SECTION ONE

 

 

 

INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

GENERAL INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION (CRE)

 

SPECIFIC OBJECTIVES

By the end of this topic, the learner should be able to:-

1. Define Christian religious education
2. Explain the importance of learning Christian Religious Education
3. Explain the Bible as the word of God, its major divisions and its human authors
4. Outline and appreciate the translation of the Bible from the original languages (Hebrew, Greek) to local language
5. Discuss the effects of the translation of the Bible into African languages
6. Respect the Bible as the word of God and apply the acquired insights in their daily life.

 

1. (a) WHAT IS CHRISTIAN RELIGIOUS EDUCATION

CRE is one of the academic subjects in the school curriculum in Kenya

It is the subject that brings us a vivid awareness of God and how He reveals Himself to us through our personal experience, the creation, the scriptures, Jesus Christ and Holy Spirit.

It helps learners to develop as a morally upright person.

 

(c) REASONS FOR STUDYING CRE

The following are some of the reasons for studying CRE

1. To get a better understanding of God

We get a better understanding of God through the way He reveals Himself to us in our daily experiences. We also come to know God more through the teachings recorded in both the Old and New Testaments

1. To enable us to think critically and make appropriate social, moral and spiritual decisions

As students, we face a lot of dilemmas on moral questions involving matters such as attraction to opposite sex, temptation to steal etc. CRE gives us the basis of making such choices based on Christian Principles.

• To appreciate our own religion and that of others

In order to live in peace and harmony with others CRE helps us learn and appreciate their religion and respect their cultures and faiths

1. To help you acquire principles of Christian living

This is summed up in the Ten Commandments and in the teachings of Jesus Christ

1. To help us develop a sense of self worth and identity for ourselves and others
2. To promote international consciousness

As Christians, we should appreciate every person in every part of the world as God’s creation.

• To help us live new lives in Christ

Through CRE we learn and acquire some values and attitudes which in turn transform us.

• To help form a bridge for further studies and career development

CRE forms a foundation for further   studies and career training

1. To identify answers to some life questions

Some life questions such as why we exist, why people die and what happens after death are answered through CRE

1. To contribute to the achievement of the national goals of education

National goals of education deal with the improvement of life and include:-

• National unity
• National development (economic and social needs)
• Industrial development and self-fulfillment
• Social equality
• Respect and development of cultural heritage
• International consciousness

 

In conclusion, CRE makes a contribution to the total development of a person-morally, spiritually, emotionally, physically, intellectually and socially

 

2. THE BIBLE
3. The Bible as God’s Word

The Bible is a book accepted by Christians as the written word of God through which God communicates to them.

It is also referred to as the inspired word of God. This means that what was written was what God intended them to communicate to other people. God’s power worked through the writers controlling what was being written.

It contains the history of salvation, that is, God’s purpose in creating and redeeming human through Jesus Christ

 

1. Human Authors of the Bible

The authors of the Bible were under direct influence of God and they wrote what God wanted them to write. Some books were written by prophets like Nehemiah, Ezra and Isaiah. Luke’s gospel was written by Luke the disciple of Jesus, while Paul wrote various letters to different churches such as Corinth.

 

1. Literally Forms used in writing the Bible

Literally forms are the different styles that the authors of the Bible used in writing it. Some of the literally forms used were:-

1. Legislative texts (Leviticus)
2. Wise sayings (Proverbs)

• Prophetic Speeches (Jeremiah)

1. Prayers (Nehemiah)
2. Love Songs (Song of Solomon)
3. Philosophical essays (Job)

• Religious epics (Exodus)
• Epistles (Romans)

1. Gospels (Luke)

 

1. The Bible as a Library

A library is a collection of books. The Bible is referred to as a library because:-

• Although its one book, it contains many books
• The books were written by different people
• The books were written at different times in history
• The writers came from different backgrounds
• The writers were inspired to write by different circumstances
• The authors wrote for different people and for various reasons

 

1. Major divisions of the Bible

The Bible has two major sections:-

• The Old Testament
• The New Testament

The word Testament means covenant.

The Bible has 66 books, which have been accepted by Christians all over the world as the word of God

39 of the books are in the Old Testament while 27 books are in the New Testament.

Some Bibles used by the Roman Catholic Church such as Common Bible and the Jerusalem Bible contain 45 books in the Old Testament. The six extra books are commonly referred to as Deutro-Canonical or books of apocrypha.

The word apocrypha means hidden or secret. These books are:-

• Tobit
• Judith
• Ecclesiasticus
• Baruch
• Meccabees I and II
• Books of Wisdom

The books accepted by all Christians, make up the Canon (a Greek word meaning rule, standard or guidance) of the Old and New Testament

 

THE OLD TESTAMENT BOOKS

The Old Testament Books are grouped into four major sections. These are:

• Books of Law
• Books of History
• Books of Prophecy
• Books of Poetry

 

1. Books of Law

These are first five books of the Bible. They are also referred to as the Torah (meaning law) or the Pentateuch which means five. These books are:-

• Genesis
• Exodus
• Leviticus
• Numbers
• Deuteronomy

They contain the law of God to the Israelites. They also contain the history of the Israelites from creation to the time they entered the Promised Land, Canaan.

1. Books of History

These contain the history of the Israelites from the time they entered and settled in the Promised Land to the period after the exile. They are 12 in number. These books are:-

• Joshua
• Judges
• Ruth
• I and II Samuel
• I and II Kings
• I and II Chronicles
• Ezra
• Nehemiah
• Esther
• Books of Prophecy

These are 17 in number.

Major Prophets are:-

• Jeremiah
• Isaiah
• Ezekiel
• Daniel
• Lamentation

They are called so due to the larger length of their content

Minor Prophets are:-

• Hosea
• Joel
• Amos
• Obadiah
• Jonah
• Micah
• Nahum
• Habakkuk
• Zephaniah
• Haggai
• Malachi
• Zachariah

1. Books of Poetry

These are sometimes referred to as writings or books of wisdom. These are:-

• Psalms
• Proverbs
• Job
• Ecclesiastes
• Song of songs/ songs of Solomon

 

 

 

 

THE NEW TESTAMENT

These are divided into four major divisions namely:-

1. The Gospels
2. Church History

• Epistles/Letters

1. Revelations/Prophetic

 

1. The Gospels

The word Gospel means the announcing of good news. These are the first four books of the New Testament. Namely:-

• Mathew
• Mark
• Luke
• John

The first three books are called the Synoptic gospels because they report similar incidents about the life of Jesus.

 

1. Historical book

• Acts of the Apostles

This book was written by Luke, the author of St. Luke’s Gospel. It deals with the history of the Early Church

 

• The Epistles/Letters

These are 21 letters, mainly written by Paul. These letters fall under three categories:-

 

1. The letters of Paul (Pauline letters)

These are 9.they are:-

• Romans
• I Corinthians
• II Corinthians
• Galatians
• Ephesians
• Philippians
• Colossians
• I Thessalonians
• II Thessalonians

1. The Pastoral Letters

There are 5 Pastoral Letters. These are:-

• I Timothy
• II Timothy
• Titus
• Philemon
• Hebrews

They are called Pastoral because they are mainly addressed to Shepherds or Pastors. They show high regard for the duties of pastors and how these duties should be carried out

1. The Catholic Letters

The word Catholic means Universal. Hence these letters can be applied to any group.  They are 7 in number. These include:-

• James
• I Peter
• II Peter
• I John
• II John
• III John
• Jude

1. Prophetic Book

This is the book of Revelation. It is also called apocalypse, a Greek word meaning revelation or disclosure. It talks of God’s will for the future.

 

3. TRANSLATION OF THE BIBLE FROM ORIGINAL LANGUAGES TO LOCAL LANGUAGES
4. Bible Translation

The word translation refers to expression of words, books, poems, songs and sayings from one language to another.

The Old Testament section of the Bible was originally written in Hebrew. It was later translated to Greek 200 years before Christ was born. This Greek translation is commonly known as Septuagint. This name refers to the seventy scholars and scribes who worked on the translation.

The New Testament was originally written in Greek.

During 14^th Century AD, the Bible was translated into Latin. A language commonly used in the Roman Empire. This Latin translation of the Bible is known as Vulgate which means for common use. This translation was done by a Christian Scholar known as Jerome.

This translation was used for many years by the Christian Churches in Europe up to 16^th Century AD when the period of Reformation began.

English and German translations were done during this period of Reformation. The Catholic Church, however, continued to use the Vulgate even to date.

As Christian Missionaries left their homelands for new lands, the Bible was translated into the local languages of the people that they evangelized to.

The first Bible translation in East Africa was done by Johann Ludwig Kraft. He was a missionary sent by the Church Missionary Society. It took him nine years to translate the Bible in Kiswahili. Translation has since been done into a number of Kenyan languages. These are:-

• Gikuyu 1951
• Kikamba 1956
• Kimeru 1964
• Kalenjin 1968
• Luhya 1974
• Swahili 1977

In Kenya, the work of the Bible translation is done by the Bible Society of Kenya. Their work is being complimented by the Bible Translation and Literacy Organization

 

 

1. Versions of the Bible used in Kenya today

The word version refers to the style of the language use in the translation of the Bible texts. A version attempts to make the Bible content better understood by the readers

Examples of versions used in Kenya are:-

• Good News Bible
• Revised Standard Version (RSV)
• The African Bible
• Common Bible
• King James Version
• Jerusalem Bible
• New International Version
• English Bible
• The Authored Version
• The Living Bible
• The Gideon’s International Version

 

4. EFFECTS OF THE TRANSLATION OF THE BIBLE INTO AFRICAN LANGUAGES
5. The translation ensured that there is effective communication between the locals and the missionaries in passing the word of God.
6. It led to the development of local languages which had to be written down so as to facilitate the translation

• The word of God reached more people in their languages because of the translation

1. The local people could read the Bible on their own and understand it better
2. It enabled the local people to have a critical outlook on certain issues such as the Similarities and differences between Christianity and African Traditional way of life.
3. It led to high demand for formal education by Africans

• It led to the foundation of more mission schools
• More Africans became literate and were now able to communicate with others confidently through writing

1. It led to the emergence of African Independent Churches and Schools
2. It led to the expansion of the church as more people became believers, leaders in the churches as priests, catechists and lay leaders
3. The translation has facilitated research and studies in African Religious Heritage

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

 

CREATION AND THE FALL OF HUMANKIND

 

Specific objectives

By the end of this topic, the learner should be able to:-

1. Describe the biblical accounts of creation and appreciate creation as the work of God
2. Identify and appreciate the attributes of God from the biblical creation accounts
3. Describe the traditional African understanding of creation
4. Explain and appreciate the teachings from the biblical creation accounts
5. Explain the origin and consequences of sin according to the biblical accounts of the fall of man
6. Explain the traditional African concept of evil and discuss the similarities and differences with the biblical concept of sin
7. Explain and appreciate God’s plan of salvation

 

1. THE BIBLICAL STORIES OF CREATION AND THERE MEANING

(Genesis I and 2)

The Bible contains two accounts of creation in the beginning of the book of Genesis

 

1^ST CREATION ACCOUNT

Genesis 1:12-2:4

This first account gives a record of what was created on specific days. The story is as follows:-

In the beginning, when God created the universe, the earth was formless and desolate. The raging ocean that covered everything was engulfed in total darkness. The spirit of God was moving over the water

 

1^st Day, God commanded “Let there be light”. God was pleased with what he saw. He then separated light from the darkness. He named light Day and darkness Night.

 

2^nd Day, God commanded “Let there be a dome to divide the water and to keep it in two separate places” He named the dome Sky.

 

3^rd Day, God commanded “Let the water below the sky come together in one place so that land would appear.” He named the land Earth and the water which had come together He name Sea.

3^rd Day still God commanded “Let the earth produce all kinds of plants, those that bear grain and those that bear fruit.

 

4^th Day, then God commanded “Let light appear in the sky to separate day from night and to show the time when days, years and religious festivals begin” So God made two large lights, the Sun  to rule over the day and the Moon to rule over the night. He also made the Stars.

 

5^th Day, God commanded “Let the water be filled with many kinds of living beings, and let the air be filled with birds.” So God created the great Sea Monsters, all kinds of creatures that live in the water, all kinds of Birds.

 

6^th Day, God commanded “Let the earth produce all kinds of animal life: Domestic and Wild, Large and small”.

6^th Day still, Then God said, “And now we will make human beings; they will be like us and resemble us” So God created Human Beings, male and female and blessed them to have many children

 

7^th Day, by the seventh day, God finished what He had been doing and stopped working. He blessed the day.

 

Summary of first creation Account

Day	Work	Work of division and ornamentation
1	I	Light and Day
2	II	Sky
3	III	Land and Sea
	IV	Vegetation (grass, hearts, trees)
4	V	Sun, Moon, Stars
5	VI	Birds and Sea creatures
6	VII	Animals (cattle and creeping animal)
	VIII	Human beings (male and female)
7	Resting day (Sabbath)

 

 

2^nd Creation Account

Genesis 2: 4-25

God had created the universe before but it had no plants because He had not sent any rain and there was no one to cultivate the land. Water was coming up from beneath the earth surface and waters the ground.

God took some soil from the ground and formed a man. He breathed life-giving breath into his nostrils and the man began to live.

Then the Lord planted a garden in Eden where He placed man there.

He made all kinds of beautiful trees to grow there and produce good fruit. In the middle of the garden stood the tree that gives life and the tree that gives knowledge of what is good and what is bad.

A stream flowed in Eden and watered the garden. Beyond Eden, it divided into four rivers. These are Pishon, Gihon, Tigris and Euphrates.

God place man in the Garden of Eden in order to cultivate it He told man that he may eat the fruit of any tree in the garden except the tree that gives knowledge of what is good and what is bad. He warned man that if he eats that fruit, he will die the same day.

God then took some soil from the ground to create man a companion. He created all animals and all birds and gave man to name them.

God saw that the animals were not suitable companion for man, so He made man fall into a deep sleep. While man was sleeping, God took out one of the man’s ribs and closed up the flesh. He formed woman out of the rib and brought her to him.

 

SIMILARITIES BETWEEN THE 1^ST AND THE 2^ND CREATION ACCOUNTS

1. God is acknowledged as the creator
2. Creation includes both the living and non-living objects

• Human beings are presented as special creatures with responsibilities and privileges

1. Human beings share in the life of God

 

DIFFERENCES BETWEEN THE 1^ST AND THE 2^ND CREATION ACCOUNTS

1. The creation of the firmament, light, sun, moon, stars, fishes and creeping things are included in the first account but omitted in the second account
2. The planting of the garden of Eden and the making of the river are in the second account but omitted in the first account

• In the first account, both man and woman are created at the same time and in God’s image, while in the second account, man is created from dust while woman out of man’s rib.

1. Creation in the first account is out of nothing but, in the second man is made out of the dust of the ground and plants are made to grow out of garden.
2. In the first account, human beings were created last while in the second they were created first.
3. Creation in the first account was completed on the sixth day and God rested on the seventh day. There are no days mentioned in the second account, and subsequently no rest is mentioned.

• In the first account, everything that God created is good while in the second account, there is no mention of that.
• In the first account, the emphasis on marriage is for procreation, while in the second account marriage is for partnership

1. In the second account, there is mention of the forbidden tree but the first account makes no mention of it.

 

2. ATTRIBUTES OF GOD FROM THE CREATION ACCOUNTS

The following are identified from the creation accounts

1. There is only one God
2. He is self-existent: God was there from the beginning.

• He is a personal God: he creates human beings to be like Him so that they might enjoy a personal and loving relationship with Him

1. He is the sole creator
2. He is a God of order
3. He is good and perfect. He was pleased with His creation which He saw as good. He is the source of goodness and happiness.

• He is the sole source of life. Through His breath, He gave human beings life.
• He is a moral God interested in the behavior of human beings

1. He is a spirit
2. He is powerful. He simply spoke and it happened
3. He is the provider and sustainer of the universe

• He is a worker

 

3. TEACHINGS FROM THE BIBLICAL CREATION ACCOUNTS
4. Man and woman were created for love and companionship
5. Work and leisure are God’s gift to human beings

• Human beings are commanded to continue with the work of creation

1. Human beings occupy a place of honor in God’s created order
2. Life should be respected
3. Human culture (way of life) is ordained by God

• The heavenly bodies (sun, moon, earth) were created to serve human beings
• The marriage union is monogamous and permanent

1. God is real

 

4. TRADITIONAL AFRICAN VIEW OF CREATION

Every community in Kenya has its own myths concerning the origin of man and the world. It is generally agreed in these myths that man originated from God. Myths also try to explain man’s relationship with God. Some myths have cultural meanings. They try to explain supernatural phenomena such as death.

 

AGIKUYU MYTHS OF ORIGIN

The myth tells us that at the beginning of things Gikuyu, the founder of Agikuyu tribe, was called by God (Ngai or Mugai), and was given a land with forests, rivers, valleys, animals and all other natural things. At the same time, Ngai (Divider of the Universe) made a big Mountain called Kirinyaga (Mt. Kenya). The mountain was His resting place when He was on inspection tours. It was also a sign of his splendor and majesty.

After calling Gikuyu, God took him to the top of the mountain and showed him the land He was to give him. This was a beautiful land full of fig trees (Migumo) in the centre of the country. God then ordered Gikuyu to descend from the mountain and proceed to the place he had shown him and establish his homestead there. This place was called Mukurwe wa Nyagathanga which is in Murang’a county.

Before Gikuyu parted with God, he was advised that whenever he had any need he should make a sacrifice and raise his hands towards Kirinyaga the mountain of mystery. God promised him his continued assistance anytime he called on Him.

When Gikuyu arrived at Mukurwe wa Nyagathanga his dwelling place, he found that God had provided him with a beautiful wife called Mumbai. The name Mumbi means creator or molder. Both lived happily and were blessed with nine beautiful daughters.

However, Gikuyu was disturbed by the fact that he did not have sons to inherit his property. He remembered what Ngai had promised him. He therefore made his needs known to God. he was advised to sacrifice a lamb and a kid, pour the blood and the fat of the two animals on the trunk of the fig tree, and then burn the meat as a sacrifice.

After this, he was asked to take his wife and daughters home and then come back to the sacred fig tree where he would find nine handsome young men. God revealed to Gikuyu that the young men would be willing to marry his daughter on his conditions.

When he returned to the place of sacrifice, he found nine young men as Ngai had promised. Gikuyu was overjoyed and knew that his Ngai was faithful to His promise. He took the nine young men to his family, where they were warmly received, entertained and fed well. They spent the night with Gikuyu’s family.

The next morning, the issue of marriage was discussed. The young men agreed to marry Gikuyu’s daughters on his conditions. The one condition that Gikuyu gave was that he would be willing to give his daughters for marriage only if the young men agreed to live with Gikuyu in his homestead. The young men could not resist the beauty of the daughters of Gikuyu and the hospitality accorded to them. As a result, they agreed to marry them. After a short time, all the nine daughters were married and each established their own family sets. These were joined together under the name Nyumba ya Mumbi (house of Mumbi).

The names of the nine daughters comprise the nine clans of the Agikuyu people. These are:

Name                                      Clan

Wachera                                  Achera

Wanjiku                                  Agachika

Wairimu                                 Airimu

Wambui                                  Ambui

Wangari                                  Angari

Wanjiru                                   Anjira

Wangui                                   Angui

Warigia/Mwithaga/Warigia   Ethaga

Waithira                                  Aithirandu

 

TEACHINGS FROM THE AGIKUYU MYTH OF ORIGIN

1. God is the chief architect of the world
2. He created out of nothing

• He provides for the needs of human beings

1. Man and woman are created by God
2. Human beings lived in eternal bliss

 

5. THE BIBLICAL TEACHING ON THE ORIGIN OF SIN AND ITS CONSEQUENCES

Genesis 3, 4, 6-9, 11

Definition of sin

Sin could be understood to mean:

• To miss a mark, i.e. making an error or mistake of failing to attain a goal.
• Iniquity
• Transgression
• A rebellion or offense against God

 

Origin of Sin

Sin entered the world when Adam and Eve disobeyed God by eating the fruit from the forbidden tree.

Sin is an offense against God. human beings have been endowed with the ability to make moral choices.

Adam and Eve sinned because they yielded to temptation

By yielding to temptation, they exhibited greed; a desire to want what did not belong to them, they wanted to be like God.

 

The Consequences of Sin

1. Human beings are alienated from God. their friendship with Him changed to fear of God.
2. What had been innocent and good became shameful. Adam and Eve are now ashamed of nakedness.

• Pain will be part of human experience. Eve was told that she will experience pain during child bearing.

1. The good relationship between God and human beings is ruined. God sent them out of the garden of Eden.
2. The perfect relationship between man and woman is damaged. God told woman that she will still have desire and yet be subject to him.
3. People will have to toil and struggle to meet their needs

• The earth itself is under a curse
• There is enmity between man and the wild animals

1. Death sentence is passed upon all people
2. Murderous feelings began to enter people’s hearts, for example Cain killed Abel.
3. Human beings changed and became prone to sin

• The life span of human beings was reduced
• Global violence and forbidden marriages with heavenly beings led God to declare global destruction
• God felt regret and remorse for having created human beings. God punished the world through the floods

1. God confused human language after the flood. This led to dispersion of races.

 

6. GOD’S PLAN OF SALVATION

God’s love and grace for human beings, however, could not allow Him to leave them with no hope for salvation.

He took steps to heal the damaged situation and relationship. He looked for Adam and Eve to find out where they were. When He found them, He provided them with clothes and the means to find food.

The snake is a symbol of evil

The woman was told that her seed will crush the head of the snake

This implies that Jesus, who is the ultimate seed of a woman, will defeat the devil.

Jesus brought salvation to the human race. God’s initiative in reconciling human beings to Himself is also seen in the call of Abraham.

 

7. TRADITIONAL AFRICAN CONCEPT OF EVIL

Evil in the African understanding may mean an offense against another person or community. It can also mean an offence against God, spirits and ancestors. It can also mean any misfortune that can befall any individual or community.

There are many views concerning its origin and nature.

Many communities believe that God is good and therefore, did not create evil.

Others hold that evil originates from a source outside God.

The Abakusu, for example, believe that evil is caused by an evil black god (WERE Kumali) who was originally created by God but rebelled against God and became evil

Other communities believe that evil is caused by malicious ancestral spirits who have a grudge against the living-mainly due to neglect.

Evil people like witches, wizards and sorcerers who are able to tap mystical power and use it for evil

Evil is also caused by breaking of taboos

Also curses from parents, aunts, uncle and grandparents

Breaking of oaths

Bad omen

 

Consequences of evil in A.T.S

The consequences of evil in A.T.S are experienced in the here and now (in this world) and not in the hereafter (next world)

Most African communities believe that the consequences of evil have a great impact. Not only to the individuals concerned, but also on the relationship between the individual, wider community, God and ancestors

The consequences are social, religious and physical

The punishment for doing evil is given by God, spirits and ancestors, elders and other members of the community

It is believed that misfortunes such as barrenness, epidemics, illness, poverty, madness, drought, birth of physically and mentally challenged children, rebellious children, unstable families, environmental disasters and even war are punishment for wrong doing

Some also believe that when people die, they continue to experience the same lifestyle and status as they did on earth. Hence those who lead a good life in this life continue to have a good life and form a positive link between the living and God.

 

8. SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL AFRICAN VIEW OF EVIL AND BIBLICAL CONCEPT OF SIN

 

SIMILARITIES

1. God is the Supreme Being and is good. He is not the author of evil. Evil may be caused by an external force namely the devil (serpent) in the biblical creation account, or an evil force (malicious ancestral spirits), witches, sorcerers, evil spirits in traditional African communities.
2. Both view sin as arising from human beings’ disobedience, greed and selfishness

• Both view evil as misfortunes arising out of a curse by elders because of committing some offence. In the ATS, parents can curse their children for failing them in some way. In Genesis 3: 14 Adam and Eve are cursed for betraying God. the forth commandment demands that children honor their parents so that they can be blessed with long life. This means that an early death could sometimes be attributed to dishonoring parents.

1. In both cases evil may result from failing in social or spiritual obligation
2. Both agree that the result of sin and evil is suffering, death and hardships. In the biblical account, Adam will toil in hardship while in traditional African understanding, illness, misfortune, death and poverty are said to result from evil doing.
3. In both cases, sin and evil results in human beings being separated from God and the end of the original state of goodness and innocence.

• In both, God is the guardian of morality, law and order.

 

DIFFERENCES

1. While the Biblical account emphasizes the personal nature of sin, the African concept emphasizes more on the social nature and consequences of evil. When Adam and Eve sinned, each one offended God individually. However, in the African understanding whatever an individual does affects the whole community.
2. While the African traditional understanding of evil emphasis the act of evil and its consequences, in the Bible human beings are sinners by nature because they are tainted by the sin of Adam. However, Christ’s death on the cross has affected the redemption of humankind.

• Although the Bible recognizes other forces that may lead human beings to sin, emphasis is on the moral choices people make. African traditional understanding attributes evil to external forces like spirits or breaking of taboos

1. The biblical view of sin does not leave human beings doomed to suffer forever. They are offered an escape and a message of hope through Christ’s death and resurrection. The African understanding of evil does not offer a final solution to the problem of evil. They continue in the cycle of appeasing the offended forces so as to be forgiven and reconciled.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

 

FAITH AND GOD’S PROMISES-ABRAHAM

 

SPECIFIC OBJECTIVES

By the end of this topic, the learner should be able to:-

1. Outline the background to the call of Abraham
2. Define the term “faith in God”
3. Explain how Abraham demonstrated his faith in God and its relevance to Christians today
4. State the promises made by God to Abraham and explain their importance to Christians today
5. Define the term covenant
6. Explain and appreciate the importance of God’s covenant with Abraham
7. Identify covenants in modem life and appreciate their significance
8. State the importance of circumcision to Abraham and his descendants (the Jews) and relate to the African circumcision practice
9. Develop and appreciate a sense to live according to Gods guidance and direction

 

 

1. BACKGROUND TO THE CALL OF ABRAHAM

Genesis 11: 24-32, 12: 1-9

Abraham lived with his father Terah in Ur. He had two brothers, Haran and Nahor. Haran had a son called Lot.

The people in Ur practiced Polytheism (worship of many gods or idols) the moon god was one of the gods.

At the time of his call, Abraham was known as Abram and his wife as Sarai. God changed their names to Abraham (meaning “father of many nations’) and Sarah (meaning mother of nations)

Terah left Ur for Canaan with his son Abraham, Sarah and Lot. On their way to Canaan, they settled at Haran about 1000Km from Ur where Terah died.

While at Haran, God called Abraham at the age of 75. He was told by God to leave his native land, his relatives, his father’s home and go to a land where God will show him.

He was also promised many descendants, blessings and fame.

Abraham obeyed God’s call. He left Haran to an unknown destination. He was accompanied by his wife Sarah and his nephew Lot.

On arrival at Canaan, Abraham came to Shechem. There, the Lord appeared to him and told him that he will give him the land of Canaan. Abraham built an altar of God at Shechem.

From Shechem, Abraham went to Bethel. At Bethel, he built another altar for God and worshipped Him.

After awhile, there was famine in Canaan and Abraham left for Egypt where he lived for some years. In Egypt, Abraham was treated kindly by the king and he was given flocks of sheep and goats, cattle, donkeys, slaves and camels, making him a rich man.

 

2. THE MEANING OF FAITH IN GOD

Hebrews 11: 1-6

Faith is complete trust or confidence in somebody or something.

It is a firm belief without necessarily having a logical proof.

Faith in God implies total obedience and trust in Him

The Bible says that without faith, it is impossible to please God because anyone who comes to Him must believe that He exists and that He rewards those who earnestly seek Him.

 

3. ABRAHAM’S ACTS OF FAITH

Genesis 12: 1-9, 15: 1-6, 17:23-24, 21:1-7, 22:1-19

Abraham is referred to as the father of faith for the following reasons:-

1. He agreed to move from his home Haran to an unknown destination as commanded by God
2. Abraham believed in God when God promised him a son of his own even though he was old.

• He agreed to circumcise himself at the age of 99. His son Ishmael and all male children of his household as a sign of the covenant he made with God.

1. He circumcised his son Isaac at the age of 8 days and made it a command for all hi descendants.
2. He agreed to sacrifice his own son Isaac when God told him to.
3. He trusted and believed in the promises God made to him.

• He agreed to change his name from Abram to Abraham and his wife’s name from Sarai to Sarah as commanded by God
• He built altars for God at Shechem and Bethel where he worshiped God.

1. He believed he will have as many descendants as the stars in the sky as God promised even though he had no son of his own.

 

Lessons that Christians learn from Abraham’s acts of faith

1. God expects Christians to obey and have absolute faith in Him
2. Christians should learn not to doubt God but to always remember that God fulfill His promise in His own time

• Nothing is impossible with God. Despite being old, Abraham and Sarah were able to have a son of their own.

1. Christians should be prepared to face very difficult situations as tests of their faith
2. Christians are assured of possession of the Promised Land (eternal life) through their faith in Jesus Christ.
3. Christians should be ready to make sacrifice to God without questioning

• Those who have faith are the spiritual descendants of Abraham.

 

4. GOD’S PROMISES TO ABRAHAM

Genesis 12: 2-3, 15: 1-21, 17: 1-8, 15-18

Promise means giving an assurance of something to someone.

God promised Abraham the following:-

1. God will give him a land to dwell in
2. He will give his descendants the land of Canaan to dwell in.

• God would make Abraham’s name famous

1. God would establish an everlasting covenant with Abraham and his descendants. He shall be their God.
2. God would be a shield to Abraham, He will protect him.
3. God would give him and his wife Sarah a son of their own.

• God would make Abraham’s descendants a great nation
• God would make his descendants be enslaved for four hundred years in a foreign land. God would however free them and deliver them back to their land with great possessions

1. God would punish the nation that enslaved Abraham’s descendants
2. God would make some of Abraham’s descendants Kings
3. God would bless him

• God would bless those that blessed Abraham
• God would curse those that cursed Abraham
• God will make all the families of the earth receive blessings through Abraham

1. God would let Abraham live for long and die in peace.

 

Relevance of the promises made to Abraham by God to Christians today.

1. God continues to call people from different backgrounds such as evangelists, priests, to serve Him
2. God continuous to protect Christians in all circumstances

• Christians learn that God values personal relationship with Him

1. Christians are called to leave their past sinful lives and put their whole trust in God Almighty
2. Through faith in Jesus Christ, all people become children of God and receive God’s blessings.

 

5. THE MEANING OF COVENANT

Covenant is a serious or solemn agreement between two persons or groups of person

It can also be referred to as pact or treaty

 

Characteristics of a covenant

1. It involves two or more persons making a pact
2. Once parties involved enter into a covenant, it cannot be broken

• If one of the parties decides to break the covenant, serious consequences are expected

1. There must be a ceremony signifying the signing of the covenant
2. There must be an outward sign that shows that the covenant exists
3. Vows are exchanged between those signing the covenant

 

Types of covenants

There are two types of covenants

Conditional covenant

This involves two or more parties that regard each other as equals making a covenant

For example, the Sinai Covenant whereby the Israelites promised to keep God’s commandments as God promised to be their God as long as they kept these promises.

In marriage also, both man and woman give each other promise.

 

 

Unconditional covenants

These covenants are made between unequal parties such as between kings and their subjects

In this case, the subjects are inferior to their masters and they have to obey the commandments issued by the king without question

 

Examples of covenants from the Bible

1. The Covenant with Noah in which God entered into a relationship with the whole world and promised to preserve the life of people. The sign of this covenant is the rainbow (Genesis 9)
2. The covenant with Abraham in which god promised to fulfill the promises He made with him. The sign of the covenant is circumcision. (Genesis 15, 17)

• The covenant with the people of Israel at Mount Sinai in which God promised to be their God. The Israelites promised obedience. The sign of this covenant is the Law. (Exodus 24)

1. The covenant with King David in which God promised him that his dynasty will continue forever (2^nd Samuel 7:14-16)
2. Jeremiah’s covenant in which God promises to make a New covenant with the Israelites where each individual will come to know God personally (Jeremiah 31: 3-34)

 

6. GOD’S COVENANT WITH ABRAHAM

Genesis 15: 1-19, 17: 1-22

God appeared to Abraham in a vision where God assured Abraham that He will shield him from danger and give him a great reward.

Abraham asked God what good the reward will do to hi and yet he had no child. He told God that his only heir was Eliezer of Damascus and wondered why his slave should inherit his property.

God told Abraham that Eliezer will not inherit his property but his own son will be his heir.

God took him outside and told him to look up to the sky and try to count the stars. He told Abraham that he will have as many descendants as the stars.

Abraham (who was 100 years old then and his wife 90 years) put his trust in God and because of this God was pleased with him and accepted him.

God then told Abraham that He will give him the land of Canaan.

Abraham wanted an assurance from God that He would fulfill His promises.

God entered into a covenant with him. God told him to bring a heifer (cow), a goat, a ram each of which three years old and a dove and a pigeon.

He then cut the animals into halves and placed them opposite each other in two rows. The birds were not split.

Vultures came down on the bodies, but Abraham drove them off.

Towards evening, Abraham fell into a deep sleep and was filled with fear while he slept. The Lord appeared to him in a vision and told him that:-

• His descendants will be strangers in a foreign land and will be slaves but will leave that land after 400 years. They will however, come out of the foreign land with a lot of wealth and God will punish the nation that enslaves them.
• He will live to a ripe age, die in peace and be buried.

When the sun had set and it was dark, a smoking firepot and a flaming torch suddenly appeared and passed between the pieces of the animals.

Then the Lord made a covenant with Abraham and promised to him and his descendants the land of Canaan.

Note: the physical manifestations of God are called Theophany. In this case, God appeared to Abraham in form of a smoking firepot and flaming torch. Other examples of Theophany are:

• The burning bush in the call of Moses
• The pillar of fire and pillar of cloud during the exodus
• Thunder, lighting, smoking mountain during the making of the Sinai Covenant
• They mighty wind, earthquake and still small voice of calm in the story of Elijah

 

Importance of the Covenant between God and Abraham

• This covenant was unconditional. God took the initiative to enter into a covenant while Abraham obeyed. Therefore God bound Himself in a personal relationship with a human being.
• As God passed through the pieces of meat, He showed that He will protect Abraham and his descendants.
• This covenant begins a lasting relationship between God and all nations of the earth.
• The covenant confirmed God’s choice of Abraham.
• God was initiating His plan of salvation for human kind. God was ready to die in the person of His son, Jesus Christ, so that this covenant would be filled.

 

7. COVENANTS IN MODERN LIFE
8. Marriage Ceremony

In marriage, the bride, the bridegroom and their families come together.

It happens in customary, civil or church marriages.

Several agreements are made and both sides promise to be loyal to each other for the rest of their lives.

 

1. Baptism

This happens in the Christians Churches. The new believers, infants or adults, are expected to keep vows from the day of baptism for the rest of their lives

 

1. Loyalty

Leaders in public service, for example, heads of state, government ministries, members of parliament, senators, governors, administrators such as chiefs and church leader must be sworn in before they take over their new responsibilities.

 

8. CIRCUMCISION
9. The importance of circumcision for Abraham and his descendants

Genesis 17: 1-16

God appeared to Abraham and reassure him of the promises He had made earlier. God promised to make an everlasting covenant between Him and Abraham and his descendants.

Abraham was expected to obey and do what was right and pleasing to God. As a sign of obedience to the Lord, God commanded Abraham to circumcise all males of eight days old including slaves born within and those brought from foreigners

Those who failed t be circumcised would be considered as outcasts

Abraham’s name was also changed from Abram and Sarah, his wife was changed from Sarai.

Abraham was circumcised at the age of 99. His son Ishmael (by Haggar, the slave girl) who was 13 years old was also circumcised.

From that day, circumcision was to take place on the eighth day. It was a mark of identity for all true Jews, the chosen people of God. Circumcision was now going to be an outward sign of inner faith

It was also to be a physical sign that Abraham and his descendants had entered into a covenant with God.

 

1. Similarities between the African and the Jewish rite of circumcision
2. Circumcision is a physical mark of identity for both the Africans and Jews
3. The rite of circumcision gives a sense of belonging/ mark of unity to both Jews and Africans

• Circumcision is perceived as a religious function in both communities

1. The practice of circumcision is passed on from one generation to another
2. Those who fail to undergo the rite are considered outcasts
3. In both communities, the rite of circumcision is taken as an important stage in a person’s life.

 

1. Differences between the Jewish rite of Circumcision and the African practice of circumcision
2. the Jewish community circumcised eight day old males while the African community circumcised adolescents between 10-18 years old
3. In the Jewish community, circumcision is a physical sign for those joined to God in faith. In the African community it is not only a sign of identity but also marks the end of childhood and the beginning of adulthood

• In the African community the initiates acquire new status and responsibilities. They enter warrior group, marry, and own property, where as in the Jewish community this is not possible since circumcision is performed on eight year old males.

1. In Jewish practice, only boys are circumcised. In some African communities, even girls are circumcised through clitodectomy.

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FOUR

 

THE SINAI COVENANT-MOSES

 

SPECIFIC OBJECTIVES

By the end of this topic, the learner should be able to:-

1. Give the historical background to the call of Moses
2. Describe the call of Moses
3. Outline the ten plagues
4. Explain the Passover
5. Describe Israelites journey during the wilderness including how they worshipped
6. Describe the Sinai Covenant

 

 

HISTORICAL BACKGROUND

Genesis 37: 1-36, 50: 1-26; Exodus 1-2

The history of the Israelites dates back to the time of Abraham, Isaac and Jacob who are considers being the great ancestors of the Israelites. Jacob had twelve sons. His son Joseph was his favorite. This made his brothers envy and hate him. As a result, they conspired and sold him to the Ishmaelite traders who later took him to Egypt and sold him to Portiphar, an army officer of Pharaoh.

In Egypt, the Lord was with Joseph and he became a successful man in Portiphar’s house. Later on, he interpreted Pharaoh’s dream which saved the Egyptians from severe famine. He was then appointed by Pharaoh to be a governor in charge of all the food stores in Egypt. After some years, there was severe famine in Canaan and Joseph’s brothers went to Egypt to buy food.  They unwillingly landed in the hands of Joseph. Joseph treated them kindly, and gave them food. At later date, he sent for whole family to come and settle in Egypt. When they arrived in Egypt, Joseph and Pharaoh settled them in the fertile land of Goshen.

The Pharaoh, who ruled the Egyptians at the time of Joseph, was a Hyksos King. Hyksos were Semitic people who had conquered the Egyptians. Joseph was from the same Semitic group as that one of the King and because of that, his family enjoyed protection from Pharaoh. After some years, Joseph and the Pharaoh who loved him died. Then, there came a new king from Egyptian community who did not know anything about Joseph. This King feared that the Israelites, being Semites unlike the Egyptians, might turn and join their enemies in fighting them. Therefore, the new King ordered that the Israelites be enslaved so that their number and strength could be reduced.

The King’s order proved futile as the number of the Israelites continued to increase. The King commanded that every new born baby boy should be killed by being drowned in River Nile.

It is during that time that Moses was born. His mother hid him for three months. When she could no longer hide him, she made a waterproof basket, laid the child inside and placed it among the reeds at the bank of River Nile.

At River Nile, Moses was rescued and adopted by Pharaoh’s daughter.

In Pharaoh’s palace, he was given the best education and training of the time. One day, Moses killed an Egyptian when he was defending an Israelite. He killed the Egyptian as a sign of identifying himself with his people, the Israelite. When he learned that Pharaoh had discovered what he had done, he ran to the wilderness to escape punishment.

 

Explain ways in which Moses background prepared him for his leadership

• He grew up in the palace as prince, getting the best education befitting a royal.
• Being nursed by his Mother at the place ensured he doesn’t lose his identity as an Israelite
• Moses grew up to be an intelligent man, an attribute he used later in his Mission as a leader of God’s people.
• Living in the wilderness as a shepherded, and experiencing all the difficulties of the wilderness also prepared him adequately to be a shepherded of God’s people.

 

1. THE CALL OF MOSES

Exodus 3:1-22

When Moses escaped into the wilderness after killing the Egyptian, Jethro, a priest in Midian, took him in. he became a shepherd, tending Jethro’s flock and later married one of his daughters.

One day, when Moses was near Mount Horeb, commonly referred to as Mount Sinai, looking after his father in-laws sheep, he saw a strange sight. A bush was on fire but was not consumed. He went near to see what it was.

The angel of the Lord appeared to him in a flaming fire out of the midst of the bush. When Moses moved near to see the strange sight, God called him by name and instructed him, “Do not come any closer. Take off your sandals, because you are standing on a holy ground.” The removal of shoes by Moose was a sign of spiritual nakedness before God.

God told Moses that He was the God of Abraham, Isaac and Jacob. Moses hid his face, for he was afraid to look at God. Then God told him that He had seen the suffering of His people, the Israelites in Egypt. He told Moses that He had come down to liberate them from the land of bondage

God commanded Moses to go back to Egypt and free the Israelites from the hands of the Egyptians. Moses protested by saying that he was not worthy to go before Pharaoh

Moses had killed an Egyptian and had run away from Egypt. He was afraid of being arrested if he went back there.

God assured Moses that He would be with him. He gave Moses a sign of assurance that when he liberates the Israelites from Egypt, they should worship Him at Mount Sinai.

Moses asked God what His name was. God told him, “I am who I am” meaning that God was what He was in the past and would always be the same God.

He instructed Moses to tell the Israelites that He was the God of Abraham, Isaac and Jacob. He assured Moses that the Israelites would respond to him positively. However, Pharaoh would not let them go until several terrifying occurrences would force him to release the Israelites.

Despite the assurances Moses was given by God, he complained to God that the Israelites would neither believe nor listen to him.

God gave him two signs he was to use in performing miracles as proof that he was God’s messenger.

• First, he was told to use the rod he had in his hand which would turn into a snake
• Secondly, he was to place his hand in his pocket and on pulling it out, it would be affected with leprosy.

 

Moses still complained to God that he was not eloquent speaker, but just a stammerer

God assured Moses that the Egyptians would finally cooperate with the Israelites when the time came for them to leave Egypt. They would acquire a lot of property from the Egyptians. God also told him that his brother Aaron was to be his spokesman. Then Moses went back to Jethro’s home, gathered his family members and started his journey to Egypt.

 

Attributes of God from the call of Moses

• God is loving and caring
• God is transcendent; He is beyond human understanding. He cannot be limited to time and space.
• God chooses whoever He wills to carry out His plans
• God expects total obedience and faith on the part of those He chooses.

 

2. THE TEN PLAGUES

Exodus 7: 14-11: 1-10

A plague may be a disease or an unfortunate occurrence in one’s life.

When Moses approached Pharaoh, Pharaoh proved difficult and would not release the Israelites. God intervened with ten severe plagues. God sent to the Egyptians as follows:

1. the plague of Blood
2. the plague of Frogs

• the plague of Gnats

1. the plague of Flies
2. the plague of Death of Animals
3. the plague of Boils

• the plague of Hail
• the plague of Locusts

1. the plague of Darkness
2. the Passover

 

1. The plague of Blood

Moses was commanded by God to tell Aaron to strike the waters of the Nile with his rod. He did this in the presence of Pharaoh and the waters of the Nile turned into blood.

 

1. The plague of Frogs

The Lord commanded Moses to tell Aaron to stretch his hand over the streams, canals and ponds. Aaron did as was commanded; and there were frogs all over the land of Egypt. When the Egyptians were overwhelmed by these frogs, Pharaoh asked Moses to pray for their removal

 

• The plague of the Gnats

Gnats are small two-winged biting flies. This plague was so severe that even the magicians of Egypt acknowledged the hand and power of God. The Gnats covered the land, people and animals. Pharaoh did not give in

1. The plague of Flies

Flies came to the land of Egypt in swarms. They invaded Pharaoh’s palace and the houses of his officials while there were no flies in the houses of the Israelites. Pharaoh deceived Moses that he would release the Israelites if the flies were removed. Moses prayed to Yahweh and the flies left. Pharaoh however, did not release the children of God.

 

1. The plague of Death of Animals

God sent a plague that killed all the Egyptians animals. Their cows, donkeys, camels, sheep, goats and horses were killed. However, the animals of the Israelites were not affected. Still Pharaoh refused to release them

 

1. The plague of Boils

Moses and Aaron were told by God to cast ashes into the air. This act produced sores and open wounds on Egyptians and their animals. Pharaoh remained stubborn and did not release the Israelites

 

• The plague of Hail

God sent severe hailstorm which affected Pharaoh as well. It was the worst storm Egypt had ever experienced. Everything left in the open was destroyed and all people who had not taken shelter were killed. Moses prayed to God and stopped the storm, Pharaoh refused to release the Israelites.

 

• The plague of Locusts

Locusts came to the Egyptian land, but Pharaoh refused to release them

 

1. The plague of Darkness

The Lord sent darkens over the whole land of Egypt. No one could see anything or anyone for three days. Pharaoh now softened and told Moses that he could take his people and go to worship God with all his people but leave the animals. Moses told Pharaoh that they had to leave with all their animals so that they may go and sacrifice to their God in the wilderness. Pharaoh refused to release them yet again.

After this plague, Moses promised never to appear before Pharaoh again. However, God was still concerned about the freedom of the Israelites and, therefore, He sent Moses to Pharaoh one last time.

 

3. THE PASSOVER

Exodus 12: 1-3

The term Passover is driveled from the Hebrew word Pasach meaning ‘to pass over’ with the aim of sparing or protecting.

In the tenth plague, the first born sons of the Egyptians and those of their animals were to die, starting with the son of Pharaoh to the son of a slave in Egypt.

 

Instructions for the Preparation of the Tenth plagues

Moses called all the elders of Israel and gave them the following instructions:-

1. On the tenth of that month, each man had to choose either a lamb or a young goat for his household. If his family was too small to eat a whole animal, then he and his next door neighbor were to share the animal. The animal chosen was to be male, one year old and without blemish. Using a young animal signified the innocence of the sacrifice an animal without blemish signified the purity of the sacrifice.
2. The animal chosen was to be killed on the evening of the fourteenth day of that month. The animal’s blood was to be smeared on the two door posts and the lintel of the Israelite’s houses. The blood was to act as a sign of distinguishing the Israelites’ houses from those of the Egyptians. This was to ensure that the angel of death would spare them when he killed the first born sons of the Egyptians.

• The lamb or animal for sacrifice was to be roasted whole, meaning with its head, legs and inner parts. Roasting was the quickest method of coking since the Israelites were in a hurry.

1. The meat was to be eaten that night with unleavened bread and bitter herbs. This was because there was no time to ferment the dough. The bitter herbs signified the bitter experiences of slavery in Egypt.
2. They were to eat the sacrificial meat after they were dressed up and packed their luggage. This was because they were in a hurry to leave
3. The Israelite women were to ask for jewels, silver and clothing from the Egyptians women on the eve of departure. These items were to act as compensation for the free labor the Israelites had given in Egypt.

• Everyone was to remain indoors until morning in order to be protected from the angel of death
• The Passover was to be commemorated annually and its significance taught to the coming generations

 

The Israelites carried out all the instructions given. On the 14^th night, the angel of death or “the destroyer” passed over the Israelites’ houses, sparing them and killing the first born sons of the Egyptians. Pharaoh’s son was not spared, neither the sons of slaves in the Egyptian houses, or the male offspring of their animals. There was wailing and crying throughout Egypt.

The tenth plague broke Pharaoh’s heart and arrogance. He called Moses and Aaron and commanded them to take the Israelites out of Egypt.

 

Attributes of God from the Ten Plagues

The plagues revealed that Yahweh was:-

• More powerful than the Egyptian gods
• Aware of the problems of the Israelites
• Determined to save His people
• Working through His prophet, Moses
• Was just
• Requires absolute obedience

 

 

 

 

 

 

 

4. THE EXODUS

The journey from Egypt to the wilderness by the Israelites is what is called the Exodus which means “going out”.

 

1. The crossing of the Red Sea

Exodus 14: 5-31

The people of Israel had been in slavery for 430 years when Moses led them out of Egypt. Moses wanted them to get away as quickly as possible. This is because God had warned Moses that Pharaoh would pursue them. He led them south, towards the Mountain of God, Mount Sinai.

Just as God had been with His people in Egypt, so was He with them when they left. He went before them during the day in a pillar of cloud and during the night in a pillar of fire.

Pharaoh took 600 chariots, horsemen and soldiers, and pursued the Israelites. He hoped to bring them back because he did not want to lose the slave labor. Pharaoh’s army soon came close to the Israelites. The Israelites saw a cloud of dust at a distance and knew that the Egyptians were after them. They were afraid and angry at Moses. They said it would have been better for them to serve the Egyptians than to die in the desert.

Moses assured the Israelites that God would not abandon them. Yahweh ordered Moses to stretch out his hand over the sea that was ahead of them. A strong wind parted the water and the people of God crossed on dry ground to safety.

Pharaoh’s soldiers, who had also reached the sea, began to cross. When they reached the middle of the sea, the water began to flow back and filled the path the Israelites had used. The chariots and horses could not move. They tried turning back but this was not possible. God ones again told Moses to hold out his hand over the sea, and the water flowed over the Egyptians until none of them was left alive.

 

1. God provides water in the wilderness

Exodus 15: 22-27, 17: 1-6

From the Red Sea, Moses led the Israelites towards Mt. Sinai through the desert. Soon, the people were thirsty and hungry.

Their faith in God came under severe test as they began to grumble because they could not get water to drink at Marah and Rephidim. They wondered why Moses brought them into the wilderness to suffer.

Moses sought God’s guidance in a bid to appease the Israelites. At Marah, the bitter waters were turned sweet after God told Moses to throw a tree into the water. At Rephidim, God told Moses to strike a rock with his rod and water flowed from it.

After this, God promised to protect the Israelites from diseases if they obeyed Him because He was their leader.

 

1. God provides Manna and Quails

Exodus 16: 1-13

The people of Israel lacked food while in the wilderness. When they complained and mourned to Moses, God provided food for them

God provided Manna and each morning the people gathered the day’s portion. Manna was white seed-like substance that tested like biscuits made with honey. He also provided Quails which came in large flocks. A Quail is a round-bodied bird with a small tail.

1. Defeat of the Amalekites

Exodus 17: 8-16

While at Rephidim, the Israelites were attacked by men from the tribe of Amalek. Moses had become too old to fight, so he asked Joshua, the son of Nun, to lead the people to battle. Moses stood on a hill with his hands held out to God in prayer.

Whenever the Israelites saw his hands held up, they knew God was in control, but whenever Moses got tired and put his hands down, they lost hope and the Amalekites began to win. Aaron and Hur held up Moses’ hands and eventually the Israelites won

 

5. THE MAKING OF THE SINAI COVENANT

Exodus 19, 20: 18-21, 24: 1-8

1. Preparation

God made a covenant with the Israelites at Mount Sinai in the wilderness. He brought them here so that He could enter into a personal relationship with the whole community of Abraham’s descendants

God called Moses to the mountain to ask him if the Israelites were willing to obey Him. If they were, He promised to make them:

• His People
• A Kingdom of Priest
• A Holy Nation

When Moses came down to the foot of the mountain, he told the Israelites what God had said. The Israelites promised to do what the Lord had spoken. As He had promised earlier, God told Moses to inform the Israelites that He would come down in a thick cloud to meet them. God wanted to confirm to the people that Moses was His true prophet.

In preparation for God’s coming, the Israelites were to;

• Make themselves holy by washing their garments
• Mark the boundaries on the foot of the mountains so as to prevent any person or animal going up the mountain.
• Abstain from sexual relationship

On the third day, Moses took the Israelites to meet their God. God manifested His presence in form of thunder, lightening, earthquake and a thick cloud that covered the whole mountain. There was also a loud trumpet blast that made the people tremble

Moses went up the Mountain and was given the Ten Commandments. Moses came back from the mountain and told the people about the laws and ordinances which were to guide them as a covenant people.

All the people answered in one voice, and said “All the words which the Lord has spoken we will do”

 

1. Sealing of the Covenant

The following morning, Moses prepared a ceremony to seal the covenant. He built an altar at the foot of the mountain on which he placed twelve pillars according to the twelve tribes of Israel. Then he sent young men to offer burnt offerings and peace offerings to the Lord.

Moses took half of the blood and poured it on the altar, the place of meeting with God. He then took the book of the covenant, in which the divine laws had been written down by him, he read it in the hearing of all people and they all said, “all that the Lord has spoken, we will do and we will be obedient.”

Then Moses took the remainder of the blood and sprinkled it over the people. The sprinkling of the blood implied that the covenant was binding the Israelites to God.

God concluded the covenant ceremony by giving Moses the two stone tablets on which the laws were written.

 

1. The Ten Commandments

Exodus 20:1-17

These are the main laws which God gave Moses. The Greek name for them is Decalogue.

These laws were either conditional laws or absolute laws

Conditional law states that if a certain thing happens, then a certain consequence will follow.

Absolute laws were unconditional, whereby everything had to be followed without question or discussion

The Ten Commandments are divided into two major groups, these are:-

 

1. Those which define the people’s duty towards God

Under this category, fall the first four commandments

1. Those which define one’s duty towards others

Under this category fall the last six commandments

 

The Ten Commandments are:-

1. You shall have no other gods before Me

The Israelites were to worship God alone. Christians are urged to love God with all their heart, mind and soul.

 

1. You shall not make for yourself a graven image

God was not to be depicted in any form or description such as images or idols

 

• You shall not take the name of the Lord your God in vain

This commandment forbids the use of God’s name in light or careless manner without regard to His holiness. One should not swear in God’s name

 

1. Remember the Sabbath Day and keep it holy

The Sabbath Day was instituted by God at creation. Since God rested on this day after completing the work of creation. This is still applicable today.

 

1. Honor your father and mother that your days may be long

This means that God’s gift of life is passed on to us through our parents. Parents sustain their children by providing for them in every way they can. Therefore, they deserve respect, obedience and love from their children. This is the only commandment with a blessing.

 

1. You shall not kill

It is God alone who gives life and it should be Him alone to take it. Christians are called upon to preserve, respect and protect life. Therefore, acts like abortion and murder are evil and thus condemned by God.

 

• You shall not commit adultery

It is wrong to have sexual intercourse with somebody else’s wife or husband, for such an act will sow discord in the community.

 

• You shall not steal

Stealing indicates lack of trust in God’s providence. Practices like slavery, robbery, cheating in trade and refusal to pay debts are condemned.

 

1. You shall not bear false witness against your neighbor

False accusations destroy respect and love among God’s people.

 

1. You shall not covet your neighbor’s property

This commandment condemns greed of any nature. Christians are encouraged to practice self control and acquire what they need justly.

 

Besides the Ten Commandments, the Israelites were given other rules and regulations to govern their daily lives. Those rules dealt with matters concerning religious ceremonies, treatment of slaves and strangers, theft, loses and repayment, violence and bodily injury.

 

1. The Breaking of the Covenant

Exodus 32: 1-35

Although the Israelites had promised to keep the covenant, they did not take long before they dishonored their pledge to obey God. This happened when Moses had gone to the mountain to receive the written Ten Commandments

He had left Aaron in charge of the people. When Moses delayed in coming back, the Israelites became impatient and restless. They asked Aaron to make them a god that would lead them, for they did not know what had happened to Moses.

Aaron told them to take off the rings of gold which were worn by their sons, daughters and wives and bring them to him. Then, he melted them and molded a bull calf and the Israelites said that that was their god which had brought them out of Egypt.

They also built an altar for god. They offered burnt offerings and peace offerings to it and indulged themselves in eating, drinking and sex.

In the meantime, God revealed to Moses that the Israelites had broken the covenant. God threatened to destroy them.  Moses interceded for them and God changed His mind.

As Moses came down the mountain, he found the Israelites singing and dancing around the golden calf. This annoyed him and he threw down the stone tablets on which the Ten Commandments were written on. Moses took the golden calf, burnt it into powder, mixed it with water and made the Israelites drink. Then he called those who had not sinned and ordered them to take their swords and kill those who had sinned.

 

1. The Renewal of the Sinai Covenant

Exodus 34: 1-35

The renewal of the covenant came after Moses had pleaded with God not to destroy the Israelites after they broke the covenant. God spared the Israelites.

The Lord commanded Moses to cut two stone tablets and go up to the mountain. Then He told Moses that He would make a covenant with the Israelites again.

 

Conditions that God expected the Israelites to fulfill with the renewal of the Sinai Covenant

• to obey what God commands them
• not to make any treaty with the those who live in the land where they were going
• To break down the altars, sacred stones and false gods of the inhabitants of Canaan.
• Not to worship any other god
• Not to make cast idols
• To keep the feast of the unleavened bread
• To rest on the seventh day
• To dedicate all their first-born male children and first-born male of their domestic animals to God
• To offer to God the first fruits of their crops

After all these commands, God promised the Israelites that He would:

• Protect and preserve them
• Bless them
• Make them prosper so much that the surrounding nations would enquire about their source of wealth and success.

After these promises, God asked Moses to write these words in new set of stone tablets. This showed that the covenant between God and the Israelites was now renewed.

 

6. HOW THE ISRAELITES WORSHIPPED GOD IN THE WILDERNESS

Exodus 20: 22-26, 23: 14-20

Worship refers to the reverence paid to God. It may also refer to the recognition given to God as the creator and controller of the universe.

During this period in the wilderness, the Israelites worshipped God as individuals and as a community. This occurred at specific places, at different times and in a particular manner. All worship involved:-

• Offering of prayers
• Petitioning God for desired favors
• Thanking God for His protection and providence
• Singing songs of praise
• Offering sacrifices and offerings by priests
• Observing the Sabbath Day

 

Various aspects of Israelites worship and where it occurred:-

 

1. SACRIFICES AND OFFERINGS

In sacrifices, animals were used where as in an offering, agricultural produce was used. Sacrifices included:

1. Burnt offerings/holocaust

Here the sacrificial animal was completely burnt and therefore, entirely removed from human possession and given to God.

 

 

 

1. Atonement/ sin offering

This type of sacrifice was offered when one had sinned either against God or his/her fellow human beings and wanted his/her sins to be forgiven. The one who had sinned brought an animal before God and it was offered as a sacrifice. In this case, the animal died on behalf of the person who had sinned.

 

• Peace offering/communion sacrifice/fellowship offering

In this sacrifice, part of the meat of the sacrificial animal was eaten by the people and other parts which consisted of fat and blood were burnt on the altar for God. The purpose of this sacrifice was to bring the worshippers into union with God.

 

1. Gift offering

In this offering, the best animal or grains that God had blessed the concerned party was chosen and offered to God as a thanksgiving

 

1. Meal offering/drink offering

This type of offering involved both vegetable and animal offerings. Meat offering could be offered alone, but was usually offered together with fresh agricultural produce.

 

1. Incense offering

Incense is a substance composed of sweet smelling herbs. It is burnt before God and it was a sign of God’s holiness and His acceptance of the sacrifice.

 

1. FESTIVALS

Festival is a celebration commemorating a past event such as a day of independence in a given country.

The festivals in the Israelites community included:-

1. The Passover/ Feast of the Unleavened Bread

This feast was held annually at the beginning of each year. Unleavened bread would be eaten for seven days of the first month in every New Year. The feast was a commemoration of the Israelites’ liberation from Egypt.

 

1. The Feast of Weeks/ Pentecost

This feast originally marked the end of the wheat harvest. Later, it was conducted 50 days from the Sabbath following the Passover, hence the name Pentecost.

 

• The feast of tabernacles

This festival marked the end of the agricultural year. It took place in autumn when the fruits had been harvested.

 

1. ALTARS

Altars are earthly marked meeting places between God and people.

The Israelites built an altar in places where they received a Theophany or God’s physical manifestation. Examples of altars are like the ones Moses built at the place where Amalek was defeated and at the foot of Mount Sinai.

 

1. THE TENT OF MEETING

This was a portable structure in which the Israelites worshipped God in. it was also called a Tabernacle

The outer court of the Tabernacle consisted of an altar for burnt offerings and a basin where priests washed their feet and hands.

The interior part of the Tabernacle had two chambers. The outer one contained an altar for incense, the golden sick and bread of the presence table. The second chamber was known as the most holy place because it contained the Ark of the Covenant.

The Ark of the Covenant was a wooden box that was covered by pure gold and the inside contained the two stone tablets on which the Ten Commandments were written on. It was taken care of by the Levites who were appointed priests the time of Moses.

The Tabernacle symbolized the presence of God among His people. Only appointed or elected people would approach the Tent of Meeting.  Priests would go inside the tabernacle to offer prayers and sacrifices to God on behalf of other people.

 

Identify the elements of Israelites worship which have found place in the Christian worship today

1. The Passover feast which marked the liberation of the Israelites from Egypt. This is also referred to as The Lord’s Supper in the New Testament and Christian worship today.
2. use of prayers and songs

• observing the Lord’s Day (Sabbath) by modern Christians

1. offerings are also given in form of money, goods and services
2. building of altars

 

7. THE ISRAELITES’ NEW UNDERSTANDING OF THE NATURE OF GOD

Exodus 33, 34

Although God introduced Himself to Moses as Yahweh, the Israelites only came to know Him through their experiences in the wilderness.

The renewal of the covenant showed that the broken covenant relationship could now be formerly restored. Yahweh showed that He is a merciful and compassionate God by giving them a second chance.

The favored position of the Israelites in God’s presence was a source of envy by other nations. They were God’s chosen nation

In the wilderness, the Israelites came to know God as their healer. He promised to heal all their diseases if they obeyed Him.

Despite the Israelites’ sins, God fulfilled His promises to them of a land of their own. He had promised to drive away their enemies.

They came to recognize Him as God of Victory for He defeated the Canaanites, Perizzites, Hittites and Jebusites who had occupied the Promised Land.

The Israelites realized that they could depend upon God as He was faithful.

 

 

 

 

 

CHAPTER FIVE

 

LEADERSHIP IN ISRAEL-DAVID & SOLOMON

 

SPECIFIC OBJECTIVES

By the end of this topic, the leaner should be able to:

1. explain the reasons for Kingship in Israel
2. Explain reasons against Kingship in Israel

• Explain King Soul’s failures

1. Explain the lessons that can be learnt from King Soul’s failures
2. Explain and appreciate the importance of David as King of Israel and as ancestor of Jesus Christ
3. Explain the qualities of a good leader drawn from King David’s leadership

• Explain and asses King Solomon’s achievements and failures
• Explain the importance of the Temple in Israel

1. Desire to seek God’s guidance in leadership

 

INTRODUCTION

Leadership refers to the manner in which a community’s way of life is ruled or controlled.

When the Israelites settled in Canaan for the first 200 years, they were ruled by Judges.

THE FIRST Judge was Joshua who took over after Moses died in the wilderness. The last Judge was Samuel.

However, Yahweh, the God of Israel, remained the sovereign ruler of His people.

 

DUTIES OF JUDGES

• They led the Israelites to war against their enemies
• They settled disputes among the people
• They acted as religious leaders and led the Israelites in worship. They received God’s Spirit who gave them the knowledge and power to carry out these duties
• Some of the Judges acted as God’s prophets.

 

1. REASONS FOR KINGSHIP IN ISRAEL

1^st Samuel 8: 1-9

The Israelites were led by Judges from the time they settled in Canaan. However, it reached a time where they made a decision to have an earthly king to rule over them. Some of the reasons for Kingship are:-

1. Samuel’s sons, Joel and Abidjan, were corrupt and took bribes

When Samuel grew old, he appointed his two sons to be judges in his place. The two sons lacked good leadership qualities of their father. They were corrupt and took bribes. The Israelites went to Samuel and asked him to choose a king to rule over them.

 

 

1. The Israelites wanted a warrior king to lead them to war and bring victory to Israel.

The place where the Ark of the Covenant (Sanctuary) was kept had been destroyed by the Philistines. The Philistines had also taken the Ark of the Covenant. Canaan; therefore, faced threat of being a Philistine empire. As a result, the Israelites wanted a warrior king who would lead them into battles against the philistines so as to recover the stolen ark.

 

• The Israelites wanted kings like the other nations around who had kings

Moabites, Philistines, Amalekites and Phoenicians all had kings. The Israelites saw that they were the only nation in that region who had no king. Hence, they wanted one.

 

1. The Israelites wanted a physical leader whom they could see and approach

This implied that they were rejecting Yahweh as their unseen ruler

 

1. The Israelites wanted a stable political government ruled by laws and order

They wanted a government that had enough security established through a regular army and perhaps one with an established law courts to try and punish wrong doers.

 

2. REASON AGAINST KINGSHIP IN ISRAEL

1^st Samuel 8: 10-20

By demanding a king, the Israelites were seen as rejecting Yahweh as their unseen ruler. God told Samuel to give the Israelites strict warnings and explain how the king would treat them. For example:-

1. The king would conscribe the Israelites’’ sons forcefully into the army
2. The king would introduce forced labor

• The king would grab people’s land or vineyards for government use

1. The king would turn people into slaves
2. The king would force their daughters to work for his wives’ sons and for the royal house in general
3. Israel would become like other nations which did not know Yahweh and then they would cease to be a covenant people.

• Yahweh would reject them when they cried to Him.

The elders request for a king threatened to destroy the true identity of Israel as a “people of God” and as a covenant people

 

3. KING SAUL’S SUCCESS AND FAILURES

1^st Samuel 13: 8-14, 15: 7-25

Saul was son of Kish from the tribe of Benjamin. God commanded Samuel to anoint him.

 

King Saul’s success

1. Saul was Yahweh’s own choice
2. Saul received God’s spirit, which gave him power to act as God’s appointee like it had happened with the judges.

• Through Yahweh’s help, Saul fought against all Israel’s enemies everywhere and won. For example he:-
• Fought against the Amalekites
• Led a successful war against the Philistines
• Defeated the Amalekites

 

King Saul’s failure

1. He became impatient and offered sacrifices to God at Gilgal instead of waiting for Prophet Samuel

Samuel had told Saul that he would meet him at Gilgal and offer sacrifices to God before the Israelites’ army went to fight the Philistines. Saul waited for seven days and Samuel seemed late in coming. The Philistine army started closing in on the Israelites. Saul’s army started running away to escape from the Philistines. Saul feared that unless he received God’s blessing before going to battle, the Philistines would destroy them. Saul decided to offer a sacrifice to god as a matter of urgency.

Just as he finished offering sacrifice, Samuel arrived and was angry with Saul and rebuked him. Saul had appointed himself as a mediator between God and the people. (He was neither a priest nor a prophet to do that work) therefore, Samuel prophesied the end of his rule.

1. He failed to carry out the law of total destruction of an enemy conquered

The Law of Herem or the Ban required that when the Israelites went to war against any enemy, they were to destroy everything: man, woman, child, cattle and all property belonging to the enemy.

However, when Saul led his army against the Amalekites and defeated them, he did not destroy everything as Samuel had commanded him to do. Saul and his army kept the best sheep, lambs, cattle and everything else that was good, he intended to offer them as burnt sacrifices to God. He also captured King Agag alive and spared his life.

Samuel met Saul and he was disappointed with him and refused to listen to Saul’s excuses as to why he had disobeyed God’s commandment. Samuel told him that to obey God was better than mere sacrifice to Him.

• The spirit of god left Saul and was replaced with an evil spirit that tormented him

1. Saul turned against David because David had become popular with the Israelites.
2. He consulted a median in trying to bring back Samuel’s spirit, hence practiced idolatry

 

Lessons learnt from king Saul’s failures

Saul’s failures have messages for both Christians and other leaders, for example:-

1. Need for patience
2. Need for obedience and faith in God

• Need for political leaders to listen to advice from Church leaders

1. Need for not turning against rivals
2. Need for sincerity in worship of God

 

 

 

 

 

4. KING DAVID’S IMPORTANCE

1^st Samuel 16:1-23; 2^nd  Samuel 6: 1-15

After Saul was rejected as king of Israel, Samuel was guided by God to go to Bethlehem. To the home of a Shepherded called Jesse who had eight sons. God would then show him who among those sons would be anointed as the next king of Israel.

Seven of Jesse’s sons were brought before Samuel; one at a time but God told Samuel that he had not chosen any of them. However, when the youngest son, David, a shepherded, was brought before Samuel, God told Samuel that that was the one, he should anoint him.

Samuel then took the olive oil and anointed David in front of his brothers. The spirit of the Lord then took control of David and was with him from that day on. However, this anointing had to be kept secret from Saul; otherwise he would plan to kill David. David had to wait until Saul died before he would take over. David was then employed in the service of Saul to be playing a lyre and harp to sooth Saul whenever he was possessed by an evil spirit.

As long as David worked for Saul, he remained faithful servant of the King. He was loved by Saul’s family. He even married one of his daughters. He became a personal friend of one of Saul’s son called Jonathan.

Many years later, Saul and his sons were killed in a battle against the Philistines. David then became the next king and ruled for over 40 years as king of Judah and Israel. His successes lay in the fact that he knew and obeyed God in all his undertakings.

 

KING DAVID’S ACHIEVEMENTS

1. He was chosen by God
2. He received public anointing at Hebron where he signed a treaty with the elders. This meant that he had been acknowledged by all the twelve tribes of Israel as their king.

• He received the spirit of God from the time he was anointed.

1. He was a brilliant military commander.

He broke the Philistines’ control over Canaan. He also waged successful wars against Moab, Ammon, Edom, Amalek and Aram (Syria). He concluded a treaty with the Phoenician King, Hiram of Tyre.

1. He captured the old fortress of Jerusalem from the Jebusites and made it his capital city. Jerusalem was a neutral site belonging neither to the Southern nor to the Northern tribes of Israel.
2. He removed the Ark of the Covenant from the house of Abinadab in Shiloh and brought it to Jerusalem with a great ceremony, singing and dancing. He then brought priests of Jerusalem and attached them to the royal court.

• He expressed faith in God. In this, he managed to kill Goliath, the great Philistine warrior. He consulted God before going to war and never forgot to thank God for whatever blessing he had bestowed on him.
• He was a skilled musician and composed many Psalms that were used and are still being used in temple and church worship.

1. David respected the prophets of God and always consulted them whenever he wanted to do anything.
2. He expanded the geographical boundaries of Israel through conquests and after which he would annex the land.
3. He was a great diplomat and established good political relations with the neighboring kings.

• He was a shrewd administrator who chose wise elders and counselors to advice him.
• God promised to establish an everlasting kingdom for David where his descendants would live in security never to be disturbed by anybody.
• David ruled over Israel, administering law and justice to all people.

1. He insisted on taking census of all Israel.

• He had remarkable leadership qualities. For example he was a brave man, eloquent in speech, patient and God fearing.
• David was He was ready to accept sins he had committed and repent.
• David received great favor from the Deutronomist by asserting that David was an ideal king.

 

5. DAVID AS AN ANCESTOR OF JESUS CHRIST

2^nd Samuel 1-29; Luke 1:26-33

After building a palace for himself, David intended to build a temple for God. He consulted Prophet Nathan to find out whether it was in order to do so. The prophet approved the idea. However, later that night Nathan received revelation from God which stated that David was not to build the temple. God instead made the following promises to David:-

• God promised to keep David and his descendants safe from all enemies.
• God would give David’s descendants a place to settle
• God promised to raise up an heir from the house of David to sit on the throne
• He promised to let David’s son be the one to build a temple for Him. God’s relationship with this king would be like that of a father to his son
• God promised to establish an everlasting kingdom for David
• God promised to make David’s name great or famous among all other leaders of the earth.

Some of these promises were fulfilled through Solomon his son, who also built a temple for God. David’s reign was also marked by period of peace and prosperity.

 

The promises made to David were also fulfilled in the New Testament through the coming of Jesus Christ in the following ways:-

1. Jesus was born by a girl in Galilee who had been promised in marriage to Joseph, a descendant of King David.
2. Angel Gabriel in his annunciation message to Mary says that Jesus will be king like his ancestor David.
3. Zachariah in his Benedictus says that God has risen up a savior descended from the house of David.
4. Jesus was born in Bethlehem which was also the birth place of David.
5. The blind man at Jericho hailed Jesus as the son of David and looked to him to restore his sight.
6. Jesus was hailed by the crowd as the Messiah, descended from David during His Triumphal entry into Jerusalem
7. The early apostles like Peter and Paul, in their Sermons, made a number of references to Jesus as a descendant of David
8. Saint Paul asserted that the Good News of salvation is about the son of God that took human nature and was born from David’s lineage
9. In his genealogy, Saint Mathew also says that Jesus was a descendant of David.
10. QUALITIES OF A GOOD LEADER DRAWN FROM KING DAVID
11. Courage/bravery

David was a courageous military commandment who led his people to wars.

1. Faith

David was a God-fearing man and expressed his total trust in God by consulting Him before engaging in any adventure

• Gratitude

David always thanked God for any success or favors he received from Him

1. Loyalty

David drew the support of his subjects by concluding a number of agreements or treaties with both the men of Judah and Israel in which the subjects promised their loyalty to him and he did likewise.

1. Justice

David is said to have administered justice to all his subjects without favoring anyone. He never practiced tribalism or nepotism.

1. Wisdom

David was a wise man; he chose wise legal advisors to assist him in his rule and chose Jerusalem, a neutral spot for administration hence tribal jealousies.

• Humility

King David was ready to admit his mistakes and accepted criticism and rebukes from religious leaders such as prophets. He was ready to repent when he realized his mistakes.

• Kindness

David forgave Saul and spared his life even though the latter wanted to kill him.

 

7. KING SOLOMON’S ACHIEVEMENTS AND FAILURES

1^st Kings 3-11

Solomon was the son of David. He was appointed by his father to succeed him. He was anointed by Zadok, the priest. He ruled for 40 years like his father David.

 

KING SOLOMON’S ACHIEVEMENTS

1. He was a successful merchant. He achieved this by establishing and developing trade with the neighboring countries.
2. He built up a professional army equipped with horse-drawn chariots.
3. Solomon appointed government officials who assisted him in his administration.
4. He developed a diplomatic relationship with foreign countries by marrying the daughters of the Kings of Egypt, Moab, Edom, Tyre etc.
5. He was a great wise man and was praised for this.
6. He built the temple for God.
7. Solomon brought the Ark of the Covenant to the Temple of Jerusalem. This represented God’s presence among His people.
8. He built himself a palace that took 13 years to complete.
9. He composed 3,000 proverbs and 1,005 songs

 

 

 

KING SOLOMON’S FAILURE

1. He married foreign wives who worshipped other god’s
2. He built temples for the Pagan gods worshipped by his wives

• He introduced forced labor in the building of palace & the temple

1. He killed his own half brother, Adonijah, he suspected he could be his rival to the throne
2. He practiced nepotism. Solomon’s own tribesmen from the tribes of Judah and Benjamin were exempted from forced labor.
3. He introduced high taxation in Israel.

• He valued himself more than God; he spent only seven years in building the Temple, but 13 years in building his own palace.
• He was extravagant in the way he used the wealth belonging to the state of Israel.

1. King Solomon sold part of Israelite territory: 20 towns of Galilee to Hiram, the King of Tyre in repayment for a debt he was unable to settle.
2. He hired the skills of pagan craftsmen who designed, decorated and furnished the Temple of God.

 

THE DEATH OF SOLOMON AND THE DIVISION OF THE KINGDOM

1^st King 12

When Solomon died, his son, Rehoboam succeeded him. A delegation of elders from the ten tribes of the North led by Jeroboam I. son of Nebat, met Rehoboam at Shechem. They presented their memorandum and told him they were willing to accept him as their king if he would give them some assurance of better treatment. They wanted him to rule them less harshly than his father Solomon had done.

Instead of listening to their grievances, he threatened them even with worse treatment than his father.

The delegation was angered with the harsh reply and rebelled against Rehoboam. They made Jeroboam I King of the Northern tribes. This split the kingdom into two; Israel comprising ten tribes and Judah comprising two tribes.

The Kingdom of Judah retained Jerusalem as its capital city. Jeroboam fortified two cities, Shechem and Penuel from where he ruled Israel in turn. He finally settled at Tirzah to the north of Shechem.

 

8. THE IMPORTANCE OF THE TEMPLE IN ISRAEL
9. It symbolized God’s presence among His people through the Ark of the Covenant which was kept in the Temple.
10. It was a dwelling place for God. On the day of dedication to God, God’s glory filled the Temple in form of a thick cloud.
11. It was a house of worship and prayer.
12. it was a place where all first-born male children were dedicated to God
13. all the Jewish religious festivals or feasts such as the Passover and Pentecost were celebrated in the Temple
14. The temple was a training place for the Jewish religious teachers. These are the Scribes
15. The Temple was the place where the prophets and priests lived.
16. The Temple was the only place where all rites of purification were carried out.
17. It was used as a law-court by the council of Jewish religious leaders called the Sanhedrin.
18. The Temple was the only place where sacrifices to God were offered by the priests
19. Religious ceremonies like naming and circumcision of baby boy took place in the Temple on the eighth day.
20. It was the place where the right types of animals for sacrifice were brought by the Jews who had travelled long distances to celebrate the annual feasts.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER SIX

 

LOYALTY TO GOD-ELIJAH

 

SPECIFIC OBJECTIVES

By the end of this topic, the leaner should be able to:

1. Identify the factors that led to the spread of idolatry in Israel
2. Explain the effects of Idolatry in Israel
3. Describe the Mount Camel’s contest
4. Explain how Elijah fought corruption in Israel
5. Outline the reasons why Elijah faced danger and hostility as a prophet of God
6. Explain the relevance of Elijah’s prophetic mission to Christians today

 

1. FACTORS THAT LED TO THE SPREAD OF IDOLATRY IN ISRAEL

Idolatry refers to the worship of idol. (An idol is an image representing a god). The following contributed to the Israelites idol worship:-

 

1. The local Canaanite Religion

Characteristics of the Canaanites religion that made it be a constant temptation to the Israelites

1. It was a nature religion. The worshippers aim was to control forces of nature such as rain and drought.
2. The aims of the religion were to ensure continued fertility of land, flock and people.

• It was a cyclic religion which meant that seasons were repeated in contrast to Yahweism which was linear.

1. It comprised family of gods
   • the high god was called El, the King and the father of years
   • The “wife” of El was Asherah, a goddess of fertility.
   • The storm god was called Baal, also referred to as the god of rain and fertility
   • The female partner of Baal was called Baalath which means Lady although her personal name was Ashtarte
   • The sister of Baal was called Anat, a goddess of war and love.
   • Mot was the god of drought, famine and death
2. Symbols were used to represent each god. i.e Baal was in the form of bull and stone pillar, Asherah by a sacred pole.
3. temple prostitution was practiced. It was believed that if a barren couple imitated Baal and Ashtarte when having sex, they would be able bear children.

• there were many places of worship such as temples under sacred trees and on top of the hills
• sacrifices including human beings were offered to these gods

1. Festivals and feasts were also celebrated. For example:

• Feast of Unleavened Bread which was carried out at the beginning of the barely harvest
• Feast of weeks celebrated during the wheat harvest

Characteristics that made Israelites an easier target to Canaanites Religion and way of life

1. Israelites transformed from pastoral life to agricultural life
2. The belief that a god was only powerful in his own land

• The Israelites were attracted to the visible gods of the Canaanites as opposed to the invisible Yahweh

1. The Israelites’ failure to effect God’s command to destroy all the cultic objects and temples used in the worship of Canaanite gods

 

1. Religious Schism between Judah and Israel

Schism refers to a division within or separation from an established church/religion but not necessarily involving a difference in doctrine.

After the separation of the two kingdoms, Jeroboam feared that the people of Israel, will be won over by Rehoboam in Judah if they continued going to Jerusalem to worship, so he did the following:-

1. He made two golden calves and placed one at Bethel and the other one at Dan to act as the visible representation of Yahweh
2. He ignored Jerusalem as centre of worship and set up two rival places of worship at Dan and Bethel

• He made the Israelites to offer sacrifices to the two golden bulls representing Yahweh

1. He built other places of worship on hilltops thus copying the practices of the surrounding nations.
2. He chose priests from ordinary families to serve Yahweh at the centers of worship instead of the tribe of Levi
3. He instituted religious festivals or feasts in the month of his choices

• He burnt incense at the altar of idols

 

1. King Ahab’s Marriage with the Phoenician Priests

When Omri, Ahab’s father, seized power, he made great political achievements for Israel. He formed an alliance with the king of Phoenicia.

To strengthen further the political union between the two countries, Israel and Phoenicia, Omri arranged for the royal marriage of his son, Ahab to Jezebel, the daughter of Ethbaal, king of Tyre.

Immediately Ahab became the king of Israel, he tried to please his wife by allowing her to introduce her religion to Israel.

She imported her Baal (Baal-Melkart) to Israel which was the official protective god of Tyre.

She also imported 450 prophets of Baal and supported them out of the public treasury

King Ahab built a temple for Baal-Melkart, equipped it with an altar and an image of Asherah-mother goddess

Jezebel began a strong complain that resulted with the Israelites being forced to worship Baal hence Baalism became the official state religion.

 

 

 

 

2. THE EFFECTS OF IDOLATRY IN ISRAEL
3. Syncretism-the process in which certain beliefs or practices from different religions are fused. Yahweh became one of other gods as the Israelites fused/mixed elements from Canaanite gods to the worship of Yahweh.
4. Former places of worship for the Canaanite gods were turned into places of worship for Yahweh without removing the Canaanite symbols such as altars and pillars.

• The Canaanite agricultural calendar was adopted by Israel for the timing of the pilgrimage festival.

1. Names of the Canaanite gods (i.e. El, the father of all gods) was used for Yahweh
2. The Canaanite sacrificial system was incorporated into Israelite worship. For example peace offerings, burnt offerings and cereal offerings were originally Canaanite
3. Under the influence of Jezebel, king Ahab declared Baalism a compulsory state religion

• Queen Jezebel ordered the destruction of the altars of Yahweh
• Prophets of Yahweh were killed

1. 450 prophets of Baal were made the officials of the royal court

 

3. ELIJAH’S FIGHT AGAINST FALSE RELIGION AND CORRUPTION

Introduction

• Elijah was a prophet from the Northern Kingdom of Israel
• He prophesized during the reign of King Ahab, sixty years after Jeroboam I had been ruler of  Israel
• This was a time when the worship of Yahweh was on the verge of extinction because of threats from Queen Jezebel.

 

1. Elijah’s fight against false religion

1^st king 18: 17-46

God told Elijah to go and meet the king. As soon as King Ahab saw him, he called him trouble maker. Elijah had stated that there would be no rain in the capital (Samaria) until he say so. This was because of Israelites unfaithfulness

Elijah asked the king to gather all Israelites together with the 450 prophets of Baal to a contest at Mount Carmel

The contest was to determine there and then, who was the Lord, who had the power to control rain and fertility

Elijah told them to bring two bulls. The prophets of Baal to take one and offer a sacrifice to their god and Elijah to offer the other one to God They were not to light any fire and the people agreed that the God who answered by fire would be the true God

The prophets of Baal were the first to offer their sacrifice. After preparing the altar, they started praying to their god. Shouting and dancing around the altar.

However, there was no answer. By midday, Elijah started mocking them in four different ways. He told them to pray harder because Baal is:-

 

• The philosopher, inventor-he is musing or pre-occupied
• The patron of Phoenician merchant-he is busy or gone aside
• The patron of his sailors-he is on a journey or business trip
• The winter sleeper, the vegetable god- he is asleep and must be awakened.

 

Baal failed to answer his prophets by bringing fire to consume the sacrifice

After this, Elijah repaired the abandoned altar of Yahweh; he set up twelve stones, to represent each of the twelve tribes of Israel. He poured water on the wood. The purposes of these rituals were:

 

• To enhance the fire miracle by ensuring that the altar was wet
• To bring down rain by imitating the falling of rain

 

After this, Elijah prayed to the God of Abraham, Isaac and Jacob for help. Immediately after his prayer, the supernatural fire descended from heaven and consumed the sacrifice.

Elijah then condemned the prophets of Baal to death. Afterwards, Elijah performed rain ceremony. On that day, rain fell in great torrents.

 

Lessons learnt about the nature of God from the contest at Mount Carmel

• Yahweh is the only God. Baal is no god at all
• Yahweh is a living God who controls forces of nature
• He is the Lord of nature
• Yahweh is a powerful God
• Yahweh is a merciful God who back wayward hearts
• Yahweh is a jealous God who will have no other gods besides Him
• Yahweh is a God of justice who punished idolaters and other sinners
• Yahweh answers prayers

 

1. Elijah fight against Corruption

1^st King 21: 1-29

Corruption can be defined as any form of injustice done to the innocent by those in position of leadership

King Ahab coveted Naboth’s vineyard which was close to his own palace at Jezreel, Samaria’s second capital. Ahab offered to buy the vineyard at a generous price or have it exchanged with another one.

But Naboth refused to sell or exchange the inheritance for the one reason that it was a family estate.

Naboth’s refusal to sell or exchange the vineyard made King Ahab gloomy and he even refused to eat.

Jezebel, his wife, consoled him and told him not to worry as he was King and would get the vineyard.

She forged letters in the King’s name and accused Naboth of blasphemy and treason. Naboth was not given time to defend himself, he was stoned to death in accordance to the law.

The land hence became a state property and Ahab went to possess it.

God sent Elijah to go and pronounce divine judgment on the house of Ahab for what he had done. He was to tell Ahab that his dynasty was going to be destroyed.

Ahab put on sack clothes as a sign of repentance. God hence promised to effect punishment during the reign of his sons and not him.

As for Jezebel, God said that dogs will eat her body in the city of Jezreel.

 

Forms of corruption found in our society today are:-

• Tribalism
• Bribery
• Cheating in business
• Stealing
• Robbery with violence
• Dishonesty
• Misuse of public funds/property
• Grabbing of personal and public land

 

1. Ways in which Christians can help in reducing corruption in Kenya

• Respecting oneself and others
• Respecting laws set up in the constitution
• Building a fair and just society by applying life skills such as critical thinking, creative thinking and making appropriate moral decisions
• Pray for the corrupt to change their behavior
• Set good example of acting as good role models for others
• Educate people on the evils of corruption
• Report those who engage in corrupt practices to the relevant authorities.

 

4. REASONS WHY ELIJAH FACED DANGER AND HOSTILITY AS A PROPHET OF GOD

1^st king 18: 1-46. 19: 1-21, 21: 1-26

Because of Elijah’s work as prophet of God, he had direct conflict with the king and Jezebel. The two wanted to kill him for the following reasons

• Elijah had pronounced a three year drought in Israel
• Prophet Elijah had put to death the 450 prophets of Baal during Mount Camel contest
• Elijah had boldly condemned King Ahab for taking away Naboth vineyard

 

5. WHAT IS THE RELEVANCE OF ELIJAH’S PROPHETIC MISSION TO CHRISTIANS TODAY?
6. Church leaders should remain courageous and firm in condemning any form of social injustice in society
7. Christians should remain faithful to God through word and deed even if this would cost them their lives

• Christians should not despair in their missionary work but lean on God for encouragement and providence

1. Christians should pray to God in faith as God would answer them
2. Christians should advocate for rights of the poor and speak against any form of oppression
3. Christians should not give false evidence against their neighbors like Jezebel did to Naboth

• Christians should be persistent like Elijah in their struggle against injustice
• God is able to establish an intimate relationship with His faithful.

 

 

 

 

 

SECTION TWO

 

 

AFRICAN RELIGIOUS HERITAGE-MORAL AND CULTURAL VALUES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE AFRICAN COMMUNITY

Specific objectives

By the end of this section, the learner should be able to:-

1. Explain the importance of blood kinship in the African communities
2. Explain the factors contributing to harmony and mutual responsibility in the African Community
3. Explain the importance of rites of passage
   1. Birth and naming
   2. Initiation

• Marriage

1. Death

1. Explain the changing attitude of African communities towards the rites of passage
2. Explain the role of specialists in the Traditional African communities
3. Discuss and evaluate continuity and change of the African understanding of community land, property, worship, medicine, old age and dressing

 

KINSHIP SYSTEM IN TRADITIONAL AFRICAN SOCIETY

Kinship refers to relationships

In A.T.S, each individual is related to the other person either through blood or marriage

Blood relatives include parents, brothers, sisters, uncles, aunts, cousins and grandparents

Through marriage, the husband or wife acquire more relatives who are referred to as in laws

Every marriage brings new links thus increasing and strengthening the kinship ties.

 

FAMILY TREE

 

Great Grandparents                                                                        Great Grand-parents

 

 

Grandparents                                                                         Grandparents

 

 

 

Aunts       Uncles        Father                                                             Mother    Uncles   Aunts

 

Cousins Cousins                                                                                             Cousins  Cousins

                                                                                                 

 

 

                       

                                                Brothers                                 Sisters

 

 

                                    Nephews         Nieces             Nephews     Nieces

 

 

 

 

IMPORTANCE OF BLOOD KINSHIP IN AFRICAN SOCIETY

The kinship system extended to ancestors who were seen as part of the living. Kinship was important because:-

1. It controlled relationship among people
2. It governed marriage so that clans related could not marry

• It encouraged communal living and unity. It bound members of the community together

1. It took the responsibility of solving social problems. This provided security to all concerned
2. It emphasized the brotherhood of human beings and promoted harmony in the society. It was the duty of each member of the community to ensure that the society lived in harmony
3. Each person learnt the values of the society during the rites of passage. This gave members a sense of belonging

• Wishes of the ancestors and spirits were respected so that they did not curse the family
• Family problems were solved to avoid misunderstandings and conflicts

1. Each adult was responsible for discipline the children
2. Children were taught how to behave toward older people

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FACTORS CONTRIBUTING TO HARMONY AND MUTUAL RESPONSIBILITY IN THE AFRICAN COMMUNITY

These factors include:-

1. Division of labor
2. Communal worship

• Leisure activities

1. Rites of passage
2. Sharing
3. Social norms/rules and regulations

• Punishments for law breakers
• Communal work

1. Virtues

 

1. DIVISION OF LABOR

Various tasks to be performed were fairly distributed among the people

Elders –they played political roles and they were the chief counselors

-they maintained laws and order

-they settled disputes

Old women     –they looked after the grandchildren

-They educated girls on their roles as future wives and mothers

Young unmarried men           –They provided security for the community

Small boys      –Helped in handling animals

-Teamed up with their fathers and young men in some of their activities

-They learnt through observation and acquired skills such as smelting, hunting

and building

Girls    -They help their mothers in household duties like cooking, looking after babies, fetching

firewood and water

-they learn some skills such as weaving and pottery.

 

2. SHARING

They shared material things and participated in all activities depending on age, sex and status

 

Rites of passage

The whole community participated in ceremonies related to birth, initiation, marriage and death.

All kinsmen, friends and neighbors actively participated in the ceremonies by sharing responsibilities, eat and feast together.

 

3. COMMUNAL WORSHIP

During such occasions, people come to thank God for a good harvest or after victory in battle. In such a function, sacrifices are made and prayers offered. During such times of crisis, for example, when there is a disaster, an epidemic or serious sickness, people gather and offer sacrifices to God and to the ancestral spirits in order to appease them.

 

4. LEISURE ACTIVITIES

In African Traditional Society, leisure is integrated with other activities although after work; people rest and share jokes. People are occasionally entertained by the youth through singing and dancing during times when there is little work to be done. In the evenings, men are entertained by the youth. As the elders watch the youths perform, they encourage and correct them accordingly and also they identify certain talents among the performers

 

5. SOCIAL NORMS

In A.T.S, people grow up knowing what is right and wrong. Rules and regulations are established to govern and regulate people’s behavior. Everybody understands the virtues they should uphold such as friendship, love, honesty, courage, bravery and b compassion. People are also discouraged from developing vices such as cheating, theft, selfishness, greed and dishonesty.  Social norms keep the community from disintegrating and they provide peace to the individual and the society.

 

6. RITES OF PASSAGE

Rites of passage are important stages in a person’s life. Such rights are turning points which make changes from old to new stages in one’s life. They include:-

1. Conception and pregnancy
2. Birth

• Naming

1. Initiation
2. Marriage
3. Death

• Burial
• Life after death

N/B Each individual involved in each stage goes through a number of ceremonies with three main characteristics.

1. Separation –being secluded/cut off from the rest of the people around for a period of time
2. Transition –this is a period of change brought about by new knowledge given during seclusion period
3. Incorporation –This is a return to the ordinary community.

Ritual performed, assumed both social and religious values. It is through these rites that kinship ties are strengthened.

 

1. Conception and Pregnancy

The unborn child is very valuable to the larger community hence the pregnant mother is greatly taken care of. The expectant mother is not referred to directly as expectant. Terms like:-

• She is heavy
• She is full
• She is satisfied

Direct reference to this stage can easily affect the unborn child. It can lead to miscarriage or other abnormalities.

Special treatment given to the expectant Mother

1. She had to avoid being in the company of people with various disabilities such as the blind and the lame.
2. She had to keep off from metallic objects

• She had to avoid doing heavy work like splitting firewood, carrying heavy luggage

1. In some communities, the expectant mother had to keep off from the husband.
2. She was supposed to abstain from certain food such as eggs and fatty meat.
3. She was supposed to wear protective charms

• She was not supposed to speak to the husband directly. It had to be through an intermediary

 

1. Birth of the Child

The birth of the child is a community affair as the child belongs to the whole community. It is witnessed by elderly women who act as midwives. Men are not allowed to go near the delivery place.

When the baby arrives, Its sex is announced in various ways such as shouts and ululations. This is because everybody is eager to know the sex of the baby. Some communities like Gikuyu, give five ululations for a baby boy and four ululations for a baby girl.

The placenta is disposed off ceremoniously:-

• In some communities, it is thrown into a running stream or river.
• In others, it is dried up and kept for rituals to be performed later.
• In others, it is carefully buried near the homestead or in uncultivated field or in a shamba with bananas or cereals.
• In some, it is hung in the house to symbolize the continuity of life.

All these ceremonies are observed so that the womb may remain fertile to ensure continuity of life. The umbilical cord is also disposed off ceremoniously.

Where birth took place

• A special house has to be built for that purpose
• In the house of the expectant mother
• In the home of the expectant mothers parents

 

Rituals and ceremonies conducted during birth

1. The father prepared sugar cane dish-for the mother and the child and for her strength
2. The child was washed and smeared with oil for cleansing

• The father sacrificed a goat- -to purify the homestead

-as a way of giving thanks,

-for protection of the child

-for joining the child with the ancestors

 

1. The mother and the child were kept in seclusion
2. The mother and the child were shaved. Shaving of the hair indicated that the mother had lost out pregnancy and growth of new hair was a symbol of new and clean life

 

Sacrifices offered during birth

• Sacrifice which were of the goat and sheep were intended to bring God and the ancestors to share the occasion of birth of the child with the clan
• They were being appeased to protect the mother and the child
• It was for thanks giving for the giving of the baby

 

1. Naming of the child
2. Describe ways of naming children in African Traditional Society
3. Some of the names given reflected the problems that the parents faced. For example, a special name is given to a child who is born after many years of childless marriage. In some instances, if many children have died before the arrival of another, such is given the name of an animal or ugly name as an indication that they have little hope that this one will survive.
4. Some reflected the conditions of weather and seasons of the time of birth. For example floods, drought and famine. Others reflected certain activities within the community such as planting, harvesting or hunting. Names like Wanjala and Nanjala show that these were born during famine. Some also describe important or strange events that are current among the people such as wars or the invasion of locust. For example Nasiche for Luhyas’ and Ngige for Kikuyu’s showing the invasion of locusts

• some names have religious connotations for example Were for Luhya God.

1. other names reflected the different labor the mother went through during delivery
2. twins are given special names
3. some names are given to remember the departed relatives. This is so especially when the new born baby shows features of such a person. Names of the dead relatives show gratitude to the ancestors and retain links between the living and the dead.

 

Changing attitude to birth and naming

1. women attend antenatal clinic and eventually give birth in hospitals and health centre. Doctors play the role of midwives
2. the mother and the child are not secluded from the rest of the family members

• the sex of the baby is casually announced by attending doctors and midwives in hospitals. It is not accompanied by ululations

1. the birth of the new baby is no longer a community affair but rather a family affair.
2. The rituals performed to the mother and the child in the past has been down played. For example participation in shaving of hair and protection rites

As regards naming, many communities have retained their traditions so that the name given reflects the character and personality of the child or the person they are named after.

 

1. Initiation Rites

in most communities in Kenya, the main initiation rite for boys is circumcision and clitodectomy for girls. Others like Luo’s have six of their lower front teeth removed.

Initiation rites involved the whole community. Every member of the community is expected to undergo the rite, failure to which the person will be looked as an outcast and as a child no matter how old he/she might be.

Before initiation ceremony is done, the young people are prepared both physically and psychologically. The physical preparation involves being properly fed on a special diet so that they are healthy and strong. The psychological preparation involves them being informed on what to expect and what is expected of them. They are encouraged and challenged to face the ordeal with courage and taught about its significance.

 

Reasons why initiation rites are important in A.T.S

1. The initiate gains a new status in life; he/she moves from childhood to adulthood and is considered a mature and full member of the community.
2. After initiation, a person acquires new rights and privileges. For example he or she qualifies to marry. The man can also own property and has a right to inherit his father’s property. A man can now bury his father, defend his family and the community.

• Initiates receive special education from sponsors during the seclusion period. They’re instructed on how to behave as adults, warriors, future husbands and parents

1. Initiation ceremonies bring families, relatives and friends together. They help strengthening kinship ties for example the shading of blood binds the initiates to the land and to the ancestors
2. Initiation ceremonies are looked at as an occasion for prayers to God for the well being of the initiates and the property of the whole community
3. In some communities, initiation rites help in structuring the community through age or groups.

• In some communities, like among the Maasai and Poket, the initiation rite is a sign of courage and bravery. It helps to identify the warriors.
• The pain endured during initiation prepares the initiates to face the difficulties and challenges of adult life.

 

 

Channing attitude towards initiation rites

1. It is no longer possible to gather together all those undergoing rituals such as circumcision and keep them in seclusion for long periods. This is mainly due to demand of formal education
2. Boys are taken to hospitals individually by their families for the operation for hygienic and safety reasons

• The pomp that used to accompany such rituals is slowly dying out due to economic reasons

1. It is difficult for those circumcised at the same time to know one another and even form age groups or sets
2. Parents organize to circumcise their children when much younger unlike in the past when this was done at puberty.
3. Circumcision is being practiced by some communities which never practiced it before for example the Luo

• Education offered during such rites in the past is now being offered formally through subjects such as Biology, CRE, SEE and Home Science
• Many Kenyan communities have abandoned the practice of circumcision of girls

 

Give reasons why initiates were put in seclusion for some time

1. To give them an opportunity to share experiences
2. To enable proper feeding for all

• In order to undergo some rituals to bond them together

1. It was easy to guide and counsel them on adulthood responsibilities and customs
2. Seclusion kept them from women and children
3. They were secluded to cement their brotherhood relation

• To help in proper check-up and monitoring of their healing
• To learn the community secrets, customs and traditions of the people.

 

1. Marriage Rites

In A.T.S marriage is looked upon as sacred and ordained by God

 

Importance of marriage in African Traditional Community

1. Through marriage, new social relationships are created between families and relatives. As a result, the web of kinship is expanded
2. Marriage ceremonies (where there is feasting and rejoicing) brings the whole community together and everybody in the community has a role to play

• The new couple is provided with an opportunity to learn new knowledge and skills, for example, how to build a family, how to fulfill sexual needs and how to love and be loved. It is in marriage that a man and a woman find mutual love and companionship

1. It improves the status of individuals in society. They are more respected and accorded social responsibilities. Their status increase further when they get children. The survival of the community is ensured through the children born within marriage
2. Marriage was a source of wealth for the man and the family as a whole. In polygamous marriage for example, the many wives and their children provided the necessary labor that was required. The more children the couple had, the more prestigious they become in society.
3. Sons born in marriage inherit their father’s property

• Children promote the social status of their parents. If a family has many children, the man and his wife will be accorded more respect than in cases where there are few or no children.
• Children make the marriage complete and strengthen the bond of unity between husband and wife.

1. Children take care of their parents in old age and give them a decent burial when they die
2. Children provide security for the home collectively. The young unmarried men were expected to defend the community against any aggressors
3. Through marriage, the living, the dead and the yet to be born are brought in harmony. Marriage makes it possible for the African to regain the loss immortality through the children born and who are named after dead relatives.

 

What approaches were used in chasing a marriage partner in African Traditional Society?

1. Parents chose the partners when the boy/girl was young or not yet born
2. Some young people made their own choices and then informed their parents

• It was made by an intermediary

1. In some communities, the girl was waylaid on her way home
2. Senior wives made a choice of another wife/wives for her husband
3. In some communities, twin boys married twin girls

• In other communities, marriage was done through inheriting the wife of the dead brother.
• In some communities, rich men/leaders were given wives as gift

1. Some debtors would give her daughters as a wife for the creditor

 

Changing attitude to marriage rites

1. Western culture, such as formal education and Christianity have changed marriage attitude to some extent
2. It used to be an obligation for all normal persons to get married and have children. This is not happening today because there are many individuals who decided not to get married.

• In A.T.S, pre-marital sex was not permitted and offenders were severely punished. They also valued virginity among girls and girls of this kind fetched a lot of bride-price on wedding day. today, the society has become permissive and morality has declined.

1. The more children a married couple had, the more prestige they gained in society. Today most couples prefer small families because of economic constrains
2. Today, young people get into serious relationships before they have time to know each other’s background
3. Today, divorce cases are on the rise and marriage vows are not taken seriously by people

• Marriage in A.T.S was basically for procreation but today a couple can decide to stay together even without children
• Bride price has been highly commercialized today to an extent that it has lost meaning

1. Today, people prefers monogamous marriages as opposed to polygamy
2. In the past, marriages were carried out within tribes but today there are inter-tribal and even interracial marriages which have diluted cultural practices.
3. Today, young people get married late in life because they have to complete formal education, vocational training and look for employment before they can think about settling down in marriage

 

1. Death Rites

Death was the final stage in one’s life. It was a community affair and was seen as inevitable. Death is a sorrowful event because the dead person is physically and permanently removed from the living members of the family

 

Causes of death in African Traditional Society

1. Sorcery/witchcraft/evil magic
2. Curses of the old

• Breaking of taboos/oaths

1. Punishment from God
2. Failure to respect the ancestors
3. Eating poisoned food

• Accidents
• Diseases

1. Natural calamities for example drought or floods
2. Neglecting the ancestors
3. Lack of reverence to God

 

State five rituals performed during the funeral rites in African Traditional Society

1. The corpse was washed in some communities using water and herbal medicine in order to preserve it and send it clean to the spirit world
2. In some communities, the dead are buried with their belongings such as food stuffs, animal, bows and arrows. Such communities believe that the dead will need these things in the next world.

• Pregnant women and children are not allowed to touch or come in close contact with the corpse so that misfortunes do not befall them.

1. The dead are buried in a carefully selected places in the ancestral land so that the spirit continuous to be close to the family
2. The body is also carefully placed in the grave facing the appropriate direction according to the customs of the people
3. In some communities, the bodies are properly dressed before disposal while in others, like the Luhya, they are buried naked in the belief that they will be reborn in the spirit world

• The grave which is a symbol of separation is respected by being protected and made a family shrine in the cases when the dead were the head of the family. People avoid walking over it
• Before and during burial, the members of the family and all relatives enter a period of mourning. Normal activities temporarily are halted. In some, people smear their body with white clay, others stop washing their bodies, refrain from sexual intercourse or stop eating

1. During the same period, there is singing or mourning songs and dancing as a way of expressing sorrow and sending off the departed to the next world
2. In some communities, there is feasting and drinking of bear
3. After burial, close relatives share their hair as a sign that one of their members has been separated from them and for cleansing impurities. The new hair that grows shows that life continuous after death.

 

Describe ways of expressing solidarity during funeral rites in African Traditional Community

1. Everyone took part in ceremonies performed by the bereaved family for example eating and dancing
2. They helped to prepare home duties for example cleaning and cooking

• They brought the food to be eaten during the mourning period

1. They came to mourn with the family of the dead to give them moral support
2. They came to prepare the grave/digging is done by young men
3. Members of the bereaved family in form the friends and relatives in the event of death

• They attend the funeral to bid farewell to the dead
• They sing/dance and sacrifice to the ancestors to express their solidarity

1. They give the Eulogy to praise the diseased and his/her contribution to the community

 

Describe ways in which African Traditional Society demonstrated their belief in life after death

1. Burying the dead with their belongings to enable them to continue with life in the spiritual world
2. The dead is buried in his best estate as a sign that he’s with the family

• Continued care for the dead through attending of grave

1. Offerings of sacrifice/libations to the dead are offered to appease them
2. Preparing the corpse through washing in water and herbal medicine to send it clean to the spiritual world
3. Purification ceremonies after burial were performed as a sign that no misfortune has been left

• Burying the dead without cloths to ensure quick re-birth in the spiritual world
• Singing and dancing to send away the departed peacefully to the next world

1. Children are named after the ancestors/dead
2. The ancestors were the intermediaries between men and God. they were consulted to give solutions

 

Changing attitudes to death and funeral rites

• Funeral rites are still taken seriously by all Africans Communities.
• Most of the dead are still being taken to ancestral land for burial. Others are buried in cemeteries in urban centers or wherever they’ve purchased land
• The major method of disposing bodies is still by burying although some communities prefer cremation
• Among Christians, although death is sorrowful and painful, it is also looked at as a gateway to joining the savior in heaven for the righteous. Sinners go to hell where there is eternal suffering
• However, in Traditional African Religion, there is no concept of heaven or hell. Those who die join the world of spirits
• Christians believe in the resurrection of the body but Africans do not have these beliefs

 

 

 

 

 

 

 

 

 

 

THE ROLE OF SPECIALISTS IN TRADITIONAL AFRICAN SOCIETY

Specialists are people who have undergone training and have acquired great knowledge and skills in a certain occupation or study.

In African Traditional Society, specialists are people who have special knowledge and skills on different subjects in the community. The specialists included:-

• The rain makers
• The elders
• The diviners
• Prophets
• Priests
• Healers

 

THE RAINMAKERS

They were normally responsible for bringing rain. Rainmakers normally pray for rain. They plead with God for rain and they tell the people when the rain will fall.

Identify five duties of rainmakers in African Traditional Community

1. They prayed for long hours for rain
2. They performed rituals when asking for rain or stopping the rain

• They advised people about the time to expect the rain

1. They acted as mediators between God and the people. They offered sacrifices/prayers/offerings to God. this was done with the help of priests
2. They acted as diviners and prophets

Outline the methods used to acquire the rain-making skills in African Traditional Society

1. By consulting other rain-makers
2. Through studying the skies

• By studying the habits of trees and plants

1. They studied the habits of birds for example sparrows, animals or insects
2. By studying the heavenly bodies for example the moon, the sun, the clouds and stars
3. Use of common sense

• There are those who were called by the ancestors

 

 THE ELDERS

State the duties of elders in African Traditional Society

1. They act as a government in the community and are called upon to perform important functions such as settling family and land disputes
2. They make major decisions affecting families and the community

• They stipulate rules and regulations to be followed for the purposes of maintaining law and order

1. They ensure that traditional values and cultural practices are observed and maintained by all through the education given to the youth and members of the community
2. They play a leading role during important functions in the community; for example, during the rites of passage
3. They assist priests in preparing and performing rituals of sex and marriage

• They lead the members of their families in religious functions such as sacrifices or pouring of libation

 

THE HEALERS

These were also referred to as medicine men. They inherited the profession from their parents

Roles of healers/medicine men

1. They were responsible for the combating(preventing) sickness and misfortunes
2. Advising people on prevention methods by pointing out the possible causes of death such as witchcraft, curses, sorcery and magic, bad omen

• Aid in increasing productivity and love among spouses

1. Removing curses
2. Controlling spirits/ancestral powers which could harm the living.
3. They gave protection and security from evil forces

• Guaranteeing prosperity and good fortunes
• They were responsible for cleansing harm and impurity

 

DIVINERS

The main role of the diviners is to find out the hidden secrets or knowledge and then convey the same to other people. They also work as medicine men

The diviners communicate with the spirit world directly or through mediums. The median help diviners to find out the following:-

1. Which spirit of the living dead needs to be appeased
2. Those who bewitch others

• Types of rituals and medicine

The practice of diviners has been seriously affected by the adoption of Christian and Western values

 

PROPHETS

In African Traditional Society, prophets are also called seers. They possess special powers and can predict what is going to happen in the future. Some of them receive revelations about the future through visions and dreams

Sometime, they use their intuition and foresight and are able to advice the community on issues that concern them. For example they advise and warn the people when to expect problems like drought, war or raids.

 

 

 

 

 

 

 

CONTINUITY AND CHANGE OF SOME ASPECTS OF TRADITIONAL CULTURE

These deals with the continuity and change of some aspects of traditional African understanding of:-

1. Community land
2. Property

• Worship

1. Medicine
2. Old age
3. Dressing

Changes in African lifestyles have been brought by:-

• Modern education
• Urbanization
• Individualism

 

COMMUNITY LAND

• In most communities, land was a gift from God and it was communally owned and inherited from ancestors
• Land would not be transferred from one family to another
• Land provided food, building materials, firewood, herbs
• Family land fixed boundaries and nobody could interfere with it.

 

Changes

• Today, land is still believed as God given, it is a source of livelihood. However, land is like any other property
• It is a source of wealth which can be sold when need arises
• Land is individually owned and title deeds are evidence of individual ownership
• It is subdivided among individuals in different families
• Greed has resorted in land grabbing or conflicts

 

PROPERTY

In the African Traditional Society property was acquired through:-

1. Inheritance
2. Gifts-cattle

• Winning in wars/raiding

1. Payment of dowry
2. Individual effort

Wealth was seen in terms of land, cattle, wives, and children. Property was a source of security and social prestige. Property was commonly owned. The share holders were;-

• The family
• The clan
• The tribe and
• The living dead

Changes

• Property is individually owned
• There is competition for property even among family members
• The poor are neglected
• Wealth takes different forms:- money, houses, land etc
• Daughters are no longer seen as a source of wealth because many do not get married
• Wealth can be acquired unethically through stealing, land grabbing

 

WORSHIP

The African had a clear concept of the God they worshipped and they called upon Him at all times to help them. God would be worshipped at individual, family or community level

The purpose of worship was to petition God, thank Him and appease ancestral spirits. God was worshipped through sacrifices, offerings, prayers, singing and dancing

Places of worship such as forests, hill tops and caves were regarded as sacred and set aside

 

Changes

Today many Africans follow the Christian faith and other foreign religions. They have integrated certain aspects of traditional religion with the Christian faith, for example:-

1. Prayers at individual, family and community level
2. Congregational or communal worship is regularized at least once a week where people meet in the house of God for worship

• Although God can be worshipped everywhere, there are certain places (buildings) set aside for worship

1. Offerings in form of money and material gods
2. Singing and dancing
3. Invocations

African   Christians no longer sacrifice animals to God as the case was in the past

 

 

 

 

 

 

 

 

 

 

 

AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS

1. GOD

The traditional idea of God is that He is a Supreme Being/Deity. He was a perfect human being. The supreme God is that who excels in all good qualities of man. This Being does not have material body but exists as a spiritual being.

 

Attributes of God

• God is good-He’s the giver of life and sustainer
• God is merciful- Proven in times of danger, anxiety etc
• God is all knowing –(Omniscient) nothing is/can be hidden for Him
• God is holy hence those offering sacrifice ought to be pure
• God is all powerful (Omnipotent) supersede everything in power and strength
• God is all understanding hence forgiving
• God is all present (Omnipresent) simultaneously worldwide
• God is limitless not limited by time or space
• God is self existent God originated on His own
• God is spirit He is invisible and everlasting
• God is ever lasting (Eternal) lives beyond lifetime of a person, an animal or a plant.
• God is the creator all was created by Him

 

1. SPIRITS

Spirits are believed to be existing between God and human beings in the universe. There are many types of spirits and all of them are believed to have been created by God. however, it is also believed that some spirits were once human beings who died many years back and the living people can no longer identify them.

 

Spirits

 

 

Nature spirit                                                                                 Human spirit

 

 

Sky            Earth                                                                          Long               Recently

                                                                          

Spirits       Spirits                                                                         Dead               Dead

                                                                                                      (Ghosts)            (Ancestors)

 

1. Nature spirits
   1. Nature spirits of the sky

These are the spirits which are associated with objects and forces of the sky like the sun, the moon, the stars, rain, thunder and lightning. The belief in these spirits help people to explain the mysteries of the forces of nature connected with the sky.

 

 

1. Nature spirits of earth

These spirits are connected with forces of the earth such as hills, mountains, rocks and trees etc

 

1. Human Spirits

They are in two categories, namely: the ghost’s spirits belonging to those who died long ago and the ancestral spirits (the living dead), whose identity is still alive in the memories of people. These spirits are believed to appear to the living in visions, dreams or even in the open. In general, people fear ghosts more than the ancestral spirits.

 

• Divinities

Some African communities in West Africa like the Ashanti of Ghana, Yoruba of Nigeria and Mande of Sieraleon believe in category of spirits between God and the spirits described above i.e. divinities

These divinities are believed to have been created by God and they represent His activities on earth.

 

The role of the spirits

1. Some spirits (the good ones) appear in people’s dreams especially the diviners, priests, medicine men and rainmakers to relay information. This information is then used as given to avoid any punishment from the spirits.
2. The naughty spirits may call someone by name but on turning round to see who called the person, there would be nobody.

• The religious specialists may also consult the spirits as part of their normal training and practice

1. The belief in the existence of spirits provides people with the explanation of many mysteries which they find in the universe
2. Spirits relay God’s response to human beings
3. Bad spirits sometimes possess a person. This could cause the person to leave home and go to the forests, jump into the fire and get burnt etc

 

1. ANCESTORS

These are the fore-fathers or founders of the African clans or tribes. They are people who died and whose names and identity are still remembered by the family or clan members

 

Role of Ancestors

Like spirits, ancestors are believed to appear to the living in various forms such as dreams and visions. Reasons for appearance are:-

1. To enquire about the family affairs as they are still part of the family
2. To give instructions to the family as to what should be done in certain areas affecting it.

• To rebuke and worn of the impending punishment to those who failed to carry out certain instructions

1. To request for something like an animal to be slaughtered for them if need be
2. To act as mediators between the living and God
3. They punish those who commit crime

THE AFRICAN UNDERSTANDING OF THE HIERARCHY OF BEINGS

The African understanding of the universe is that it consists of two parts:-

• The visible (the Earth) and
• The invisible (sky) which is regarded as the home of God.

 

1. HIERARCHY OF BEINGS

This universe has a specific order of created beings with God, the Creator, occupying the highest rank. This ordering is what is referred to as the hierarchy of beings. It can be divided into seven categories:-

1. God, the Supreme being is at the top. He is believed to be responsible for the existence and sustenance of human beings and all other beings
2. 2^nd are the Divinities

• 3^rd are the Spirits

1. 4^th are the Living Dead, (ancestors). This forms an intermediate stage between the human beings who are alive and the spirit world
2. 5^th position is Human Beings. They include those who are physically alive and those who are yet to be born
3. 6^th are the Living Things like animals and plants

• Lastly are the Natural and Artificial Things without biological life such as rain, rivers, mountains, rocks and all other lifeless objects.

 

God

 

Divinities

 

 

Spirits

 

Living Dead (Ancestors)

 

Human Beings

 

Plants and Animals-Living Things

 

None Living Things

 

1. THE INTER-RELATIONSHIP OF ALL THINGS, LIVING AND NONE-LIVING

According to the African view of the universe, all created beings depend on each other and on God

 

1. Human Beings and God
2. Human beings, depend on God for most essential requirements of life for example rain, air and sunshine
3. They are less powerful than God

• They are under all obligations to obey the laws and commandments given by God

1. Failure to obey these regulations may lead to punishment
2. They must offer sacrifices to God to maintain good relation with him
3. Natural calamities like draught, floods and earthquakes are believed to be controlled by God and are beyond people’s power.

 

1. Human beings and animals

God gave animals to people for their use and they should be handled responsibly

Importance of animals to man

• Domestic animals like cattle, sheep and goats are used as food and for payment of dowry
• Possession of these animals is also seen as a sign of prestige and wealth
• The skins of these animals can be used as clothes
• Some are used as sacrifices to God and as payment for a fine by an offender to the offended person

 

1. Human Beings and Plants

Ways through which human beings depend on plants are:-

• Certain plants like vegetables are used for food
• Pastoralists and those rear animals depend on grass and foliage for their livestock
• Trees are used for fuel and for building purposes
• Plants are also used for conservation of wildlife for example trees

 

1. Human Beings and Non-living things

None-Living things like rain, rocks and rivers are given a religious significance. For example, rain is seen as great blessings from God because it brings pasture for pastoralists and good harvest of crops for agriculturalists. Natural phenomena like thunder are seen as God’s movement or God’s voice. They are therefore seen as signs of warning from God.

 

RESPONSIBILITY OF THE LIVING TOWARDS GOD, SPIRIT AND ANCESTORS

 

1. Traditional African worship of God

Worship is people’s attempt to meet and communicate with the spiritual world especially with God

• Sacrifices and offerings were made to God, spirits and ancestors for the following reasons:-

1. In recognition of God’s absolute ownership of life and property
2. To invoke God for special blessings to the clan at large

• To thank God for various reasons such as success in war or plentiful harvest by the community or individual

1. To express a person’s fellowship or communion with God
2. To avert evil

• Prayers always accompanied offerings and sacrifices so that the purpose of the occasion is declared.
• Singing and dancing was also done as a way of worship
• Prayers, invocation and blessings also formed part of African way of worship

 

1. Veneration of Ancestors

Every effort made to ensure that good relationships are maintained and that these spirits and ancestors are not offended

Ways of maintaining good relationship with the ancestors:-

1. Pouring libation of beer, milk and water to the spirits
2. They are consulted through a diviner or a medicine man when a major family undertaking or decision is about to be made

• They are remembered by naming the children after them

1. They are remembered through rituals

 

1. Communication with the spirits

People came to know what the spirits want through the use of specialists especially the diviners and mediums. The medium who normally works with a diviner gets “spirit possession” through various means. For example by;

1. Sitting quietly in a place
2. Singing

• Dancing

1. Clapping of hands

The medium then loses his/her senses and become an instrument of the spirit. The spirit begins to speak, giving requests sort and can also make demands on the living

 

Quiz

1. Identify ways which the Africans sort reconciliation with God
2. Explain the means through which Africans communicated with God

• Identify occasions when prayers were offered in Traditional African Communities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2021

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Trickster Narratives

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Identify the features of a trickster narrative.

(b)        Discuss the functions of a trickster narrative

T/L RESOURCES: Sample of a trickster narrative

 REFERENCES: Secondary English Bk 1 Pg 1-3

• Oral Literature for Schools
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4        minutes	(a)   Reviews the previous lesson. Asks learners to define a myth a trickster narrative. (b)   Tells the learners that they will be learning about trickster narratives.	(a)   Defines a legend. (b)   Listens and takes notes.
DEVELOPMENT   32    minutes	1. Narrates a trickster narrative to the learners. 2. Explains the features and functions of a trickster narrative. 3. Groups the learners. Gives the learners a sample trickster narrative h. Asks learners to identify the features of a trickster narrative in it. 4. Asks learners present their projects.	1. States how they grabbed and kept the attention. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects.
CONCLUSION 4        minutes	(a)   Asks them to narrate a trickster narrative of their own. (b)    Gives them an exercise.	(a)   Explains the ways. (b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          LISTENING AND SPEAKING Oral Literature Trickster Narratives

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FORM ONE LESSON PLAN TERM 1, 2021

SCHOOL: __________________________________________________   

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Silent Reading 1

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Develop techniques of silent reading.
• Identify the main points and the supporting materials in a text.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 1 Pg 3-4

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)   Asks students to how they do their studies. (b)   Tells them that they would be learning how to develop good silent reading techniques.	(a)   Gives the features of summary. (b)   Listens and takes notes.
DEVELOPMENT 30 minutes	1.      Outlines the best silent reading study techniques for maximum concentration. 2.      Issues a handout with a passage to be read. 3.      Tells the learners to read it using the techniques explained and identify the main points as well as the supporting material. 4.      Summarizes the points to consider when preparing for silent reading	1.      Listens and takes notes. 2.      Reads the passage. 3.      Writes down the answers.   4.      Writes a summary.
CONCLUSION 5 minutes	(a)   Asks some students to read aloud their answers to the question given earlier. (b)   Writes an exercise on the chalkboard.	(a)   Corrects the others.   (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    STUDY SKILLS                                                                   Silent Reading

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

FORM ONE LESSON PLAN TERM 1, 2021

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Karani and Kemunto

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 1 Pg 5

Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)   Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)   Tells the students the passage they are about to read and asks them to open their course books.	(a)   Listens and seeks clarification.   (b)   Answers the questions asked. (c)   Opens their books.
DEVELOPMENT 33 minutes	1.      Asks students to read the paragraphs in turns. 2.      Asks students to retell the passage in their own words. 3.      Asks students some questions on the passage. 4.      Identifies some new words and asks students to give their meanings and use in each in their own words.	1.      Reads the paragraphs. 2.      Retells the passage. 3.      Answers the questions. 4.      Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	1.      Asks students to discuss the lessons they learn from the passage. 2.      Gives an exercise.	1.      Discusses the lessons they learn from the passage. 2.      Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                            READING  COMPREHENSION KARANI AND KEMUNTO

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

FORM ONE LESSON PLAN TERM 1, 2021

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Common and Proper Nouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define common and proper nouns.

(b)        Use common and proper nouns in sentences of their own.

T/L RESOURCES: Chart showing common and proper nouns

REFERENCES: Secondary English Bk 1 Pg 6-7

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)   Writes sentences with common and proper nouns. (b)   Asks learners to identify the common and proper nouns. (c)   Tells them that they will be learning common and proper nouns.	(a)   Reads the sentence. (b)   Identifies the common and proper nouns. (c)   Listens and takes notes.
DEVELOPMENT 30 minutes	1.      Writes more sentences. 2.      Explains more examples of common and proper nouns. 3.      Displays the chart with the common and proper nouns. 4.      Groups the learners and issues the handout with a paragraph. 5.      Asks learners identify the common and proper nouns.	1.      Identifies common and proper nouns. 2.      Listens and seeks clarification. 3.      Identifies their components. 4.      Identifies common and proper nouns. 5.      Uses the words in sentences.
CONCLUSION 5 minutes	(a)   Asks students to use common and proper nouns learnt in sentences. (b)   Gives an exercise.	(a)   Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR COMON AND PROPER NOUNS

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FORM ONE LESSON PLAN TERM 1, 2021

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Handwriting

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Appreciate the importance of writing neatly.

T/L RESOURCES: Sample of good handwriting

 REFERENCES: Secondary English Bk 1 Pg 7-9

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Reviews the previous lesson. (b)   Tells the learners they are going to learn how to write using a good handwriting.	Listens and writes down notes.
DEVELOPMENT 32minutes	1. Explains the importance of good handwriting. 2. Asks students to write a passage using good handwriting. 3. Asks individual students to read the passages of their neighbours.	1. Listens and seeks clarification. Takes notes. 2. Writes down the passage. 3. Reads the passage
CONCLUSION 4 minutes	(a)   Gives an exercise.	(a)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                      FORM 1                                                        WRITING Handwriting

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HISTORY AND GOVERNMENT

FORM 2

SIMPLIFIED NOTES

New Syllabus

CHAPTER 1

Trade

Trade is the exchange of goods or services for money or other commodities for mutual benefits. It is basically the buying and selling of goods.

Trade originated during the New Stone Age. During this period, man began a settled lifestyle. He became specialised in various activities such as weaving, pottery and livestock keeping. This specialisation made some people to produce certain items which others did not produce. The need of satisfying various essential material needs therefore led to emergence of trade.

Methods of Trade

Barter trade and currency trade are the two existing forms of trade in the world.

Barter trade.

Barter trade is the oldest method of trade in the world. It existed even during the Old Testament time. Barter trade exists even today. This occurs when people exchange goods for other goods. In this case no established medium of exchange is used. In certain occasions, services are exchanged for goods. The goods may also be exchanged for services.

Barter system was very popular before the introduction of money. For instance a cow could be exchanged for a number of goats. A basket of millet could be exchanged for a basket of maize or beans.

The people of ancient Ghana exchanged their gold with the people of North Africa for salt.

This form of trade did not succeed very well where there was language barrier. Barter trade exists even today. In Kenya, certain commodities e.g. agricultural products are exchanged for machinery and oil.

 

Advantages of barter trade were:

1. There was direct exchange of goods or services for goods.
2. It encouraged people who were exchanging goods for goods to get involved in actual production of the items. This kept the communities busy.
3. Barter trade enabled people who had no goods for exchange to acquire goods they wanted by merely rendering services to those who had.
4. It enabled people to acquire the goods they did not produce themselves.

 

Disadvantages of barter trade were:

 

1. Barter trade was not very convenient because sometimes people could not acquire the commodities they intended to exchange their goods for. For example one may have intended to exchange a bag of maize with a bag of millet just to find that there was no millet in the market.
2. The method was tiresome because all those who wanted to exchange goods had to carry those goods to the market sometimes for long distances.
3. Since in normal trade there is a buyer and a seller, it became difficult to specify who the buyer or seller was because both were just exchanging items and there was no specific buyer or seller.
4. It was difficult to transport bulky goods to the market.
5. It was difficult to value goods being exchanged to ensure that the deal was fair for both parties exchanging items.
6. Barter trade was not very successful where the people exchanging goods had no common language to ease communication.
7. It was not easy to exchange certain items such as a bull or a donkey because if the other party did not have sufficient goods for exchange, a bull or a donkey could not be split into smaller units to match with the goods available.

 

The Currency trade

This method of trade involves the use of money as a medium of exchange. The medium of exchange must be acceptable and convenient to people.

Money may be used to purchase commodities or to pay for services. Money is also used a measure of value. Today, people value their property in terms of money. Objects which have ever been used as money before the introduction of modern currencies are cowrie shells, iron bars, bronze, salt, gold and silver.

 

The major world currencies are:

 

1. i) US Dollar
2. German Deutsche Mark

• British Sterling Pound

1. French Franc
2. Canadian Dollar
3. Mexican Peso

• Japanese Yen
• European Union Euro

 

Advantages of currency trade are

1. It is easy to carry money when going to buy items because it is not heavy.
2. Money can be split into smaller units which enables people to purchase any quantity of goods in the market.
3. Items are valued easily in terms of Shillings, Dollars, Yen, Pound Sterling, etc. This makes the buyer to have an idea of the value of various items in advance.
4. Currency trade brings about clear definitions of the terms buyer or seller. In this case the buyer is the one who gives out money to acquire goods while the seller is the one who gives out goods to acquire money.
5. When one receives money for goods delivered or sold, he can save it in banks or store it without fear of any damage such as decay for a long time.

 

Disadvantages of currency as a medium of exchange are

 

1. i) Currency can easily loose value (purchasing power) as it happened in Uganda during the era of President Idi Amin.
2. If there are no goods available for buying, money becomes useless. Many a times people have starved almost to death during famine due to shortage of food to buy with the money they have.

• Use of currency in business has encouraged robbery, pickpocketting and many other forms of crime.

 

Types of trade

There are three types of trade namely: local trade, regional trade and international trade.

 

Local Trade

Local trade is the exchange of goods within the same community at the village level. It may also involve the neighbouring communities or people who share a common boundary.

People who conducted local trade established markets on the community boundaries or in a central place where people from a number of villages met to exchange goods. People exchanged goods they had for the things they did not have. This type of trade exists in Kenya even today where local county councils have established markets in certain trading centres. Local trade covers a small area.

 

          The origin of local trade

Local trade originated from the time early man began a settled lifestyle. It was facilitated by the need to acquire what one did not have from those who had. The environmental differences also contributed the emergence of this type of trade.

 

          The development of local trade

Local trade developed as human population increased. The increase in population led to demand for various items such as food, clothing, pots and ornaments. Some people became specialised in making iron tools, others in making items such as pots, baskets and bark-cloth while others became pastoralists and kept cattle, sheep and goats.

The blacksmith obtained meat from the pastoralists and grains from the cultivators. The pastoralists needed knives and spears from the blacksmiths. The cultivators needed iron hoes; knives for harvesting; millet, sorghum and axes for clearing fields for cultivation. The demand for goods therefore encouraged local trade to develop and markets were established where people met to buy and sell things.

 

          The organisation of local trade

People established markets at the most convenient places for all. They set market days when they would meet to exchange goods. At the beginning, the form of trade was mainly barter. Later there was introduction of money (currency) which acted as a medium of exchange.

During this trade, people transported their commodities on their heads and backs. Some communities such as the Maasai used donkeys to carry their goods to the markets while the Somali and the Boran used camels.

People who traded were provided with security by local leaders.

Some established local merchants bought the items and resold them to other traders far away beyond the local boundaries. For example ivory was sometimes bought from the local markets in Samburu and Baringo and then transported to the coast where it was bought and shipped to Asia.

 

          The impact of the local trade

Local trade led to intermarriages between people of different villages and people of neighbouring communities.

It contributed to the unity of family members who constituted a community. This is because the interaction of people in the markets united them. Local trade enabled people to acquire what they did not have from those who had.

It laid the basis for other types of trade such as the regional and the international trade because some of the goods sold at regional and international levels were bought from local markets by the traders and eventually sold far away from the sources.

Local trade enabled some people such as Chief Kivoi of Ukambani to acquire skills in trade thereafter becoming experienced long distance traders. Where members of one community traded with members of another community there was development of languages through word borrowing as well as cultural exchange.

In this case members of each community would borrow some cultural practices which became known to them as they interacted in the markets.

 

 

Regional Trade

Regional trade is the exchange of goods within a specified part of a continent or region. It can be trade between different communities in a region who are living apart.

This trade involves a bigger geographical area than the one covered by local trade. It also involves more traders. An example of regional trade is the Trans-Saharan trade.

 

          The origin of the Trans-Saharan trade

It is not known exactly the time this trade started but it was going on between 1000AD and 1500AD. The people of West Africa and those from North Africa exchanged goods from very early times even before the Sahara dried up into a desert. The desert trade was later revolutionised by the introduction of the camel in the first century AD.

 

          The development of the Trans-Saharan trade

The Trans-Saharan trade began developing after the introduction of the camel which replaced the use of oxen and horses which were used by traders before the Sahara turned into a desert.

The people involved in this trade were the local inhabitants of West Africa such as the people of ancient Ghana, Mali and Songhai. There were also desert communities like the Tuaregs, the Berbers and the Arabs from North Africa. Later Europeans and Jewish traders who had settled along the North African coast became engaged in this lucrative trade.

The people of West Africa (Western Sudan) sold Gold, ivory, slaves, gum, ostrich feathers, colanuts and hides and skins to the people of North Africa and in return obtained horses, silk cloth, beads, cotton cloth, spices, mirrors, needles, dried fruits and salt from the North African traders. The salt sold was obtained from Targhaza, Taodeni and Ghadames while the gold brought for sale was obtained from Wangara, Bure and Budu mines.

The main trade routes were that which connected Fez and Sijilmasa in Morocco with Audaghost in West Africa and passed through Targhaza. The other started from Tunis in Tunisia through Ghadames, Ghat and Agades in the Sahara desert to Hausaland. Another one ran from Sijilmasa through Tuat, Gao and reached Timbuktu. The other one started from Tripoli and went past Fezzan to Bornu via Bilma. There were several other minor ones which made the trade routes to resemble a cobweb. All these routes touched the salt mines in the desert as salt was a commodity of trade very much needed by the people of western Sudan.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Some Trans-Saharan trade routes and sources of goods

The Trans-Saharan trade developed due to the following reasons:

1. The trade commodities which the traders from both sides demanded were available.
2. The trade goods themselves were in great demand. For instance the people of West Africa demanded salt while the people of North Africa demanded gold.
3. The West African rulers provided the traders with security.
4. The desert Tuaregs guided traders; provided them with water, food and accommodation; showed traders direction; acted as interpreters; provided traders with security while crossing the desert and cared for the oasis where traders obtained water.
5. There were established trade routes in the desert which provided considerable transport and communication services to traders.
6. There were enterprising professional merchants who conducted trade across the desert.
7. There were means of transport provided by use of camels, horses and donkeys.
8. There was sufficient capital to finance trade.
9. The local trade which existed in North Africa and West Africa laid the basis for the Trans-Saharan trade.

 

The development of the Trans-Saharan trade was hampered by some of the obstacles traders encountered as they conducted their business across the desert. Some of these obstacles were:

1. Traders lost direction in the desert.
2. They were attacked by desert robbers. This occurred when the Tuaregs changed their role of guides to that of robbers.
3. vggbThe traders were affected by numerous sandstorms which blocked the routes they followed.

 

1. The trades were also affected by weather variations because sometimes it became too hot and at other times too cold.

 

1. The distance traders travelled across the desert was too long and scaring.

 

1. Traders were sometimes in danger of attacks by dangerous desert creatures such as snakes and scorpions.

 

1. There was communication barrier due to lack of a common language. This made it necessary for traders to use the Tuaregs as their guides and interpreters but later they became unreliable when they began stealing goods from traders.

 

1. There was lack of adequate basic needs such as food and water especially in the desert.

 

iii)      The organisation of the Trans-Saharan trade

The Trans-Saharan trade was conducted by the people of western Sudan and the people of North Africa. The traders from North Africa crossed the Sahara desert by use of camels. The traders travelled in large caravans some with about 1000 camels and hundreds of people for security reasons.

The Tuaregs and Berbers were recruited to act as guides (takshifs) to the traders. These guides provided the traders with security. It took about three months to cross the desert. For this reason the traders had stopping places at the oases where they bought food and water for themselves and for their camels. It is the Tuaregs who maintained the oasis and acted as interpreters. When the traders reached western Sudan, they sometimes gave their goods to the local agents on credit. The form of trade was mainly barter.

The rulers of West Africa controlled the trade and provided security to traders. In return the traders paid taxes to the rulers. The main items of trade included gold, salt, horses, hides and skins, beads and cloth. When the time to travel back to North Africa reached, the North Africa traders employed people to be left trading on their behalf. The merchants stored goods in specific gathering points which acted as distribution centres. They mainly travelled one way in a year.

 

The problems the Trans-Saharan traders encountered

The Trans-Saharan traders faced a lot of problems as they carried out their business. The traders travelled long distances across the Sahara desert. Their journeys were tiresome and they had insufficient food and water. Sometimes the trade goods became exhausted.

The traders were frequently interrupted by hostile desert communities who wanted to steal their goods and by dangerous sandstorms which blocked their way. Traders lost direction and they were sometimes attacked by dangerous desert creatures. There were frequent shifts of trade routes. Traders were sometimes robed by desert dwellers.

 

The impact of the Trans-Saharan trade

The Trans-Saharan trade had several consequences:

 

1. The trade led to development of urbanisation for example towns such as Gao, Timbuktu and Jenne.

 

2. The trade led to the decline of empires such as ancient Ghana and Mali while others such as Songhai emerged.

 

3. Islamic religion and culture were introduced.

 

4. Intermarriages between North Africans and West Africans were promoted.

 

5. The Trans-Saharan trade led to a class of wealthy merchants who participated in the trade.

 

6. New cultures were introduced such as eating habits and new styles of dressing.

 

7. The trade led to the introduction of foreign architectural designs in West Africa.

 

8. The Trans-Saharan trade contributed to the establishment and development of diplomatic ties between West Africa and North Africa.

 

9. There was growth of agricultural production as a result of the introduction of new crops.

 

10. The sharia laws were introduced in the administration of West Africa.

 

11. The trade exposed Africa to the outside world.

 

12. The trade led to the development of communication between North and West Africa.

 

 

The decline of the Trans-Saharan trade

The Trans-Saharan trade began to decline in the 15^th century and disintegrated completely in the 19^th century following colonisation of West Africa by the Europeans. The factors which contributed to its decline were as follows:

 

1. a) The gold mines in western Sudan got exhausted. This discouraged traders from coming to West Africa because the main trading commodity was not available.

 

1. b) The Morrocans invaded West Africa in the 16^th This undermined the trade because it created anarchy and insecurity in the region. The Morrocans wanted to capture this prosperous trade.
2. c) The political instability in West Africa together with the decline of empires such as Mali and Songhai increased anarchy and insecurity in the region.

 

1. d) West Africa was invaded by the Almoravids and the Tuaregs. This further increased insecurity along the major trade routes.

 

1. e) The Tuaregs who guided the traders changed their roles from that of guides to that of robbers.

 

1. f) The emergence of the Trans-Atlantic trade attracted the West African traders who were formerly involved in the Trans-Saharan trade. This led to reduction of the volume of goods and traders who participated in the Trans-Saharan trade.

 

1. g) The Turks invaded North Africa creating insecurity along the caravan routes.

 

1. h) The colonisation of West Africa by the Europeans reduced regional links and encouraged European exploitation of West African resources therefore undermining the Trans-Saharan trade.

 

1. i) The British anti-slave trade pressure and eventual abolition of slave trade led to decline of the Trans-Saharan trade.

 

1. j) Rivalry between caravans and the stiff competition of the traders sometimes resulted to wars which scared traders.

 

1. Moroccan ports along the Mediterranean Sea were invaded by the Spanish and Portuguese soldiers in the late 15^th century and early 16^th This disrupted trade.

 

1. European merchants began penetrating into the interior of West Africa for trade. They diverted the flow of goods such that goods were later taken to the West African coastal town such as Port Elmina and Accra.

 

International Trade

 

International trade refers to trade between nations. In modern international trade, nations within the same continent are included. The international trade of the period before the mid 20^th century which is our main concern involved nations particularly those in different continents and which were not part of one geographical region.

This ancient international trade developed as a result of the improvement in water transport. This was achieved mainly through the construction of strong ships and acquisition of better knowledge of navigation which enabled sailors to explore and acquire knowledge about foreign lands overseas. An example of the international trade was the Trans-Atlantic trade.

 

The Trans-Atlantic trade

 

1. i) Origin

The Trans-Atlantic trade began after the Portuguese explored the West African coast in the 15^th century and after the Spanish sailor, Christopher Columbus sailed to Americas.

In the 16^th century the Americas became colonised by the Portuguese and the Spanish. These two nations began to open up and develop their acquired territories through mining and establishment of sugar plantations. Attempts to use the Red Indians as labourers eventually failed. There was need to import Africans to supply labour in the mines and sugar plantations. This attempt marked the beginning of the Trans-Atlantic slave trade. The increased demand for sugar, tobacco and cotton in the European countries led to the establishment and growth of more and more plantations in Americas. A lot of labourers were therefore needed to work in the growing plantations.

Africans were more suited to plantation farming because they were handy and could work effectively in hot climates. They were used to tropical diseases and could survive longer. The Africans were also used to physical strains and hardships. All these made Africans to be regarded as the most potential suppliers of labour in the American plantations.

 

 

 

iii)      The development of Trans-Atlantic trade

The first African slaves were the twenty people who were captured and taken to Henry the Navigator in 1442. By 1510 a large number of African slaves from Guinea were exported by the Portuguese to the Spanish colonies. Later slaves were transported directly form Guinea coast to the West Indies.

At first the Portuguese were the leading slave exporters. In the 17^th century, the Dutch took the leading role as more Europeans settled in Americas and increased the demand for slave labour.

The French and the British involved themselves in this lucrative trade. The British captured the leading role from the Dutch and they dominated the Trans-Atlantic slave trade in the 18^th century.

The increased demand for precious stones, sugar, cotton and tobacco in the European markets and the demand for fire arms, cloth, alcoholics, tobacco, utensils, glassware ornaments, sugar, sweets and iron bars in West Africa accelerated trade.

 

The Trans-Atlantic trade developed and grew rapidly due to the following factors:

 

1. The commodities which were required by the Africans as well as the Europeans and Americans, were available in the three continents that took part in trade.

 

2. The goods were also in great demand in the continents especially during the industrial revolution.

 

3. The West African coast had natural harbours where ships anchored.

 

4. The West African rulers provided foreign traders with security.

 

5. There existed enterprising merchants in America, Europe and West Africa who engaged in trade.

 

6. The steamships provided efficient transport and communication means between the three continents.

 

7. The acquisition of new knowledge of navigation enabled sailors to sail across the deep and stormy seas and oceans.

 

8. The decline of the Trans-Saharan trade enabled a big volume of goods to be taken to the West African coastal markets.

 

iii)      The organisation of Trans-Atlantic trade

 

The Trans-Atlantic trade was well organised inform of a triangle which connected Europe, Africa and America. It involved European traders, African middlemen and American plantation owners.

Ships loaded with European manufactured goods such as fire arms, cloth, wines and spirits, cigarettes, iron bars, utensils, glassware, ornaments and sweets left Europe and anchored along the West African coast. Slaves captured in the interior of West Africa were marched along the coast. There were established places where the slaves were kept while awaiting shipment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The ships from Europe were unloaded and the European manufactured goods exchanged for slaves, colanuts, precious stones, hides and skins. The ships were once more loaded with the West African commodities which were shipped across the Atlantic ocean to Americas.

In Americas, the slaves were sold through auction. The ships were then filled with indigo, cotton, tobacco, rum, sugar, rice, timber and the precious stones like gold and silver. They were then shipped to European markets.

 

How the slaves were obtained during the Trans-Atlantic trade

1. Raids were conducted for capturing slaves.

 

1. Free men were kidnapped and thereafter sold as slaves.
2. Two communities conducted wars and the one which was defeated had is people captured as slaves.

 

1. Leaders sold criminals and even some of their innocent subjects.

 

1. Slaves were battered with other commodities African traders required.

 

1. Children and women were enticed with sweets and thereafter captured.

 

1. The weaker states were forced to pay tributes imposed on them by use of slaves.

 

1. The people who failed to pay debts were captured and sold as compensation. Alternatively, they surrendered a family member to be sold instead.

 

The impact of the Trans-Atlantic trade

1. The Trans-Atlantic slave trade caused immense pain and suffering to innocent Africans who were captured, chained, beaten and forced to walk long distances to the West Africa coast.

 

2. The trade caused an incalculable number of deaths especially during inter community wars, raids and during shipment. The death tool is estimated to be about 20 million.

 

3. There was a decline in the local industries because the able bodied people were sold away leading to loss of labour and because of sale of cheap manufactured goods.

 

4. There were changes in the role of chiefs who instead of protecting their people sold them as slaves.

 

5. There was intensification of warfare in a bid to capture slaves. This resulted to division among and within communities which caused bitterness and disunity of the Africans. The wars between communities were accelerated by the acquisition of firearms.

 

6. A class of slave merchants emerged in West Africa. Examples of the slave merchants were Jaja of Opobo and Nana of Isekri. The two were very powerful and wealthy.

 

7. Some states such as Asante, Benin, Oyo and Dahomey rose to power and expanded due to the great wealth obtained from trade.

 

8. The Trans-Atlantic trade led to expansion of urban centres along the West African coast where commodities were exchanged. Such towns were Whydah, Accra, Porto Novo and Badgry.

 

9. To some extent some parts of West Africa where raids were conducted became depopulated. This contributed in retarding economic development in those areas.

 

10. The European traders intermarried with the people of the West African coast giving rise to halfcaste (mulato).

 

11. Africans developed a taste of the European goods.

 

12. Some weaker kingdoms such as Ketu declined due to constant raids conducted by stronger states such as Dahomey.

 

13. The Trans-Atlantic trade contributed to the decline of the Trans-Saharan trade because the goods flowing Northwards across the Sahara desert got reduced and instead were taken to the West African coastal markets.

 

14. Some powerful rulers such as King Geso of Dahomey emerged as a result of the introduction of fire-arms.

 

15. The trade encouraged slave raids which destroyed property. Houses and crops for instance were burnt into ashes during slave raids.

 

16. The Trans-Atlantic trade led to the development of agricultural plantations in the Americas.

 

17. The trade gave rise to people of African descent in Americas. These are referred to as American Negroes.

 

18. The final blow as a result of this trade was that West Africa was colonised and therefore came under European control.

 

The decline of the Trans-Atlantic trade

The Trans-Atlantic trade declined in the 19^th century because of a number of factors. The industrial revolution in USA led to use of machines to work in the farms. Slave labour was no longer necessary.

There emerged the humanitarian movement and the Christian Missionaries in Britain who considered slave trade and slavery as unjust and inhuman. A typical example of humanitarians was Sir William Wilberforce who presented the issue of slave trade and slavery to the British parliament. Dr. Livingstone also advocated slave trade to be abolished.

Some economists and scholars were of the feeling that free labour was more paying and productive than slave labour. Some of them argued that mass migration of the Africans should be discouraged to ensure retention of the markets for the European manufactured goods. The decline of plantation economy in America and the Carribeans reduced the demand for slaves for use in the farms. Also the slaves in the Carribeans and America resisted because they wanted to be left free from being enslaved.

Lastly, some Europeans felt that it was necessary to retain Africans in their motherland so that they could produce raw materials needed in the European industries. In order to achieve this, it was necessary to abolish the Trans-Atlantic slave trade which was draining Africa of its labour force.

 

 

Review Questions

 

1. a) Define the following:
2. i) Barter trade
3. ii) Currency trade

iii)      Local trade

1. iv) Regional trade
2. v) International trade
3. b) Explain the advantages of using currency over barter trade.

 

2. a) Explain the origin and  organisation of local trade.
3. b) Discuss the factors which contributed to the development of the

Trans-Saharan trade.

 

3        a)       Describe the role of Takshifs during the Trans-Saharan trade.

1. b) Give five trade routes traders followed during the Trans-Saharan trade.

4        a)       what problems did the traders encountered during Trans-Saharan

trade?

 

1. Discuss the effects of the Trans-Saharan trade on the people of western Sudan.

 

5        a)       What factors contributed to the development of the Trans-Atlantic

trade.

 

1. b) Explain the impact of the Trans-Atlantic trade under the following headings.
2. i) Social impact
3. ii) Economic impact

iii)      Political impact

 

6        Why did the Trans-Atlantic trade decline in the 19^th century?

 

 

Students’ Activities

 

• Visit the nearest shopping centre and find out the problems the traders encounter as they carry out their business.

 

• Draw relevant maps indicating the trade routes during the Trans-Atlantic trade and Trans- Saharan trade.

 

• Demonstrate the methods used to obtain slaves and the way they were finally transported to the market along the West Africa Coast and sold.

 

 

 

 

CHAPTER 2

 

 

Development of Transport and Communication

 

Transport is the movement of people and goods from one place to another. Communication is the transmission of information in form of news, messages and ideas over some distances. It includes sending and receiving of information.

The early forms of transport included land transport, water transport, human transport and animal transport. Human transport involved carrying goods from one place to another on one’s back, head and shoulders. Animals were also used to carry goods and people on their backs from one place to the other.

The earliest forms of communication were smoke signals, drum beats, messengers, horn blowing and written messages on scrolls and stone tablets.

 

 

Traditional Forms of Transport

 

1. a) Land transport

This form of transport involved movement of people and goods on land. They either walked or they were transported by use of tamed animals which pulled carts and wagons.

Land transport developed mainly because of the invention of the wheel. The invention of the wheel made transport easier because at first it was used to move war chariots and carts which carried agricultural produce. This also encouraged the development of trade and wars. The invention of the wheel therefore eased transportation of bulky loads and speeded transportation of people to various destinations. It also facilitated travel over long distances within a limited period of time. Wheeled vehicles were pulled by horses, donkey and oxen. The invention of the wheel was followed by the development of roads.

 

1. b) Human transport

Human transport involved carrying of goods from one place to the other on the backs, shoulders and heads. Sometimes people used shoulder poles to transport goods. The slave traders in East Africa captured slaves and forced them to carry ivory from the interior to the East African coast.

Human transport exists even today. It is common to see Kenyan women carrying firewood, coffee, picked tea and cattle feed either on their heads or back.

 

 

 

 

 

 

 

 

 

 

Porters

 

 

1. c) Animal Transport

After man domesticated animals, he learnt that some could be used to transport goods from one place to the other. These animals carried loads on their backs and they also pulled wheeled vehicles such as carts and wagons.

The beasts of burden such as camels, oxen, horses and donkeys were also referred to as pack animals. Donkeys were commonly used in Kenya by the Maasai and the Kamba to fetch water. In many other places, donkeys carried trade goods to the markets. Oxen transported people and goods from one place to the other. They were also used for ploughing.

 

 

 

 

 

 

 

 

 

 

Oxen drawn carts

 

Horses were used to transport soldiers during war times. The soldiers sometimes fought on horseback. Horses also pulled chariots which transported soldiers to battle fields.

A camel was a very efficient beast of burden in the desert because it could stay for a long time without water or food. This is because it has a store of fat in its hump. Camels were used to transport goods during the Trans-Saharan trade.

 

Other animals which are used for transport are elephants, water buffaloes, dogs and Llamas.

 

1. d) Water transport

Water transport began due to the need to cross rivers and lakes to look for food on the other side.

Man’s first boat like vessel was made of a tree trunk. It was later improved by hollowing it to make a dug-out canoe.

Man also discovered that he could make rafts with animal skins or from bundles of reeds tied together. The canoes and rafts were used to move across the shallow waters.

The Phoenicians, the Egyptians and the Greeks made the earliest ships many years before the birth of Christ. These ships were used in seas and oceans. The Arabs made dhows that were driven by wind.

 

 

 

 

 

 

 

 

A dhow

Development of modern means of Transport

 

Modern means of transport involves road transport, railway transport, water transport, air transport and space exploration by use of rockets.

 

Road transport

 

The Romans were the first to introduce good quality roads which were of very high standards. This occurred before the birth of Christ. Roman roads survived for hundreds of years because they were well drained and durable. These roads were used by carts chariots and wagons which were pulled by horses, donkeys and oxen.

In the 17^th and 18^th century, British engineers began constructing better roads and bridges. Some of these engineers were George Wade, John Macadam and Thomas Telford. These engineers brought about the construction of high quality roads that were durable and well drained.

By the close of the 19^th century various modes of modern transport such as bicycles and motor vehicles had been invented and were in use especially in Europe. The invention of the pneumatic tyres by Dunlop to replace the solid ones and the invention of steam power engines revolutionised land transport. Etienne Lenoir from France invented the first internal combustion engine.

A German citizen, Nicholas Otto, invented the four-stroke compression engine. Later in 1883 Gottliep Daimler of Germany came up with an efficient and portable petrol engine which he used to make the first motorcycle and later petrol driven car which was the first ever made.

Others who joined in the league of manufacturing vehicles were Karl Benz of Germany and Henry Ford of USA who founded Ford motor company in USA and began manufacturing cars for sale.

The vehicle industry since then has been greatly improved. Vehicles that move at very high speed have been introduced. This has resulted to many accidents. As a result of this, in January 2004, Kenya government took the following measures to reduce the increasing number of accidents on the Kenyan

Roads and to make travel comfortable and enjoyable:

 

 

 

 

 

 

 

 

 

Modern cars

 

1. i) All motor vehicles were to be fitted with seat belts.
2. All public service vehicles were to be fitted with speed governors and were to move at a speed not exceeding 80 kilometres per hour.

• The carrying capacity of public service vehicles was reduced.

1. Drivers and conductors of public service vehicles were to be permanently employed.
2. Drivers and conductors of public service vehicles were to be issued with uniforms and badges and photographs for identification.
3. Drivers and conductors of public service vehicles were required to have certificates of good conduct.

 

There are millions of motor vehicles in the world today. The number is still increasing each day because they are manufactured in thousands each day in the world.

 

 

Railway transport

The idea of making railway lines came earlier than the invention of the locomotive engines. For instance the Germans used wooden rails for their trucks. The trucks were pulled by horses and donkeys. Later iron rails replaced the wooden rails.

The first steam engine that could be mounted on a truck was made by Richard Trevithick but it was slow and heavy. It was George Stephenson, a coal miner in England who came up with the best and powerful steam locomotive which was called the Rocket. Later diesel and electric engines were designed. A German called Rudolh Diesel designed a diesel engine. The Siemens brothers designed the electric locomotives in Britain.

After these inventions the railway transport spread to other parts of the world. The European colonialists developed the railway transport in Africa in the 19^th century and 20^th century.

 

Water transport

The first sailing ships were propelled by wind. These ships were made of wood. When steam power was discovered, ships began being propelled by steam engines.

 

 

 

 

 

 

 

 

A ship of the 17^th century

 

A Scottish engineer known as William Symington built a steamship which was driven by a paddle wheel. An American called Robert Fulton built a steamship called Clermont that was used to carry passengers between Albany and New York. Some years later, internal combustion engines were invented. Since then oil replaced the power from coal in driving engines.

From 1881 iron and steel ships began replacing wooden ships. From 1840s, fast moving ships were developed when propellers or screws replaced paddle wheels. Between 1953 and 1962, the Americans were able to make war ships called submarines which used nuclear power.

The ships of today are propelled by very powerful engines and are resistant to strong waves.

 

Air transport

The first person to fly used a balloon. The use of balloons was followed by the introduction of airships that carried passengers within the first half of the 20^th century. The airships used hydrogen gas that caused accidents because it was highly flammable. The Wright brothers made the first aeroplane that used a petrol engine. Their findings helped to develop aeroplanes that were used in the First World War.

Further improvements of engines brought about the development of jet planes that carry many passengers and travel at supersonic speed.

 

An aeroplane

 

Space Exploration

The first satellite was launched into orbit round the earth by the Soviet Union in 1957. The USA also sent satellites into orbit round the earth in 1961. Yuri Gagarin from Soviet Union became the first man in space.

The USA sent the first man, Neil Armstrong, to the moon in 1969. Since then a number of countries have engaged themselves in space exploration. The USA for example have a programme called Space Shuttle which helps to promote space exploration.

 

 

Impact of modern means of transport

 

The development of modern means of transport has positive and negative impact in the world.

 

Positive impact

The development of water transport, railway transport, road transport and air transport has improved trade between nations because it has quickened movement of business people and urgent documents and messages relating to trade.

Goods are quickly and easily transported from one place to another. Job opportunities have been created in the transport sector. For example people have taken careers such as driving, mechanics, engineering and piloting.

Industries for manufacturing engines, spare parts and other accessories have been established. Air transport has encouraged international co-operation and facilitated quicker and easier movement of perishable items such as fruits and meat. It has also enabled pests such as locusts to be sprayed from the air. It has enabled countries to conduct student exchange programmes.

Air transport has encouraged space exploration by use of satellites. Geologists have used aeroplanes to explore and map oil pools. Geographers have used aeroplanes when conducting aerial survey.

Water transport has provided cheaper means of bulky goods across seas and oceans for example the transportation of crude oil, machinery, agricultural products and chemical fertilizers. It has also promoted the fishing industry.

In addition railway transport encouraged settlers to settle in the colonies acquired by their mother countries. It also encouraged migration of people to other places and enhanced colonisation. Railway transport encouraged urbanisation on railway junctions. It encouraged mining and farming as it opened up remote areas during the colonial rule in Africa.

Road transport has helped to link communities leading to rapid cultural interaction. Road transport has also enabled many countries to have effective administration through quick transportation of administrators and police to the areas they are needed.

 

Negative impact

Modern means of transport have encouraged pollution of environment. Trains and vehicles emit fumes while aeroplanes produce a lot of noise. When ships carrying oil or mercury wreck, they contaminate the ocean waters and cause destruction of marine life.

Modern means of transport have led to loss of life of many people due to accidents. Plane and vehicle hijacking has increased. There is piracy in seas and oceans. International terrorism has been encouraged through air transport. Modern transport has encouraged wars because ships, vehicles, trains and aeroplanes transport soldiers and weapons during wars.

 

 

Traditional forms of communication

 

The traditional forms of communication involve smoke signals, drum beats, messengers, horn blowing and written messages on scrolls and stone tablets. Communities used these forms of communication to make their members informed of what was happening and what was expected of them. The messages were sent quickly and easily over considerable distances.

The traditional forms of communication alerted people of impending dangers in times of war. For instance warriors used them in times of crisis to inform others of the approaching enemies. Lastly they enabled relatives who were living apart to keep in touch with each other.

 

Smoke signals

Fire was lit in the areas that were visible for example on hills. The smoke produced was used to convey certain information. The smoke signals reached people very fast. It was a convenient method because firewood was readily available and therefore making it easy to make fire.

The method was disadvantageous in the sense that smoke signals could not be sent at night because smoke could not be visible. Smoke signals could not be used during cloudy and foggy weather.

For the message to reach, people had to be on lookout. It was not possible to use this method to communicate with people who were blind. It was difficult to make fire during the rainy season on hilltops. Strong winds also hampered lighting of fire. Sometimes the receiver could wrongly interpret the message signalled. The message was also never recorded or stored for future reference. Confidential messages could not be transmitted without being revealed to people.

 

Drum beats

Many communities used drum beats as means of communication. People made special drums for communicating. The drums were made in such a way that they produced different sounds. Messages were conveyed through the sounds. The Buganda people used drums for communicating. The Ibos of Nigeria used talking drums to communicate matters concerning deaths and festivals. Sounds from drums were heard by people who were several kilometres away.

This method was advantageous because messages were sent quickly. Sending the messages was not tiresome. People knew the meaning of the sounds produced by the drums so communication was easy.

The method however had some disadvantages. The drums could not be heard by people who were separated by hills because of echoes. Sometimes people could interpret the sounds wrongly.

Drumbeats required specialists to send accurate sounds for accurate interpretations. Deaf people could not communicate using the method.

 

Messengers

Messengers were people who were sent to deliver messages by word of mouth. They travelled on foot for some distances before they conveyed the messages to other messengers who also conveyed the messages to others. This continued until the message reached the recipient. These organised groups of messengers were known as runners. The messengers relayed the information and sometimes brought the feedback. They made people of a community to keep in touch with one another and to be aware of what was happening. Messengers informed rulers of the approaching enemies.

The disadvantages of this method were as follows:

The messengers sometimes gave wrong information in case they forgot the message. Sometimes the message could be distorted. Messengers were at times attacked by wild animals and killed. This resulted to the failure to deliver messages.

Sometimes messengers delayed the information in cases of sickness or an accident. Messengers delivered limited ranges of messages because of the problems of memory. The information relayed could not be easily kept confidential.

The relay method was tiresome because one had to run for considerable distances.

 

Horn blowing

Horn blowing was a method which was widely used among the African communities to send important messages. Sometimes horn blowing was used to call people for urgent meetings. It gathered warriors together in times of war. Special horns were blown to call hunters together especially among the Ameru people of Kenya.

Horns were also blown to alert people about important ceremonies such as circumcision among the Chuka people who are part of the Meru communities. Use of this method was advantageous in the sense that horn blowing could be used successfully at any time of both day and night except when it was raining heavily accompanied by thunderstorms because people could not hear.

Horns relayed specific messages and could be used in all seasons. They spread messages very fast without delay. Horns were obtained from domesticated animals such as cows and goats and from wild animals such as antelopes and gazelles.

The disadvantage of this method is that people who were specialised in blowing horns to produce meaningful sounds were required. Sometimes the messages could be wrongly interpreted if the horns were not accurately blown.

People who were deaf could not get the message. People could not use the method to communicate with others if they were separated from them by mountain ranges and hills. This is because the hills acted as a barrier and reflected the sound back.

 

Written messages on scrolls and stones tablets

A scroll was a roll of paper which was rolled round a piece of wood for writing on. Scrolls were used in Egypt, Greece, China and Japan.

Before the introduction of papers, the Egyptians used several sheets of papyrus to make a long sheet, which was known as a Scroll. They wrote messages on the scrolls. Part of the Old Testament Bible was written on scroll.

Stones were also shaped and messages written on them. These were called stone tablets. The Ten Commandments in the Bible were at first written on stone tablets. These stone tablets are sometimes called clay tablets. Writing was done on wet clay which later dried and left permanent marks. In Mesopotamia this type of writing was called cuneiform.

 

 

 

Developments in modern means of communication

 

The modern means of communication are Telephones, Televisions, Radios, Telegraphs, Electronic mails, Facsimile transreceivers, Telex, Pager, Internet as well as the print media which includes newspapers, magazines, journals and periodicals. All these send messages over long distances. They also keep people informed of what is happening and enable them to keep in touch with one another.

 

Telephone

The first telephone was invented in 1875 by Alexander Graham Bell. It enabled speech to be transmitted along wire. The following year it became possible to send the first telephone messages after Thomas Edison made improvements on the initial model.

At one end speech sound was converted into electric vibrations while at the other end the vibrations were converted into original speech. The telephone provides a very quick means of communication that enables the caller to get immediate feedback. Today, the telephone is competing stiffly with mobile phones.

 

 

 

 

 

 

 

 

 

 

Modern Telephone

The Cellphone

Cellphones are the so called mobile phones. They are manufactured by a number of companies and they use radio waves for transmitting messages.

Mobile phone service providers in Kenya such as Safaricom and Kencell companies have established transmitter-receivers which detect radio signals sent by cellphones. The transmitter-receivers then send the signals back to the phones.

 

 

 

 

 

 

 

 

 

 

Cellphones

 

Cellphones vary in sizes and they are convenient as means of communication. They can be used anywhere so long as there is the network.

The only disadvantages of cellphones is that they are easily stolen. Some phones have poor reception while others are very delicate and can get damaged easily. cellphones cannot be used in places where there are no sources of electrical power because their batteries require continuous charging. They are expensive to buy and also to maintain.

 

Television

The invention of the cathode ray tube in USA enabled the development of the modern television to take place.

This enabled people to receive news through sound while seeing pictures on screen. The televisions also became educational and entertainment facilities. The first televisions showed black and white pictures. Later colour televisions were introduced.

Today televisions are important because they entertain people, provide educative programmes and provide local and international news. However, the televisions are expensive to buy and require power from electricity or batteries which are expensive to buy and maintain. It is only the middle and upper class people who can afford to purchase and maintain televisions.

 

Radio

The first wireless messages were sent in form of electromagnetic signals through frequencies by Guglielimo Marconi. The wireless telegraphy became popular and more experiments were carried out which led to the transmission of speech by radio waves.

During the First World War, more experiments were carried out. In 1920 the first radio broadcast was made in Britain by the Marconi Company. The same year the Westinghouse Company also begun sending out regular radio broadcasts in America.

The British Broadcasting Company (B.B.C) began its regular transmissions in 1922. The first BBC radio broadcast was transmitted in Kenya in 1928. Later during the Second World War English and Kiswahili programmes were introduced in Kenya. The radio transmitted local and foreign news.

 

 

 

 

 

 

 

 

 

 

Radio

 

Today the radio has become a very useful means of communication. It sends messages to distant places in the shortest possible time. The radio transmits educative programmes in form of Radio broadcast to schools as well as local and foreign news.

It also provides programmes to the general public, which give them awareness on HIV/AIDS, good morals, need for unity and how to become good law abiding citizens.

The radio serves a large number of people at the same time and it is cheaper to use than many other means of communication. It plays a big role in promoting trade through advertisement.

Lastly the radio entertains many people with songs and plays. This is possible because anybody can listen to the appropriate radio programme transmitted in a language he or she understands best.

 

Telegraph

Two scientists namely, Charles Wheatstone and William Coke invented the electric telegraph in 1837. The initial telephone wires were laid along railway lines in Britain inorder to alert railway officials about the movement of the locomotives.

Later an American scientist called Samuel Morse improved the telegraph communication by inventing one which never used needles but used a code of dots and dashes. This new device came to be known as Morse Code. It was used to send telegrams to many parts of the world. In Kenya the telegraph wires were laid down during the construction of the Kenya-Uganda railway.

 

Electronic Mail (E-mail)

Electronic mail sometimes called E-mail is a device which allows computer users locally and internationally to exchange messages. The E-mail allows distribution of messages (mails) to and from computers in a network. Each user of the E-mail has a mailbox address to which messages are sent. Messages sent through e-mail arrive within a very short period irrespective of the distance the sender is. Messages sent merely take seconds to reach.

The E-mail has some advantages when used as a means of communication:

 

1. It delivers messages very fast.

 

1. It is cheap because the cost of delivering messages far away is relatively low.

 

1. Volumes or several copies of messages can be sent at the same time.

 

1. The same message can be sent to many different people instantly.

 

1. The E-mail messages are secure and one does not need to own a computer to use the facility. All one is required to do is to open an account through an Internet Service Provider.

 

 

Facsimile transreceivers (Fax)

This is a machine which enables transmission of written information like drawings, diagrams and maps in their exact form. Messages to be transmitted are fed into the machine which is connected by a telegraphic or telephone wire to a similar machine elsewhere which produces the message in photographic detail.

The sender makes first contact by telephone and then presses a button at the sending point. Both the sending machine and the receiving machine have drums with photographic papers. When the drums on both sides start to revolve, the facsimile copy is produced at the receiving end. The facsimile copy produced is exactly the same as the original copy at the sending end. It is transmitted in about half a minute.

 

 

 

 

 

 

 

 

 

Fax

 

This method of sending information is advantageous in that actual information is transmitted within a very short time.

One disadvantage is that it is more expensive to send messages using facsimile transreceiver compared with some other means of communication such as e-mail and telephone over short distances. However, the method is cheaper when used to transmit messages over long distances.

 

Telex

Telex uses a teleprinter which prints messages and send them to the other places instantly. Telex machines are switched on the whole day. The telex subscribers have numbers which must be typed and the exchange operator advises when the connection is made so as to start typing the messages.

When information is typed on a teleprinter, it is automatically typed and reproduced the same time by the machine at the receiving end in typescript. Today teleprinters are used all over the world to send urgent messages.

 

Pager

This is a device which enables the where about of a person to be located so that the person can be brought on telephone to hear a message and perhaps also reply to it immediately. It involves sending a signal that is received by a particular person who is alerted by the beeping of the pager.

It is common where people do not sit in offices but move from one place to another within a specified area. Its disadvantages are that it only receives a signal and one cannot send back the reply using the machine. It operates within a specified area where the signals can reach.

 

Internet

This is a computer network made up of thousands of networks world-wide. Millions of world computers are connected to the Internet and the number is still increasing at alarming rate.

There is no single individual, organisation or government which may claim ownership of the Internet. However, some organisations develop technical aspects of the Internet network and set standards for creating applications on it, but no single governing body is in control.

 

The backbone through which the Internet traffic flows is owned by private companies. All computers on the Internet communicate with one another using the transmission control protocol.

An Internet user has access to a wide variety of services which include shopping opportunities, real-time broadcasting, interactive collaboration, file transfer and electronic mail.

Users of Internet can search and find information of interest aided by special software and data stored in ready usable formats. This is called information browsing. Individuals are able to gain access to a wide range of information topics.

The Internet allows a person to use electronic mail and to transfer data in form of files across the Internet from one side to the other. The Internet also allows people to use other computers across the network. The use of computers is becoming popular in Kenya today. Many people and organisations are trying to connect their computers to the Internet so that they can interact with the rest of the world.

 

The impact of modern means of telecommunication

 

1. The development of telecommunication has improved communication in the entire world by easing communication within countries, between various countries and between citizens and their governments as well as communication among individuals themselves.

 

2. It has helped to improve travel. Pilots in ships and planes for instance communicate with others in control stations by use of telecommunication facilities.

 

3. Trade has been promoted due to the development of telecommunication services which provide speed and efficiency of business transactions through advertisements.

 

4. Radio and television provide mass entertainment to people all over the world. They have also kept people busy during their leisure time.

 

5. Telecommunication technology has created employment opportunities for many people in the world.

 

6. It has been used in modern warfare to communicate and to provide information to soldiers in war.

 

7. It has enabled astronomers to explore the outer space in order to conduct space research. Satellite communication is mainly for this purpose.

 

8. Many people have been able to learn a lot of new things as they watch the television and listen to radio programmes.

 

9. Telecommunication services have enabled people to learn the cultures of other people in the world. The television has played a great role in achieving this therefore promoting cultural interaction.

 

10. Means of communication such as the telephone enable direct delivery of messages to the recipients.

 

11. The message can be delivered very fast within seconds to a person very far away by use of telephone, telex, fax and e-mail.

 

12. The computers have enabled storage of information while the Internet has enabled access to other information in computers world wide. This is a great achievement in the development of telecommunication.

 

Print media

 

The print media includes communication through Newspapers, Magazines, Journals and Periodicals.

 

Newspapers

These are written messages containing local and foreign events. Before the introduction of regular newspapers, messages reached people through word of mouth and short letters posted to them or pinned on the notice boards for anyone to read.

The Germans were the first to introduce the newspaper system following the invention of the printing press by Johann Gutenberg in 1440. By the close of the 18^th century almost all the countries in Europe except Britain had regular newspapers.

Britain however introduced the first newspaper entitled the Daily Courant in 1702. More and more publications followed in Britain after 1861 when printing of newspapers was legally allowed. Newspaper printing and circulation then spread to the rest of the world.

 

Newspapers are printed on daily or weekly basis. They contain news, advertisements and various articles on many fields.

 

In Kenya for example, we have daily newspapers such as the Daily Nation, The  East African Standard, Kenya Times, The People, Taifa Leo, and weekly newspapers such as Sunday Nation, Sunday Standard and Taifa Weekly.

 

Magazines

Magazines resemble newspapers except the fact that they are not published frequently. They may be published after a week, after a fortnight or after a month or even three months. Magazines cover articles, stories and announcements.

 

During the colonial rule Jomo Kenyatta was the editor of a magazine entitled, “Muigwithania”. Since independence, we have had magazines like the Kenya Gazette, Parents, Today, Weekly Review and Finance among others.

 

Journals

These are newspapers which deal with certain specialised subjects for instance they may deal with trade, medicine, education, science and specific topics in history. They are published at certain intervals.

We may therefore have titles such as ‘The Journal of African History’, The Medicine Journal and The Scientific Journal but each of them covering a specific area in a specified field.

 

Periodicals

These are magazines or other publications published at regular intervals for instance on weekly or monthly basis.

 

Advantages of print media

 

1. Written information through the print media is preserved for a long period without being distorted, forgotten and damaged.

 

2. Written of information through print media can be done any time because it is not effected by weather or any other physical aspects.

 

3. It is cheap to store and also transport written material such as newspapers and magazines that contain written information.

 

4. It is easy to use written information in the print media for future reference because one can easily review the message when necessary.

 

5. It is easy for the literate to get information and directives from the government by use of newspapers and magazines.

 

6. Newspapers and magazines are used to advertise business. This promotes business transactions.

 

7. Ideas are able to spread fast.

 

8. Printing and sale of newspapers and magazines has created employment opportunities.

 

9. Print media provides foreign news therefore enabling people to be aware of what happens outside the country.

 

10. Print media is not discriminative because it serves all the people who can read since newspaper and magazines are written using several languages. For instance, some newspapers are written in English, others in Kiswahili and some in various local languages (mother tongues)

 

Disadvantages of print media

1. They can be used to spread propaganda.

 

2. They can be used to tarnish the name of individuals for example the politicians.

 

3. They sometimes include information that is not suitable for young children. This can affect the morals of the youth.

 

Review Questions

1        a)       Define transport and communication.

1. b) Explain why the camel is regarded as the best beast of burden for use in deserts.

 

2        a)       Outline the impact of the invention of the wheel.

1. b) Describe the main stages in the development of water transport.
2. c) What is the impact of the development of modern water transport.

3        a)       List the inventions, which helped to promote road transport.

b)              What was the impact of the development of rail transport.

 

4        a)       Explain the development of space exploration.

b)              Describe the advantages of the development of air transport.

 

5        a)       Identify the traditional forms of communications.

b)              Explain the importance of radio as a means of communication.

 

6        a)       What is the print media?

b)              Discuss the impact of modern telecommunication.

 

Students’ Activities

1        In groups discuss the problems of various means of transport and communication.

• Collect newspapers and magazines and then in groups classify the types of news reported.

 

 

CHAPTER 3

 

Development of Industry

 

Industrialisation is the process of producing goods from raw materials. Before the Industrial Revolution of the 19^th century, wood, wind and water were the major sources of energy in the world.

 

The sources of energy

 

Wood

Before the 19^th century wood was an important source of energy. Wood was used for cooking, boiling water and warming houses in winter. In the early 19^th century, it was also used for making charcoal that was used for smelting iron. Wood was also used to heat water to prepare the steam power for driving steam engines and steam ships.

 

Wind

Energy from wind was used for pumping water from mines and wells. It was used to separate grains from husks (winnowing). Wind energy was used for driving ships and boats for instance the Arab dhows. Wind energy was also used to operate windmills used for grinding grains into flour. The balloons also used wind energy to fly.

 

Water

Water provided energy for operating spinning and weaving machines. It operated water mills for grinding flour. Water also provided energy for operating water pumps. It was heated to produce steam power.

 

 

Uses of metals in Africa

 

Bronze

Bronze is a mixture (alloy) of copper and tin. Bronze was used to make weapons such as daggers, arrowheads, swords, axes and spears. It was used to make tools which included chisels and hoes. It was used to make ornaments and utensils.

 

Bronze was also used to make containers, bronze sculptures and musical instruments such as flutes.

 

Lastly, bronze was used for making stones for constructing pyramids in Egypt and also for decorating king’s palaces.

Gold

Gold is an attractive metal that was used by rulers to decorate their palaces. It acted as a sign of wealth. The rulers of the Asante Kingdom in West Africa regarded gold as their sole property. Anyone who obtained a gold nugget had to hand it over to the king.

Gold was used to make golden ornaments and sculptures. It was an important commodity of trade among the people of the Mwene Mtapa Kingdom and the city-state of Kilwa that minted gold coins. Gold was also used to make knife handles, utensils and containers.

 

Copper

Copper was found in many parts of Africa such as Egypt, Zaire and Zambia. Copper was used to make ornaments such as bangles. It was used to make tools such as needles and to mint copper coins that acted as a sign of wealth and medium of exchange.

Copper utensils were also made from it. It was also used for decorating the kings’ palaces and for making brass and bronze alloys. Copper was used to make water pipes in Egypt. Lastly it was used for making weapons.

 

Iron

There were several early iron working centres in Africa such as Meroe, Nok, Taruga, Axum, Korotoro, Kwale and Kavirondo gulf. These early iron-working centres were famous for making a variety of iron tools such as hoes, knives and axes. In some places cattle bells and jingles for festivities were made.

Iron was widely used for making high quality weapons of the time such as daggers, swords, spearheads, arrowheads and stabbing knives.

Gold sculptures which represented people were made in West Africa in Nok and Taruga iron working sites. The Bantu are associated with the spread of iron working technology in Africa.

 

The spread of iron working technology had the following impact:

 

1. More land was cultivated due to the introduction of better iron tools such as hoes and axes which cleared forests.
2. Trade increased especially between the blacksmiths and the cultivators.

 

1. It encouraged migrations because the iron weapons made the migrating communities to have confidence of conquering others and settling in their land since security was guaranteed.

 

1. The iron weapons made some communities to expand through conquest. This led to the growth of strong states such as Nubia, Mwene Mtapa, Buganda, Axum and Ancient Ghana.

 

1. The iron making in Africa encouraged wars because people acquired superior iron weapons which gave them courage to advance and conquer others.

 

1. Iron working encouraged job specialisation. Some people became blacksmiths others began making specific items such as knives, daggers, axes, hoes and spear heads.

 

1. There was rapid increase in food production because of increase in farmlands.

 

1. The early mining centres attracted more people. This encouraged urbanisation.

 

1. Iron weapons enables various communities to improve their systems of defence.

 

1. The weak communities were displaced by the stronger ones and sometimes assimilated during migration.

 

1. In some areas iron became a medium of exchange.

 

 

Uses of various sources of energy during the Industrial Revolution in Europe

 

Coal

Coal was the main source of energy in the 19^th century. It heated water to very high temperatures to produce steam which drove water pumps for removing water in the coal mines. Coal was used to produce steam for driving steamships and the locomotives. It was also used for heating and lighting houses.

 

Today, coal is used for generating electricity and providing power for industries.

 

Oil

The use of petroleum became popular during the industrial revolution. At first oil was used to light lamps which were used in houses and streets.

When the first internal combustion engine which used petrol was invented by Gottlieb Daimler, petroleum began being used for driving motor vehicles. Petroleum was also used for lubricating machines in factories and for generating thermal – electricity. Petroleum was used as medicine by the Chinese and the Indians. Today petroleum products are used in industries to make drugs, synthetics, plastics and fertilisers.

The disadvantages of petroleum

It is expensive to mine. Once extracted and exhausted it cannot be renewed. Lastly it pollutes the environment.

Steam

Steam was produced by heating water to very high temperatures. When steam was produced it was used as follows:

 

1. To drive heavy machines in factories.

 

1. To pump out water out of mines.

 

1. To drive steam driven vehicles.

 

1. To drive steam driven trains and locomotives.

 

 

 

 

 

 

 

 

Steam locomotive

 

1. To drive steamships and steam boats.

 

1. To operate spinning and weaving machines.

 

Electricity

There are two forms of electricity, Hydro-electricity and Thermal electricity. Hydro-electricity is produced by converting the energy of moving water to electrical energy. Thermal electricity is produced by burning oil or coal to provide heat which is used to produce steam which turn steam turbines and hence generate electricity.

 

The electrical power was used and is still used as follows:

1. To drive machines in industries and factories.

 

1. To light houses.

 

1. To drive electric trains and cars

 

1. To heat houses.

 

1. To supply power to radios, televisions, cinema and computers.

 

1. To supply power to refrigerators and electric cookers.

 

1. For welding.

 

1. To boil water.

 

1. To fence game parks.

 

Uses of iron and steel

The smelting of iron started very early when communities started separating it from rock. In the 18^th and 19^th centuries new iron smelting techniques were discovered. This came about because iron was very much in demand during the Industrial Revolution especially in the transport sector where it was used for making ships, trains, rails and bridges. Iron was also used to make textile machines, water pipes and ploughs.

 

In the mid 19^th century, Henry Bessemer discovered the method of converting iron into steel. There after, steel replaced iron in the making of many equipment required in the transport industry. For instance rail bars, trains, ships and bridges were made by use of steel because it is stronger than iron. Later steel was used for reinforcing concrete during construction of permanent buildings.

 

 

 

 

 

 

 

 

 

 

 

 

 

Steel producing plant

 

Today steel has a wide range of uses for instance it is used in the motor vehicle industries, ship building industries, in the industries for making trains and also in the industries which make building materials such as iron sheets, roofing bars, nuts and bolts. Steel is therefore widely used to make many kinds of tools and machinery.

 

Industrialisation in Britain

Britain was the first European nation to industrialise. During the first half of the 19^th century, it was the leading industrialised nation in the world. It manufactured textiles and a variety of items made of iron.

Britain had rich coal mines which provided enough coal for industrial power. The surplus was exported. This made Britain to be the leading trading nation during the first half of the 19^th century.

The other European countries and USA borrowed the industrial technology from Britain. By 1870s Britain ceased to be the world’s leading industrialised nation.

The last half of the 19^th century was associated with many scientific inventions and discoveries which promoted industrialisation not only in Britain but also in other nations like USA, France and Germany. Britain became the first nation to industrialise because of the following factors which contributed to the development of industries:

 

1. Britain had good transport and communication network.

 

2. It had enough capital to invest in industry.

 

3. There was sufficient raw materials in Britain in form of coal, iron and cotton for use in the industries.

 

4. Britain enjoyed a long period of peace and political stability.

 

5. The British army was strong and superior. It defended the waters of Britain effectively from competitions by rival nations from sea pirates.

 

6. Britain had well advanced insurance and banking systems.

 

7. Trade barrier such as tariffs which could hinder trade never existed in Britain by then because it had adopted the policy of free trade.

 

8. Britain had enterprising merchants who manned trade and also encouraged industrial growth and development.

 

9. It had well developed cottage industries which laid the basis of the industrial take off.

 

10. There was adequate skilled and unskilled labour.

 

11. The acquisition of colonies overseas provided Britain with more raw materials for the industries.

 

12. The rapid population growth in Britain expanded the internal market for the manufactured goods while the acquisition of colonies overseas provided external markets.

 

13. The technological advancement of the people in Britain brought about new inventions which stimulated industrialisation.

 

14. There was availability of energy from coal.

 

15. The Agrarian Revolution had provided industrial workers with sufficient food.

 

The effects of the industrialisation in Britain in the 19^th century

 

1. The industrialisation of Britain in the 19^th century stimulated the rural-urban migration of the landless who went to seek for employment in the emerging industrial centres. This led to expansion of industrial centres and hence urbanisation.

 

1. Transport and communication facilities such as roads, railways, and telephones were developed to serve the industrial centres by facilitating trade and transportation of raw materials to the factories and manufacture of goods to the market.

 

1. There was the expansion of the banking industry and insurance. These provided services to both industrial owners and workers. They also created new employment opportunities.

 

1. The industrialisation in Britain led to enormous expansion of local and international trade. The manufactured goods were sold to the British citizens and the surplus was sold to the rest of Europe and to the British colonies overseas. The British colonies provided raw materials such as palm oil, iron, copper and cotton in return.

 

1. Colonialism was encouraged as a means of acquiring sources of raw materials for the British industries. Britain was able to acquire colonies such as India, Egypt, Ghana and Nigeria.

 

1. The standards of living of many Britons was raised due to income obtained from the industries. The rise of the standards of living of the middle class in particular resulted to the class struggle between the rich and the poor in Britain therefore sharpening the social stratification.

 

1. The industrialisation in Britain led to development of agricultural production in Britain as well as in USA and other British colonies. The industrial workers in Britain required food. The machines required lubricating oil which was obtained from the palm oil grown along the West African coast. Cotton was obtained from America and used in the British textile industries to manufacture cotton cloth.

 

1. The industrialisation in Britain encouraged establishment of many kinds of machines. These industrial machines produced fumes which polluted the environment. There was also excessive noise which made some people deaf.

 

1. Poor living conditions of factory workers encouraged emergence of poor housing or slums. In these slums there was overcrowding of houses which were not properly ventilated. The poor living conditions were as a result of the low wages of the factory workers.

 

1. The industrialisation in Britain also encouraged exploitation of labour. Children and women laboured for long hours in industries before manual labour was replaced by use of machines.

 

1. Industrialisation in Britain caused unemployment especially after machines were introduced which could do the work formerly done by labourers. The jobless still remained living in slums but they turned to new careers which were immoral such as robbery and prostitution as a means of their survival.

 

1. The overcrowding of people in towns and poor sanitary facilities resulted to outbreaks of diseases such as dysentery, cholera and tuberculosis.

 

 

Industrialisation in continental Europe

 

It is necessary to note that industrialisation technology spread to other countries of Europe from Britain in the second half of the 19^th century. Countries such as Germany, France and Belgium which had abundant deposits of coal, iron and steel as well as the supply of both skilled and unskilled labour became industrialised next.

To achieve this, industrial research was carried out. The discovery of the method of converting iron into steel by Henry Bessemer revolutionised the industrial sector. Electricity and petroleum were also discovered and they became important sources of energy for the industries.

 

The rapid industrialisation of continental Europe was characterised by the following:

• Improved transport and communication to ease transportation of raw materials and marketing of ready manufactured goods.
• Increased exploitation of coal and iron ore.
• Improvements in agriculture in order to produce enough food for urban dwellers and industrial workers and also to provide some industrial raw materials.
• Mass production of manufactured goods as well as the coming up of many new inventions as a result of increased industrial research.

 

Problems the industrial workers experienced

 

1. Workers were paid very low wages making them to experience poor living conditions.

 

1. Workers were exposed to very dangerous machines, noise and chemicals which resulted to injuries, suffocation, accidents and deaths.

 

1. Diseases attacked workers because their living conditions were very poor. Such diseases were typhoid, cholera, dysentery and tuberculosis.

 

1. Women and children toiled in the factories and they were also subjected to long working hours which denied them leisure and rest.

 

1. The environment they worked in was polluted due to improper disposal of industrial waste.

 

1. Workers lived in overcrowded houses where there was inadequate lighting conditions and poor ventilation.

 

1. The poverty as a result of low wages increased crime rate in towns. Workers were therefore exposed to constant robbery.

 

1. The factory workers were not insured.

 

 

Effects of the industrial revolution in Europe

 

1. The Industrial Revolution in Europe stimulated rural urban migration of the landless who wanted to look for jobs in the expanding urban centres.

 

2. There was scramble for colonies as a means of acquiring sources of raw materials for the industries in Europe and looking for market for the surplus manufactured goods as well as suitable areas for investing their surplus capital.

 

3. There was increased urbanisation because employment opportunities attracted many people. Trade that developed in towns attracted businessmen who opened other commercial activities that also attracted many people. The development of transport and communication systems and the use of machines in the cottage industry also made people to move to urban centres and hence promoting urbanisation.

 

4. The standards of living of the people in Europe were raised due to income from the industries.

 

5. It stimulated expansion of factories instead of cottage industries. Banking and insurance were established.

 

6. Industrial Revolution in Europe created employment opportunities in the industrial sector in form of mechanics, plant operators, engineers and managers.

 

7. The Industrial Revolution led to the rise of trade unionism in the European countries such as Britain, France and Germany.

 

8. There was replacement of human labour with the use of machines.

 

9. The Industrial Revolution in Europe led to production of goods in large quantities. These goods were exported in bulk.

 

10. It encouraged the development of transport and communication systems such as railways and roads.

 

11. The industries led to pollution of the environment, overcrowding of people and crime.

 

12. The Industrial Revolution in Europe promoted the development of agriculture because the industrial workers needed food.

 

13. The Industrial Revolution in Europe caused unemployment in the countries where the use of machines had replaced manual labour.

 

14. The Industrial Revolution in Europe stimulated local and international trade.

 

15. The Industrial Revolution finally led to exploitation of labour. Children worked in factories for long hours.

 

 

Emergence of the world industrial powers

The USA

The USA has led in industrialisation for a long period. Before it became industrialised the Americans were largely agricultural people. The Britons who migrated from Britain to America are the one who stimulated industrialisation in the USA.

 

Many factors however contributed to the success of the industrialisation in the USA. These factors are as follows:

 

1. The USA had abundant natural resources such as iron ore and coal as well as forestry resources.

 

2. There was adequate skilled and unskilled labour due to the high population in USA. Slaves also provided labour in the American farms leading to production of raw materials for use in the American industries.

 

3. The USA had adequate energy resources such as coal and iron ore. Later uranium, petroleum, electricity and natural gas were introduced.

 

4. There was the development of transport and communication in form of railways, roads, airways, telegraph, radio, telephones, telegrams and televisions.

 

5. The technological advancement in North America in the 19^th and 20^th centuries contributed to the industrial advancement in the USA because a lot of discoveries and inventions on industry were made.

 

6. Banks and insurance were introduced in the USA. They contributed a lot to the industrial sector.

 

7. The government of the USA encouraged foreign investors from Germany and Japan to come and invest in industry.

 

8. The USA had adequate capital obtained locally as a result of the Agrarian Revolution as well as from the foreigners who had invested there.

 

9. The USA enjoyed a long period of political stability. Even in the 20^th century the USA joined the two world wars almost the time they were ending. Also there were few strikes and industrial disputes.

 

10. The British citizens who migrated to the USA introduced plantation agriculture that provided the initial industries with the agricultural raw materials. This laid the basis for heavy industries that used iron and steel.

 

11. In the 20^th century the USA embarked on intensive research aimed at promoting industry. The institutions of learning emphasised on Science and scientific research. The universities in particular became devoted to industrial development.

 

12. The government policies favoured the growing industries. The USA government for example encouraged the home market by discouraging the imposition of tariffs on locally manufactured commodities.

 

13. The USA had a strong agricultural base that contributed to her industrial take off. This is because the industrial labour force could get enough food supply and raw materials for the processing industries based on agricultural product.

 

The effects of industrialisation on the USA

1. The people’s standards of living has been improved. The USA government supports the unemployed US citizens.

 

1. The USA economy has been diversified. It now attains income from both agriculture and industry.

 

1. The USA has been able to boost her industrial technology by encouraging education based on science and research.

 

1. The USA has become the major world power after the break of the former USSR.

 

1. The USA has been able to use its industrial product and technology to mechanise agriculture in order to increase the agricultural yields. This has enabled the USA to provide the growing population with sufficient food.

 

1. The industrial development in the USA has enabled it to take part in space exploration. The first human being to land on the moon, Neil Armstrong, was from the USA.

 

1. The USA has been able to earn foreign currency which has enabled it to acquire abundant foreign reserve. This has also enabled the USA to be one of the world’s leading donor states. For example the USA provided financial and technical aid to Brazil and Egypt which enabled them to industrialise.

 

1. The US businessmen have been able to invest locally because of the wealth obtained from the industrial sector.

 

1. Industrialisation has enabled the USA to develop its military might. This military might enabled US to oust Saddam Hussein of Iraq from power.

 

1. Industrialisation has encouraged urbanisation.

 

1. Industrialisation has encouraged pollution of the environment.

 

1. Industrialisation created job opportunities for the Americans.

Germany

Germany began being industrialised in the 19^th century. By 1900 it was second to USA in industrialisation.

 

Several factors facilitated the industrial development in Germany. These were as follows:

 

1. The creation of German customs union (Zollverein) unified the Germans. This was followed by rapid economic development.

 

2. Germany had large amounts of raw materials such as iron ore and coal. Iron ore was obtained from Alsace-Lorraine while coal was obtained from Ruhr and Saar mines.

 

3. The USA through the Marshall plan provided Germany with financial aid for reconstruction after the Second World War.

 

4. The German population was increased rapidly. This growing population provided skilled and unskilled labour.

 

5. Germany had well-developed transport and communication facilities in form of railways, roads and canals.

 

6. The German government supported industrialisation by encouraging ambitious Germans to invest locally in industry and also through protection of tariffs and subsidies.

 

7. The industrial base that existed before the Second World War in Germany was revoked even after the war.

 

8. Germany enjoyed political stability after the Second World War. This encouraged industrial development.

 

9. There was sufficient power for the German industries from coal.

 

10. The manufactured goods from Germany had markets in South America and Far East.

 

11. The development of education based on science and technology in Germany enabled it to produce scientists and very skilled manpower.

 

12. The second unification of East and West Germany widened the scope of industrial output.
13. There were improved agricultural techniques in Germany that resulted to the increased yields that provided agricultural raw materials for the processing industries.

 

The impact of industrialisation of Germany

1. Industrialisation improved the standards of living of the German society. Their purchasing power was raised.

 

1. Germany was able to develop a network of transport and communication to be able to transport raw materials and manufactured goods.

 

1. Industrialisation enabled Germany to become a strong power before the First World War. This made Germany to join other European nations to look for colonies overseas.

 

1. Industrialisation diversified the economy of Germany because the country was able to manufacture vehicles, machinery, chemicals, electronics and textiles that were exported in the local and international markets.

 

1. It created employment opportunities for the people in West Germany and the neighbouring states such as Yugoslavia, Turkey and Italy.

 

1. Industrialisation in Germany encouraged the growth of urban centres such as Berlin and Warsaw.

 

1. Germany’s foreign reserve was boosted due to sale of her manufactured goods for instance machinery of all kinds.

 

1. Industrialisation boosted local and international trade.

 

1. Industrialisation of Germany contributed in reducing inflation.

 

1. Industrialisation in Germany also boosted foreign reserve due to sale of the manufactured goods.

 

Japan

Industrialisation of Japan began in the second half of the 19^th century after the USA made treaties with Japan aimed at creating trade partnership. The introduction of compulsory primary and secondary education and the establishment of universities and other colleges followed this. Many students were sponsored abroad where they acquired education.

Japan was engaged in wars with China and Russia between 1894 and 1905. It also fought on one side with Britain, France and Russia during the First World War against Germany and her allies.

During the Second World War, Japan attacked the American naval base at Pearl Harbour in the Hawaiian Islands. The USA responded by bombing the Japanese cities of Hiroshima and Nagasaki in 1945. This act affected the economy of Japan but there was economic recovery and continued industrialisation in the later years.

 

Industrialisation in Japan was promote by the following factors:

1. Japan had enough capital for carrying out research and for industrial development. Japan also benefited from the American aid obtained after the Second World War.

 

2. There was ready internal and external market for the Japanese manufactured goods.

 

3. Japan enjoyed a long term of political stability mainly after the Second World War. This peaceful atmosphere encouraged industrial progress.

 

4. Japan has a network of transport and communication for instance railways and roads.

 

5. The Japanese industrial base which existed before the first world war was improved and made better after the second world war.

 

6. Power was available from coal, uranium and hydro-electric power for industrial use.

 

7. Skilled and unskilled labour was readily available in Japan.

 

8. Japan had abundant raw material for instance, iron ore and coal.

 

9. Japanese are hardworking people. This promoted industrial development.

 

10. Japanese goods are of very high quality and at the same time very cheap. This encouraged internal and external market.

 

11. Japan natural harbours encouraged trade through export and import of goods.

 

12. Japan has been politically neutral since the Second World War. It trades with any nation.

 

13. Japanese introduced a new form of taxation aimed at raising funds for promoting industrialisation.

 

14. The Japanese government encouraged home market and imposed tariffs on foreign goods to discourage them from competing with goods produced in other countries.

 

15. Japan encouraged foreign investors to come and invest in the country. Japan also invested in other countries.

The effects of industrialisation in Japan

 

1. Industrialisation has led to improvement of the standards of living of Japan

People.

 

2. The Japan foreign reserve has been boosted due to sale of Japanese manufactured goods.

 

3. Japan has been recognised as one of the developed industrialised country of the world.

 

4. Japan has diversified her economy from a predominantly agricultural country to a country which also obtains wealth from Industry.

 

5. Japan has promoted trade by using locally manufactured ships to carry imported raw materials and goods for export.

 

6. Job opportunities have been created in the industrial sector.

 

7. Industrialisation has encouraged development of better and sufficient means of transport and communications.

 

8. Many people prefer Japanese manufactured goods mainly because they are of high quality and at the same time cheap.

 

Industrialisation in the third world

 

Brazil

Industrialisation in Brazil began in the last quarter of the 19^th century. The country’s industrial process later developed tremendously because of the following factors.

 

1. Large deposits of minerals such as iron ore, gold, bauxite and manganese were available for industrial use. Other raw materials in form of wood for lumbering and agricultural products were available for the Brazilian industries.

 

2. The Brazilian government provided capital for developing industries.

 

3. The U.S.A. also provided technical and financial aid to Brazil, such aid was used to develop heavy industries like the Volta and Rendonda steel works.

 

4. Brazil had cottage industries that laid the basis of its modern industries.

 

5. There was development of transport and communication in Brazil. This was through the construction of roads and railways for transporting raw materials to the industries.

 

6. Brazil encouraged foreign investors who established companies from Europe and the U.S.A.

 

7. The Brazilian government introduced five year development plans to promote industrial development.

 

8. The first and the second world wars influenced the industrial take off in Brazil by encouraging mass production of locally manufactured goods, which were sold cheaply.

 

9. Brazilian goods were in demand in Britain, which provided a ready market.

 

10. The government nationalised industries to enable them to be supervised properly. It also encouraged industrialisation.

 

11. Coal, petroleum and hydro- electric power were available for providing energy in the industries.

 

12. There was internal market of the goods from the industries. For example the Brazilians purchase pharmaceuticals transport materials and spare parts, farm tools and machinery and textiles.

 

Obstacles to the industrialisation of Brazil

Industrialisation of Brazil has not been smooth A number of factors have undermined Brazilian effort to industrialise. These are:

 

1. A large percentage of Brazilian citizens are poor and they can not establish industries or provide a high purchasing power for the industrial goods.

 

2. Still there is inadequate transport and communication facilities even after the government’s efforts to improve transport and communication.

 

3. The Brazilian wealth in owned and controlled by a majority group.

 

4. The Brazilian population is concentrated along the coastal belt. The interior has labour problems because majority of the Brazilians prefer to work along the coastal belt.

 

5. Constant inflation in Brazil makes goods to be expensive.

 

6. Brazil has accumulated many foreign debts. This hinders steady progress of the country.

 

7. The available resources in the Amazon forest are under exploited due to the sparse population there. These are resources that can be used in industries.

 

Impact of the industrial growth in Brazil

 

1. The Brazilian industrial sector has boosted her foreign reserve.

 

2. At least there is an improvement in the living standards of the local people in Brazil who survive from the spill of industrial gains. This has succeeded due to reduction of the inflation that has to the rise of the purchasing power of the Brazilians.

 

3. Exports have been increased due to increase in manufactured goods.

 

4. Brazil has emerged as one of the most industrialised third world countries.

 

5. Industrialisation of Brazil has encouraged modernisation of port facilities in order to provide an outlet of goods being exported.

 

6. It has accelerated the development of transport and communication in Brazil.

 

7. Employment opportunities have been created especially in the heavy and light industries.

 

8. Industrial growth has encouraged growth and expansion of urban centres especially those along the coastal belt such as Sao Paulo, Rio de Janeiro and Recife.

 

South Africa

South Africa first started as an agricultural country but later there was the discovery of gold and diamonds that promoted the industrialisation of the country.

 

The industries which developed in South Africa, included textile industries, iron and steel industries, chemical industries, cement industries and locomotive industries among others.

The factors which contributed to the industrialisation of South Africa:

1. Availability of minerals such as coal, gold, diamonds, silver and iron ore some of which provided raw materials for the industries.

 

2. Availability of capital from the sale of some minerals such as gold and diamonds.

 

3. Availability of power for industries in form of coal and hydro-electric power.

 

4. Availability of network of transport and communication in form of railways, roads, air transport and telephones.

 

5. Encouragement of foreign investors who invested in the mining industry.

 

6. Availability of skilled labour and unskilled labour obtained from the neighbouring states such as Malawi and Mozambique.

 

7. Existence of local and international market especially after South African majority attained independence in 1994.

 

8. There has been a considerable period of political stability after the majority Africans took over the government after independence was granted to them in 1994.

 

9. The manufactured goods from South Africa are of high quality. These enable them to compete favourably with imported ones.

 

10. The government of South Africa supported industrialisation by imposing tariffs on imported goods.

 

Factors that hindered industrialisation in South Africa

 

1. Majority of Africans were impoverished by the colonial regime and for this reason their purchasing power is low.

 

1. The international community banned South Africa from trading with countries that were United Nations (UN) members. Therefore, there was no external market for South African manufactured goods.

 

1. There was no political stability during colonial rule because Africans were always fighting against apartheid. This affected industrial growth and also discouraged investment.

 

1. South African goods have faced stiff competition from those from the developed nations like Japan and China.

 

1. The high crime rate in the South African cities discouraged those who wanted to invest in industry.

 

India

India was colonised by Britain and it supplied the colonial master with cotton. It attained independence in 1947 and since then it engaged itself in industrial development.

 

A number of factors enabled India to industrialise. These are:

 

1. India had raw materials such as cotton and iron ore for use in industries.

 

2. India established a well developed infrastructure for instance its transport and communication facilities.

 

3. The cottage industries existed in India. These industries formed a basis for industrial growth.

 

4. There was adequate power from coal, natural gas and oil. Currently hydroelectricity and uranium are in use.

 

5. India’s high population provided skilled and unskilled labours. The government of India trained people to acquire technical skills and industrial technology.

 

6. The high population provided internal and external market for the manufactured goods.

 

7. India embarked on a series of five-year economic plans aimed at developing industry. The first of these plans was the 1950 – 1955 development plan.

 

8. India established state enterprises and assisted the private sector through loans. This boosted industrialisation.

 

9. The Indian government encouraged foreign investment in the industrial sector.

 

10. The political stability in India after the attainment of independence encouraged industrialisation.

 

11. Protective tariffs were imposed to enable local industries to grow.

 

	The main industrial cities in India

 

 

Impact of Industrialisation of India

 

1. India’s foreign exchange earnings have been increased due to sale of cheap manufactured goods.

 

1. There is a lot of improvement in the living standards of some sections of the Indian community. Even the purchasing power of the people has risen.

 

1. India has boosted the agricultural sector through manufacturing of farm tools and machinery.

 

1. India’s industrial development has created employment opportunities for the citizens.

 

1. Local and international trade has been encouraged through sale of the manufactured goods.

 

1. It has encouraged new urbanisation and expansion of the existing urban centres such as Bombay, Karachi and New Delhi.

 

1. India’s revenue has been increased and its economy diversified as a result of establishment of light and heavy industries as well as development of agriculture.

 

1. India has become technologically advanced and a nuclear power.

 

1. India is now one of the most industrialised third world nations.

 

1. India has used the income from industry to develop transport and communication network.

 

1. Today India is able to provide public services such as education and health care to its citizens.

 

1. Modern industrialisation in India has also boosted the cottage industries that include making of garments, plastics, shoes, hosiery and some household items.

 

 

 

 

 

 

 

 

 

 

Plastic buckets and shoes

 

 

Scientific Revolution

 

Scientific revolution refers to the period when man made many inventions and discoveries as a result of his improvement in knowledge and the interest to find out new thing about the universe. The scientific inventions began before the birth of Christ. A number of scientific discoveries and inventions were made in agriculture, industry and medicine. These discoveries and inventions improved man’s conditions of living after he indetified various ways of solving his problems.

 

The early civilizations for example in Greece, India, Iraq, Egypt and China influenced the development of early science. The Greeks and the Egyptians were great mathematicians. The Greek mathematician called Pythagoras came up with the right-angled triangle. The Egyptians used mathematical skills to construct pyramids. They also came up with Geometry and used it in farms.

 

The Chinese also contributed to scientific knowledge in that they discovered the way of making silk cloth, gunpowder and paper.

 

The Indians introduced ‘Zero’ in mathematics and also use of the decimal points.

 

The Iraq people were in ancient times called the Sumerians or the Mesopotamians. Their scientific inventions were mainly in the fields of medicine, architecture, mathematics and astronomy. During ‘Renaissance’, scientific knowledge spread to many countries especially in Europe. This was followed by Agrarian Revolution and Industrial Revolution.

 

Individual scientists contributed a lot to the scientific inventions as from the 15^th century. Some of these notable scientists were:

1. Nicolas Copernicus

He learnt that the earth went round the sun within a period of one year. He also discovered that the earth rotated on its own axis.

 

2. Galileo Galilei

He agreed with the theory of Copernicus that the earth and the remaining planets moved round the sun in one year after using a telescope to observe the universe.

 

3. Sir Isaac Newton

He discovered the force of gravity and the spectrum.

 

4. Antoine Lavoisier

He found that air is composed of hydrogen and oxygen elements.

 

5. John Dalton

He came up with the ‘Atomic Theory’ and also discovered colour blindness.

 

6. Michael Faraday

He discovered electricity. This enabled him to make a dynamo which gave out electricity.

 

7. Thomas Edison

He came up with electric lamp.

 

8. Charles Darwin

He formulated the evolution theory which stated that all living things developed from simple life forms to complex ones over millions of years.

 

9. Edward Jenner

He came up with the vaccine for small pox

 

10. Louis Pastour

He found that diseases and decay were caused by microbes. He introduced pasteurisation as a method of conserving liquid foods.

 

11. Alexander Graham Bell

He invented the telephone.

 

12. George Stephenson

He invented the steam locomotive.

 

13. The Wright Brothers (Wilber and Oville Wright)

They invented the first aeroplane.

 

Important scientific inventions on agriculture

 

1. Jethro Tull

He invented seed drill which was used to plant seeds in rows and a horse drawn hoe.

 

2. Robert Bakewell

He found out that the quality of animals could be improved through cross breeding. Using the method, he came up with quality sheep.

 

3. Andrew Meikle

He came up with a mechanical thresher.

 

 

4. Justus Von Liebig

He came up with the modern fertiliser industry. In his experiments, he found that plants obtain nitrogen phosphorus and salt from the soil.

 

5. Cyrus Mc Comic

He invented the reaper which could be used for harvesting.

 

6. Sir John Bennet Lawes

He began a super phosphate factory for making fertiliser.

 

Impact of scientific inventions on agriculture

 

1. Scientific invention promoted agriculture leading to rapid increase in food production. Fertilisers added nutrients to the soils while farm machinery helped in ploughing, planting, harvesting and threshing.

 

1. Scientific inventions improved farming techniques and livestock rearing. For instance cross-breeding brought about quality livestock breeds, while the invention of the seed drill encouraged farmers to plant in rows.

 

1. Before the invention of agricultural machines such as tractors, combined harvesters and seed drills, human labour was very popular in farms. After the machines were introduced, manual labour was reduced. This resulted to unemployment of many people in the agricultural sector.

 

1. It became easy to preserve foods and even transport them over long distances and over a long period of time because of the invention of refrigerators and the canning process. This led to increase in cultivation.

 

1. The introduction of pesticides reduced crop destruction by pests while the development of fungicides reduced crop diseases. Food production therefore increased as a result of the reduction of crop diseases and pests.

 

1. The invention of farm machinery led to increase in cultivated land. This was followed by the establishment of large estates leading to plantation farming.

 

1. The desire to make more inventions and to improve what had already been established for instance the need to come up with better breeds of livestock and to come up with more efficient farm tools and machinery led to establishment of scientific research centres and schools which emphasised on science.

 

1. There was diversification of agriculture as well as diversification of economy. This was important because people stopped depending on a single source of livelihood.

 

1. Increase in food production led to increase in population growth. This is because the fertility rate rose as people obtained sufficient and nutritious food which also reduced the death rate.

 

1. The invention of farm machinery which replaced manual labour resulted to rural urban migration of the unemployed. There were therefore large populations in towns which required food. For this more land had to be cultivated to feed the town folk. This therefore indirectly promoted the development of agriculture.

 

1. Continuous application of fertilisers in farms have affected soils therefore leading to reduction in yields.

 

1. Indigenous crops and livestock have been replaced by exotic breeds which are mainly hybrids.

 

1. Inhaling of various chemicals and pesticides cause respiratory diseases e.g whooping cough and other diseases like tuberculosis and cancer.

 

 

Important discoveries in industry

 

1. a) The textile industry had so many discoveries. These were:

 

1. i) James Hargreaves

He invented the spinning jenny which prepared large amount of cotton threads.

 

1. ii) Edmund Cartright

He invented the power loom which facilitated weaving.

 

iii)      Samuel Crompton

He invented the spinning mule. This machine produced high quality threads.

 

1. iv) John Key

He invented the flying shuttle.

 

1. v) Thomas Bell

He made a cylindrical calico printing machine.

 

1. vi) Eli Whitney

He invented the cotton gin which removed seeds from cotton fibre.

 

1. b) Others who made inventions on industry were:
2. i) Michael Faraday

He discovered electricity and he made a dynamo for generating electricity.

 

1. ii) Benjamin Franklin

He proved that lightning was a form of electricity.

 

iii)      Otto Hahn and Stressman

They discovered nuclear energy.

 

1. iv) George Stephenson

He made the locomotive which was called ‘The Rocket’.

 

1. v) James Watt

He invented the steam engine

 

 

 

Impact of scientific inventions on industry

 

1. As a result of people getting exposed to the industrial goods, their living standards have improved.

 

2. Jobs have been created in industries. The textile industries for example employ a large number of people.

 

3. There is diversification of economy as a result of introduction of industries. This has stopped man from depending on agriculture only.

 

4. New sources of energy were introduced as a result of scientific research. These were like solar energy, atomic and nuclear energy, and electric power.

 

5. Space exploration has been carried out due to invention of rockets, satellites, and digital cameras.

 

6. Dangerous weapons such as atomic and nuclear weapons have been invented. This has increased wars in the world.

 

7. Inventions of engines, motorcars, supersonic planes and locomotives encouraged manufacture of spare parts and vehicles and also refining of oil to get fuel for vehicles. Transport has therefore been revolutionised through scientific inventions.

 

8. Scientific inventions had reduced the labour burden. Machines do most of the work especially in developed countries.

 

9. The invention of computers has helped workers to perform their duties efficiently and accurately for example in the banking sector where computers are used to process information and many other types of data.

 

10. Trade has been encouraged due to the growing demand of the manufactured goods.

 

11. The industries cause pollution in cities. Industrial fumes, noise and smell affect people. Some are affected by diseases like tuberculosis.

 

12. Communication network has been improved through the use of Email and Internet.

 

13. Some countries of the world have become highly industrialized. This has given them the opportunity of becoming world powers. They use the products of their industries to overpower others.

Important scientific inventions and discoveries in medicine

 

1. Joseph Lister

He discovered he use of carbonic acid as an antiseptic to sterilise surgical apparatus. Then he developed an antiseptic spray for making the air clean during operations. He also discovered the use of carbonic acid for destroying microbes around the wound after an operation.

 

2. William Marton

He discovered the use of chloroform sometimes refered to as carbonic acid during surgery.

 

3. Edward Jenner

He invented the first vaccine for controlling smallpox.

 

4. Lous Pasteur

He discovered that certain bacteria caused certain disease. He discovered that heat could kill bacteria. He therefore discovered that food could be preserved through the method he called pasteurisation. This is heating food to a certain temperature and then making it maintain the same temperature for a specific period of time before it is cooled quickly. He also came up with cures for anthrax and rabies.

 

5. Sir Ronald Ross

He found out that the anopheles mosquitoes carried parasites that caused malaria. He also discovered that proper drainage systems could prevent the breeding of mosquitoes and therefore reduce malaria infections.

 

6. Rontgen

He discovered the x-ray radiation which later enabled doctors to observe the internal organs of man and his bony framework..

 

7. Alexander Flemming

He discovered penicillin, which was an antibiotic capable for curing coughs, pneumonia, sore throat and wounds.

 

8. Dr Christian Bernard

He introduced the method of transplanting the heart of a death person to a body of a living patient with heart problem.

Impact of scientific inventions on medicine

 

1. There has been rapid increase in life expectancy of human beings. This has resulted to rapid increase in human population.

 

2. Drugs have been discovered which reduce pains therefore reducing human suffering. Others cure diseases completely.

 

3. Machinery for use in hospitals have been invented. These are used by doctors for locating and treating diseases.

 

4. Industries for manufacturing drugs (curatives) have been established. This has created employment opportunities in the pharmaceutical industries.

 

5. Preventive measures have been applied such as vaccination which has led to eradication of many diseases.

 

6. Excess use of drugs may affect the health of many people. This is because certain diseases become resistant to certain drugs.

 

Factors influencing scientific inventions in Africa and other developing nations

 

1. Inadequate capital for the use in scientific research.

 

1. Illiteracy of the people. Many people who are not educated cannot be able to apply scientific principles to come up with new findings.

 

• Over-depending on donor countries. This occurs because African countries are poor.

 

1. Little emphasis in the teaching of science in school. This occurs because of shortages of science equipment for experimental work.

 

1. Failure for the governments to assist researchers. Many African countries cannot afford to fund researchers. Even those countries which may afford do not take research work as their first priority.

 

1. Excessive dependence on items for instance engines, pharmaceuticals and other machinery reduce the importance of engaging on scientific research.

 

• Lack of initiative on the side of researchers. Therefore others are not encouraged to carry out research.

 

Review Questions

1        a)       Identify the early sources of energy.

1. How was energy from wind used?

 

1. a) Give the uses of the following metals:
2. i) Copper
3. Iron
4. Explain the effects of the spread of iron smelting in Africa?

 

• What factors contributed to the industrialisation in Britain?

 

4. What were the social and economic effects of industrialisation in continental Europe?

 

5. a) What is scientific revolution?
6. b) Discuss the impact of scientific inventions on:
7. i) Agriculture
8. Medicine

 

6. a) What are the main factors which contributed to the industrialisation

of the developed countries?

1. b) What are the major obstacles to the industrialisation of the developing nations?

 

Students’ Activities

 

• Compare the type of industries found in the developed countries and those found in the third world (developing) countries.

 

• In groups discuss various discoveries and inventions which have promoted Industry, Medicine and agriculture.

 

 

 

 

 

 

CHAPTER 4

 

 

Urbanisation

 

Urbanisation is the process of people’s migration from rural areas to live in towns or cities. It can also imply the establishment of towns or cities. It can also be defined as the concentration of people in settlements usually referred to as urban centres. An urban centre according to the United Nations is a settlement with a population of 20,000 people and above.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A modern town

 

 

Early urbanisation in Africa

 

Early urbanisation began in Africa before the birth of Christ. Early urban centres which declined such as Meroe and Aksum are suitable example of such towns.

Several factors led to the establishment of the early urban centres before the establishment of the colonial rule. These are:

 

1. Due to development of trade, convergent centres emerged which became the meeting places for many people from different places. They later development into towns. Examples are Mombasa and Kilwa.

 

2. There was development of ports and harbours where ships anchored such as Cape Town and Malindi.

 

3. Some areas like Meroe where local industries were established attracted many people who settled there. These settlements later developed into towns.

 

4. Areas which had reliable water for irrigation, industrial use and domestic use attracted people who established settlements which later developed into towns.

 

5. Some administrative centres and palaces of rulers expanded to become towns after the subjects came to settle close to rulers for security reasons.

 

6. Urban centres developed at major cross-roads and where several trade routes met. Examples are Tuat, Timbuktu and Sijilmasa.

 

7. Notable religious centres became the meeting places for many people. They attracted people who settled nearby and thereafter towns developed.

 

8. Development of early education centres such as Timbuktu, Gao and Cairo contributed to development of urbanisation in those centres.

 

9. The development of Agriculture made people to settle permanently together because food was available.

 

10. Areas that were secure and were sheltered from possible attacks attracted people who concentrated there. These settlements later developed into towns.

 

Cairo

 

Modern Cairo is situated at the delta of River Nile where some earlier settlements had been established about 2000 years ago. Egypt was invaded by the Fatimids who established a walled town. By mid 14^th century Egypt had grown into a big city with many mosques and palaces. It served as an early religious centre.

The town had narrow streets, bazaars, shops and crowded living quarters. There was a market where people sold their produce.

The Ottoman Turks took control of Egypt in 1517 and remained under their control until 1798 when Napoleon Bonaparte of France captured it from the Turks. Three years later in 1801 the French were driven out of Cairo and it was thereafter made the capital of Egypt by the then ruler, Mohammed Ali.

During the reign of Ismaili, Egypt was first modernised. Later it expanded as more buildings reflecting the European style were constructed. Today it is the largest town in Egypt. It has a modern international airport and a railway network which links Cairo with the other towns. Cairo has many entertainment facilities and museums. It is an important religious centre.

 

 

Meroe

 

Meroe is an ancient city in Africa that emerged in an iron working site North of modern Khartoum. The inhabitants of Meroe developed the style of building in brick and plaster during the first century BC. They white-washed the outer walls of palaces and also decorated them with glowing mural-paintings. The inner walls were also painted and decorated with ornaments.

Meroe started expanding when it was made the capital of Kush instead of the former capital, Napata because the people of Kush had learnt the knowledge of iron working from the Assyrians and they also traded with the Greeks by exporting ivory, slaves, animal skins, ostrich feathers, timber and gold which provided them with income to expand the town.

The city of Meroe declined during the first century AD mainly due to trade rivalry from the growing kingdom of Axum in Ethiopia. When Meroe began becoming weak, the King of Axum known as Ezana attacked Meroe, burnt it and took everything of value. Ezana destroyed their stores of corn and cotton and the statues in their temples. This marked the decline of the great city of Meroe.

 

 

Kilwa

 

The origin of Kilwa is associated with the Persian immigrants who established settlements on the Indian Ocean coast. At the beginning of the 13^th century Kilwa began expanding due to wealth obtained from the gold trade. From the end of the 13^th century, it was the most important trading town on the East Coast of Africa.

It controlled the coastal settlement in the North as far as Pemba Island. Kilwa was a walled town which minted its own coins. It controlled the gold trade with Sofala and Zimbabwe. The inhabitants were mainly Muslims.

The town of Kilwa had beautiful buildings such as the Great Mosque and the large palace known as Husuni Kubwa. The town began declining first in the second hand of the 14^th century. The fine buildings were ruined. Between 1420 and 1440 the mosque was renovated. The town of Kilwa lost its glory and prosperity and declined completely almost at the close of the 15^th century because of the following reasons:

 

1. There were dynastic quarrels in Kilwa.

 

1. The Sofala gold trade was interrupted by wars in the interior.

 

• Mombasa became a strong rival of Kilwa.

 

1. The arrival of the Portuguese interfered with the gold trade because the Portuguese soldiers attacked and conquered all the coastal city states.

 

1. There were constant rivalries between Kilwa and other coastal city states.

 

 

Early urbanisation in Europe

 

London

 

London is the capital city of the United Kingdom of Great Britain and Northern Ireland. It is in the continent of Europe. The city is situated in South East England.

The town of London originated before the first century AD. When the Romans occupied Britain in the 1^st century AD, London was already a town of considerable importance.

The Romans expanded the town and made it an important religious centre. They also established Christianity which became the dominant religion in England.

London continued to expand even after it was burnt in the first century AD. When the Romans left England, London had already been established with a large population.

The withdrawal of the Romans did not affect the growth of London because what they did in Britain perished after they left.

In the 9^th century, King Alfred made London the capital of his kingdom. Later King William I established himself in England and developed the town of London. He built the Tower of London and also rebuilt the London bridge. Initially it was built of wood but he rebuilt it using stone.

Throughout the Middle Ages the growth of London was slow as a result of wars, epidemics and commercial crisis.

When Queen Elizabeth I opened the Royal exchange in 1566 AD, the city of London grew into an important city of the world. By 1580 AD Queen Elizabeth I issued a proclamation which prohibited construction of any new buildings within a radius of about 4 kilometres outside the city gates.

In 1665 AD London was affected by plague. The following year a great fire burnt the city.

In 1667 the rebuilding act was enacted. It stipulated that all buildings be of stone and brick. In the 1760s the walls and gates of old medieval city of London were demolished. During the 19^th century, London was modernised through the construction of many suburbs, rebuilding of bridges and through lighting of city streets. By the close of the century, London had grown into a beautiful city served by a well developed networked of transport and communication.

During the First World War, London became the German target. London was heavily bombed. The Tower of London and the British Museum were destroyed. Many other buildings were also damaged.

After the war, the British government reconstructed the war damage. Many tall storey buildings were constructed such as the Museum Radio Tower of the General Post Office building. This was followed by construction of shops, residential houses, school, hotels and cultural centres.

The city of London got most of its water from river Thames. There were several city markets which provided people with food, meat, fruits and flowers. Today the city of London is under the control of the local government headed by mayors.

 

Several factors contributed to the growth of the city of London. These were:

 

1. Development of transport and communication. London had a network of roads and railways. Underground roads and railways were established in underground tunnels to reduce traffic congestion.

 

Modern international airports such as Heathrow airport were also established. London was connected to the rest of the world with telegraphs, telephones and radio transmissions.

 

2. Trade enabled the town of London to grow into city status. Many people migrated to London to conduct business as a way of earning a living.

The success of their businesses made them wealthy and they settled permanently. As this process continued, the town also continued to expand.

 

3. The establishment of industries attracted the people who came to seek for employment and those who came to survive on cheap manufactured goods.

 

4. The development of port facilities in London encouraged many people to go and do the jobs of loading and unloading cargo. The sailors from England also started their journeys from the seaports like London. Those who came from abroad on their way to England regarded London as their port of call. This contributed to the growth of London.

 

5. London served as a political and an administrative centre for a long time. The Romans constructed a fort and surrounded it with a wall for security reasons. The colonies Britain acquired were under the colonial secretary who was based in London.

 

6. The city of London had several museums and theatres that made it an important cultural centre. Many people were attracted by the activities in the city making them to settle there in great numbers.

 

Functions of London

1. London is the capital of the United Kingdom. It acts as an administrative headquarters.

 

1. It is an industrial centre that has both heavy and light industries.

 

1. It is a cultural and recreational centre. London has many theatres and museums.

 

1. London is a centre of international transport and communication. This is because there are international airports in London and there is the harbour where ships from all over the world anchor.

 

1. London is a centre of learning. It has international Universities and colleges.

 

1. It is also a commercial centre that has many banks and insurance. It has many shopping centres.

 

1. London is a religious centre. It has many churches and cathedrals.

 

1. London is also the common wealth headquarter.

 

 

The problems London has encountered since it was founded

 

1. Problem of overcrowding of houses, vehicles and people.

 

1. Epidemics such as plague affected London during the Romans era and in 1665 AD.

 

• London was burnt down in 1666 AD.

 

1. There was the problem of unemployment.

 

1. There was the problem of rural – urban migration of the jobless.

 

1. There was inadequate housing facilities and poor sanitation.

 

• There was high crime rate.

 

• There was pollution of the environment due to fumes from industries and vehicles.

 

1. London was bombed by the Germans during the First World War. This resulted to deaths of people and destruction of property.

 

1. There was the demolition of the old city of London in the 1760’s.

 

 

Athens

 

The growth and prosperity of Athens is based on trade and commerce. The land surrounding Athens was rocky. It could not support a large population. The people of Athens depended mainly on imported food that they exchanged with olive oil, wine and wool.

 

Athens was a famous centre of learning. The city state provided education in such fields as philosophy, architecture, drama, science and medicine. The democracy that is enjoyed in the world today originated in Athens where it was actually practised.

 

Athens was surrounded by a protective wall for security purposes because of constant wars with the other city states. The town itself looked clumsy. The streets were merely narrow earth roads that became dusty during the dry spell and muddy during the rainy season.

 

Some houses were made of unbaked brick while others were made of mud. A few beautiful and well-built buildings such as Parthenon temple and the temple of Athena Nike existed.

 

There was a market place in the centre of the town which also acted as a meeting place for people and also the place where people assembled for debates. On top of the high cliff was the Acropolis (Fortress) which provided protection for the village below.

The biggest problem of Athens was that it had inadequate sanitary facilities for disposing human waste and refuse. Due to this the town was exposed to very bad smell from rotting garbage.

Athens weakened and lost its glory between 430 BC and 335 BC due to the following reasons:

1. i) Athens was affected by constant rivalries and wars with other city states.

 

1. Athens was conquered by King Philip of Macedonia and put under the Macedonian domination.

 

• Constant epidemics like plague led to death of many Athenian citizens therefore weakening the military might of Athens.

 

1. The final blow, which made the town to disintegrate, was the death of Alexander the Great whose empire controlled Athens. Other towns such as Rome and Cathage rose to power to fill the political vacuum left by Macedonia.

 

 

Emergence of modern urban centres in Africa

 

There are many urban centres in Africa that began when the Europeans acquired colonies and settled there. Such towns never existed in Africa before the coming of the Europeans.

Some of them began as administrative centres for the colonial authority. Some emerged as mining towns, others as commercial centres some as agricultural centres or farming centres while others began as industrial centres.

The Europeans at first settled in those places and established administrative and commercial buildings. The emerging settlements attracted rural people who also migrated there to look for employment, start business and seek for other fortunes. Examples of the modern urban centres in Africa are Nairobi and Johannesburg.

 

 

Nairobi

 

Nairobi began in 1899 during the construction of the Uganda railway. It first started as a depot for storing the railway equipment before approaching the steep rift valley escarpment.

The place looked suitable for a depot and for resting because of its mild climate that was preferable by Europeans. There was also the Nairobi River which provided water to the railway builders. The site was somehow flat for construction compared to the land ahead of them before they reached the Rift Valley. At the same time Nairobi was the midpoint between Mombasa and Lake Victoria.

In 1907 the Imperial British East Africa (IBEA) company transferred its capital from Mombasa to Nairobi. During the colonial period the Europeans and Asians dominated the town.

Migration of Africans to Nairobi was restricted but quite a number went there to work as labourers.

The town was associated with racial discrimination in employment, commerce and housing.

Today Nairobi lies at the heart of Kenya’s rail and road network. It has a modern international airport known as Kenyatta International Airport. It has several other small airports such as Eastleigh, Embakasi and Wilson airports.

Nairobi is the seat of the government and the commercial centre of Kenya. Nairobi is also industrial, cultural, educational, communication and transport centre.

It has modern buildings that are used as offices, hotels and shopping centres. The city attracts Kenyan citizens from all parts of the country and also foreigners who include tourists from many countries of the world. However, Nairobi City is facing a number of problems as below:

 

1. The city has inadequate drainage and sanitary facilities.

 

1. There is the problem of pollution as a result of many industries producing fumes and noise.
2. There is acute problem of water.

 

1. There are inadequate educational facilities such as schools for the rapid growing urban population.

 

1. There is congestion of traffic leading to traffic jams.

 

1. There is a high rate of crime such as robbery and prostitution.

 

1. There is inadequate housing facilities leading to development of slums and overcrowding in residential areas.

 

1. There is high rate of unemployment. School leavers flock in Nairobi to look for jobs.

 

Johannesburg

 

Johannesburg is a city of the Republic of South Africa, in Transvaal province.

 

The discovery of minerals during the second half of the 19^th century was largely responsible for the emergence of a number of towns in South Africa.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

	Location of the city of Johannesburg

 

 

 

Johannesburg mushroomed after large gold deposits were discovered in Witwatersrand in September 1886. This was followed by a gold rush. At first Johannesburg began with a very small population. Within a very short time people flocked to Johannesburg on the Witwatersrand in great numbers from Britain, America, Australia and other countries of Europe.

 

At first the early settlements were mere shanties made of galvanised iron. These shanties were the basis of a miraculous growth of the city of Johannesburg. Within a decade, the town had a population of about 100,000 people.

 

Other factors that contributed to the growth of Johannesburg are:

 

1. There was cheap labour from the Africans. Labour was also obtained from the neighbouring countries like Malawi, Namibia and Botswana. These labourers increased the population of the city.

 

2. River Vaal provided enough water for mining, industry and domestic use.

 

3. There was development of transport and communication in form of road and railway.

 

4. The land surrounding Johannesburg was suitable for farming. This provided enough food for the people in the mining centre and industries.

 

5. The availability of other minerals such as iron ore and flourspar in the outskirts of the city contributed in the industrial growth.

 

6. The availability of coal, which provided energy also, promoted industrial development.

 

Today, Johannesburg is the largest city of the Republic of South Africa and the industrial and commercial centre. It is the centre of the country’s gold mining industries and the site of the Johannesburg stock exchange.

It is a strategic rail, road and air hub with an international airport. It is a mining as well as an industrial centre whose industries include manufacture of mining and railway equipment, automobile parts, chemicals, textiles, electrical and communication equipment.

Johannesburg is a cultural and educational centre of South Africa. It has a number of museums, theatres, a symphony, orchestra and an opera company. It has schools and universities.

 

Review Questions

 

1        a)       What is urbanisation?

1. What favoured development of early urbanisation in Africa?

 

2. a) Describe the factors which contributed to the growth of:
3. i) London
4. ii) Kilwa
5. What problems did each of the two towns above encounter that affected its growth.

 

3. Explain the factors which led to the decline of the city of Athens in the first millennium AD?

 

4. Describe the major problems of the modern urban centres.

 

5. Explain the growth of Johannesburg as an important urban centre.

 

7. Describe the functions of Nairobi City.

 

Students’ Activities

 

1. Compare the factors that led to the growth of the early urban centres with those which led to the growth of modern urban centres.

 

2. Draw a map of Africa and indicate the locations of Nairobi, Cairo, Meroe, Johannesburg and Kilwa.

 

 

 

CHAPTER 5

 

 

SOCIAL, ECONOMIC AND POLITICAL ORGANISATION OF AFRICAN SOCIETIES IN THE 19^TH CENTURY

 

 

Buganda

 

The Buganda Kingdom was one of the Kingdoms in Uganda. During the 19^th century Buganda expanded to become the largest and most powerful kingdoms in Uganda. Several factors brought about the rise of Buganda. These were:

 

1. The Baganda were agriculturists. They grew bananas which was their staple food. This enabled them to feed the army. The fertile soils and suitable climate enabled them to grow crops.

 

1. During the 18^th and 19^th centuries, Buganda was under very strong and competent rulers entitled Kabaka. One such ruler was Kabaka Mtesa I.

 

1. Buganda kingdom was centralised and it had a well-organised political system. The centralisation of Buganda enhanced effective control of the kingdom, enhanced loyalty to one single ruler, promoted control and unity of other traditional leaders and also led to emergence of able rulers who strengthened the Kingdom.

 

1. Buganda had a strong army, which defended the kingdom, and a navy that conquered people living in the islands of Lake Victoria such as the people of Sese Island.

 

1. The decline of Bunyoro Kitara Kingdom enabled Buganda to expand to fill the power vacuum left by Bunyoro.

 

1. Participation in the long distance trade by the Baganda people enabled the kingdom to attain wealth that was used to maintain the kingdom. The rulers also taxed the Arab and Swahili traders who ventured into the kingdom to trade.

 

1. The annexation of Buddu iron fields enabled Buganda to manufacture superior iron weapons.
2. When the British occupied Uganda, she handed over the ‘lost counties’ of Bunyoro to Buganda. These counties included Bungaizi and Buyoga. This action of the British contributed to more expansion of Buganda.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Buganda at its peak in the 19^th Century

 

 

Social organisation of Buganda

The social organisation of the Baganda was based on clans made up of members of several related families.

There were also social classes with members of the loyal family on top followed by local chief and then below were the commoners followed by slaves.

The Kabaka existed who played social roles such as presiding on various ceremonies and rituals, being the chief priest and therefore being in charge of all religious activities.

The Kabaka’s power was symbolised by his loyal regalia that included the royal drums, the stools and the spears.

The Baganda worshipped a god entitled Katonda. They believed in the spirits of the dead ancestors. They thought that the death affected the affairs of the living people.

They had a traditional religion they called Lubaale. They consulted the spirits of the dead through prophets. The mediums who consulted the spirits were usually given gifts. The Baganda had medicinemen and sorcerers.

They conducted marriage and initiation ceremonies. During the reign of Kabaka Mwanga, same people of Buganda were converted to Christianity while others were converted to Islam. After the arrival of many Christian Missionaries, Christianity took the dominance that was followed by rivalry between various religious groups.

 

Economic organisation of Buganda

Buganda Kingdom was located on the northern shores of Lake Victoria. The Kingdom’s geographical location, the nature of its environment and climate influenced the economic activities of the Baganda.

The Baganda were mainly cultivators. They grew bananas, millet and sorghum. Bananas (matoke) were the staple food of the Baganda. The high rainfall and fertile soils enabled them to cultivate. The Baganda kept livestock such as cattle, sheep, goats and chickens. They also conducted raids and captured slaves and cattle from the neighbouring weaker communities such as Bunyoro and Busoga.

The Baganda benefited by fishing due to their proximity to Lake Victoria that had a lot of fish. This supplemented their diet. The Baganda like many other Bantu communities in Uganda had acquired the skills of iron working from the Abachwezi. They conducted raids that exposed them to the iron-bearing field in the neighbouring lands. The iron obtained was used for making iron hoes, spear heads, arrowheads and a variety of other tools.

The Baganda also manufactured bark-cloth, weaved and built canoes for use in Lake Victoria for fishing and for the navy that was used to conquer people living in the islands of Lake Victoria such as the people of Sese Island.

Some of the Baganda hunted animals such as buffaloes and antelopes for meat. They also gathered fruits and roots that they used as food. The Baganda conducted local trade which involved exchange of goods within themselves or with their immediate neighbours. For example trade in salt existed with people around Lake Victoria.

The Baganda engaged themselves in the long distance trade mainly in the 19^th century after the Arab and Swahili merchants from the coast penetrated into kingdom. This trade expanded rapidly during the era of Kabaka Mtesa I. Slaves and ivory were the main commodities the Arab and Swahili traders demanded. They in turn brought ammunitions, cloth, beads and swords that were demanded by the Baganda.

 

Political organisation of Buganda

Baganda is believed to have originally been a section of the Chwezi State. It is not known clearly whether it is Kintu or Kimera who established the early kingdom of Buganda.

What is clear is that Buganda was a centralised kingdom controlled by a ruler entitled Kabaka whose authority in those early days was limited by the power of the clan heads each entitled Bataka.

 

In the later years, the Kabakas assumed a lot of power because they played the following roles:

 

1. They acted as the chief political and religious leaders and heads of government.

 

1. They were considered as the supreme judges in the kingdom and also as the final court of appeal.

 

1. They were regarded as the sole defenders of Buganda and protectors of their subjects.
2. They commanded the army as well as all other juniors for instance, the Katikiros, the Saza chiefs and the Gombolora chiefs.

 

1. It was their responsibility to appoint or fire senior officials like the Katikiro and the Chief Justice.

 

1. They controlled trade to such an extent that they even taxed foreign traders.

 

The Kabaka was assisted to administer the kingdom by a Prime Minister entitled Katikiro.

In the Kabakas court, their existed the Chief Justice entitled Omulamuzi and the treasurer entitled Omuwanika, all appointed by the Kabaka. Together with the Katikiro, they formed the Kabakas advisory body.

There existed a legislature assembly called Lukiko, which acted like the modern day parliament. It discussed important issues affecting Buganda kingdom such as issues pertaining to external attacks, relations with foreigners, trade regulations and the ways to deal with the citizens.

The kingdom was split into counties each called Saza. Each county was headed by a Saza chief.

Counties were further split into sub-counties each entitled Gombolola. Each Gombolola was under the leadership of a Gombolola chief whose duty was to collect the taxes and remit to Kabaka as well to maintain law and order in his area of Jurisdiction.

Each Gombolola was further split into a small division called Miluka headed by Miluka chief.

Buganda had a strong standing army and navy. The army defended the kingdom while the navy controlled Buganda’s possessions in Lake Victoria such as Sese Island.

Leadership among the Baganda was hereditary (passed from father to son) at first but later the Kabaka could appoint a minor chief from the citizens who was royal to him.

The Kabaka strengthened the loyalty bestowed on him by all the people in the kingdom by marrying from all popular clans and accepting sons of popular people from various families to come and work in his court.

 

 

Shona

 

The Shona settled in central Africa south of River Zambezi in the present day Zimbabwe. It is believed that they migrated to the region from the Congo basin and they are related to the Kalanga.

 

Social organisation of the Shona

The Shona worshipped a god who was believed to be all-powerful. They called their god Mwari. The Shona had priest who presided over religious functions for instance during the time of offering sacrifices to the supreme being.

The priests also conducted rituals to appease their gods. The Rozwi clan provided the shona community with priests. Worship was conducted in shrines.

The shona believed in the existence of the ancestral spirits they referred to as clan spirit, Mhondoro, and the family spirits, Vadzimu. The spirits communicated through intermediaries referred to as Svikiro. The Shona communicated with the spirits through mediums.

They conducted a number of ceremonies and festivals. The shona were socially organised into families, several of which made a clan. The clan elders were highly respected. Polygamy was a very common practice among the Shona. It was common to find men with very many wives. This was one way of ensuring that the community had enough warriors and was provided with sufficient labour force.

 

The Economic Organisation of the Shona

The Shona grew a variety of subsistence crops such as beans, millets and vegetables. They also kept livestock such as cattle, sheep and goats, which provided them with milk and meat.

The Shona made iron tools such as spears, hoes and knives. They also weaved and made back cloth.

The Shona supplied the people of Sofala with gold. In return the Shona obtained cloth, glassware, and firearms obtained from the Portuguese.

 

The political Organisation of the Shona

An emperor who was the head of state and government controlled the Shona kingdom. When the emperor died, his son took over leadership. This implies that leadership among the Shona was hereditary.

 

The emperor administered the empire with the assistance of his immediate relatives and leading officials. These were queen’s mother, his principal wives, his sister, the head drummer, the chancellor, the supreme cook, the chief door keeper and the commander of his army.

The emperor was the overall military leader and for this reason he acted as the commander in chief of the standing army which not only defended the kingdom but also tried to conquer other neighbouring communities in order to expand it.

The Shona kingdom was divided into smaller divisions that were under the control of lesser kings who were answerable to the emperor.

The lesser kings ensured that trade was promoted. The emperor was the sole controller of the entire trade. The profit from trade maintained the army and also sustained the kingdom. Vassal states were made to pay tribute to the emperor.

The Shona priest played political roles in that they acted as the emperor’s spies. The priests also linked the people with the emperor. In so doing religion was used to create political unity among the Shona.

 

 

Asante (Ashanti)

 

The Asante is one of the Akan or Twi speaking peoples of the present day Ghana. The Asante kingdom is believed to have been established as a result of a number of states which united together and settled at a place called Asantemanso.

From Asantemanso they dispersed in clans and family groups to new settlements such as Bekwai, Tafo, Nsuta, Mampong, Amakom and Kwaman. Later in the 17^th century these settlements united under the leadership of the Oyoko clan.

All the Asante states were established surrounding modern Kumasi in an area referred to as Kwaman forest. By the middle of the 18^th century, the Asante had become a very large empire as a result of the efforts of Osei Tutu who introduced the golden stool, which became the symbol of Asante union. The Asante rulers were entitled Asantehene.

 

 

Factors that led to the rise and expansion of the Asante kingdom

 

We have already seen that the Asante kingdom rose from a number of clans and families who migrated and then settled together at Asantemanso. Those settlements later united into states.

 

The rise of the kingdom was therefore as a result of the unity of those states. The Asante emerged and expanded into a mighty kingdom because of the following reasons:

 

1. The area the Asante people settled had abundant rainfall which enabled them to grow crops and gather wild fruits to sustain the growing population.

 

2. Asantehehe Osei Tutu with an Akwamu priest, Okomfo Anokye cemented the Asante union when they introduced the golden stool as the symbol of Asante union.

 

3. The Asante obtained income for expanding the empire from the trade they conducted with the Europeans at the coast.

 

4. The Odwira Festival was organised which enabled the state rulers to gather together to pay allegiance to the Asantehehe.

 

5. The Asante kingdom was controlled by strong and able rulers like Osei Tutu, Opoku Ware and Osei Bonsu who engaged themselves on expansionist missions aimed at enlarging and strengthening the kingdom.

 

6. The fact that Asante kingdom was highly centralised enabled people to join in order to fight against a common enemy.

 

7. The neighbouring states such as Denkyira and Fante were weaker that the Asante kingdom. This gave the Asante the advantage of expanding its empire.

 

8. The Asante army was very strong and well organised. It was made up of soldiers from all the Asante states.

 

9. The Asante used modern weapons such as guns which they bought from the Europeans along the west African coast.

 

10. The Asante rulers obtained revenue from the tribute paid by conquered states. This enabled the Asantehene to maintain his army and his kingdom.

 

Social organisation of Asante

In the early beginning the Asante lived in separate clans and family groups. When the family and groups migrated from Asantemanso, they went to places where they lived in settlements. At first the settlements were not united but later they joined together into states.

An Akwamu priest named Okomfo Anokye together with Osei Tutu introduced the golden stool as a symbol of unity, which had religious symbolism. It united all the states not only politically but also socially.

The Asante introduced the national festival called Odwira that united the whole of Asante by making state rulers to be royal to the Asantehene. The Asante were polytheistic. They worshipped gods and goddesses. The Asantehene played both political and religious roles. He acted like a religious leader and presided over religious ceremonies.

The Asante people worshipped their gods through their ancestors. The ancestors acted as intermediaries between gods and the people. The Asante people sacrificed to their gods. They believed in life after death and in punishment of wrong doers and reward for those who did well.

By the first half of the 19^th century, the Asante had embraced Islam. The Asante Muslim converts therefore adopted Islamic culture and law (sharia). This became the beginning of the Islamic influence in Asante.

 

Economic organisation of Asante

The Asante lived in the forest region in the west of River Volta. The land they occupied received heavy rainfall which enabled them to grow crops such as vegetables, kolanuts and grains.

The Asante also kept few livestock. They hunted and gathered fruits and red kolanuts from Kwaman forest for sale. The Asante also participated in the local trade. They traded with the Ga and the people of Benin.

They exchanged commodities such as salt, cloth and fish. Later they traded with the Europeans who had settled along the West African coast in settlements such as Accra, Anomabo, Cape Coast, Winneba and Elmina. The Asante traders gave Europeans ivory, slaves, gold and colanuts in exchange for firearms, cloth and ironware.

The Asante mined gold in the Kwaman forest and practised iron working. They used iron to manufacture tools, bangles, hoes and arrowheads. They practised traditional crafts such as cloth making, basketry, pottery and sculpture making. The Asante hunted elephants to obtain ivory. They also gathered fruits and edible roots.

 

Political organisation of Asante

The Asante Empire was centralised and divided into three parts. The first part was the metropolitan or Nucleus State that consisted of the Kumasi State that was directly under the Asantehehe.

The second part was the Amatoo or the states within a radius of about 30 to 40 miles of modern Kumasi. These states were outside Kumasi and they recognised the Golden stool as the symbol of unity of the Asante. Some of them were Dwaben, Adansi, Bekwai, Nsuta, Mampon and Kokofu.

The third part was the conquered states or provincial Asante states that consisted of all the outer circle of states which had earlier been conquered and controlled by the Asante. Examples of them are Akwamu, Akyem, Twifu, Wassa, Denkyira, Sefwi, Akwapem, Assin, Gonja, Dagomba, Gyaman and Takyiman.

 

 

 

 

 

 

Gonja                      Dagomba

 

 

 

 

 

 

Takyiman

                                             Kumasi

                                                   Sefwi                                         Akwamu

                                                                           Denkyira

 

 

 

 

 

 

Asante Kingdom in the 19^th century

 

The Asante kingdom was ruled by kings entitled Asantehene. The Asantehene was the supreme ruler of the kingdom. He had direct control over Kumasi State. The Asantehene was the conmmander in – chief of the army. He presided over political and religious festivals and he acted as the final court of appeal because he was the supreme judge. Leadership among the Asante was hereditary.

The Asantehene ruled with the advice of the state rulers who formed the union of rulers. The conquered states were administered by their kings but they were regarded as the provinces of the Asante kingdom .A representative who was an appointee of the Asantehene was posted in each province where he acted as the eyes and ears of the Asantehene. He also levied taxes, supervised trade and mining of gold nuggets.

Each Asante State was under the rule of Omanhene who took the oath of allegiance to demonstrate loyalty to the Asantehene. The Omanhene represented the Asantehene in the provinces but they were required to pay tribute to the Asantehene and also to provide soldiers in times of conflicts.

The Asante states were all bound together by the golden stool which was the symbol of unity of the Asante. This stool was preserved in the capital, Kumasi. Every state ruler was presented with a symbolic black stool to signify unity of the provinces.

There was a national festival organised particularly for state rulers to pay allegiance to the Asantehene. This festival was known as Odwira festival.

The Asante had a strong standing army consisting of an infantry and a calvary wing. The Asante army was divided into four segments which included the left wing, the right wing the van and the rear. Every king of a state was given a position within the wings. This position was taken by the army he controlled in his state a thing which made him remain powerful.

At its peak, the Asante kingdom consisted of the area surrounding Kumasi which was directly under the Asantehene, the states outside Kumasi which were part of the original Asante union and lay about 90 kilometre radius of present day Kumasi and the vassal or conquered states.

 

The Asante government finally collapsed due to the following reasons:

 

1. Constant rebellions by the vassal states who wanted to reassert their independence.

 

1. The British supported the Fante to flight against the Asante.

 

• The kingdom had grown too large for the rulers to control effectively.

 

1. Asante strained relations with Fante and the British affected Asante trade and source of income.

 

1. There was weakness in the system of provincial administration because vassal states were not fully incorporated to the kingdom.

 

1. The Asante ruler, Osei Tutu was forced to grant independence to the southern states.

 

• Asantehene Prempe I was exiled.

 

Review Questions

 

1. Explain the roles of the following in the 19^th century:
2. i) Kabaka of Buganda
3. ii) Asantehene of Asante

 

2. Describe the political and social organisation of Buganda.

 

3. a) Explain the factors that led to the rise and growth of Asante

Empire.

1. b) Describe the political organisation of the Asante Kingdom up to the 19^th

 

4. Describe the Shona kingdom under the following headings:
5. Economic organisation
6. Political organisation
7. Social organisation

 

5. What factors contributed to the decline of the Asante Kingdom.

 

6. Identify the economic and social activities of the Asante in the 19^th

 

Students’ Activities

1. Draw maps to show the location of the Asante and Buganda kingdoms

 

2. Discuss in groups the factors which contributed to the rise and decline of the Asante and Buganda Kingdoms.

 

3. Compare the administration of Buganda kingdom with the administration of Asante Kingdom.

 

CHAPTER 6

 

 

Constitutions and constitution making

 

A constitution is a set of fundamental principals and laws established to govern and regulate the behaviour of citizens of a particular state as they relate to each other in their daily activities as well as regulating the conduct of the people who are entrusted with the responsibility of managing the affairs of the state.

 

A constitution therefore clarifies the duties and rights of the citizens as well as the duties, rights and responsibilities of the rulers.

 

The constitution regulates the powers of government by controlling the way it behaves as it manages the country’s affairs. The constitution also regulates the relationship between the government and the citizens of the state.

 

A country’s constitution has the following functions:

 

1. It clarifies the powers, duties and responsibilities of those in power (rulers) and their subjects.

 

2. It protects the rights and freedoms of all citizens.

 

3. It limits the powers of rulers who would attempt to oppress their subjects. It also limits the possibilities of the subjects to insurbodinate the rulers. This is done by limiting some of their rights and freedoms.

 

4. A constitution enables a country to follow a well defined cause by spelling out the powers of the government. This helps to control national instability.

 

5. A constitution defines and spells out the formal structure of government and the functions and powers of each state organ for example the powers of the regional government in relation to the central government and also the powers and duties of the executive, the legislature and the judiciary.

 

6. A constitution offers the legal framework from which the country’s laws are made.

 

7. A constitution also reflects the wishes of the people and their social, cultural, economic and political aspects.

 

Characteristics of a good constitution

 

1. A good constitution must define and spell out clearly the structure of government and the functions and powers of each level and arm of government.

 

1. The fundamental rights and duties of all citizens must be clearly spelt out and the way the rights will be guaranteed specified.

 

1. Roles and powers of specific rulers such as Presidents and Prime Ministers must be stipulated.

 

1. The separation of powers of the Judiciary, the Legislature and the Executive must be very clear to avoid conflicts of roles.

 

1. The composition, functions and powers of all laws to be enacted by parliament must be made clear.

 

 

Types of constitution

 

There are various kinds of constitutions in the world. Some of them are democratic constitutions, others are undemocratic constitutions. There are also unitary or federal constitutions. We also have two other types of constitutions. These are written constitutions and unwritten constitutions.

 

Written constitutions

A written constitution is the one in which the basic principles and laws are written down and are therefore available in a formal document. Examples of the countries with written constitutions are Kenya, USA and France.

 

The following are the characteristics of a written constitution:

 

1. It is written in an official volume that one can buy in order to study.

 

2. It is rigid and not easy to alter. Any amendment is made using a procedure that is usually slow and cumbersome.

 

3. A written constitution is usually simple, clear and consistent. A special body of experts is therefore given the responsibility of drafting it using a well formulated procedure.

 

4. It sets clearly the powers of the judiciary, the executive and the legislature in a particular state.

 

5. It spells out the fundamental rights and freedoms of the citizens. To ensure this is accomplished the draft constitution is taken to the legislature for approval.

 

6. In some written constitutions, rules are found in traditions. Some of them are based on conventions and customs of the people.

 

7. A written constitution is prepared in such a way that one can be able to compare the actions and day to day activities of the government with what is written and expected to be achieved and maintained.

 

Advantages of written constitution

 

The following are the advantages of a written constitution:

 

1. Once prepared, it is not easy to change or amend it so as to favour particular personalities in power.

 

1. It becomes easy for the literates to know the expectations of the government because they can buy the official copies and read themselves. This is because it is readily available for reference and use.

 

1. No individual can alter or manipulate any part of the written constitution. The legislative body is the one which has a right of making even a minor amendment or alteration.

 

1. The legislators and delegates are able to incorporate the traditions, conventions and customs of the citizens into a written constitution which is people driven and which recognises people’s ethnic groupings.

 

1. A well written and acceptable constitution can play the role of uniting all the people in a nation.

 

1. A written constitution provides a smooth procedure of handing over power after general elections, death of rulers or resignation. This is because it provides a clear guideline of what should be done if such a thing happens.

 

1. A written constitution enables a country to operate in favourable and orderly manner.

 

1. A written constitution spells out the fundamental rights of citizens very clearly therefore making them aware of their rights and also making them have a reference when their rights are infringed.

 

Disadvantages of written constitution

 

1. It is too rigid to be easily altered without a lot of consultation.

 

1. Amending a written constitution is slow and cumbersome.

 

• The language used to write the constitution volumes is difficult for people who have not learnt disciplines such as law. Yet it becomes difficult to simplify without altering the meaning and the stress.

 

1. If the constitution is not properly formulated, it can make various arms of the government to conflict.

 

1. For a good lasting written constitution, very qualified experts are required. These may not be available in some countries.

 

1. The constitution making process is costly and very involving if all the procedures are followed to the dot.

 

Unwritten constitution

 

An unwritten constitution is one which does not exist in a single formal official document. Britain is an example of a country with unwritten constitution. The sources of the British constitution are the Act of Parliament, British conventions, the Hansard, Legal publications by reputable authorities, decisions made by the British law courts from time to time and Royal prerogatives of the King or Queen to declare war or make treaties of peace.

 

Advantages of unwritten constitutions

 

1. It is easy to make amendments in order to cope with the prevailing situations.

 

2. It is not rigid. Therefore it can be altered without a lot of consultation.

 

3. This constitution is long lasting because it is native and therefore acceptable by the majority.

 

Disadvantages of unwritten constitution

 

 

1. Fundamental rights of citizens are not clearly spelt out in an unwritten constitution.

 

1. Unwritten constitution requires very qualified judges and lawyers of the law courts who are able to cope with the tedious work of referring to many constitutional documents e.g. statutes, historical documents and customs in order to make any judgement.

 

1. An unwritten constitution is not clearly expressed as compared to the written constitution.

 

 

The independence constitution

 

The first constitution in Kenya was established during the British colonial rule. This may be referred to as the colonial constitution. The colonial constitution discriminated against the Africans while it favoured the whites.

As the Africans continued to be aware of their rights they appealed to the colonial government to grant them their rights. Due to political pressure from the Africans, the colonial government unwillingly tried to change the constitution.

In 1960 and 1962, constitutional conferences were held in London. African representatives attended. The Lancaster House conference held in London in 1962 concluded the constitution for independent Kenya. The date for independence was also set. The constitution made is the one we are calling the independence constitution.

The conference was attended by representatives of the African political parties such as Kenya African National Union (KANU), Kenya African Democratic Union (KADU) and African People’s Party (APP). KANU and KADU differed in the structure of government they wanted.

 

KANU preferred a strong unitary constitution while KADU wanted a majimbo or Federal constitution. KADU was in favour of majimbo constitution because it feared that smaller communities would be dominated by large ones such as the Luo and the Kikuyu. KANU believed that a unitary government would protect the interests of the smaller communities.

The outcome of the 1962 conference was a federal form of constitution. This was followed by the formation of a coalition government between KANU and KADU.

 

Provisions of the independence constitution

 

The independence constitution provided a regional (majimbo) government. The country (Kenya) was therefore split into six regions each with its own regional government and assembly with full legislative powers.

There was a central government consisting of two chamber national assembly namely the senate and the House of Representatives. The central government was headed by a Prime Minister from the party with majority seats. Nairobi was the headquarters of the central government.

The Queen remained as the head of state. She was represented by the Governor General whose duties were to approve legislation, to ensure there was internal security, to deal with all foreign affairs and to give assent to bills to become laws.

The independent constitution recommended a multi-party system of government. The party with the majority was to form the government. It recommended a Bill of Rights whose role was to protect the fundamental interests of the individuals.

It also recommended formation of a Central Land Board for dealing with all issues concerning land and an independent public Service Commission for appointing, disciplining and firing civil servants.

The independence constitution recommended the setting up of an independent electoral commission for setting constitutional boundaries and conducting elections.

An electoral commission was established. It was made up of the speakers of both the House of Representatives and the Senate, nominated representatives of each region and a nominated representative of the Prime Minister.

 

The independence constitution provided an independent judiciary that showed complete impartiality when judging cases. No one was allowed to influence the decisions of judges and they enjoyed security of tenure.

Lastly, the independence constitution organised for the protection of the minority rights. This was mainly to ensure that the European and Asian minorities were protected and their properties were safeguarded.

 

 

The Kenya Constitution

Kenya is governed by a democratic constitution. A democratic constitution recognises and protects human rights for instance the right to acquire and own property, right to life and the rights safeguarding the individual’s freedom of expression, association, conscience, movement and assembly. It also recognises the freedom of worship, belief and opinion.

The Kenya constitution ensures that people have full and equal enjoyment of all rights and freedoms.

It also ensures that all people are equal before the law. An individual has right to equal protection and equal benefit of the law. He has the right to a fair trial. According to the Kenya constitution, no person may be required to perform forced labour or be held in slavery.

 

 

Constitutional making process

 

Constitution making can take place in a number of ways as follows:

1. Having it done by Parliament whereby at least 65% of all parliamentary members must vote for a change to the Kenya constitution.

 

1. Using a constitutional review commission. This commission may be set up by the President or by Parliament.

 

1. Having a constitutional conference attended by selected people from various interests in society. They then make a draft constitution that can if necessary pass through a referendum.

 

1. Having a national convention composed of representatives from all walks of life who identify and discuss important national issues in order to prepare a constitution.

 

Constitutions are therefore made through established procedures that are agreed upon by the majority. In Kenya the constitutional making process is as follows:

 

1. The general public is provided with civic education to enable them to take part in the constitution making process. To begin with, they are made to understand what a constitution is and why it is necessary in any state. They are then enlightened on the shortcomings of the current constitutions and also its strength.

People are then requested to give their views on various aspects of the constitution. A commission is set to visit all the constituencies in Kenya to listen and record the views of the public.

All the views obtained from the constituencies of Kenya are compiled together. The wishes of the majority are isolated and used to prepare a draft constitution which is forwarded for further discussion.

 

2. The recommendations are printed, published and circulated to the public. The commission once more visit the public to give their remarks. All the provinces are covered to ensure that the outcome reflects the will of the people.

 

3. A national constitutional conference is organised and attended by delegates from each district in Kenya. The commission then submits the recommendations which are largely the opinions of the public for further discussion and careful scrutiny.

Some of the recommendations may be rejected. Other recommendations are accepted while some are amended. The National Constitution conference members may reject some recommendations and replace them with their own.

 

4. Sometimes the National Constitutional Conference members are unable to reach a consensus concerning certain recommendations. If this happens the recommendations causing disagreement are referred back to the public to be resolved through a referendum which is organised by the Constitution of Kenya Review Commission. The referendum is conducted within two months.

 

5. After this is done the draft constitution is forwarded to the National Assembly by the Attorney General after receiving it from the Commission. The draft constitution is treated as a bill and then published for discussion. Once it is recommended by the Members of Parliament after passing through all the stages a bill undergoes before becoming law, it is finally presented to the President for assent.

 

6. Finally, the constitution is published in the Kenya Gazette and after this implementation begins.

 

 

Features of Kenya constitution

 

1. a) The constitution is democratic

Due to the wishes and ambitions of the people since Kenya attained independence, the country has developed a democratic constitution based on the principles of separation of powers between the Judiciary, the Legislature and the Executive. This is aimed at reducing conflicts between the three arms of government. The arms of government are therefore required to work independently without excessive interference from each other.

 

 

1. b) There is supremacy of the constitution and the rule of law

Kenya is established on the principles of the supremacy of the constitution and the rule of law. It is governed in accordance with the constitution that acts as the supreme law that binds all authorities and individuals throughout the country.

However, the rule of the law emphasises on handling all legal matters in accordance with the Kenyan laws. Every individual suspects is supposed to be given an opportunity for self-defence before a competent court of law after being arrested. The prosecution is supposed to prove the defendant guilty within a specific period and until the victim is proved guilty beyond reasonable doubt, he should be presumed innocent.

 

1. c) Recognition for and protection of individual human rights and freedom

The Kenya constitution accommodates this distinctive characteristic in order to preserve the dignity of individuals and communities, to promote the realisations of the potential of all the people and also to promote social justice. The rights and freedom of the individuals are contained in the Bill of Rights.

 

1. d) A government must have relationship with the constitution

It is unlawful to establish a system of government that is contrary to the constitution.

Constitutional amendments since independence

 

Kenya attained internal self-government on 1^st June 1963. The constitution which the country adopted in 1963 was the independence constitution.

 

1. a) In 1964, the independence (majimbo) constitution was abolished. Kenya became a republic with an executive President. The President was the head of state and government. The country adopted a republican constitution with a unitary system of government.

 

1. b) In 1966, the two houses of parliament, that is the senate and the House of Representatives were abolished and replaced with a single chamber National Assembly (Parliament).

 

1. In 1966, a member who resigned from the party that sponsored him or her was required to seek fresh mandate from the electorate on the ticket of the new party. Also a member who missed eight consecutive parliamentary sittings or who served a prison sentence of over six months would automatically lose his seat.

 

1. d) In 1966, for any constitutional amendment to be affected there had to be a ²/₃ majority of the members of Parliament.

 

1. e) In 1966, the Public Security Act stated that people could be detained on public interest without trial. For example, a citizen who was considered to be a danger to state security was detained without trial.

 

1. f) In 1966, it was declared that if the Presidency fell vacant, the Vice-President would take over and act as President for the remaining term of office. The President was given power to nominate 12 members of parliament.

 

1. g) In 1968, the President was empowered to make changes on the administrative boundaries. In this case, the Parliament lost control over the changing of administrative boundaries.

 

1. h) In 1968, voting age was lowered from 21 to 18 years. One could qualify to contest for Presidency at the age of 35 years. Before one could contest at the age of 40 years and above.

 

1. i) In 1968, the presidential election was to be done directly by the people who qualified to vote.

 

1. j) In 1968, If the presidency fell vacant, elections were to be held within 90 days. The Vice – President acted as President for a period not going beyond 90 days. The President was also given power to postpone elections when and if he or she found it necessary. He could also shorten the life of the Parliament.

 

1. k) In 1975, the President was empowered to pardon election offenders enabling them to contest in future elections.

 

1. l) In 1977, the Kenya Court of Appeal was established to replace the East African Court of Appeal.

 

1. m) In 1978, Public officers who wanted to contest during parliamentary elections had to resign six months before election time.

 

1. In 1982, Kenya was changed from a de-facto one-party state to a de jure one-party state. This was done through the constitutional amendments which brought about the ‘Section 2A’. KANU was to be the only legal political party.

 

1. In 1982, the security tenure of office of the Attorney General and Controller Audit General was established.

 

1. In 1982, The office of the Chief Secretary and Head of Civil Service was established.

 

1. In 1987, The post of Chief Secretary was abolished and replaced by the office of the secretary to the cabinet. This occurred because the office of the Chief Secretary was too powerful.

 

1. In 1987, The President was empowered to dismiss government officers such as the Attorney General and the Controller and Audit General at will.

 

1. In 1988, The President was empowered to dismiss the High Court judges and the chairman of the Public Service Commission at will.

 

1. In 1988, The Police department was empowered to hold suspected criminals for a maximum of 14 days before presenting them to a court of law for hearing and trial.

 

1. In 1990, The tenure of office of the Attorney General, The Chairman of the Public Service Commission and the Controller and Audit General were guaranteed.

 

1. In 1990, The Presidency was limited to 2 five-year terms. For one to qualify as President he or she had to win 25% of the votes cast in at least 5 provinces of Kenya.

 

1. In 1991, The section 2A of the constitution was repealed and Kenya became a multi-party state. The voting age was lowered from 21 years to 18 years.

 

1. In 1997, Political parties were given the mandate to appoint nominated members of parliament.

 

The Kenya electoral commission commissioners were increased while certain oppressive laws were either amended or repealed. Such laws were:

1. i) The public order act

 

1. The Chief’s Act

 

• The Preservation of Public Security Act

 

1. The Vagrancy Act

 

 

Review Questions

 

1. a) Define the term ‘constitution’.
2. b) Explain the advantages and disadvantages of a written constitution.

 

2. Outline the provisions of the independence constitution of Kenya.

 

3. Discuss the main constitutional amendments in Kenya since independence.

 

4. Identify the differences between written and unwritten constitution.

 

5. What are the main features of the Kenya constitution?

 

6. Give reasons why a constitution is necessary in any country.

 

Students’ Activities

 

1. Describe the stages in the constitution making in Kenya.

 

2. Discuss the factors that determine a country’s constitution.

 

3. Have a class debate on whether Kenya should have a Prime Minister with more powers than that of the President or not.

 

 

 

 

 

CHAPTER 7

 

 

Democracy and human rights

 

Democracy is a Greek term derived from the Greek words demos, which means people and Kratia signifies power or rule.

The word democracy may mean people’s rule. It may also imply a system of government where the people of a country take part in decision making through elected representatives. Abraham Lincoln defined democracy as ‘a government of the people, for the people and by the people.’

His definition is very popular and easy to comprehend. Any country with a true democratic system of government allows the people to enjoy the rights and freedoms such as rights to life, right to liberty and freedom of speech, freedom of political opinion and freedom of religion. It handles legal matters in accordance with the law. All people in the country are regarded as equal before the law irrespective of their status, race or religion.

In a democratic country, people’s opinions are taken very seriously because the government has to live to people’s expectations. A country which does not honour the opinions of the people (public opinion) becomes unpopular and it is disowned by the majority who later vote it out of power.

From the above explanation we may summarise the main features of democracy as below:

 

1. Democracy gives room for consent to various aspects. This is either done directly or through people’s representatives.

 

1. Democracy emphasises on equality of all the people. The government therefore tries to provide all the people with equal opportunities.

 

1. Democracy gives people freedom to organise and enjoy their rights.

 

 

Types of democracy

 

The two common types of democracy are:

 

1. Direct democracy

 

2. Indirect democracy

 

Direct democracy

A direct democracy is one which people in a country are allowed to participate directly in all decision making. It is sometimes called pure democracy. This kind of decision making was very common among the Bushmen of South Africa and the people of the Greek city states.

Unfortunately direct democracy cannot work in countries with large populations because all the people cannot be consulted before decisions are made. It therefore succeeds in countries or communities with very few people where the opinion of every person is considered to be very useful before final decisions on various issues are made. What is agreed upon by all is accepted by all of them without any question.

Direct democracy principles have been applied in Kenya in the attempt to allow people to exercise their democratic rights. Kenyans for example have been consulted to give their opinion concerning the constitutional review.

Incase some issues are not agreed upon by members of the constitutional conference, a referendum has to be used so as to act according to the will of the people.

 

Indirect democracy

 

This is sometimes referred to as representative democracy.

In this case, people do not participate directly in decision making. They normally use their representatives. The people by way of voting elect the representatives and they specifically express people’s feelings on public issues. Indirect democracy is practical in large modern states because there are huge in size and population.

The disadvantages of this method are that the people who are elected can easily ignore the people who elected them. They can also fail to consult the electorate in order to be able to air their views in the parliament.

 

There are two types of representative democracy. These are:

 

1. Parliamentary democracy
2. Presidential democracy

 

Parliamentary democracy

 

Here people cast votes to elect their representatives. Those who are elected choose one person to take leadership as Prime Minister.

The one who is chosen appoints the other ministers from among the members of parliament. Those appointed forms the cabinet. The Prime Minister can be forced to resign if the other legislators cast a vote of no confidence on him. If this is done, another Prime Minister is elected to form the government.

 

Presidential Democracy

Here the President and other members of Parliament are elected directly by the electorate. They then form a government that lasts for a specified period of time. In the Kenyan case, it is 5 years. Non of the two arms of the government, executive and legislature has full control over the other in this type of democracy. They only act as checks and balances therefore ensuring that non of them tries to overshadow the other.

 

Principles of democracy

 

Democratic principles are the moral professional standards that are necessary in a democracy.

They play the role of showing whether a country is democratic or not. The principles of democracy are found in the Bill of Rights that is the framework for the adoption of social, economic and cultural policies.

 

The principles of democracy are:

 

1. Rule of law

This implies that there must be equality before the law. All people in a country are subject to the same law. People must obey the law. Those who violate the established laws are prosecuted and punished if found guilty. The law should apply to all people equally without any discrimination on the basis of gender, race, ethnicity, religion, political affiliation, colour, disability, social status and other physical or social characteristics.

 

2. People’s participation in governance

In a democratic country, people should participate in the governing of their country. They should be involved in the decision-making processes.

A person can participate in government by getting involved in voting to elect the most responsible representative of the people in the country’s parliament. A person can also contest for a parliamentary or civic post.

One can be a member of a non-governmental organisation or association that is free to hold discussions on matters affecting the country e.g. Maendeleo ya Wanawake. Such an organisation can help to control the activities of the government inorder to prevent it from abusing its powers.

 

3. Economic liberty

Democratic governments allow their citizens to have freedom of action, choice and decision when dealing with issues pertaining to their economic status. This may be achieved through allowing privatisation of business partners, and market for selling one’s goods. All this gives individuals lawful authority to genuinely attain and control their own wealth.

 

4. Respect for and protection of human rights

Human rights should be respected and protected because they are essential aspects of democracy which promote the respect for human life and dignity. Human rights are recognised and protected to preserve the dignity of individuals and communities and to promote social justice and the realisation of the potential of all human beings.

 

5. Need to conduct free and fair elections

Elections should be held every time after an agreed period of time. In Kenya elections are held after every five years. Elections should not involve some unfair practices such as corruption, intimidation and rigging.

 

6. Respect of other people’s opinions

In a democratic country, the opinions of political opponents should never be dismissed.

The opinions of political opponents should help those in control to streamline or even adjust their actions.

 

7. Bill or Rights

Every democratic country should have a Bill of Rights, which contain the rights and freedoms of all the citizens and the limitations of these rights and freedoms.

 

8. Equal status of all people (citizens)

There should be no discrimination based on colour, race, gender, political position or ethnic group.

All people should be regarded as equal before the law and therefore be provided with equal opportunities and privileges.

 

9. Transparency and Accountability

Any country which claims to be democratic must operate in such a way that the citizens are aware of what the government is doing and what it is intending to do. There should be high degree of openness on the side of the government. The government should listen to and respect the views of its citizens and otherwise act accordingly.

Transparency and accountability may be achieved through constant meetings of the authorities with the people and through advertisements done through the mass media and print media.

 

10. Application of democratic principles such as liberty and social justice.

 

11. Separation of functions between the Executive, the Legislature and the Judiciary.

 

12. Provision of equal opportunities for all citizens without discrimination.

 

NB:   The process of building a democracy is referred to as democratisation. The agents of democratisation are interest groups, political parties, civil society, the mass media and state institutions such as Judiciary, Parliament, the civil service and other state sponsored bodies such as human rights commission and anti-corruption authorities

 

 

Human rights

 

Human rights can be defined as set of basic rules of justice to which each human being is entitled. They can also be defined as things that any individual is allowed to do or have by the law. One is legally allowed to do or have those things irrespective of race, religion, political opinion, creed, sex, language, place of origin, age, one’s tribe, colour or other local connections.

In Kenya, every person is guaranteed freedom of speech, religion, association and movement. He or she is also guaranteed the right to life, right to own property and right to personal liberty. Governments do not give these rights. They are the rights needed to live a human life.

As one enjoys these fundamental rights, he or she should follow the law. He or she should not interfere with other people’s rights or with the functioning of the government or the whole society’s enjoyment of rights. The rights of the individuals are contained in chapter five of the constitution. The functions of Human Rights are:

 

1. To safeguard the individual’s security, life and liberty.

 

2. To safeguard the individual’s freedom of conscience, movement, association and speech, etc.

 

3. To safeguard the individual’s private property and home.

 

4. Human rights empower people to air their own views independently without fear. People should have the freedom of expression.

 

5. They ensure that the weak and the poor are not oppressed by the rich and powerful.

 

6. The human rights fulfil the moral and spiritual requirements of individuals.

 

7. They limit conflicts between people therefore inculcating to people the need for unity.

 

8. The human rights guide the government on how to deal with its citizens so that the citizens can gain confidence with the government.

 

 

Features of human rights

 

The main features of human rights are:

 

1. Human rights affect all the people in the world. Every human being therefore has the right to enjoy these fundamental human rights.

 

1. There are limitations of human rights. This simply means that sometimes people abuse the human rights when they fail to honour the rights of others. Due to this, the law has put some limitations on some of the rights and freedoms of the individuals.

 

1. Human rights are interdependent in that sometimes you must be having a certain right in order to enjoy the other. You cannot enjoy the freedom of speech if you are denied the freedom of association because you will not get somebody to talk to. If you are living in a state of insecurity and your life is in danger then you cannot enjoy many other rights such as right to liberty, freedom of association and freedom of movement.

 

1. If the country is at war, certain provisions of the fundamental rights can be suspended. Examples of the provisions which can be suspended are:
2. i) The protection in respect to the rights to liberty

 

1. ii) Freedom of expression (speech)

 

• Freedom of movement

 

1. Right against forced search or entry.

 

1. Freedom of association

 

1. Anti-discrimination provision

 

 

Violation of human rights

 

In order to ensure that human rights are not violated, the government of Kenya set up a standing committee on human rights aimed at providing citizens with a way they can report abuses of human rights. The role of this committee is to receive complaints on human rights abuses from the public. It then makes reports and suggestions to the government on the action to be taken against those who violate the rights.  The Kenyan Human Rights Commission also draws attention to human rights abuses.

Other groups that observe and report issues on the abuse of human rights are religious groups, police, newspaper journalists, judges, educators, lawyers, trade unionists and the civil society organisations.

 

The Bill of Rights

 

The Bill of Rights is a statement of human or civil rights in a constitution. It explains and guarantees the rights of the individuals. It also clarifies the circumstances which may force the government to deny an individual his rights and freedoms.

The Bill of rights in the Kenya constitution is derived from the International Bill of Rights that is found in the International Covenant on Civil and Political Rights.

 

Some of the provisions of the International Bill of rights are:

 

1. It states clearly the right to self-determination. Here people are allowed to determine their political position and to continue with their socio-economic and cultural advancement.

 

1. There should be equal rights for both men and women as they enjoy civil and political rights.

 

1. All people have right to freedom of association.

 

1. No person shall be subjected to arbitrary interference of his family or privacy.

 

1. All people are equal before the law. Therefore no person is above the law and the law should apply to all people equally without any discrimination.

 

1. All people have a right to freedom of conscience and religion.

 

1. No person shall be subjected to inhuman treatment or torture.

 

1. All people have right to liberty.

 

1. All people living in a particular state lawfully have freedom of movement in that particular state.

 

1. Every person has the right to life that must be protected by law.

 

1. No person should be enslaved because all people have a right to freedom.

 

1. Every person has the right of being recognised every where in the world as a human being (person) before the law.

 

1. A couple has freedom to marry and start a family so long as they agree to do so.

 

1. Minority groups should never be denied their rights for instance religious rights and cultural rights.

 

1. Everyone has the right to take part in the public affairs of the state he belongs either directly or indirectly. So the right to vote and to be voted for is provided.

 

The Bill of Rights was included in the constitution of many democratic states that include Kenya. However the Bill of Rights in Kenya had a number of limitations in connection to the constitution in use from independent up to 2003. These are:

 

1. Some bills lost their power due to use of clauses or exceptions. For instance in the constitution there was the freedom of movement at the same time the parliament was empowered to make laws that could restrict that freedom.

 

2. The ways of making sure that the rights in the Bill of Rights were carried out were not clarified.

 

3. The Bill of Rights did not include or protect persons with disabilities against discrimination.

 

4. The provisions of suspending some of the rights contained in the Bill of Rights were generally very wide.

 

5. The marginalised communities were not very well protected because the Bill of Rights did not provide clear protection guidelines for such communities.

 

6. The Kenyan Bill of Rights did not mention the socio-economic and cultural rights as well as the rights to development and the rights to a clean environment.

 

7. Some sections of the laws allowed discrimination. For example section 91 of the constitution discriminated against women when it allowed the child of a Kenyan father married to a foreign woman to get citizenship automatically while the child of a Kenyan woman married to a foreigner could not be awarded citizenship automatically.

 

 

 

The UN charter on human rights

 

The United Nations Organisation (UNO) sometimes referred to as UN was established after the Second World War to promote international co-operation by encouraging the respect for human rights and freedoms.

The Charter of the UN was signed on 26^th June 1945 and came into force on 24^th October 1945. It provided the constitutional basis for establishing international peace and security.

The need to have international peace and security arose as a result of people’s concern due to the damages caused by the first world war and the second world war. During these two world wars, many people were killed and property worth millions of shillings destroyed.

To prevent such damages occurring again, the Universal Declaration of Human Rights was written.

The Declaration of Human Rights states that, “all human beings are born free and equal in dignity and rights”.

 

The General Assembly of the United Nations adopted this declaration. It declares:

 

1. i) Civil and political rights

 

1. Cultural rights

 

• Economic rights

 

1. Social rights

1.       Civil and political rights

The aliens are protected from expulsion. People are prevented from being forced to testify against themselves or confess their guilt. It also provides for a right to be compensated in case of misuse or error of justice. There is prohibition of racial or religious hatred and ban of wars. Lastly, protection of ethnic, religious or different language minorities is provided.

 

2. Cultural Rights, Economic Rights and Social Rights

The rights included here are the right to work, the right to education, the right to form trade unions, the right to strike, the right to participate in cultural life, the right to have an adequate standard of living, the right to social security, the right to fair and favourable conditions of work and the rights of minorities.

 

 

 

 

 

 

 

 

 

 

 

 

Kenyans enjoying the right to education

 

Some of the human rights contained in the Universal Declaration of Human Rights document

 

1. Nobody shall be subjected to arbitrary detention, arrest or exile.

 

2. Nobody should be enslaved.

 

3. All human beings are born free and equal.

 

4. All people have a right to life and liberty.

 

5. All people have a right to freedom of association and assembly.

 

6. Any person charged with an offence must be presumed innocent until proved guilty in a court of law.

 

7. Every person has a right to own property. No property should be taken away without proper compensation.

 

8. Every person is entitled with the right to a fair hearing by an impartial and independent court.

 

9. The right to freedom of movement within one’s country is provided.

 

10. Anybody has a right to seek refuge in another country for political reasons.
11. Anybody has a right to freedom of expression (speech).

 

12. Anybody has a right to belong to a particular nation. One can also change his nationality if he wants.

 

13. All people are equal before the law.

 

14. Anybody is allowed to marry another person and start a family irrespective of their nationality, religion, colour or race.

 

 

The Universal Declaration of Human Rights document is important because:

 

1. i) It provides an international standard by which governments can be judged on issues of human rights so that they can be accused of violating them and therefore be cut off internationally or certain sanctions put in place to punish them.

 

1. It encourages some countries to form regional blocs so as to be able to introduce and protect human rights.

 

The rights of the child

 

Children like any other human beings are entitled to certain rights that provide special protection to them. Children differ from adults in that they have limited capabilities. For this reason they require protection and support of adults.

The rights of children are contained in the United Nations Convention on the Rights of the Child.

The Children’s Act in Kenya was passed by Parliament in the year 2002. It contained a number of rights for children. Some of them are as below:

 

1. Right to life

Every child is entitled to the right to life. The parents and the government should therefore ensure that the children grow up without any obstacles that may affect their lives.

 

2. Right to education

Children have a right to be educated. The parents must therefore ensure that their children obtain basic primary education that is now free. The government is ensuring that successful primary school pupils acquire secondary school education by providing bursary funds to students from poor families.

 

3. Protection from exploitation

Children can easily be exploited as cheap labour. There should be regulations that protect children against exploitation. Children should not be forced to do any work that is likely to negatively affect them morally, physically and mentally.

 

4. Protection from discrimination

Children should be protected against various kinds of discrimination such as being discriminated on the bases of colour, race, religion, sex and many others.

 

5. Right to good medical care

Parents and the government should ensure that children are provided with medical care. For instance they can be vaccinated against certain diseases. Specialists for treating children should also be available.

 

6. Right to religious guidance

The parents should guide their children on how to practice their religion and also instruct them on religious matters.

 

 

7. Protection from sexual abuse

Children should be protected from rape and from being given money in exchange for sex by adults.

 

8. Right to basic requirements like food, shelter and clothing

Children have a right to be provided with food, shelter and clothing by their parents. In times of famine, the government should provide children with food if their parents are not able to do so.

 

9. Right to adoption

The government has put in place guidelines on the way adoption should be done.

 

10. Right to play

Children should be allowed to play. It is when they play that they make discoveries and also settle their minds. Playing also enables them to socialise with others.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Children socialising

 

 

Classification of human rights

 

Human rights may be categorised as follows:

 

1. i) Political and civil rights

 

1. Social and cultural rights

 

• Economic Rights

 

1. Development and group rights

 

Political and civil rights

Political and civil rights are generally referred to as “Civil rights” or “Fundamental rights, freedoms and protections”.

They enable individuals to follow their values and interests. They provide individuals with basic freedoms. Examples of civil rights are:

 

1. i) The right to life

 

1. The right to personal liberty

 

• Freedom of expression

 

1. Freedom of conscience

 

1. Freedom of association and assembly

 

1. Freedom of movement

 

• Freedom of discrimination

 

• Protection against slavery and forced labour

 

1. Protection from arbitrary search and entry

 

1. Right to the secure protection of law.

 

Social and cultural rights

They provide people with social freedom and basic needs such as education and health. They also provide people with the right to take part in cultural activities. They encourage fair treatment of all citizens and discourage inhuman treatment and interference with one’s body, premises or private life therefore ensuring security to the people. Examples of social and cultural rights are:

 

1. i) Right to education

 

1. Right to start a family or marry

 

• Right to health or medical care

 

1. Right to housing or good shelter

 

1. Right to good food

 

1. Right to good clothing

 

• Right to play and leisure

 

• Right to social security

 

1. Right to parental love

 

1. Right to association

 

1. Protection from discrimination, sexual abuse, drugs and disaster.

 

Economic rights

These provide people with economic freedom. They enable people to take part in the economic activities freely without harassment. Economic rights provide people with the right to own and use property and the chance to work and provide for their livelihood. They also provide people with the right to freedom from forced labour and slavery. Examples of economic rights are:

 

1. i) Right to form and become a trade union member

 

1. Right to own property

 

• Right to work and to fair judgement

 

1. Right to start and operate a business

 

1. Right to form and join a trade union

 

Developmental and group rights

These help people to have better life. One of the ways of having a better life is living in a clean environment which is free from all forms of pollution for instance excessive noise, excessive fumes and smoke, bad smell from rotting objects and contaminated water due to careless dumping of pollutants. Group rights represent a specific group of people. Examples of development and group rights are:

 

1. i) The right to culture

 

1. The right to clean environment

 

• The right to development

 

1. The right of persons with disabilities

 

1. The right of minorities

 

In conclusion, it is vital to note that the new government which took over leadership after 2002 immediately began addressing itself to the issue of discrimination against women and other minorities which is an important issue on human rights. For decades women and women’s groups have been disadvantaged yet they contribute greatly to the economy of the country.

There were also other groups that are marginalised on the basis of gender, disability, age, customs and traditions.

The new government responded positively after power was handed over by the previous regime by taking Affirmative action (measures to accelerate equality and reverse discrimination) which resulted to nomination of more women to parliament after the general election.

It is hoped that the government will continue to encourage fairness to both genders in the assignment of responsibilities and leadership roles as well as making opportunities available for the marginalised groups. By so doing, there will be fair sharing, distribution and allocation of jobs and resources for everyone’s benefit and also for the good of everyone in the country.

When this is achieved all Kenyans will begin thinking, talking, trying and acting to achieve all the goals set by the practical democratic leaders of our country.

 

Review Questions

1. a) Define the term ‘Democracy’.
2. b) Describe the two types of democracy below:
3. i) Direct Democracy
4. ii) Indirect or Representative Democracy

 

2. a) What are Human Rights?
3. b) Describe the UN Charter on Human Rights

 

3. Identify the Rights of the Child which are contained in the Children’s Act.

 

4. a) How can we classify Human Rights?
5. b) Identify the ways the government is adopting Affirmative Action to deal with the past discrimination.

 

5. What are the sources of Kenya’s Bill of Rights?

 

6. Discuss the following:
7. i) Presidential democracy
8. ii) Parliamentary democracy

Students’ Activities

1. Discuss the principles of democracy.

 

2. In groups identify various human rights abuses in Kenya.

 

3. Have a class debate whether it is right or wrong to compel all street children to join the National Youth Service.