities are always taken into consideration before passing any legislation’s
  • A legislation passed by one parliament can be changed by another.

1 x 5 = 5mks

  1. The powers of a Prime Minister in Britain.
  • Appointing and dismissing ministers with the consent of the Queen.
  • Presides over cabinet meetings
  • Leader of House of commons
  • Leader of parliamentary party that nominated him
  • Settles disputes between various departments
  • Ensures execution of cabinet decisions by various departments
  • He recommends to the Queen the appointments of high judicial officers
  • He recommends to the Queen the people to be awarded civil honours and distinctions. Any 7 x 1 = 7mks

 

HISTORY & GOVT VII

PAPER I

 

SECTION A : (25 MARKS)

 

  1. How does the study of History and Government of Kenya inspire patriotism and nationalist?                                                                                                                                                                  1mk
  2. Give the other three groups of Western Bantu apart from the Abasuba                             3mks
  3. What two national disasters led to the decline of the Maasai                   2mks
  4. Give two reasons that necessitated trading activities among the pre-colonial societies.       2mks
  5. How has tribalism been enhanced in modern Kenya        1mk
  6. What was the main role of chief Kivoi as a Kamba trader?       1mk
  7. In what two major ways did the Kenyan communities respond to British occupation? 2mks
  8. What was the main motive for collaboration with the British in Kenya.       1mk
  9. What are the two sources of foreign aid in Kenya ?                   2mks
  10. What is the main duty of the high court of Kenya as a constitutional court. 1mk
  11. Give three examples of indirect taxes in Kenya.             3mks
  12. In what three ways has the government of Kenya promoted culture since Independence. 2mks
  13. What does the term protection of the law mean. 1mk

 

SECTION B ( 45 MKS)

 

  1. a) Identify three Kenyan Communities who interacted with Kalenjins upto the 19th 3mks
  2. What factors contributed to the growth of Nandi military power during the pre-colonial

period                                                                                                                               12mks

 

  1. a) What factors made the British government to abolish slave trade in Kenya.    3mks
  2. Explain how Said Seyyid encouraged the development of international trade in Kenya.

12mks

  1. a) What were the grievances of the settlers against the colonial government. 3mks
  2. What were the consequences of the 1923 Devonshire white paper. 12mks

 

17.a) What were the characteristics of the early  political parties?                                            5mks

  1. Explain why the early political parties in Kenya failed by 1940s                 10mks

 

SECTION C ( 30MKS )

 

18.a) State five reasons as to why it is important to have national unity in Kenya.                  5mks

  1. Discuss the factors that undermine National unity in Kenya. 10mks

 

19 a) What problems are associated with multiparty democracy in Kenya.                              12mks

  1. Identify three things the ruling party should do to promote education in Kenya 5mks

 

20.a) Explain the meaning of the Independence of the judiciary.                                                3mks

  1. Discuss the Hierachical structure of the court system in Kenya. 12mks

 

 

HISTORY & GOVT VII

PAPER  ONE

MARKING SCHEME

 

  1. How study of History & Government in Kenya inspire patriotism and nationalist.

–  Students learn about the past political development and this makes them develop

feelings for their country. They become proud of it and they are ready to defend it.

 

  1. Groups of Western Bantu.

– The Abaluhya

– The Abakuria

– The Abagusii

 

  1. Natural disasters led to the decline of the Maasai.

–  Animal and human diseases

–  Drought and famine

  1. Reasons that necessitated trading activities among the pre-colonial Kenyan societies.

–     Different economic activities

  • Different environmental factors which made different areas to produce different items.

 

  1. How tribalism has been enhanced in modern Kenya.

–   Through creation of tribal  Geographical divisions

  • Through voting ( greedy politicians want to solicit votes from particular tribes)

 

  1. The main role of Chief Kivoi as a Kamba trade.

–     Resistance

  • Collaboration

 

  1. The main motive for collaboration with British in Kenya.

–  The collaborators mainly wanted to expand their empires as they were under threat of

powerful neighbors

 

  1. Sources of foreign aid in Kenya

–     Bilateral aid – Money given by other countries

  • Multilateral aid – Money from international institutions e.g.  World bank ,I.M.F, E.E.C

 

  • Duty of the high court of Kenya as a constitutional court.

– It interprets section of the constitution to determine whether or not the hearing of a

particular case is constitutional

 

  1. Examples of indirect taxes in Kenya.

–     Sale taxes

–     V.A.T

–     Cess

  • Custom duties

 

  1. How the government of Kenya promoted culture since independence.

–     Encouragement of music and drama  festivals in schools

–      Promotion of indigenous ( African crafts)

–      Promotion of indigenous literature

  • Use of mass media to encourage revival of culture / allowing vernacular radio stations

 

  1. Protection of the law means:-

– Every person is entitled to fair trial in the court of the law

 

 SECTION B

 

  1. Kenyan communities who interacted with the Kalenjins upto the 19th

–   Luo

–   Abaluhya

–   Abagusii

–   Maasai

–   Abakuria

 

 

 

 

  1. Factors that contributed to the growth of the Nandi military power during the pre-colonial period.

–   They were militarily strong -had strong warriors who were well equipped. The army was

able standing one

  • They had a mixed economy hence a strong economic base and hence devoted time     fighting
  • They raided other communities instilled fear and hence expanded through military conquests
  • They had the institution of Orkoiyot who was a unifying factor. The Nandi consequently united against their enemies
  • The decline of the Maasai – enabled them to fill the power vacuum.
  • The existence of the age-set system – always ensured that they had worriors .
  • The Nandi superiority/pride . They were always ready to fight and never wanted to loose in the war .
  • Their land was mountainous with many valleys hence were able to spy on their enemies and used guerilla warfare.
  • High population hence adequate provision of soldiers

 

  1. 14. a) Factors made the British government to abolish slave trade in Kenya.
  • Pressure from the humanitarians / slave trade was evil
  • Britain was Industrialized and needed people back in Africa to produce cheap materials for industries.
  • The use of machines required less labour as they were more efficient and reliable than slaves .
  • Public opinion in Britain influence by writers like D. living stone who argued that freemen walk better than slaves

 

  1. How said Seyyid encouraged the development of international trade in Kenya.

–     He reduced custom duty hence many  traders were encouraged to come

  • Improved monetary system-Said Seyyid introduced small copper coins to supplement silver currency
  • He encouraged the coming of Indian merchants called Banyons who organized credit facilities for the caravan going into the interior . The Banyans were also in charge of tax collection
  • Seyyid Said sent caravans into the  interior  who went back to the coast with a lot of goods
  • Seyyid Said affirmed that no one country would be allowed into the interior apart from Britain hence reduced competition and strengthened trade
  • Seyyid said signed treaties with U.S.A and other European countries which strengthened commercial ties between Kenya  and the rest of the world.
  • Seyyid Said established specific markets such as Zanzibar and Mombassa hence facilitated exchange of goods.

 

  1. The grievances of the settlers against the colonial government.

–     The sudden  recall of Sir Edward Northing also favored them

  • The decision of the government to open up the white highlands to all races.
  • The Increased numbers of Asians in the Legco threatened them
  • The issuance of the Devonshire White paper which dashed their hopes of making Kenya  a white mans country.

 

 

 

  1. The consequences of the 1923 Devonshire white paper.

–    It declared that Kenya was a primarily an African country and if and when the interests

of  the Africans and those of emigrants

  • It ruled out further advance towards self government under European rule hence no further constitutional privileges for the settlers
  • The paper however reserved the white highlands for the settlers
  • Asians were allowed to elect 5 members to the Legco. on a common role hence this was an increase in the number of representatives and the settlers were unhappy
  • The document ruled out racial segregation in residential areas and also restriction of Indian migration .
  • Africans interests were to be represented in parliament by a missionary Arthur.

 

  1. a) The characteristics of the early political parties.

–     They began after the first world war

  • They were regional/local in outlook
  • They were moderate in their demand not militant
  • They were mostly welfare organisations not interested in independence but to improve their conditions
  • They were tribal based
  • They had grievances against the ills of colonialism

 

  • Why the early political parties in Kenya failed by 1940’s

–     They were not so much concerned with the fight for independence but in eradication

of some ills of colonialism > so long as the ills of colonialism were not there they did

not bother i.e. Kipande, forced  labour e.t.c.

  • The Africans were divided – Each was fighting for its own welfare and hence they were easily crushed by the colonist
  • The parties were so moderate in their demands and they were not taken seriously by the colonist
  • The parties were local and hence lacked international support .
  • Most of the leaders were not educated and hence could not provide effective leadership
  • They lacked external influence /ideas and did not know how to command their own destiny
  • They lacked finances hence they could not carry out party activities effectively
  • They were internal disagreements and factions/rivalry among the leaders
  • The coming of the second World war disrupted their activities
  • The colonial government banned them
  • There were language barriers
  • Lacked general support

 

SECTION C (  30 MKS)

 

17.a).  Reasons as to why it is important to have national unity in Kenya.

–     Unity enables people to develop socially and economically

  • Unity enhances political stability
  • Unity minimizes and eventually eliminates intercommunity suspicions hence people develop a sense of belonging ness  and security
  • Unity promotes co-operation and opens opportunities to excellence e.g. through Harambee spirit .
  • Unity promotes collective responsibilities in the times of need/ crises e.g. disaster or natural calamities people help one another                                  

 

  1. Factors that undermine Naitonal Unity in Kenya.

–     Tribalism /nepotism /racism – all these forms of discrimination create  bitterness,

suffering which in the long run can lead to war ,suspicion and injustices.

  • Religious conflicts – They lead to lack of tolerance and respect of other peoples beliefs hence religious fighting’s / splits and general disorder
  • Corruption – makes public lose faith in national institutions, creates suspicion, frustration and hatred from those who cannot afford to bribe
  • Intolerance of divergent views – The intolerant leaders usually molest, harass, intimidate and silence opponents, this can result to fear, hatred and frustrations.
  • Discriminative laws: –  Different institutions governed by different laws eg. Gender laws, sharia, others outside are discriminated and this can create hatred and eventually disunity.
  • Ignorance –  lack of information and knowledge sometimes can cause confusion as propaganda and indoctrination are used in some sections of the society.
  • Greed – resulting to grabbing, cheating, misappropriation; Those left out feel frustrated, bitter and suspicious.
  • Poverty / unequal development – The poor are denied opportunities while those in the high circles are provided with many opportunities and services.  This leads to hatred and bitterness among the poor.
  • Capitalism – has led to very few rich and poor many.  Majority poor can rise against the established order which in most cases seem to be responsible for their plight.

 

  1. a) Problems associated with multiparty democracy in Kenya.
  • – Tribalism
  • Unequal development especially in areas that fail to support the ruling party
  • Tribal clashes
  • Rivalry between parties
  • Leadership struggle within parties
  • Rigging of election as every party struggles to win
  • Civil unrest and disobedience sometimes initiated by opposition
  • Poor image abroad and disgruntled members of loosing parties tarnish the name of the government.
  • Defections as members of parliament keep on moving form one party to another
  • Lack of adequate funds
  • Waste of national resources and individual wealth especially during campaigns
  • Poor relations with the ruling party as the opposition at times tries to discredit the ruling party while it struggles to maintain he status quo

 

  1. Things the ruling party should do to promote education in Kenya.

–   Provide free primary education

  • To expand educational facilities at all levels – primary secondary and tertiary.
  • Try and achieve gender balance in education
  • Offer scholarship to the deserving students.

 

  1. a) Meaning of the independence of the Judiciary.

–      The law courts are free to make legal decisions in strict accordance with the law

without fear of either the executive or the legislature.

  • The judiciary can make decisions without favouring anybody regardless of his position in the society.
  • Judges and magistrates are free to make professional decisions without fear or punishment, victimization or intimidation but the judgement must be based on laws.

 

  1. The Hierarchical structure of the court system in Kenya.
  2. District magistrate Courts  –  Dm 3, 2, 1
  • Found at District level
  • Listen to both original and appellate cases
  • Apart from Dm 3
  • Deals with cases of low magnitude.

 

  1. Resident magistrate courts: –

–     At provincial land.

  • Listen to both original and appellate cases.

 

  • Chief magistrate courts
  • Only situated in Nairobi
  • Administer matters affecting magistrates
  • Hears important criminal cases.

 

  1. High court
  • Presided over by judges
  • Has circuit system –  Visits provinces in cycles
  • Listens to both original and appellate cases of high magnitude

 

  1. Court of appeal
  • Highest in the land
  • Headed by appellate judges
  • Hears only appellate cases

 

  1. Special courts and tribunals

–     Hear cases from certain groups of people e.g Rent tribunal, industrial court, Kadhi,

martial courts ( order must be followed)

 

 

HISTORY & GOVT VII

PAPER TWO

 

SECTION A:  (25 MKS)

 

  1. List three main areas in the study of history       3mks
  2. List two methods used by archaelogists to determine the age of fossils.                   2mks
  3. Identify two characteristics of Homo Habilis.       2mks
  4. Give two reasons for the decline of the early urban centres in African.       2mks
  5. Give one way in which railway transport contributed to the Agrarian revolution in

Western Europe in the 19th century.                                                                                1mk

  1. What main event contributed to the decline of industrialization in Japan after 1945? 1mk
  2. Give two negative effects of development of science and technology       2mks
  3. What main factor contributed to the success of the triangular trade?       1mk
  4. State two disadvantage of coal as a source of energy though widely used during the

Industrial Revolution.                                                                                                      2mks

  1. State the African country where iron was first used before it spread to Africa.       1mk
  2. Give two reasons why Lewanika of Lozi collaborated with the British.       2mks
  3. What main role was played by Kabaka Mutesa I of Buganda in the colonization of his

country.                                                                                                                            1mk

  1. What two roles were played by Ghana in the achievement of independence in the rest

of Africa.                                                                                                                          2mks

  1. Give two reasons that made the Boers of S. Africa to establish Bantustants (black settlements)

in 1959.                                                                                                                             2mks

  1. What was the main political problem that Zaire faced immediately after independence. 1mk

 

SECTION B. (45 MKS)

 

  1. a) Identify any three forms of early transport.                                                        3mks
  2. b) In what six ways were the early means of transport limited.       12mks

 

  1. a) In what five ways did overseas colonies contribute to industrialization in Europe?      5mks
  2. State the problems which were created by industrialization in Europe from the mid

18th century.                                                                                                          10mks

 

  1. a) Identify five pillars of Islam.                                                                                5mks
  2. b) What factors contributed to the spread of Islam during the foundation stage? 10mks

 

  1. a) Name any three individuals in Africa who offered great resistance against European

occupation and expansion in Africa.                                                                         3mks

  1. b) Give reasons that enabled the British to defeat the Ndebele by 1907.                     12mks

 

 

SECTION C (30 MKS)

 

  1. a) Explain why the French used the policy of Assimilation in W. Africa.              5mks
  2. b) Account for the failure of the policy of assimilation.       10mks

 

  1. a) State the methods that were used by the blacks of  Africa in their struggle against

Apartheid.                                                                                                                   8mks

  1. b) What problems were encountered by African nationalists in the struggle for independence.                                                                                                                                     7mks
  2. a) What is the composition of the British parliament                                              3mks
  3. b) What are the functions of the British parliament.             12mks

 

 

HISTORY & GOVT VII

PAPER TWO

MARKING SCHEME

 

  1. Areas in the study of history
  • Political history
  • Economic history
  • Social history 1 x 3 = 3mks

 

  1. Methods used by archaelogists to determine the age of fossils.
  • Radio carbon dating
  • Potassium argon method
  • Stratigraphy
  • Fission track
  • Statistical dating – averaging length of generation 1 x 2 = 2mks
  1. Characteristics of Homo Habilis.
  • He had ability to grasp objects
  • Had ability to make pebble tools
  • Had brain capacity of about 680cc
  • He was omnivorous 1 x 2mks

 

  1. Reasons for the decline of the early urban centres in African.
  • Wars of conquest
  • Decline of trade
  • Exhaustion of mineral deposits
  • Lack of water 1 x 2 = 2mks

 

  1. Ways in which railway transport contributed to the Agrarian revolution in Western Europe in the 19th century.
  • Improved transport made it possible for bulky goods to be transported
  • Migration and settlement of people who engaged in farming
  • Trade was promoted and this encouraged agriculture as people could get markets for their farm produce.

 

  1. Event that contributed to the decline of industrialisation in Japan after 1945
  • The Second World War which two important cities (Hiroshima and Nagasaki) were bombed by U.S.A.

 

  1. Negative effects of development of science and technology
  • Promoted warfare
  • Polluted the environment
  • Manufacturing of dangerous drugs and other chemicals
  • Has led to unemployment 1 x 2 = 2mks

 

  1. Factor contributed to the success of the triangular trade
  • Proper organisation / high level organisation

 

  1. Disadvantage of coal as a source of energy though widely used during the industrial Revolution.
  • It is bulky
  • It is non renewable
  • It pollutes the air
  • It is expensive to mine

 

  1. African country where iron was first used before it spread to Africa.
  • Egypt

 

  1. Reasons why Lewanika of Lozi collaborated with the British.
  • To be protected from other European countries for he had seen how they were all struggling to control Africa / wanted the British to protect him against his neighbours such as the Ndebele, Kololo etc
  • He was influenced by Khama of Botswana who talked highly of them.
  • He was encouraged by the Christian missionaries eg who promised education to sons of chief.

 

 

  1. Role played by Kabaka Mutesa I of Buganda in the colonization of his country.
  • He invited Christian missionaries to settle in Buganda and later on they were joined by the colonists.

 

  1. Roles played by Ghana in the achievement of independence in the rest of Africa
  • Encouragement of the African leaders
  • Hosting of a Pan – Africa congress where issue of colonialism was discussed
  • Provision of financial assistance
  • Allowing military bases to be formed in Ghana.

 

  1. Reasons that made the Boers of S. Africa to establish Bantustans (black settlements) in 1959.
  • Wanted to control African countries
  • Wanted to improvise Africans so that they could provide labour in that farms, mines and industries
  • Wanted to enhance segregation inorder to retain ‘purity’ of the whites.

 

  1. What was the main political problem that Zaire faced immediately after independence.

–     Struggle for leadership which even led to the succession of the Katanga region

 

SECTION B. (45 MKS)

 

  1. a) Forms of early transport.
  • Land
  • Water
  • Human
  • Animal

 

  1. b) Early means of transport limited.
  • Some were very slow eg. Human transport
  • Some could not be used to carry bulky goods eg. Water transport
  • Some form of transport were restricted to some areas. Eg animal transports was mainly restricted to flat areas
  • Some of them carried limited goods eg human transport
  • Some of them were cumbersome
  • Some animals could be stubborn to move
  • Some were prone to danger eg human transport
  • Some were unreliable eg water transport could only be used when it was windy, animal / human transport could only be used during the day.
  • Some were huge and difficult to load eg elephants.

2 x 6 = 12mks

 

  1. a) Ways in which overseas colonies contribute to industrialization in Europe
  • They provided markets for industrial goods
  • They provided raw materials used in the industries
  • The Europeans exploited the resources to obtain capital which they used to invest in industries
  • They were able to obtain slaves who worked in the plantations which in return provided raw materials for the industries.
  • The colonies paid taxes which were used to set up industries in their mother countries.                                                                                                 1 x 5 = 5mks
  1. Problems which were created by industrialization in Europe from the mid

18th century.                                                                                                              

  • Led to rural urban migration hence farms were left without adequate labour
  • Led to conflicts and unhealthy competition between the powers and eventually led to the world wars.
  • Led to division of the world into two blocks (developed and developing countries)
  • Dangerous weapons were manufactured in the industries and this increased insecurity in the world.
  • Led to forced labour
  • Led to child and women labour
  • Led to the exploitation of the working class
  • Health of the workers deteriorated as they were subjected to pollution of all kinds – noise air and water pollution.
  • Led to pauperism as the poor increased especially those who moved into towns and were not employed.
  • Machines were not designed for human safety hence so many people were mutilated.
  • Poor working conditions, workers lined in congested slums, they were lowly paid and worked for long hours. 1 x 10 = 10mks

 

  1. a) Identify five pillars of Islam.
  • Prayers to Allah – 5 times a day
  • Payment of alms (Zakat) to the poor
  • Fasting during the month of Ramadhan
  • Making pilgrimage to Mecca atleast once in ones life time
  • Daily recital of the creed. 1 x 5 = 5mks

 

  1. b) Factors that contributed to the spread of Islam during the foundation stage
  • Trade between Arab merchants and other people, as they traded they converted people
  • Migration and settlement of Arabs over large parts of Africa and Southern Europe
  • Establishment of Islamic states especially in North African and Asia
  • Islam accommodated cultural practices of many societies hence it was appealing
  • The weaknesses of the Arab neighbours made the Arabs of easily conquer them.
  • Efficient means of transport and communication during the early years eg use of dhows and animals transport eg. Camels and horses
  • Islam spread through holy wars Jihad’s (wars of conquest) hence people were forced to accept Islam.
  • Conversions – Arab missionaries spread Islam to many parts of the World.
  • Islam spread through intermarriages 2 x 5 = 10mks

 

  1. a) Individuals in Africa who offered great resistance against European occupation

          and  expansion in Africa.        

  • Menelik
  • Lobengula and Ndebele
  • Samori Toure of Guinea 1 x 3 = 3mks

 

  1. b) Reasons that enabled the British to defeat the Ndebele by 1907.
  • The British used superior firearms against the Ndebele who still used locally manufacture simple arms
  • The Ndebele were let down by the other African communities e.g Shona who refused to unite and co-operate so that they would defeat the British.
  • The British retaliated so ruthlessly so the Ndebele got seared and discouraged from resisting further.
  • The British further were helped by some Africans so they became stronger by the Ndebele.
  • The Mwari cult let the Ndebele down and demoralized the fighter as the expected magic failed to work.
  • The flight and eventual death of Lobengula discouraged the fighters.
  • The British soldiers were better trained and more organised than the Ndebele fighters who lacked military strategy.
  • The Ndebele had different loyalties the youth supported Lobengula’s son, the older people a relative of a former king, some even decided to negotiate for peace.

2 x 6 = 12mks

 

SECTION C (15 MKS)

 

  1. a) Why the French used the policy of Assimilation in W. Africa.
  • The French assumed that their culture and civilization was superior to the others hence it was their burden to impose it on them.
  • They assumed that other people were capable of being assimilated into French culture.
  • French considered their colonies as part of France and unlike the British did not consider cost as a burden
  • Unlike the British, the French had no intention of preparing the colonies for eventual self – government.
  • The inhabitants has long contact with France hence would be assimilated easily.

1 x 5 = 5mks

  1. b) Failure of the policy of assimilation.
  • The governors faced strong opposition from the traditional rulers who were not ready to accept the French mode of civilization.
  • There were few Frenchmen to carry out the policy
  • The French traders were against the police for they feared competition from Africans if they became equal
  • The Africans had diverse culture and it was not easy to convince different groups to abandon their culture in favour of assimilation.
  • The French hoped to use the school system and it failed to sufficiently indoctrinate the Africans on the value of the policy.
  • The colonial period did not last long enough to enable a whole community to change cultural practices.
  • The French realized that the policy was expensive and hence defeated their purpose of acquiring colonies for economic gain.
  • The laws once passed in Paris took long to reach the local people.
  • The French administration were dishonest, as they rarely implemented the laws that were passed in Paris, Africans felt cheated and rose against them.
  • The Muslims resisted attempts to make them Christians which was one of the qualifications for assimilation.
  • The French citizens in France feared being out numbered in the chamber of deputies hence opposed assimilation.
  • There was rise of Negritude –  the movement advocated for the dignity of all black people no cultures was superior hence French had no moral right to impose their culture on other people.                                                                                             1 x 10 = 10mks

 

 

 

  1. a) Methods that were used by the blacks of Africa in their struggle against Apartheid.
  • Formation of parties eg. A.N.C
  • Use of diplomacy to convince the white regime to dismantle apartheid
  • Appealing to International bodies like U.N.O to pressurise S. Africa to dismantle Apartheid
  • Use of mass media to sensitize the public and international communities on evils of apartheid especially through films lie cry-freedom, Sarafina etc.
  • Hunger strikes among the jailed
  • Armed struggle
  • Organising defiance campaigns e.g boarding buses which were exclusively for Europeans, invading residential areas, parks and restaurants marked white only.
  • Organising peaceful demonstration and protests.
  • Preaching by churches led by people like Bishop Tutu – championing against apartheid.
  • Riots and uprising – eg Soweto uprising.

1 x 8 = 8mks

 

  1. b) Problems encountered by African nationalists in the struggle for independence.
  • Harassment, arrests and detentions of freedom fighter
  • Banning of political parties
  • Open violence and murder eg.Steve Biko
  • Obvious divide and rule tactics by the white regime to divide people – creation of Bantustans
  • Lack of money and other material resources
  • Denial of access to state owned media
  • Frustrations of national leaders no freedom of association, speech / intimidation by security agents

 

  • Emergency regulations which ensured that African meetings were censored
  • Pass laws which curtailed the movements of the Africans.

1 x 7 = 7mks

  1. a) The composition  of the British parliament
  • Monarch (Queen)
  • House of commons
  • House of the Lords 1 x 3 = 3mks

 

  1. b) The functions of the British parliament.
  • It is the law making organ of the government
  • It controls the government finances
  • It can pass a vote of no confidence against the government and force it to resign
  • It has power to declare war or state of emergency.
  • It represents the will of the people
  • It acts as a check on the possible abuse of power by other arms of the government.
  • It criticises government proposals with the aim of improving them
  • It promotes democracy
  • It approves government revenue and expenditure.

–     It has power to change the countries constitution.                2 x 6 = 12mks

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THE PEARL SIMPLIFIED & LATEST NOTES PDF

The Pearl

John Ernest Steinbeck

The Pearl Author/Context

John Ernest Steinbeck was born on February 27, 1902 in his childhood home of the Salinas Valley in California. In this environment, Steinbeck developed an appreciation for the sights, sounds, and smells of the natural world. The connection between man and nature and the inevitability of man meeting his determined fate are two common themes in his novels.

 

As a child, Steinbeck grew up in a supportive middle-class family. Although his mother, once a schoolteacher, would have preferred her son to make his way in a dignified profession, Steinbeck’s father gave the writer a small allowance from his own salary so that his son could pursue his writing career.

Steinbeck went to Stanford intermittently for five years without ever earning a degree, and during that time, he worked odd jobs, often involving physical labor. He liked these jobs because it brought him into contact with men of courage, strength, and honesty. He admired them for these qualities and their lack of hypocrisy.

At the age of twenty-seven, Steinbeck published his first novel, Cup of Gold, in 1929. From that point came thirteen novels, two collections of short stories, dramatizations of two of his novels, a play in story form, a documentary, and two volumes of reportage, as well as a journal of travel and scientific research. His novels include: To a God Unknown (1932), Tortilla Flat (1935), In Dubious Battle (1936), The Red Pony (1937), The Grapes of Wrath (1939), Of Mice and Men (1940), The Moon Is Down (1942), Cannery Row (1945), The Wayward Bus (1947), The Pearl (1947), East of Eden (1952), Sweet Thursday (1954), and The Winter of Our Discontent (1961).

The Grapes of Wrath won a Pulitzer Prize in 1940, and Steinbeck received the Nobel Prize for Literature in 1962. After Steinbeck won the Nobel Prize, he ceased to write any significant fiction, but he did write journalistic pieces, including America and Americans (1966).

Despite winning the Nobel and Pulitzer Prizes, critics weren’t sure what to make of Steinbeck because his style seemed to change with every novel. Some considered these changes an example of his versatility as a writer, while others viewed it as immaturity and an inability to establish his own style.

“Those who have written about Steinbeck have disagreed far more widely — and deeply — than they have about any other important writer of our time. . . . There is at least one notable characteristic of Steinbeck’s writing on which otherwise conflicting critics agree: he is a man in whom the faculty of pity is strong and close to the surface. . . . It may turn out . . . that the essence of Steinbeck-man and Steinbeck-writer lies in these two quite uncomplicated truths: he earnestly wishes to make people understand one another and he is able, like Blake, to ‘seek love in the pity of others’ woe.'”

Steinbeck died at his home in New York City in December of 1968.

THE PREFACE

The Pearl begins with a short preface in which Steinbeck introduces the story of the great pearl, along with his three main characters-Kino the fisherman, his wife Juana, and their infant son Coyotito. Their story has been told so often, the Preface asserts, that it lives in people’s minds and hearts. The story can be considered a parable.

NOTE: THE INTRODUCTION

Steinbeck inserted the Preface to make sure readers understood that the story had universal importance. Through stylized language and the suggestion of a parable, he indicates that you should look beyond the simple plot in order to find a deeper meaning. Perhaps because he had been criticized for creating shallow or flat characters, this short introduction is his way of announcing that the characters are to be regarded mainly as symbols.

The Pearl Plot Summary

Kino, a young pearl diver in La Paz, enjoys his simple life until the day his son, Coyotito, is stung by a scorpion. The wealthy town doctor will not treat the baby because Kino cannot pay the doctor’s fee, so Kino and his wife, Juana, are left only to hope their child is saved. That day Kino goes diving, and finds a great pearl, the Pearl of the World, and knows he is suddenly a wealthy man. The word travels quickly about the pearl and many in the town begin to plot ways to steal it.

While the townspeople plot against Kino, he dreams of marrying Juana in a church, buying a rifle, and sending Coyotito to school so that he can learn to read. Kino believes that an education will free his son from the poverty and ignorance that have oppressed their people for more than four hundred years.

The doctor comes to treat Coyotito once he learns of Kino’s pearl, and although the baby is healed by Juana’s remedy, the doctor takes advantage of Kino’s ignorance. He convinces Kino that the child is still ill and will die without the care of a doctor. The doctor then manipulates Kino into unwittingly revealing where he has hidden the great pearl. Kino moves the pearl when the doctor leaves. That night, an intruder comes into Kino’s hut and roots around near the spot where Kino had first buried the pearl.

The next day, Kino tries to sell the pearl in town. The pearl buyers have already planned to convince Kino that the great pearl he has found is worth very little because it is too large. This way they can purchase the pearl for a low price. But when the buyers try to cheat Kino, he refuses to sell the pearl and plans to travel to another city to sell at a fair price. His brother, Tom Juan, feels Kino’s plan is foolish because it defies his entire way of life and puts his family in danger. Kino is now on his own, although he doesn’t know it yet.

Juana warns Kino that the pearl is evil and will destroy his family, but he refuses to throw it away because it is his one chance to provide a different life for his family. That night, Juana takes the pearl and tries to throw it into the sea, but Kino stops her and beats her. On his way back to their hut, Kino is attacked and he kills the man in self-defense. Juana goes to gather their things and escape and finds the floor of their hut completely dug up. While she’s inside the hut getting the baby, someone lights it on fire.

Kino, Juana, and Coyotito hide with Kino’s brother for a day before embarking on their journey to a new city under the cover of darkness. While they are resting during the day, Kino discovers that there are trackers following them. He knows that they will steal the pearl and kill his family if they catch them. To escape, Kino and Juana take the baby and run to the mountains where they hide in a cave at nightfall. The trackers camp just below the ridge where they are hiding. Kino sneaks down in the night to kill the trackers, but before he can attack them, Coyotito cries out. The trackers, thinking it’s a coyote, shoot at the dark cave where Juana and Coyotito are hiding. As the shot is fired, Kino springs on the trackers and kills them all. Unfortunately, Coyotito was killed by the first gunshot, and Kino’s journey with the pearl ends in tragedy.

Realizing that the pearl is cursed and has destroyed his family (as Juana forewarned), Kino and Juana return to La Paz and throw the cursed pearl into the sea.

SETTING

The events of The Pearl take place on an estuary (the mouth of a river) somewhere on the coast of Mexico, in the fictitious town of La Paz. If you look at a map, you’ll see a long peninsula descending from the U.S. state of California. The peninsula, called Baja California, is part of Mexico and is separated from the rest of Mexico by the Gulf of California. (Another name for the Gulf of California is the Sea of Cortez, or Cortes.) Steinbeck traveled in this area with his friend Ed Ricketts in 1940 and described his experiences in The Sea of Cortez (1941).

Geographical features mentioned in The Pearl give clues to the setting. In a relatively short time, Kino walks from the estuary through desert scrub to mountains. This would be possible in Baja California.

Steinbeck doesn’t tell you exactly when the events of the novel take place because they came from a legend. Although no date is given, you are told that the witnesses of Kino’s return were the grandfathers of the present villagers. If Steinbeck heard the legend in 1940, that would set the story somewhere around 1900.

In order to understand Steinbeck’s story, it will help you to know that Indians of Mexico had been under the domination of people of Spanish descent for some three hundred years at the time of the legend. A civil-religious hierarchy governed; although church (Roman Catholic) and state were outwardly separated, they worked together in many aspects of Mexican life. You’ll see in the story how the priest and the pearl buyers act as allies in the social hierarchy, with the Indians at the bottom of the ladder. In many cases the Indians could not attend school or own land.

Although Spanish culture was imposed on Indians, the ancient religions and other aspects of the culture of the various tribes survived. Watch for places where you can see that Kino and Juana have merged both traditions-for example, Juana’s combination of Catholic Hail Marys and ancient prayers.

One aspect of Mexican culture that plays a part in the novel is that of mi tierra (my land). The birthplace of an Indian had enormous significance. Many Mexicans, especially Mexican Indians, believed they were meant to stay where they were born, and they developed a special attachment to their birthplace. Knowing this concept might help you understand what a huge step Kino takes when he decides to leave La Paz for the capital.

CHAPTER I

As a new day begins, Kino awakens peacefully next to his sleeping wife. He is content with his world and hears the Song of the Family playing happily in his mind. It is an indication that all is well.

NOTE: THE SONGS AND WHOLENESS

Throughout The Pearl you will read about various “songs” that play in the minds of Steinbeck’s characters. Such songs include the Song of the Family and the Song of Evil. These are ancient songs that have been passed down by generations of Indians. Steinbeck uses them to show the traditional, almost instinctual responses of his characters to their environment. When things are happy, they hear the Song of the Family. When evil threatens, they are alerted by the Song of Evil. Kino’s songs often mark occasions of celebration: he celebrates the morning and the existence of his family; he celebrates life and its events. The songs were individual parts of the Whole. This theme of wholeness is central to Steinbeck’s thinking: everything has its place in the universe, and when something happens to one of the parts, the whole system is affected.

Kino wraps himself in the one blanket that he owns, and watches the dawn break over the Gulf of California. The little Indian village is located somewhere on the peninsula of Baja California, Mexico, on the shore of the Gulf of California. While Juana prepares breakfast of corncake and pulque, Kino watches “with the detachment of God” as some ants try to outsmart each other in the dirt. His song blends with Juana’s ancient song, and together they form a unity (the “Whole”).

 

NOTE: THE ANTS

From the very start, Steinbeck tries to show similarities between the human and animal worlds. The ants, sabotaging and outwitting each other with sand traps, are little different from human beings on the battlefield, in the marketplace, or in other human competitions. Notice that Kino does nothing to alter the outcome of the struggle. A major theme of The Pearl is man’s struggle with nature and with the historical, racial, and class differences that prevent him from fulfilling his goals. By identifying Kino with God, is Steinbeck saying that man’s life and struggles are not subject to divine interference? Try to keep some of these larger issues in mind as you read the novel.

Kino returns to his brush hut, a primitive abode with a crude doorway and mats on a dirt floor. A streak of sun falls on the rope that holds Coyotito’s box. Suddenly, the peace of the morning is shattered when a scorpion crawls down the rope and stings the infant. Kino grabs the insect and grinds it into the dust while Juana takes her child and sucks out the poison. She whispers some ancient magic and mutters a “Hail Mary,” which shows the Roman Catholic influence in her religious beliefs. Coyotito’s screaming summons the neighbors, including Kino’s older brother, Juan Tomas, and his fat wife, Apolonia. Kino watches Juana in action and wonders at her strength, endurance, and patience.

NOTE: THE SCORPION EPISODE

The scorpion attack is part of the human struggle for existence and parallels the attacks by men later on. Steinbeck uses this attack to point out the difficulty of life in general-that no matter how hard people struggle in life, there always seems to be another problem or obstacle in their path.

Juana tells Kino to get the doctor. While this may seem like a reasonable request, it is actually an unusual one for an Indian. The class distinctions between the poor Indians and people of Spanish descent like the doctor were enormous. Kino realizes that since he is an Indian and has no money, the doctor will not come to treat Coyotito. Hearing that, Juana decides they will go to him. The theme of wholeness arises again when the villagers swarm around Juana and Kino: “The thing had become a neighborhood affair.” As mentioned earlier, the Whole is affected when something happens to one of the parts.

NOTE: CLASS DISTINCTION

Hundreds of years ago, Spanish conquerors took over Mexico and established their social, political, and economic dominance over the Indian population. The Spaniards and their descendants, because of their money and military power, became the ruling class. The Indians became the exploited, lower class.

The villagers, amazed by this decision, follow Juana and Kino to the doctor’s house, passing the four beggars who gather in front of the church. Steinbeck uses the beggars to illustrate the doctor’s character: “They knew his ignorance, his cruelty, his avarice, his appetites, his sins. They knew his clumsy abortions and the little brown pennies he gave sparingly for alms.” Through this unspoken knowledge about the doctor, you come to see the class struggle that is part of the lives of the members of Kino’s tribe.

Everyone suspects the doctor will not treat Coyotito. But the parents must try anyway. In his rage, Kino pounds against the doctor’s gate with the iron ring knocker. His thoughts about the doctor are described in the language of oppression: weakness, fear, anger, rage, and terror. The pounding of the music of the enemy mixes with the sound of the iron ring pounding at the doctor’s gate.

The servant who answers the call is an Indian like Kino, yet he will not speak to Kino in his own language. He makes it clear that Kino must wait for an answer outside the bolted gate.

NOTE: ON LANGUAGE

Language is used here as a sign of class distinction. When the Indian servant says, “A little moment,” Steinbeck is implying that he is speaking Spanish-un momentito. The -ito ending gives a noun the meaning of “small” or “tiny.” The baby’s name, Coyotito, means “a little coyote.” When the servant refuses to speak in the Indian language, he is reminding Kino of his lowly place. The incident also shows that people of Spanish descent set Indians against each other.

The doctor’s home, elegantly decadent, represents “the other world” and is contrasted with the primitive Indian huts. The doctor, dressed in a silk dressing gown (robe) that barely covers his fat belly, sips chocolate clumsily from a delicate china cup. He has the trappings of the rich, whereas you have seen that Kino eats corncake in the dirt, near a fire, wrapped in an old blanket. By now, you have probably noticed the tone of a parable, which is designed to teach a simple moral lesson. What message is Steinbeck communicating in this contrast between the doctor and the Indians?

As expected, the doctor, claiming that he is not a veterinarian, refuses to treat Coyotito. A wave of shame engulfs the people who witness Kino’s humiliation. Kino stands at the gate for a long time, then angrily punches it. He stares at his bloody knuckles, a symbol of the struggle between people of Spanish background and Indians. The doctor’s insulting refusal shocks Kino into realizing that something drastic must happen if he is to provide for his son’s future. It’s not that Kino or his family must “change,” but that they must find some way of exerting control over their environment. Do you think that Kino is a victim of fate? Are there changes he could have made to improve his life?

 

 

 

NOTE: NATURE VS. CIVILIZATION

Steinbeck uses nature imagery to contrast the Indians with the “civilized” life of the town. The doctor, who represents those who control the village, lives in a large home of stone and plaster, while Kino and the other Indians live in an impoverished neighborhood of small brush huts with dirt floors. Whereas the doctor drinks chocolate from a silver pot, Kino drinks pulque (a fermented drink made from a flowering plant) from an earthen jug, squatting on the dirt. The doctor sleeps in a plush bed, but Kino and his wife sleep on simple mats thrown on the ground. Yet the doctor’s house is gloomy and dark, whereas Kino’s hut is right on the beautiful Gulf of California. The doctor is frustrated and greedy; Kino is happy and content. The doctor has money; Kino has none. The doctor is agitated; the Indians are in tune with nature. The doctor is “refined”; the Indians have the simple, instinctual ways of animals. (“All the doctor’s race spoke to all of Kino’s race as though they were simple animals.”)

What does this contrast tell you? One idea to think about is that the further one moves away from nature, the more “unnatural” one becomes. And with this move toward a culture based on money, one grows more discontent with life, more restricted and tense. The birds at the Gulf fly free, while the doctor’s bird is caged. Kino is at peace when the novel begins. But he is soon thrown into conflict when he leaves nature in pursuit of money and civilization. This conflict will persist until he returns to his natural habitat.

CHAPTER II

In the opening description of the beach, the narrator leads your eyes inland from the sea. The beach and the water nearby are full of life, each creature living and growing in its own way and in its own place. Despite the vision of the sea teeming with life, the narrator cautions that in the Gulf, vision cannot be trusted. The hazy mirages that occur there have taught Kino’s people for centuries not to trust their vision, for the Gulf has “the vagueness of a dream.”

Kino’s village is located on a broad estuary lined with canoes. He and Juana are proud of his canoe-a gift from his father, who had received it from Kino’s grandfather. It is their only possession of value and symbolizes the ancient Indian civilization that continues to guide Kino. As his source of income, the canoe is a necessity.

That morning, when Kino and Juana come down to the beach, she makes a poultice (medicinal compress) of seaweed for Coyotito’s shoulder. This is probably a better remedy than what the doctor would have offered, yet it lacks the doctor’s authority. Worrying about her son, Juana prays that they will find a pearl in order to pay the doctor to heal Coyotito.

NOTE:

Juana’s natural instincts are strong. She reacts to the situations in her life with compassion and intelligence, as her administering of her poultice demonstrates. But she is aware of her simplicity and doubts the effectiveness of her methods, when compared with those of the doctor. Keep this in mind when you read of the doctor’s actions in the next chapter.

After pushing the canoe into the water, Kino and Juana work together to paddle toward the oyster bed where Kino fishes and searches for pearls. The oyster bed has historical significance. Steinbeck notes that the Spanish conquerors had worked this bed and that the pearls taken from it had greatly aided the king of Spain, financing both his wars and the decoration of his churches.

NOTE: PEARL FORMATION

Pearls are formed through an accident of nature. A grain of sand becomes caught inside the fleshy folds of an oyster and, to protect itself from irritation, the oyster coats the grain with layer after layer of a milky cement. This process forms a pearl. This contrast between the natural definition of a pearl and its value to humans in terms of wealth is one of the many contrasts Steinbeck uses to tell you something significant about reality and appearances. It is also one of the many levels of symbolic meaning that the pearl conveys.

Kino knows that a great pearl will bring him much money, but he does not dare hope for such a pearl because it is not good to want too much. As he descends into the water, he hears the Song of the Pearl That Might Be, and in the canoe above, Juana makes the “magic of prayer.”

Moments after Kino goes underwater, he finds a large oyster in which there is a “ghostly gleam.” It is the Pearl of the World-great and perfect and stunning. Kino’s troubles seem to be over. The money he will receive from the sale of the pearl will eliminate the humiliations of poverty. Yet Kino does not hope for too much since that might drive good luck away. Kino’s people have always felt a need to be tactful with both the Christian God and the old Indian gods so as not to appear greedy. Why do you think they feel this way?

NOTE: SUPERSTITIONS

Juana and Kino do not want to offend the gods by hoping for too much. On one level this is a superstition inherited from their ancestors (Juana’s “magic of prayer”). But on another level, it is consistent with the idea of wholeness, whereby each person plays his part in life and removes from life what is his due. Though illiterate, Juana and Kino understand the principle of balance. If you ask for more than your fair share, you may end up with even less. Notice that the pearl gives off a “ghostly gleam.” Already there is a hint of death.

Kino looks at the pearl and sees that it captures the light as perfectly as the moon. He can see dreams of a better future for his family in the pearl. This passage marks the beginning of Kino’s dreams, or “visions,” where reality becomes confused with the illusion of a better world. His dreams go deep-right through to his soul-and Kino will soon begin to identify his soul with the pearl. Don’t forget the warning about mirages, however, at the beginning of the chapter. Will the pearl prove a lucky find or something quite different?

While Kino holds the pearl in the hand he had smashed against the doctor’s gate, Juana notices that Coyotito’s swelling has gone down. The poison is leaving the infant’s body. Kino screams with delight as he looks at the pearl, and this causes the other divers to race toward his canoe.

By screaming so loudly, Kino attracts attention to his discovery. This sets in motion the reactions of the community, each person adding to the total reaction of the whole. Before he knows it, Kino will become alienated from the people of his own village. He will be the outsider who deviates from the natural system. And in biological systems, the deviant is usually punished, sometimes by death. If you were in Kino’s shoes, would you react as he did?

CHAPTER III

Kino’s village is compared to a “colonial animal,” with a physical body, emotions, and a nervous system that communicates news in a rapid, invisible way. By the time Kino and Juana return to their house, everyone knows that he has found the Pearl of the World. Suddenly, people become interested in Kino. When the priest hears the news, he thinks of certain repairs needed by the church. The doctor, fantasizing about his younger, happier days in Paris, announces that Kino is his client and that he is treating Coyotito for the scorpion sting.

NOTE: THEME OF WHOLENESS

With the comparison of the village to a colonial animal, Steinbeck presents his idea that each person is part of a larger whole. No event happens to an individual in isolation. The procession of villagers to the doctor’s house prepared you for this idea. And it is reinforced by the closeness felt by Mexican Indians to their village. There is a feeling of belonging, perhaps because of village unity and the hierarchy of power. Rarely do people leave their village.

The unscrupulous pearl buyers are delighted by the news. Though they pretend to be independent buyers with private little offices, they all work for the same man. They are the “arms” of his organization, and nothing gives them more pleasure than buying pearls at ridiculously low prices.

A “curiously dark residue” is created when the people think about Kino’s pearl. It taps into their dreams, plans, hopes, fantasies, and desires. And the only person preventing them from fulfilling their dreams is Kino. Because of this, he becomes every man’s enemy, though he doesn’t know it. His discovery has provoked something thoroughly evil in the town, a “black distillate” as poisonous as the scorpion. This comparison of the pearl’s effect with the scorpion’s poison is one of the major biological comparisons in The Pearl. (Another is the description of the village as a colonial animal.) The pearl, once a source of promise and beauty, has now become an evil omen.

NOTE: GREED AND ENVY

The pearl causes a sinister change in town. Kino has become a “have” in a world of “have-nots.” As a result, he is an outsider, an enemy. The pearl has planted the seeds of many dreams in the minds of many people who have been deprived of too much for too long. Their greed and envy create a threat to Kino. In his excitement, Kino is blinded to events around him. But his brother, Juan Tomas, sees the threat and will warn Kino about it.

Later, Kino sits with his family and friends, admiring the pearl. Juan Tomas asks what he will do now that he has become rich. Kino peers into the pearl for an answer, as if looking into a crystal ball. He has a vision of a proper church wedding, where he and Juana will be dressed in fine clothes. And he will purchase a harpoon and a rifle.

Kino wants status and recognition, and it is the rifle that seems to symbolically break down the social order that keeps the Indians under the domination of the Spaniards. While it is acceptable for Kino to imagine having a wedding, fine clothes, and other niceties, a rifle would ordinarily be an impossible purchase for poor Indians. The mere thought of Kino’s owning a rifle tells you that he has crossed the line that separates his original simple life from the passion for wealth that will devour him. The rifle symbolizes Kino’s intention to cease being exploited by people of Spanish descent. In the hands of an Indian, a gun could change the power structure. So could the next part of Kino’s dream-an education for his son-since knowledge will eventually free the Indians from the bonds of ignorance. On an even higher symbolic level, the rifle might be thought of as the final blow of truth that allows innocence and goodness to triumph over evil. This passage about Kino’s visions reminds you that The Pearl is an allegory in which concrete objects often stand for ideas.

At dusk, the villagers whisper that the priest is coming. Like the doctor, the priest lives in town and rarely visits these “children.” Without knowing why, Kino hears the Song of Evil, but faintly, when the priest enters. The Father says Kino is named for a great man of the Church (Eusebio Kino, a Jesuit missionary in present-day Mexico and Arizona from the 1680s to his death in 1711) and that it is in the books. Kino isn’t sure of this and hopes that someday his son will know what is in the books. The priest wants to make certain that the Church gets its share from the sale of the pearl. Do you think Steinbeck is implying that the Church contributes to the exploitation of the Indians?

NOTE: KINO, THE PRIEST, AND RELIGION

The priest’s visit is preceded by the suggestion that Kino might be punished for trying to change things. How are God, the priest, the future, and Kino’s plans related? Kino believes that his future is vulnerable to attack because he has spoken openly of his plans. In fact, Kino feels threatened by this representative of religion. Although the priest appears to be concerned that Kino do the “right” thing, his major interest is the pearl. His stilted biblical language (“thou” and “thee”) rings false. And he has not married Kino in the church or baptized Coyotito because Kino has never had the money to pay for these services. Do you think the priest’s actions are motivated by self-interest? Remember that in the original story Kino wants to use the pearl’s wealth primarily to guarantee his salvation by purchasing in advance the masses necessary to release his soul from Purgatory. Doesn’t such a practice as buying one’s salvation also suggest the corruption of the Church?

After the priest leaves, Kino still hears the shrill music of evil in his ears. A thin dog wanders by, but as Kino looks down, he fails to see the animal. This is another sign that Kino’s eyes are blind to simple, everyday events.

The doctor arrives after dark. Kino is filled with hatred, rage, and fear, but lets the doctor in when the corrupt old man says there might be a delayed reaction to the scorpion sting. In his ignorance, Kino does not know what to do, but he does not want his son to suffer.

To play on the couple’s fears, the doctor puts on a grand show. He gives the baby some poisonous white powder and says he will come back in an hour, for he knows the poison will strike by then. When the doctor leaves, Kino buries the pearl in the corner of the hut. Coyotito becomes very sick again, and in an hour the doctor returns.

NOTE: Before the doctor returns, Steinbeck inserts an important description of the estuary at night. There is the sound of big fish eating little fish, the familiar sound of slaughter-a symbol of the relationship between the Spanish and the Indians, between the rulers and the oppressed.

The doctor has not fooled anyone, even though he gives Coyotito a few drops of ammonia in a cup of water to calm him. The doctor says that because of his knowledge of scorpion poison, Coyotito will now recover. He pretends to be surprised that Kino has found a pearl, but asks questions, hoping that Kino will glance at the place where the pearl is hidden. Kino does this, and the doctor leaves the hut knowing the location of the pearl.

Later that night, Kino and Juana are awakened by an intruder in their hut. Fearing this might happen, Kino had moved the pearl. But he is wounded in the scuffle with the attacker.

For the first time, Juana begs Kino to get rid of the pearl. She feels it is evil and will destroy them. But Kino resists. He is infatuated with dreams of the future and refuses to surrender to outsiders.

NOTE:

The shrewd and conniving doctor is one of the first to prey upon Kino, but he will not be the last. Juana’s instincts about the pearl are correct, and Kino’s stubbornness will launch him on a path of destruction. Within the scope of the parable, what does Kino’s attitude tell you about the quest for money? Whose side do you take in the disagreement between Juana and Kino?

 

 

 

CHAPTER IV

This is the day Kino will sell the pearl. Everyone in La Paz is aware of Kino’s plans and will take part in the ritual. Juana wears her wedding skirt and dresses Coyotito in baptismal clothes. Kino steps out of his hut and heads up the procession, accompanied by his brother, Juan Tomas. Though Juana walks behind her husband, there will be a time when she breaks custom and walks together with him.

Juan Tomas warns Kino to beware of the pearl buyers. They are cheats, he says, and will try to fool him about the price. He reminds Kino of the time some men in the village wanted to obtain more money for their pearls by pooling them and sending an Indian agent to the capital to sell them. Twice they tried it, but on both occasions the agents disappeared. Do you think the agents ran off with the money, or were they perhaps robbed and killed?

The brothers talk about the annual sermon that the priest delivers on this incident. He insists it’s a message from God that each person is meant to maintain his or her position in life, whatever it might be: “Each man and woman is like a soldier sent by God to guard some part of the castle of the Universe.”

NOTE:

When you consider the source of this sermon-the priest-you may conclude that it’s a story he uses to manipulate the Indians. There is a strong political and social component-God wants you to stay in your place-and the Indians are expected to obey. It is very possible that Steinbeck wants you to regard the sermon in the same light as the doctor’s remedies. Do you think Kino and Juan Tomas believe the priest’s message?

The brothers squint their eyes and tighten their lips in preparation for the pearl buyers. The people in the procession know that this is an important day, and they follow Kino’s lead.

In the meantime, the pearl buyers sit at their desks, excited about the much-discussed pearl. One of them, a fat, plodding man, plays disappearing tricks with a coin while waiting. The symbolic disappearance of the coin foreshadows the episode that follows.

When Kino arrives, the villagers wait outside while he shows one of the buyers his pearl. The pearl buyers have already conspired how to handle the buying of the pearl. With a look of sadness and contempt for the poor man who doesn’t know the value of things, one of the buyers tells Kino that the pearl, like fool’s gold, is only a curiosity. He offers Kino a thousand pesos, but Kino knows it is worth fifty thousand.

Kino, growing “tight and hard,” feels the circling of vultures and wolves. He hears the music of the enemy and knows that he is being cheated. As if to confirm his price, the pearl buyer sends for the other buyers, claiming that they know nothing of his offer. The first man refuses to do business because the pearl is a “monstrosity.” The second dealer says it is soft, chalky, and worthless. The third offers five hundred pesos.

Disgusted, Kino withdraws his pearl and says he’ll sell it in the capital. The men, realizing they have not fooled Kino, promptly offer fifteen hundred pesos. They know that they will be punished by their boss if they don’t purchase the pearl. But Kino understands their scheme and decides to leave.

That evening, the villagers discuss Kino’s decision. Some support him; others think he was wrong. Kino, however, is terrified of what he has done. He feels he has “lost one world and [has] not gained another.” What do you think this means? Kino knows more about the world than he did a few days earlier. Though he is vulnerable, he must harden himself to the attacks that await him. His instinctual awareness of this causes him anxiety, as does the idea of leaving the village of his birth.

Juan Tomas sees that Kino is treading on new ground without knowing the way. He says that, in the capital, Kino will be among strangers and will be leaving behind his friends and family. (If you have been looking for the symbolic meaning of the characters, look carefully at Juan Tomas here. Do you see why some readers think he represents the traditional Indian ways?) Only Juana seems to be on Kino’s side, even though the pearl frightens her.

Later on, Kino is restless and goes for a walk. Sensing danger, he feels for his knife. Juana hears a scuffle and puts the baby down to look for a rock in order to come to Kino’s aid. By the time she reaches Kino, his clothes have been torn apart by an attacker looking for the pearl. He is half conscious, his cheek slashed.

Juana cleans the wound, then pleads with Kino to throw the pearl away. Kino can only repeat his dream, as if repetition will make it come true. He asks Juana to believe in him (“I am a man”), then promises they will leave for the capital in the morning.

NOTE:

You might be wondering about the relationship between Kino and Juana at this point. It is clear that Kino has deep love and respect for his wife. She is warm and loving and also strong and secure. Yet within the social structure of their society, the male is the absolute head of the family. Do you think Kino is comfortable as the decision maker? Or would he prefer to share responsibility equally with Juana? He seems obsessed with his dream and, for the moment, won’t let anyone, including Juana, challenge it.

 

 

 

CHAPTER V

Kino awakens in the darkness as Juana quietly leaves the hut with something in her hand. Enraged, Kino follows her to the shore. But when she sees him coming, Juana begins to run. Kino grabs her arm before she can throw the pearl into the water. Then, hissing like a snake, he beats her. When she falls against the rocks, he kicks her viciously in the side. This is the same Kino who had so tenderly loved her two days earlier and had wondered at her strength.

What has changed him? What makes them both do what they are doing? Juana wants to expose the dream-filled destruction she sees Kino driven toward. But she doesn’t fight back, because submission is part of her role as Kino’s wife. When Kino beats her, he is defending his manliness and his dream, for the two have become one.

NOTE: KINO’S DREAM

Kino’s dream has challenged the system. In Chapter IV, Steinbeck showed you the reflexive response of the town, the colonial animal, to the pearl. In the deepening conflict, Kino will lose everything that connects him to this town. The purpose of Chapter V is to show Kino’s isolation. If you keep in mind the metaphor (comparison) of the town as a colonial animal, this separation can mean only one thing-destruction. Kino’s battle with Juana foreshadows the death of his family. He is now like the deviant from a closely interrelated ecological system. He is separated from his natural environment. From now on, he will lack the protection of his kin and the strength of his tradition. He is a free agent, flung into the world to face ruthless predators.

Kino is attacked again on the path to his hut-this time, by more than one assailant. In self-defense, Kino kills one of them, and with this action, Juana realizes that their old way of life is ended. She finds the pearl in the path just before seeing the two men lying there, one of whom is bleeding from the throat. She sponges Kino’s wounds and revives him after dragging the dead man into the bushes. As Kino recovers consciousness, she tells him what has happened, and they realize they must leave the village before daybreak.

By killing a man, Kino has crossed a threshold; there is now no turning back to the old life. Before this, Kino could have sold the pearl and given up his dream of changing the way things are. In his quest for his dream, Kino rebels against both the natural and the social system-and tries to impose his own will. This attempted revolt will bring Kino ever closer to destruction.

Kino instructs Juana to prepare Coyotito and pack some food while he readies the canoe. As he stumbles down to the beach, he is horrified to see that his canoe has been destroyed.

 

 

 

NOTE: THE CANOE

For Kino, as for any fisherman, the destruction of his boat is an immeasurable loss. Not only does it mean the loss of his prized possession and his means to an income, but it also means the loss of a part of his heritage. The psychological impact of the loss of his canoe is as significant for Kino as the dead man in the path was for Juana. The old way of life is over. Filled with rage, Kino now becomes like an animal, living only to protect himself and his family. (But notice that even in his rage, it never occurs to Kino to take another’s boat.) Why does Steinbeck use this animal comparison? Does Kino really have to become like an animal to preserve his dream of a better life as a man? Is Steinbeck necessarily implying that animal traits are lower than human ones?

Juana scurries down the path with the news that their hut is on fire. She and Kino make plans to hide in his brother’s house until the next night, when they will leave for the mountains. Juan Tomas tells him that there is a devil in the pearl, but he agrees to help Kino. He spends the day telling neighbors that Kino has fled the village. From each visit, he returns with something borrowed that will help his brother-a few beans, some salt, and a knife.

That night, before the moon rises, Kino sets forth with his family. Once more, Juan Tomas asks Kino to consider giving up the pearl. But Kino answers that the pearl has become his soul, and that if he gives it up, he will lose his soul.

NOTE: THE PEARL AS KINO’S SOUL

Kino has become so obsessed with the pearl that nothing else matters. Every breath is devoted to making his dream come true, at the risk of placing his family in grave danger. In a material sense, a person dies when his soul leaves his body. If Kino were to throw away his soul, he would die spiritually as well. His soul-that is, the pearl and his dream-is all that holds him to life. Why do you think Kino considers the pearl as his soul? Do you see a religious meaning here? Has Kino substituted a dream of fulfillment on earth for the traditional Christian concept of salvation after death? Some readers think that the dream of the pearl has corrupted Kino’s true soul, driving him to sacrifice his family and reject his past. Others see the pearl as Kino’s only hope for dignity as a man. In this sense, the pearl would be a fitting metaphor for his soul.

CHAPTER VI

The moment has come for Kino and his family to leave their village in search of their dream. This chapter can best be understood when divided into three parts: the flight, the confrontation with the trackers, and the return.

Kino and Juana flee toward Loreto, the city where “the miraculous Virgin has her station.” They make certain, however, not to be seen in the town of La Paz where, two days earlier, they had led a procession to the doctor’s house. There is a strong wind this night as the couple go “out into the world.” (These words may remind you of Adam and Eve leaving the Garden of Eden in the Old Testament Book of Genesis.) Kino is grateful for the wind because it means the blowing sand will cover their tracks.

The flight has stirred something primitive and basic in Kino, as if part of his ancient Indian heritage has reawakened in him. His survival instinct (akin to animal instinct) has been revived, and he is wary of attackers.

Hour after hour the march proceeds until at last they come upon a road with deeply cut wheel tracks. Since the wind has died down, they decide to walk in the tracks as an added safety measure. A wagon cutting through the sand will easily erase their footsteps. Though the evils of the night are all around them, Kino hears the music of the pearl in his head. The screeching owls and laughing coyotes do not trouble him, since he has the knife for protection.

NOTE:

Kino and Juana’s march to Loreto resembles a pilgrimage to a religious shrine. In fact, Steinbeck notes that Loreto is the city where the Virgin Mary “has her station.” Kino’s passion for the pearl approaches an almost religious fervor. You’ve seen earlier that Kino and Juana combine ancient Indian and Catholic prayers, that they refer to God and the gods. Has the religion of the pearl taken over from both these sets of belief? Have all Kino’s gods abandoned him, or is it the other way around?

At dawn, after walking all night, they find a little hiding spot in a clearing near the road. Juana settles in to feed Coyotito while Kino returns to the road to sweep away their footprints. Before long, a cart creeks along the path, wiping out all the tracks. Relieved, Kino returns to Juana and shares some corncakes with her. While eating, Kino spots a little column of ants near his foot; he puts his foot in their way and watches them climb over it. Recall that in Chapter I, Kino did not interfere with the ants, despite his God-like position. Now he makes the ants climb over his foot, a difficult task for an ant. Is Steinbeck commenting on God’s indifference to human struggle? Would God create an obstacle as carelessly as Kino puts his foot in the ants’ path?

It is hot and they are far from the Gulf. Kino shows Juana the poisonous trees and bushes to avoid. In the midst of these warnings, Juana asks if they are being followed. Kino knows that this will happen and that it will prove the pearl’s worth. He looks into the pearl for his former vision of the future but sees only pictures of the past-the dead man, Juana’s beaten face, and the baby’s illness. In an effort to blot out these images, Kino asserts that their son will have a fine education. Yet all he sees is Coyotito’s face, “thick and feverish from medicine.” Alarmed by the vision, Kino hears the music of evil intermingled with that of the pearl.

 

 

NOTE: KINO’S VISIONS

Throughout the novel, Kino has seen visions in the pearl. In keeping with a cinematic technique, Steinbeck has used the pearl as a sort of mirror in which Kino sees visual reflections of his mind. When he is excited about the future, the vision shows his church wedding, fine clothes, and Coyotito going to school. Now that he is a pursued animal, Kino’s visions show only the dark, frightening aspects of life. What role do these visions play on the symbolic level of the story?

Kino falls asleep. Steinbeck then describes the impassive Juana, sitting with the flies buzzing around her facial cuts and bruises, watching Coyotito until his innocent playing makes her smile and respond.

The two of them together make clear the difficulty of their own and their people’s position. The Indians have little choice. If they submit meekly to oppression, they will be allowed to live as we see Juana living. They will be beaten any time they try to change things. But they will also be allowed a measure of innocent contentment as long as they do not peer into the future. (Do you remember how happy Kino was on that first morning? Juana is also happy watching the innocence of the baby.) If they do not submit, they will be crushed.

Kino sits up suddenly and whispers to Juana to be silent. He hears something and feels for his knife. In the distance, he sees two men on foot and one on horseback. They are trackers in search of the pearl, and Kino knows they will persist until the find him. He fears that careless footprints will reveal his whereabouts and that even his sweeping the footprints might give him away. Kino is now a hunted man.

NOTE:

Steinbeck is a master of suspense. One of his strengths as a novelist is the ability to keep the story moving. Even with its many descriptions, The Pearl maintains a rapid pace. As it moves to a conclusion, you can almost feel Kino and Juana running.

As the trackers approach, Kino plans to leap at the one with the rifle, then kill the other two. Juana muffles Coyotito’s noises while the trackers stop at the swept spot. After closely examining the sand, the trackers move on, look back, then continue their journey. Kino knows that they will return, and he panics like a trapped animal. Flight is the only solution. Finally, Juana provokes him into making a decision: they will go to the mountains.

They hurry frantically toward the high place, not bothering to cover their tracks. Time is crucial since the trackers will soon discover the broken twigs and crushed plants. Kino wants Juana to remain in the crevice while he plants false signs that will lead the trackers further up into the mountains. But she refuses to leave him. So they decide to move in zigzags instead of a straight line, leaving a multitude of signs to confuse the trackers.

The flight to the mountains suggests several meanings. One is that Kino’s action is a natural one. “And Kino ran for the high place, as nearly all animals do when they are pursued.” Another level of meaning comes from the image of the “naked granite mountains… standing monolithic against the sky.” The image is a reminder of the implacable forces of both nature and society against which the Indians must struggle to survive. Some readers find a reference to another, older story of a father who takes his son to the mountains. They see the story of Kino and Coyotito as a reversal of the Old Testament story of Abraham and Isaac. (See Note on page 50.)

As the sun falls, they climb higher to a bubbling spring where animals come to drink. Kino knows that the trackers, needing water, will also plan to come here. But that’s a risk he’ll have to take. From this altitude, Kino spots the trackers far down the slope. They appear no bigger than swarming ants.

NOTE: ANT IMAGERY

This is the third time that ants have appeared in The Pearl. Steinbeck uses them to show the parallels between animal and human behavior, and to portray the relative insignificance of individual human beings in the scheme of the universe.

Juana takes a supply of water and heads for a cave up above. Meanwhile, Kino runs up the mountain, then down again, “clawing and tearing at the ferns and wild grape” as he goes. By misleading the trackers into climbing higher, he and Juana will be able to escape down the mountain. His one fear is that Coyotito’s cries will reveal their location. But Juana says this won’t happen.

By dusk, the trackers arrive at the water spring. Kino watches them from the cave entrance and realizes that they intend to set up camp. This is bad news since he and Juana know they won’t be able to keep Coyotito quiet for the entire night. Kino has no choice but to kill the trackers.

Kino touches his son on the head, then feels Juana’s cheek. In preparation for the murder, Kino strips the last remains of civilization-his clothes-from his body. Kino’s naked, brown body now camouflages him. He must move slowly in order not to dislodge a stone. This requires great stamina-the courage of an animal on the prowl. As Kino reaches the trackers’ camp, his heart thunders as he prepares for the attack.

Just as Kino is about to strike, the moon makes him very visible. He hesitates for a moment-a tragic mistake-and the baby cries, drawing the attention of the tracker on duty. In a bitter play on the baby’s name, the trackers discuss whether it is a human cry or that of a coyote with her litter. The man with the rifle, taking no chances, raises the rifle to shoot. Kino springs, but he is a moment too late. The rifle goes off before Kino reaches him.

 

 

NOTE: ABRAHAM AND ISAAC

Some readers see the fate of Coyotito in the mountains as a reminder of the biblical story of Abraham and Isaac-in reverse. In that story, Abraham was instructed by God to take his son to the mountain and sacrifice him. When Abraham showed God that he was willing to make the sacrifice, God substituted a ram for Isaac and rewarded Abraham. “I will indeed bless you, and I will multiply your descendants as the stars of heaven and as the sand which is on the seashore. And your descendants shall possess the gate of their enemies…. “(Genesis 22:15-18) In The Pearl, the son is sacrificed; God has not interceded. And there seems little chance of Kino’s descendants overcoming their enemies. Unlike Abraham, however, Kino is denied the chance to save his people.

In a frenzy of rage, Kino takes on a machinelike quality and kills all three trackersone with his knife, one with a blow to the head with the rifle butt, and one slowly and deliberately with shots from the rifle. After the sounds of the killing fade away, Kino hears mournful sounds. It is Juana-something terrible has happened to Coyotito. His head has been blown away.

Steinbeck ends the chapter with a description of the sad return of Kino and Juana to their native village. Not only do the old people who actually saw them return remember it, but also the younger ones whose fathers and grandfathers told them about it. The event truly involved everyone in the village of La Paz.

It is late afternoon when the couple returns to La Paz (ironically, La Paz is Spanish for peace). Walking side by side, Kino carries the rifle and Juana supports Coyotito’s body in a bundle over her shoulder. Juana is “as remote and as removed as Heaven,” while Kino is “as dangerous as a rising storm.”

NOTE:

You will recall that, earlier in The Pearl, Juana walked behind her husband. Now they walk together, side by side. What do you see in this new sign of equality? Is it an indication that they are now removed from the old system that has oppressed them? Or is it a sign that they are no longer a part of their ancient Indian culture?

Kino and Juana walk through the town as if it weren’t there. Passing the ruins of their burned hut, they proceed to the water, where Kino takes the pearl, looks into it, and sees evil faces peering at him. The pearl has become ugly, “like a malignant growth.” Kino asks if Juana wants to throw it, but she tells him to do it. With that, he flings it into the Gulf, where it splashes in the distance, then drops to the bottom, its music fading away to nothing.

 

 

NOTE: SOME CONCLUSIONS

It is bitter irony that after all Kino suffers to keep the pearl, he throws it back into the ocean, where it is lost forever. How can we understand why Kino does this and what the meanings of this story of the poor fisherman might be?

Does Kino throw the pearl away because he feels guilty, as some readers suggest? If this is so, then Kino must feel that he has been greedy and that his greed has caused the death of Coyotito, all the other deaths, and much pain and suffering. The original version of the legend was clearly a warning about greed. Can you see a parallel warning in Kino’s final gesture?

We know there is rage in Kino at the end, because Steinbeck uses images like “a rising storm,” “a tower of fear,” and “a battle cry” in his description of Kino’s return. Do you think Kino throws the pearl away as a gesture of rage and disgust? Has he learned that Indians are not allowed to dream? Is the gesture a last protest against social oppression?

You might also conclude that Kino’s new understanding stretches even further than the boundaries of his own social system. It was not only the pearl buyers and the doctor and the tracker with the horse who betrayed him. Indians also worked against him. (He had to beg his brother for one day’s refuge!) It is possible that Kino at the end looks with disgust at humans in general, regardless of social position. From this point of view, the novel seems to be a depiction of the universal weakness and selfishness of people.

Still another conclusion is that Kino’s tragedy was not so much a victory of evil over good as it was a natural phenomenon. Throughout the novel, Steinbeck has used biological comparisons to suggest that no event happens to an individual alone. The natural order-of ants, fish, scorpions, and men-is a predatory one, and Kino just happens to get caught in it. Kino’s action might suggest that he is submitting to the inevitability of the natural (and social) order-to his fate.

There is no single answer. The meaning you take from this story of the fisherman and the pearl will depend on how you see Kino and on how you interpret the meaning of the pearl, on your own experiences, and on many other factors. Steinbeck does not point dramatically and conclusively to one interpretation. Some readers have seen this inconclusiveness as a weakness in the novel. Perhaps The Pearl is not conclusive, but it does serve as a kind of record of the conflicts experienced by people-conflicts within themselves and with the systems under which they live.

 

 

 

 

Themes in John Steinbeck’s The Pearl

Price of Wisdom.

Juana understands far sooner than Kino the danger in possessing the pearl. “It will destroy us all,” she cries out to him. “Even our son.” After Kino and Juana’s way of life has been obliterated—their house burned and Kino’s canoe smashed—Juan Tomás attempts to save them from further destruction. “There is a devil in this pearl,” he tells Kino. “You should have sold it and passed on the devil. Perhaps you can still sell it and buy peace for yourself.” Kino refuses, clinging to the pearl although he perceives it differently: “I have it … And I will keep it … now it is my misfortune and my life and I will keep it.” When Kino is caught up in dreams of the future, he beats Juana for attempting to throw the pearl into the Gulf; at the conclusion of the story, it is Kino who returns the pearl to the sea. Juana stands beside him, the bloodied body of their dead son wrapped in her shawl—a terrible price to pay for Kino’s acquiring wisdom.

What, however, is the wisdom of The Pearl, if indeed it is a parable? The question remains unanswered in the story, but a passage from the text suggests an interpretation:

For it is said that humans are never satisfied; that you give them one thing and they want something more. And this is said in disparagement, whereas it is one of the greatest talents the species has and one that has made it superior to animals that are satisfied with what they have.

The lesson inherent in Kino’s possessing “the Pearl of the World” may be found in this characteristic of human nature: the desire for more. One of man’s “greatest talents,” the story suggests, is also a curse that creates dissatisfaction and destroys contentment.

Before finding the pearl, Kino lives a peaceful and secure existence, in harmony with the natural world; he finds happiness and fulfillment in the simple routines of his life—waking up beside Juana, listening to “the little splash of morning waves on the beach,” watching Coyotito sleep in his cradle, and standing on the beach before dawn to watch the sun rise out of the Gulf. The morning before Kino finds the pearl is “a morning like other mornings and yet perfect among mornings.” He lives within “the Song of the Family”; it rises sometimes “to an aching chord that caught the throat, saying this is safety, this is warmth, this is the Whole.”

When the pearl comes into his possession, Kino forfeits his old life for new dreams; he gains nothing and loses almost everything of real value. When he and Juana return to their village with Coyotito’s body, they have been transformed by grief and seem “removed from human experience.” The pearl, once luminous and enchanting, now seems ugly and gray to Kino, “like a malignant growth.” Standing at the water’s edge, he flings it into the sea “with all his might.” Readers find many meanings in The Pearl, as Steinbeck intended, but the primary truth of the story seems to be a warning as much as a lesson—to be aware of the human drive to want more than we have and to appreciate and protect what is truly valuable in our lives before it is lost.

Before the narrative begins, an introductory paragraph identifies the story of Kino and the great pearl as having been told in the town so many times in the past that it has become a part of every man’s heart and mind. In the story are “only good and bad things and black and white things and good and evil things and no in between anywhere.” Thus the story is a morality tale, a parable perhaps from which readers derive personal meaning. In regard to literary themes, The Pearl offers many themes for readers to consider; each theme develops organically from the setting and raises universal questions about human nature and human experience. That said, however, I think the most important one is this:

Greed and Corruption

As the word spreads that Kino has found a huge pearl, the news of his discovery “stirred up something infinitely black and evil in the town”; greed is a “black distillate” comparable to the poison of a scorpion. It infects rich and poor alike. The beggars in the street, the merchants, the pearl buyers, the doctor, and the local priest—all think of the pearl in terms of how they might profit from Kino’s possessing it. Greed drives some people in the town to commit acts of violence against Kino in attempting to steal the pearl. Blood is shed.

Corruption fueled by greed is evident in individual lives and in society at large. The doctor is corrupted by his love of money and fine possessions; in a silk robe, he sits in his beautiful house, sipping chocolate from a china cup, while he refuses to aid Coyotito, who has been stung by a scorpion. The baby is only an Indian, after all, and the doctor, he insists, is not a “veterinary”; moreover, Coyotito’s father, Kino, has nothing of value to give to the doctor in return for his treating the sick child. Later, the doctor uses his knowledge of medicine to make a recovering Coyotito ill in order to “save” him and gain access to Kino’s pearl. In the cold, calculated perversion of his profession, the doctor exhibits his moral corruption as a physician and as a human being.

The doctor’s attitude toward the native Indian population is rooted in centuries of colonial conquest and subjugation. He is “of a race which for nearly four hundred years had beaten and starved and robbed and despised Kino’s race, and frightened it too ….” The consequence of this history is a corrupt society determined to keep Kino’s people imprisoned by poverty and ignorance. From the pearl buyers in La Paz (secret representatives of a single buyer) who conspire to pay the Indians as little as possible for their pearls to the priest whose sermons admonish the Indians to accept their station in life, the institutions in society work in concert to deny freedom and justice to every member of Kino’s race. In doing so, those in power enrich themselves at the expense of the poor and the powerless.

Greed

Before the pearl, Kino was content with his wife, Juana, and their child. He reflected on how lucky he felt to have such a cheerful and cooperative wife. As long as he had his canoe, he felt like he could provide for his family. The only reason he wanted the pearl was so that he could get medical treatment for his son, but after his son heals, Kino begins thinking about other things he might buy. His friends and neighbors can no longer be trusted as even the priest tries to figure out how to get a share of the profit. When Juana sees that the greed surrounding the pearl is destroying them, she tries to get rid of it. However, Kino catches her. ‘Her arm was up to throw when he leaped at her and caught her arm and wrenched the pearl from her. He struck her in the face with his clenched fist and she fell among the boulders, and he kicked her in the side.’ Kino once valued Juana as his most valued asset, but because of his greed, she became the target of his disgust to the point that he beats her.

Obsession.

In Chapter II, Kino dives for pearls in a desperate attempt to find one of value with which to pay the doctor to treat Coyotito for the scorpion sting that could kill him. Instead, Coyotito’s condition improves, the result of Juana’s treating his wound with an “old remedy,” and Kino finds not just a valuable pearl but “the Pearl of the World.” With these two events, Kino’s life changes dramatically. In the magnificence of the huge, perfect pearl, Kino envisions a future unlike any he had ever dared to imagine; looking into the glowing surface of the pearl, he sees “dreams form”—new clothes for his family, his and Juana’s wedding in the church, a harpoon and a rifle for himself, and most of all, an education for Coyotito. Kino’s contentment with the “Song of the Family” is now lost in “the music of the pearl” that sings with “triumph” in him.

Becoming a rich man changes Kino’s life immediately in ways he does not anticipate as “shadowy figures” attempt to steal the pearl. He is attacked, his home is invaded, and he kills a man in self-defense when he is attacked a second time. When Juana tries to throw the pearl back into the sea, believing that it is evil and will destroy them, Kino beats her with animal savagery and then is sickened by what he has done to her. For Kino, possessing the pearl with all its promises has become an obsession; he pursues it until his and Juana’s old life is destroyed and their baby is dead.

Despite the initial death and destruction the pearl brings into his and Juana’s life, Kino will not give it up. Rather than sell it to the corrupt pearl buyers for essentially nothing, he chooses to defy the system and sell it in the capital for a fair price; after his house has been burned and his canoe destroyed, he still refuses to sell the pearl in La Paz. “This pearl has become my soul,” Kino says. “If I give it up I shall lose my soul.” Leaving the old life behind, he takes Juana and Coyotito on a journey to the capital, leaving the trail and fleeing into the mountains when they are tracked by three men who will kill them for the pearl. Kino prevails over the trackers, killing them all, but his obsession with the pearl ends only when he realizes Coyotito has died, the innocent victim of a rifle shot. Returning to the village with Juana by his side, Kino throws the pearl into the sea.

 

Nature of Power.

Power vs. powerlessness is a theme that runs throughout The Pearl. Kino’s race has been subjugated for centuries by European colonialism. The oyster bed where Kino finds the great pearl is the same bed “that had raised the King of Spain to be a great power in Europe in past years, had helped to pay for his wars, and had decorated the churches for his soul’s sake.” Kino’s conquered people have remained powerless for four hundred years, “since first the strangers came with arguments and authority and gunpowder to back up both.” Once established, the subjugation of the Indians has been perpetuated by society’s ensuring that they remain poor and ignorant. Any desire they might have for a better life is suppressed by the church; the priest in La Paz teaches that each person must “remain faithful” to his station in life, assigned by God, in order to protect the universe from “the assaults of Hell.”

Kino is well aware of how powerless he is in life. After finding the pearl, his dreams of the future include buying a rifle, a weapon that gives a man power. More significantly, however, he dreams of an education for his son. If Coyotito could read, “the boy would know what things were in the books and what things were not.” Kino understands that real power lies in knowledge: “My son will read and open the books, and my son will write and know writing. And my son will make numbers, and these things will make us free because he will know—he will know and through him we will know.” The pearl means more than wealth to Kino; it offers an end to being trapped by ignorance. “This is our one chance,” he tells Juana. “Our son must go to school. He must break out of the pot that holds us in.” In defying the pearl buyers and challenging the system they represent, Kino initiates a power struggle that ultimately ends in Coyotito’s death.

Pride is also an important theme.

Kino’s subjugation by society has not destroyed his pride or self-respect. Only for fear of Coyotito’s dying does he ask, hat in hand, for the doctor’s assistance. When he is turned away with an obvious lie by the doctor’s servant, Kino feels so deeply humiliated he is overcome by rage. He stands at the gate to the doctor’s house for “a long time,” puts his “suppliant hat on his head,” and then strikes the gate with “a crushing blow.” He will not consent to being marginalized; his pride will not allow him to endure passively the doctor’s insult.

Kino’s pride is manifested again in his confrontation with the pearl buyers in La Paz. Knowing that he is being cheated, Kino refuses to sell his pearl to them; in declaring that he will sell the pearl in the capital, Kino asserts his independence and refuses to be humiliated again. Later, when Kino’s house is burned and his canoe destroyed, the loss is more than material. To Juan Tomás Kino says, “[a]n insult has been put on me that is deeper than my life.” Kino’s pride, as much as his desire to secure money for Coyotito’s future, demands that he challenge the system that holds him down. He has no choice, for as he tells Juana, “I am a man.”

In ”The Pearl” by John Steinbeck, the theme of the destructive power of greed is explored as the characters navigate their personal desires, destiny, and racism. We will explore the devastating effect of Kino’s sudden change from being poor but happy, to possibly instantly wealthy.

Sin Brings Destruction

John Steinbeck’s The Pearl is a parable that demonstrates the destructive force of greed. The characters in the story begin as poverty-stricken, but happy. By the end of the story, they have been destroyed by their own greed. It begins when Coyotito, Kino and Juana’s son, is stung by a deadly scorpion, but the doctor refuses to treat him because the family is Indian and has no money. Kino dives for pearls to make money to help his son, but by the time he comes upon a large, magnificent pearl, Coyotito’s health improves. Kino begins to think how he can better the lives of himself and his family, but the greedy pearl buyers try to cheat him. The greed that creeps into the entire city turns friends into enemies. Over time, Kino loses everything for the sake of the pearl. Had Kino continued to remain grateful for his blessings rather than always pursuing more, the pearl would have lost its power to destroy him. The sub-themes of destiny and racism against the indigent people by the European colonists is also addressed. The theme is the main point addressed in a literary work.

Destiny

Kino has been taught his entire life that it is wrong to try to better himself beyond the position in which God placed him. As a child, his father taught him that the reason why pearl divers kept being cheated by agents who promised to get the divers more money for their product at the capital is because ‘…each man and woman is like a soldier sent by God to guard some part of the castle of the Universe. And some are in the ramparts and some far deep in the darkness of the walls. But each one must remain faithful to his post and must not go running about, else the castle is in danger from the assaults of Hell.’ Despite his brother reminding him of this story, Kino persists on getting the best price for his pearl. Kino’s attempt to ‘leave his station’ results in complete destruction of Kino’s family.

Further, the pearl itself is destined to be in the ocean. Terrible things continue to happen to Kino’s family until Kino finally realizes that he needs to return the pearl to its home.

 

 

 

 

 

 

The Pearl Topic Tracking: Evil

Topic Tracking: Evil

Chapter 1

Evil 1: Evil is introduced in the form of the scorpion that stings Coyotito. Until that moment, Kino’s home is peaceful, filled with the Song of Family. But when he spots the scorpion dangling above Coyotito’s bed, Kino recognizes the strains of the Song of Evil that recur throughout the story. The Song of Evil comes when anything threatens the family, and Kino does all that he can to destroy the evil and hush the sinister melody of the Song of Evil so that the Song of Family can return.

Evil 2: Kino hears the Song of Evil again when he and Juana stand at the gates of the doctor’s house. Kino knows that the doctor is of the race that has abused Kino’s own people for four hundred years; despite the fact that they need the doctor’s help, Kino knows that the doctor is still the enemy. He will try to cheat them or abuse them as his people have always done to Kino’s own race.

Chapter 3

Evil 3: The buyers are out to take advantage of Kino and his pearl. Their goal is to cheat him and ruin his plans of happiness and peace for his family.

Evil 4: The doctor comes to take advantage of Kino’s ignorance by making Coyotito sick and pretending that his illness is the result of the scorpion sting. Because Kino and Juana are uneducated, they are afraid to doubt the doctor’s word, and he uses it to profit from their newfound wealth. He pretends as if he doesn’t know of Kino’s pearl, yet the only reason he has condescended to treat an Indian baby was to try and seek out where Kino might be hiding it. The pearl brings evil in the form of greed: many seek to take advantage of Kino’s newfound wealth.

Chapter 4

Evil 5: The buyers work together to cheat Kino of his pearl and intend to give him very little money for it. They have planned to convince him that his pearl is worthless and pretend that they’re doing him a favor by taking it off his hands. The buyers are aware of the pearl’s tremendous value, and intend to con the “uneducated native;” he will trust them because they are the “experts.”

Evil 6: Kino believes that his friends will help protect him from the evils that might befall him because of the pearl, but instead of finding protection with his neighbors, he is attacked. His pearl has turned friends into enemies; they are jealous and envy the pearl of the world that Kino has found.

 

Chapter 5

Evil 7: The pearl turns Juana and Kino against one another. The evil power of the pearl is strong enough to inspire violence between them. Juana and Kino are so close to one another that conversation isn’t even needed, and yet the pearl is able to divide them. It has brought injury and danger, and now it pulls Juana and Kino away from each other.

Evil 8: Kino is forced to kill a man to defend himself and the pearl. Then Kino’s hut is burned after someone searching for the pearl has ransacked it. Those who covet the great pearl destroy everything that Kino and Juana have in their attempts to find it. The Pearl is making everyone turn against them, and Kino and Juana know that they are no longer safe in their village, and must escape.

Chapter 6

Evil 9: Kino looks into the pearl expecting to see visions of the dreams he had the night after he found the pearl, but the only things he sees are the horrible things that have happened to his family since he found the pearl. He begins to realize the evil the pearl contains, but still refuses to give it up.

Evil 10: In a dream, Kino has a premonition of danger. He wakes and discovers trackers are following his family. He knows that they will find them and kill them for the pearl. He feels trapped because there is no way for them to escape the trackers.

Evil 11: In the struggle to protect his family and survive, Kino turns into a killing machine. He attacks, swiftly and brutally, killing all three men who were tracking his family in a quest to steal his great pearl. Kino has been forced to do terrible things to survive and to protect the pearl from being stolen. The pearl’s value has made it evil.

The Pearl Topic Tracking: Family

Chapter 1

Family 1: Kino hears the Song of Family in each routine of his life. Although their life is simple, the rhythm of their habits and the sounds of each part of their lives make up a song that is important to Kino. It fills his ears and he is content with the safe and sturdy song. Kino will protect this song and the family it represents because it is all he has and he loves it.

Chapter 2

Family 2: Kino inherited his canoe, his only thing of value, from his father and grandfather, and it makes him proud. It is his legacy and he takes great care of it because it is the tool he uses to provide for his family. The canoe is the only inheritance he has beyond the songs of his people, and Kino loves his canoe.

Chapter 3

Family 3: Kino cannot take a chance that the doctor is lying to him about Coyotito’s health because he doesn’t want his child to suffer. The doctor takes advantage of a parent’s concern for his child to turn a profit. He knows that Kino will trust enough in the doctor’s knowledge to allow him to treat Coyotito because Kino is unsure that the baby is healed.

Chapter 4

Family 4: Kino won’t give up the pearl even though it’s brought nothing but pain because he sees its value as a chance to provide for his son’s education, allowing him to escape their simple life. Kino does not want those with a formal education to take advantage of Coyotito, like they do to other uneducated natives. He wants more for his son and his family than their simple life, and the pearl is the key to those aspirations.

Chapter 5

Family 5: The pearl that Kino expected to protect his family is now tearing it apart. Juana warns Kino that the pearl will destroy their family, but Kino refuses to believe it because he thinks that the wealth the pearl offers is the best way to protect his family. He thinks that by keeping the pearl, he is doing what is best for his family, but the pearl is only pushing him and Juana apart. If it is dividing them, it cannot protect the family from harm. It only makes life more precarious for them.

Family 6: Juan Tomas helps his brother in every way that he can, by diverting the neighbors and gathering supplies for Kino’s journey. Juan knows that the pearl has brought evil onto his brother’s family, and he does all the he can to help them escape from it, but he cannot convince Kino to get rid of the pearl.

Chapter 6

Family 7: As Kino, Juana, and Coyotito are making their escape, Kino believes that his family will triumph because they seem to be getting away. He begins to believe that everything will work out; the pearl promises security and peace, and they will escape the bad luck that has plagued them since he found the pearl. He believes that now his family will prosper.

Family 8: Kino considers giving himself up to the trackers because there is no way that he and his family can get away from them. The thought momentarily defeats him, until Juana reminds him that the trackers will kill her and Coyotito as well, and that prods Kino into action.

Family 9: In the midst of danger, their survival depends on keeping the baby quiet through the night. If he cries, their hiding place is given away, but if he can keep silent, perhaps Kino will be able to disarm the men and secure his family’s escape.

Family 10: Juana was right from the beginning — the pearl did destroy their son. The trackers who were following them kill Coyotito. Kino’s insistence that the pearl would find peace and happiness for his family costs Coyotito his life and leaves a hole in their family that would not have been there had Kino never found the pearl.

The Pearl Topic Tracking: Superstition

Chapter 1

Superstition 1: When Coyotito is in danger of being stung by the scorpion, Juana mutters an ancient magic incantation and then some Hail Marys to protect her son. The ancient, superstitious religion of the peasantry has been mixed with the Catholicism of the Western upper class. Juana appeals to native gods and the Western God, uncertain of which holds the true power. This mingling of a polytheistic religion with Roman Catholicism is common in native countries that are colonized. The natives combine the gods of their own religion with the figures of Catholicism. Elements of their original faith remain, such as incantations like the one Juana mutters.

Chapter 2

Superstition 2: Juana prays that Kino will find a pearl so that they can have Coyotito’s scorpion sting treated by the doctor. She prays in an attempt to force from the gods the luck she and Kino need to take care of Coyotito. Finding a pearl of value is strictly luck. Pearls themselves are accidental, and finding a pearl is considered a gift from the gods or God.

Superstition 3: When Kino finds the large shell, he is reluctant to open it first because he doesn’t want to show the gods or God that he wants the pearl so much. He believes that if he wants it too much, it won’t happen, and so he waits to open the shell.

Chapter 3

Superstition 4: Kino worries that the gods will get revenge against him if he finds success. He knows that the gods hate when men plan for success, and now that Kino is making plans, he fears that something will come and rob him of this opportunity.

Superstition 5: Juana believes that the pearl is cursed because it has brought an intruder into their home. She warns Kino that it will destroy them all, including their son, if they don’t throw it back into the sea, but Kino won’t listen. His desire to use the pearl to educate his son and make a better life for his family is too strong. He ignores Juana’s warning and keeps the pearl.

 

 

 

Chapter 4

Superstition 6: Juana still believes that the pearl is cursed, and she asks Kino to throw it back into the sea again, but he refuses. He insists that it is their only chance and he won’t give it up. Juana, however, knows that the pearl will only bring more evil and disaster to them, and decides she must take matters into her own hands, and get rid of the pearl.

Chapter 5

Superstition 7: Juana decides that if Kino won’t get rid of the cursed pearl, she will. She takes the pearl and tries to throw it back into the sea to protect her family from any more danger, but Kino stops her. Her fear of the pearl is well-founded; Kino beats her for trying to get rid of the pearl, further proving that the pearl is cursed and evil. It has made Kino attack and harm the one person he loves most.

Superstition 8: Juan warns Kino that the pearl is cursed and that he must get rid of it to pass the evil on to someone else. He hopes that Kino can sell it soon so that the evil of the pearl will not destroy his family before Kino can rid himself of it.

Chapter 6

Superstition 9: When Kino looks into the pearl and sees only the tragedies that have befallen his family, he begins to believe that the pearl is cursed, but he still cannot part with it.

Superstition 10: Kino and Juana throw the pearl back into the sea after Coyotito is killed by the trackers. The cursed pearl has brought about the death of their child and forced Kino to kill to survive and protect his family. The great pearl has brought nothing but misery to Kino and his family, and together they throw the cursed object back into the sea. As it sinks, the music of the pearl turns to a whisper and then disappears.

 

The Pearl Major Characters

Kino: Kino is a young pearl diver who feels his obligation to his family very strongly. He knows his place as the provider and works hard to supply for his family’s needs. He finds The Pearl of the World and expects to use it to pay for his son, Coyotito’s, education. He also dreams that with the pearl he can buy his family new clothes and a rifle for himself, but the pearl only brings him trouble. His neighbors turn on him and try to steal the pearl from him and he has to leave his home after killing an attacker. Although it was self-defense, he knows that his family is in danger. He and Juana run away with Coyotito, but trackers follow them. He knows that they are after the pearl and that they will catch his family, so he sneaks into their camp and kills them all. In the shooting that goes on in the camp, a stray bullet kills his son. He and Juana return to La Paz with their dead child and they throw the pearl into the sea.

Juana: Juana is Kino’s strong, quiet wife who takes care of her family. The rhythm of her motions is the Song of Family for Kino. She obeys her husband in most instances, but when she realizes that the pearl is only bringing trouble to her family, she urges him to throw it away. He refuses, and while he sleeps, she takes the pearl to the beach and is about to throw it in, when Kino catches her and beats her for taking the pearl. She accompanies her husband out of La Paz and urges him again to get rid of the cursed pearl, but he won’t until their son, Coyotito, is accidentally shot by a tracker’s rifle. After the tragedy, Kino and Juana walk side by side back to La Paz and throw the pearl into the sea together.

Coyotito: Coyotito is Kino and Juana’s first-born child who is stung by a scorpion and needs medical treatment. Unfortunately, the local doctor will not treat the baby because Kino has no money. When the doctor hears about Kino’s pearl, he comes to treat Coyotito. Kino expects that the pearl will purchase great things for his family, the greatest being an education for his son so that they cannot be cheated by the merchants and the other upper class citizens of La Paz who have taken advantage of Kino’s people for four hundred years. But that great dream is destroyed when Coyotito is killed by a gunshot while Kino is killing the trackers who are following them. Kino killed them to protect his family and the pearl and the dream of the future that the pearl provided, but his dream and his family are destroyed when Coyotito dies. Kino and Juana return to La Paz with Coyotito’s small body and throw the pearl into the sea.

Minor Characters

Juan Tomas: Juan Tomas is Kino’s older brother. Juan gives Kino advice about selling the pearl. He walks beside Kino when they travel to the pearl buyers. Later, he warns his brother that by refusing to sell his pearl to the buyers, Kino is defying their way of life and putting his family in danger. When Kino seeks refuge with Juan Tomas, he is granted it. Juan gathers supplies that Kino and Juana will need on their journey and protects his brother’s family until they depart.

Apolonia: Apolonia is Juan Tomas’ wife. She follows her husband as he escorts Kino into town to sell the pearl, and she raises a formal mourning when Kino’s hut burns and no sign of them is found.

Doctor: The doctor is wealthier than the peasants of La Paz, and he scoffs at natives, like Kino and Juana, who seek his treatment without money. When Kino and Juana brought Coyotito to the doctor to heal the scorpion sting, he refused them. Later, when he heard that Kino had found the Pearl of the World, he came to their hut to treat the baby. He pretended not to know that Kino had found a great pearl, so that when Kino talked about it, he could watch to see if his eyes went to the spot where it was buried in the hut. Sure enough, Kino gave its location away and that night someone came to his hut to dig out the pearl, but Kino had since moved it. Kino stabbed at the intruder, but did not make a fatal swing and the intruder (possibly the doctor) hit him in the head and then escaped.

Trackers: Two trackers and a man with a rifle followed Kino and Juana out of La Paz. Kino saw them coming while Juana hid in the woods. When Kino realized that they were tracking him, he and Juana hurried up to the smooth rocks of the mountains so that they would be harder to follow. When night fell, the trackers were just below the cave in which Kino, Juana, and Coyotito were hiding. Kino sneaked down the sheer face of the mountain and into their camp and killed them all. In the chaos, Coyotito was shot and killed.

The Priest: The priest was the local religious authority, and when he learned of Kino’s pearl, he hoped that he could convince Kino to use his wealth for the good of the church. He made a visit to Kino’s hut that night to talk to Kino about his duty to give part of his wealth to God, who had ultimately created the pearl.

The Buyers: The pearl buyers of the town acted as if they worked for themselves, but they were actually all controlled by one man. The pretense of competition among the pearl buyers made it easier to cheat the Indians out of their pearls. By putting on a show of competing over the best price, the man in charge and the buyers were adept at ripping off the natives. When they told Kino that his great pearl was worth only a thousand pesos, he got angry and left to take the pearl to the capital. That night, Kino’s family was attacked in their home, and he believed that the buyers were responsible for it.

The Pearl Objects/Places

Scorpion: The scorpion introduces the Song of Evil for Kino because it threatens the safety of his family. When the scorpion stings Coyotito before Kino can get to it, it introduces pain and panic.

Song of Family: The Song of Family is the rhythm that Kino hears in the life of his family, and in their routines. It’s the music of their life together and reflects their peaceful interaction with one another, even in silence.

Song of Evil: The Song of Evil is the thundering that he hears whenever something threatens his family. The Song of Evil plays when the scorpion threatens his son and the thieves attack his family.

Song of the Pearl that Might Be: The Song of the Pearl that Might Be is what Kino hears when he is diving for pearls. This is the sound of his own hope that he will find a great pearl that will provide his family with luxury and peace.

The Pearl of the World: Kino found a great and beautiful pearl, The Pearl of the World, and it created its own music in his life. He hoped to use the pearl to buy his family new clothes and a rifle for himself. He also wanted to send Coyotito to school so that he could learn to read and become educated. Coyotito could then know what was in the great books, and could no longer be cheated by wealthy, educated people. Despite the high hopes Kino had for his family after finding the pearl, it brought them only grief. Neighbors began trying to steal it in the night and Kino killed a villager who attacked him for the pearl. To protect his family, Kino is forced to escape the village. Trackers, lusting after the pearl, followed Kino and his family. Kino, knowing the trackers will kill him and his family, attacked. During the fight, Coyotito was shot by the tracker’s rifle. The pearl that once promised peace and prosperity brought Kino and Juana only tragedy. They returned to La Paz and threw it back into the sea.

Kino’s Canoe: Kino’s canoe was the one thing of value he owned until he found the pearl. He inherited the canoe from his father and grandfather and took excellent care of it. Kino used the boat to provide for his family. After he found the pearl, someone put a hole in the bottom of his canoe, forcing Kino and Juana to escape La Paz on foot. Kino was sad at the loss of his boat because it was a part of his heritage.

STYLE AND LANGUAGE USE

The Pearl is a short novel. Its plot is well defined, the action moves forward within a structure of six chapters, it has a core of central characters, and the suspense builds as the story moves along. Readers say the sentences reflect the spoken quality of the New Testament-perhaps an influence of Steinbeck’s early reading of the Bible. The author has chosen his words with precision, a skill he developed in part by working as a journalist.

In the preface to The Pearl you learn that the story will be told in the form of a parable. A parable is a short work, usually fictitious, that illustrates a lesson, often on the subject of good and evil. This is reminiscent of the New Testament, where many of Christ’s lessons are told in parable form. The biblical tone is underscored by Steinbeck’s mention in the preface of the struggle between good and evil.

Also, like the Bible (and traditional folktales), The Pearl contains little dialogue. The characters speak infrequently, but their thoughts and feelings are made clear through Steinbeck’s powerful descriptions. He excelled at selecting the exact word and correct turn of phrase-and his lack of dialogue emphasizes the quiet intensity and simple manner of his characters. Their nonverbal quality helps to reinforce their discomfort in the presence of the sophisticated doctor, priest, and pearl buyers, who are experts at using language.

The Pearl contains many scientific metaphors and similes-figures of speech used to compare one object with another in order to suggest a similarity between them. For example, the Indian village is compared to the habitat of a colonial animal.

POINT OF VIEW

The Pearl is told by a third-person narrator who stands outside the action and knows everything about the characters and their actions. The narrator is said to be omniscient, which means all-knowing. In the introduction and in the final passage of the novel, the narrator speaks of events that happened long ago and have become important through repetition: “And because the story has been told so often, it has taken root in every man’s mind.”

For most of the novel, the narrator abandons the past and takes you directly into the present. This is the advantage of his omniscience: he can move back and forth, from past to present to future, whenever a different focus will help you understand his story. Perhaps the most gripping narrative in the present is the one where Kino attacks and kills the trackers. In this passage, you feel you are part of the action-as if you were standing next to Kino.

The movement from distant narration of the past to close-up narration that seems to recount the present may seem inconsistent. But remember that Steinbeck is trying to tell an old tale in the form of a novel. He needs a narrator who can communicate both the immediate action of the novel’s plot and the universal nature of the tale (or parable).

The third-person narrative is also flexible in its focus on characters. It allows you to change perspectives and to judge the characters for their individual thoughts and actions. The thoughts and actions of characters are not filtered through the intelligence of one person, as in a first-person narration, but are presented reasonably objectively and with the wide-ranging facts available to an omniscient narrator.

FORM AND STRUCTURE

An important novel can usually be interpreted on many levels, and this is certainly the case with The Pearl. The book’s structure is as simple as the legend, or folktale, on which it is based: It begins and ends with Kino as an impoverished fisherman who, in the process of pursuing his dream, is nearly destroyed. Readers often speak of The Pearl as an allegory or a parable.

An allegory is a story meant to teach a spiritual or moral lesson, in which the characters and action symbolize abstract concepts. A parable is a short allegory, which has long been associated with the New Testament. Christ used parables to teach moral lessons (for example, the Good Samaritan and the lesson of the Talents).

Some readers see The Pearl as an allegory of social oppression. In this view, Juan Tomas is a symbol of the ancient Indian wisdom, Kino is a symbol of the Indians’ desire for freedom, and the doctor, priest, and pearl buyers are symbols of the oppressive Spanish culture. The pearl represents Kino’s means of escaping oppression, but the powerful forces of the social system are too strong for even the pearl to overcome. When Kino throws his great treasure back into the sea, the message seems to be that the poor Indian doesn’t have a chance.

Other readers see in The Pearl a strong allegorical message about human greed. Kino becomes the symbol of the poor but happy man who is destroyed when he begins to want the things of the material world. The pearl that was supposed to bring happiness and fulfillment brings only destruction. At the end both Kino’s dream and his son are dead.

In the original story on which Steinbeck based his own, the fisher sees the pearl as a means of saving his soul through the purchase of Roman Catholic masses “sufficient to pop him out of Purgatory like a squeezed watermelon seed.” (Purgatory, in Catholicism, is the temporary place or condition where the repentant sinner is absolved after death, and where mortal sins are punished before the soul can attain salvation.) When the fisher decides to throw the pearl back, he feels like a “free man” despite the insecurity of both his soul and his future.

In the novel, Kino says that the pearl has become his soul. This closely echoes the Gospel According to Matthew in the New Testament, in which the Kingdom of Heaven is compared to a “pearl of great price.” If the pearl is seen as a symbol of salvation, what is the meaning of its loss at the end? Is Kino, like the fisherman of the original story, lucky to return to a state of simple human happiness and poverty? Or is he denied a soul as punishment for his reliance on material things, or for his daring to overreach his lowly status?

In his preface to The Pearl, Steinbeck says: “If the story is a parable, perhaps everyone takes his own meaning from it….” It’s up to you to decide whether the
story is a parable, and what meaning you derive from it. In order to be effective, the true parable or allegory must attempt to resolve a conflict in such a way that a consistent interpretation or conclusion can be drawn. Do you think there is one such consistent meaning? Or, do you think the novel can be interpreted on many levels?

 

. A STEP BEYOND

TESTS AND ANSWERS

TEST 1

_____ 1. The songs in The Pearl represent

  1. unspoken feelings and emotions
    B. domination by the Spanish
    C. the poetry Kino has inherited from his ancestors

_____ 2. Which of the following similes does Steinbeck use to describe the relationship of the townspeople?

  1. Each man’s life is like a station in God’s army.
    B. The pearl is like a curse.
    C. The town is like a colonial animal.

_____ 3. After finding the pearl in the path, Juana didn’t throw it back in the water because

  1. she was afraid of getting hit again
    B. Kino stopped her again
    C. she knew the old way was gone when she saw the dead man
 
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_____ 4. Before Kino finds the pearl, his life might be described as

  1. filled with want and despair
    B. simple and relatively content
    C. monotonous and uncomfortable

_____ 5. The image of big fish eating little fish is symbolic of the relationship between the

  1. Spanish and the Indians
    B. pearl buyers and their unseen boss
    C. trackers and Kino

_____ 6. Which of the following religious references is not appropriate to The Pearl?

  1. the Abraham and Isaac story
    B. the miracle of the loaves and the fishes
    C. the expulsion from the Garden of Eden

_____ 7. When Kino punches the doctor’s gate, you can tell he

  1. has planned the action of protest from the beginning
    B. has been provoked to this kind of violent expression before
    C. surprises himself with the violence of his reaction

_____ 8. In the story of the two villagers who had gone to the capital to sell pearls, it was certain that they had

  1. fled with the profits
    B. been in the employ of the Spanish
    C. never been seen again that

_____ 9. The doctor’s actions are meant to suggest that

  1. this is the way the Spanish generally treat the Indians
    B. he is incompetent and has no business treating the baby
    C. he is different from the other Spanish

_____ 10. Which of the following is not true about Kino’s canoe?

  1. It was passed down to him from his grandfather.
    B. It had been blessed by the priest.
    C. It was the one thing of value owned by Kino.
  2. Why is Kino’s dream of educating Coyotito such a dangerous one?
  3. What role does Juan Tomas play?
  4. Explain the symbolism of the pearl.

TEST 2

_____ 1. When Kino said, “I am a man,” Juana knew this meant that he

  1. no longer needed her
    B. would leave the old way of life
    C. was half insane and half god

_____ 2. Steinbeck uses which of the following images in his description of the Indian trackers to suggest that they were dehumanized?

  1. excited dogs
    B. crying coyotes
    C. scavenger birds

_____ 3. Kino beats Juana for stealing the pearl because

  1. she has disobeyed him
    B. her actions have threatened his dream
    C. she has overstepped her place as a woman

_____ 4. From his experiences in the world, Kino learns that the

  1. established system is the best way of doing things
    B. potential for evil lies within everyone
    C. priest was right all along

_____ 5. Which of the following images does Steinbeck use to describe Kino and Juana when they return to the village at the end?

  1. scorpions
    B. scuttling crabs
    C. towers of darkness

_____ 6. The priest’s visit to Kino’s hut is unusual because

  1. the priest rarely visited the Indians
    B. Kino was not Roman Catholic
    C. it was Sunday
 
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_____ 7. Which of the following is central to the theme of appearance vs. reality?

  1. the mirages on the Gulf
    B. the image of the mountains
    C. the deceit of the pearl buyers

_____8. Whenever Kino deals with the Spanish, he feels

  1. disgust and superiority
    B. pity and contempt
    C. fear and anger

_____ 9. Juan Tomas hesitates to help Kino because he

  1. thinks Kino is wrong to challenge the system
    B. is afraid the trouble caused by the pearl will spread to him
    C. believes helping is not part of Indian customs

_____ 10. The extensive use of animal imagery in Chapter VI suggests that Kino

  1. has been dehumanized by the ordeal of the pearl
    B. is now outside of the natural world
    C. is worth less than an animal
  2. Choose one biological comparison from The Pearl and explain its use.
  3. Some readers see The Pearl as an allegory on greed. Support or refute this interpretation, citing examples from the novel.
  4. How does the point of view (narrative) of The Pearl work to make the story seem like a retold tale?

ANSWERS

TEST 1

  1. A
    2. C
    3. C
    4. B
    5. A
    6. B
    7. C
    8. C
    9. A
    10. B
  2. The ruling class, descended from the Spanish, controlled the Indians by keeping them poor and ignorant. If Coyotito were sent to school to learn “what is in the books,” he could challenge the authority of the system. He could also educate the other Indians and make them aware of ways they might fight their oppressors.

One scene that might be useful to review is the doctor’s visit to Kino’s hut in Chapter VI. There, you see firsthand how the doctor manipulates Kino through the Indian’s ignorance. Kino wants to throw the doctor out, but he can’t because he doesn’t know if the doctor is lying about the effects of the scorpion sting. The doctor would not have been able to carry off the capsule scene with an educated person. It is this kind of control over the Indians that educating Coyotito would change, and it is too threatening for the Spanish upper class to allow.

Another scene you might want to review is the scene at the pearl buyers. Kino’s people have been dealing with pearls for centuries and certainly know the look of a valuable pearl. Yet they allow the pearl buyers’ tricks to make them doubt their own judgment. If Coyotito were educated, he would be in a position to fight such financial exploitation.

 
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  1. Juan Tomas is the voice of the Indians who have survived oppression, the voice of experience. He doesn’t try to stop Kino from making the dream of the pearl come true, but he does try to warn Kino that he has overestimated the powers of friendship and underestimated the dangers against him.

One place to look for details is the trip to the pearl buyers in Chapter IV. On the way, Juan Tomas reviews the situation and warns Kino that he might be cheated. He also tries to put the event in the context of tradition. It is here that Juan Tomas reminds Kino of the priest’s sermon about other men who have sought to bypass the pearl buyers. Later on, when Kino says he will go to the capital, Juan Tomas warns him that he will be leaving family and friends. Here you see the concept of mi tierra, the ancient attachment to the place of birth, spoken by Juan Tomas. He is the spokesman for traditional Indian ways.

  1. The pearl functions as a symbol on many levels. In your answer, you may want to consider the pearl as a symbol of human greed, dreams of the future, and the human soul. The idea of human greed is first developed at the beginning of Chapter III with the description of the pearl’s effect on the people of the town. In discussing dreams of the future, include the list of Kino’s dreams or visions, as related in Chapter III. For Kino the pearl is the key to attaining these dreams. In terms of the human soul, before Kino leaves for the mountains, he tells Juan Tomas, “This pearl has become my soul.” This may mean that the pearl and its visions have taken over Kino’s true soul, driving him to go against hopeless forces and to sacrifice his own family. It may also mean that Kino’s only hope for dignity (his own and his people’s) lies in the pearl, and without it he is less than a man.

Whatever aspect of the pearl’s meaning you discuss, you should account for the significance of Kino’s throwing it back in the water at the end. Also, be sure to include in your answer the contrast between the pearl’s great value, beauty, and promise and its ultimate role as a catalyst of envy, greed, and destruction.

TEST 2

  1. C
    2. A
    3. B
    4. B
    5. C
    6. A
    7. A
    8. C
    9. B
    10. A
  2. There are two main biological comparisons in The Pearl. One compares the effect of the pearl to the scorpion’s poison at the beginning of Chapter III. This comparison suggests that greed and evil are possible within each person and can come to the surface under certain circumstances. The pearl is a catalyst that brings out such characteristics in people. Steinbeck might even be suggesting that the tendency to greed and evil is inborn, a part of human nature.

The other biological comparison equates the town with a “colonial animal.” This metaphor reinforces Steinbeck’s claim that humans, as well as other species, are interconnected. Nothing happens to one person (a part of the village) alone. For example, Kino alone finds the pearl, but the pearl affects everyone in the village. The village itself behaves like a single organism whose single parts (each inhabitant) react to a stimulus and together contribute to the reaction of the whole (the village).

  1. The greed that you witness throughout the novel, along with Kino’s final gesture of renunciation, certainly suggest that the novel can be read as a warning about the burden of money and possessions. The valuable pearl brings Kino and his family to destruction. There are, however, points of conflicting evidence to suggest the beneficial aspects of material wealth. For example, Steinbeck suggests that greed is part of human nature and that it has both good and bad aspects. Greed makes a man look beyond himself to larger possibilities, as well as making him greedy covet the things of others. On the positive side, it is a good sign that human beings are always eager for improvements in their lives. This helps to assure the progress of humanity.

As a second example, Kino is humiliated and powerless in the face of the people of Spanish descent. If Steinbeck were trying to make antimaterialism his major theme, he probably would not have made Kino’s fear and rage seem so justified a response to oppression.

  1. Technically, the story of Kino is told by a third-person, omniscient narrator. This narrator speaks from a distance, especially in the introduction and at the end, to give the feeling of an old, retold tale. In other words, rather than hearing a firsthand story that the narrator has personally experienced, you are hearing a story told to the narrator. As the novel progresses, the point of view sometimes becomes more immediate in order to take the reader into the action (the way a movie camera does when it zooms in close). It seems as if the narrator is relating the events as they are happening. In Chapter VI, for example, you seem to be directly involved in the flight of Kino and Juana. Throughout The Pearl, the narrator moves back and forth between “close-up” action and distant storytelling

THEMES

  1. Explain the theme of class struggle in The Pearl.
  2. Discuss the development of social consciousness in The Pearl.
  3. Develop one theme that might come from a feminist reading of The Pearl.
  4. How is the theme of appearance vs. reality developed in the novel?
  5. Describe the role of religion, in general, and the Catholic Church, in particular.
  6. Discuss The Pearl as an anticapitalist novel.

 

 

 

  • FORM AND STRUCTURE
  1. Discuss how the parable form is used in The Pearl.
  2. Discuss the use of Steinbeck’s preface as a technique in the novel. What is its purpose and effect?
  3. Describe the biblical motifs in The Pearl and explain their effects.
  4. Describe the biological metaphor of the “colonial animal” in The Pearl and explain its purpose.

GLOSSARY – VOCABULARY LIST

ALGAE – Water plants without true roots or stems, such as seaweed.

BOUGAINVILLAEA – Tropical shrub with inconspicuous flowers surrounded by large purple or red leaves.

BULWARK – A wall-like structure, like a breakwater, raised for defense.

CACTI – Plural of cactus, a thorny desert plant.

CATALYST – Something (or someone) that hastens or brings about a change or a result.

CONFESSION – In the Catholic Church the admission of sins to a priest in order to gain forgiveness.

EGGSHELL CHINA – Very delicate porcelain that is so thin it is translucent.

ESCARPMENT – Steep slope formed by erosion or a break in the earth.

ESTUARY – Wide mouth of a river where the sea tide meets the river current.

INCANDESCENCE – Emission by a hot body of radiation that makes it visible.

INDIGENE – Native plant or animal.

LEGERDEMAIN – Deceptive performance that depends on manual dexterity; trickery or deceit.

MANGROVES – Tropical trees and shrubs that tend to grow together in thick masses in swampy areas.

MONOLITHIC – Made from a single piece of stone; suggesting an unyielding quality.

PEARL OF THE WORLD -Ideal pearl; largest and most beautiful pearl in the world.

POULTICE – Moist mass of cloth or vegetable matter (like herbs) applied to a sore or inflammation for medicinal purposes.

PRECIPITATE – To separate the solid part out from a solution or the substance separated out.

PULQUE – Fermented drink made from agave plants, popular in Mexico.

SEED PEARLS – Very small pearls that resemble grain or seeds in size and form.

STATION (OF THE VIRGIN) – Shrine dedicated to the Virgin Mary, to which religious pilgrimages are made.

SUPPLIANT – One who asks earnestly or begs.

WINCHESTER CARBINE – Short-barreled, lever-action rifle usually used for deer and big game, famous for its power and accuracy.

REFERENCE

THE CRITICS

THE SOURCE OF THE PEARL

Steinbeck nurtured the fable he heard in Mexico four years before he consciously began to develop it. The moral-that the finder of the pearl would be “free” only when he was rid of it-probably was the original inspiration because it accorded with Steinbeck’s earlier beliefs that money and possessions are an intolerable burden, though he himself saw no conflict in carrying that burden. As he imagined the characters involved, they grew and changed shape; they became part of Steinbeck’s story as distinct from the legend. In changing, of course, they also shaped the story into something unlike the tale as Steinbeck first heard it.

Richard O’Connor, John Steinbeck, 1970

STEINBECK’S STYLE

However meaningful the parable of the pearl may be in the abstract, Steinbeck’s success in fleshing out this parable to the dimensions of a credible, forceful human adventure ultimately rests on his prose style, which is flexible to the extent that here as in most of his other novels it becomes technique as well as medium. It is capable not only of creating an aura of symbolic suggestion, but also of rendering details in terms of a camera.

Peter Lisca, The Wide World of John Steinbeck, 1958

THE PEARL AS SENTIMENTAL

Steinbeck is trying in The Pearl to create a drama of the growth of conscious responsibility, but Kino’s act of throwing away the pearl doesn’t settle things for him as it did for the legendary fisherboy. The source offered a perfect tale of a man who consciously weighed the odds and chose hard work and poverty over being pestered all the time-a story that would have made a wonderfully tough-minded companion piece to Cannery Row.

Steinbeck, however, decided to give the legend some sentimental twists without realizing all the revisions that his first changes would necessitate. Perhaps such a basically fantastic, sentimental story does not warrant such strong condemnation; but The Pearl has been widely used as an introduction to fiction, and it provides the kind of introduction that is a disservice to its author-who wrote much better, controlled works-and to fiction itself by failing to suggest the tough-minded complexity of the greatest examples of the art.

Warren French, John Steinbeck, 1975

THE PEARL AS AN ALLEGORY

Kino is identified symbolically with low animal orders: he must rise early and he must root in the earth for sustenance; but the simple, pastoral life has the beauty of the stars, the dawn, and the singing, happy birds. Yet provided also is a realistic description of village life on the fringe of La Paz. Finally, we should observe that the allegory too has begun. The first sentence-“Kino has awakened in the near dark”- is a statement of multiple allegorical significance. Kino is what modern sociologists are fond of calling a primitive. As such, he comes from a society that is in its infancy; or, to paraphrase Steinbeck, it is in the dark or near-dark intellectually, politically, theologically, and sociologically. But the third sentence tells us that the roosters have been crowing for some time, and we are to understand that Kino has heard the cock of progress crow. He will begin to question the institutions that have kept him primitive: medicine, the church, the pearl industry, the government. The allegory operates then locally, dealing with at first one person, Kino, and then with his people, the Mexican peasants of Lower California. But the allegory works also universally, and Kino is Everyman. The darkness in which he awakes is one of the spirit. The cock crow is one of warning that the spirit must awake to its own dangers.

Harry Morris, “The Pearl: Realism and Allegory” from Steinbeck: A Collection of Critical Essays, 1972

Transcript of Literary Devices in The Pearl

Literary devices in The Pearl. Simlie Metaphor This is how big the pearl was when Kino opened it. He says is was a very large pearl “It was as large as a sea-gull’s egg.” Page 26. “He was an animal now, for hiding, for attacking, and he lived only to preserve himself and his family.” Page 69. This quote is a metaphor because it is comparing Kino to an animal who protects his family. Personification “The nerves of the town were pulsing and vibrating with the news” Page 27 This quote is personification because it says that the town was pulsing and vibrating but towns cant do that. The author was giving the town a human charcteristic. Symbol The scorpion symbolizes evil because Coyotito was stung in Chapter 1 and scorpions are generally thought of as evil. This starts destruction in the family which leds to Kino’s accidents.