Grade 10 History Teaching & Guide Notes-1-20

HISTORY & CITIZENSHIP – GRADE 10 – 0780802443 [email protected] www.doyenpublishers.com DOYEN PUBLISHERS SENIOR SCHOOL TEACHING & GUIDE NOTES.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 2 | P a g e First published 2026 All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed in any form or by any means electronic, photocopy, recording or otherwise without an express written permission of the publisher except for brief quotations and the use for learning purposes. Published and printed by Doyen Publishers.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 3 | P a g e Table of Contents NATIONAL GOALS OF EDUCATION IN KENYA .............................................................................................................. 8 LEARNING OUTCOMES FOR SENIOR SCHOOL ........................................................................................................... 10 ESSENCE STATEMENT .................................................................................................................................................... 11 SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................... 12 1. THEMES IN KENYAN HISTORY AND CITIZENSHIP ..................................................................................................... 13 1.1. INTRODUCTION TO HISTORY AND CITIZENSHIP .............................................................................................. 13 1.2. Meaning of History and Citizenship ................................................................................................................. 13 1.3. Branches of History and Citizenship ............................................................................................................... 13 1.4. Sources of information on History and Citizenship in Kenya .................................................................... 14 1.5. Impact of historical information on modern History and Citizenship ..................................................... 14 1.6. Importance of studying History and Citizenship .......................................................................................... 15 1.7. LINGUISTIC GROUPS IN KENYA ........................................................................................................................... 16 1.8. The linguistic groups of Kenya .......................................................................................................................... 16 1.9. Causes of migration, settlement and expansion of linguistic groups into Kenya ................................. 17 1.10. Positive effects of migration, settlement and expansion of linguistic groups into Kenya .............. 18 1.11. Negative effects of migration, settlement and expansion of linguistic groups into Kenya ............. 18 1.12. Migration routes and settlement areas of linguistic groups .................................................................... 18 1.13. Migration routes and settlement areas of Bantus in Kenya .................................................................... 19 1.14. Migration routes and settlement areas of Nilotes in Kenya .................................................................... 20 1.15. Migration routes and settlement areas of Cushites in Kenya ................................................................. 21 1.16. Diverse communities in the promotion of socio-economic and political interactions in Kenya .... 21 1.17. Diversity of communities in Kenya ................................................................................................................ 22 1.18. ESTABLISHMENT OF COLONIAL RULE ............................................................................................................. 22 1.19. Reasons for the establishment of colonial rule .......................................................................................... 23 1.20. Methods used by the British to establish colonial rule ............................................................................ 24 1.21. Process of establishment of colonial rule in Kenya .................................................................................. 24 1.22. Influence of the colonial system of administration on contemporary forms of government ......... 25 1.23. Promoting sustainable self-rule in Kenya .................................................................................................... 26 1.24. PUBLIC PARTICIPATION ...................................................................................................................................... 27 1.25. Levels of public participation in Kenya ........................................................................................................ 27 1.26. Role of public participation in promoting constitutional principles ..................................................... 28 1.27. Issues that affect effective public participation and their solutions .................................................... 29 1.28. Supporting public participation in the society ........................................................................................... 29 1.29. POLITICAL DEVELOPMENTS AND CHALLENGES SINCE INDEPENDENCE ................................................... 30.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 4 | P a g e 1.30. Major constitutional developments in Kenya ............................................................................................. 30 1.31. Major political developments in Kenya ........................................................................................................ 31 1.32. Major political challenges in Kenya since independence ........................................................................ 31 1.33. Possible solutions to major political challenges ......................................................................................... 32 1.34. Major constitutional challenges in Kenya since independence ............................................................. 32 1.34. Possible solutions to major constitutional challenges .............................................................................. 33 1.36. Activities that promote peaceful political environments in Kenya ...................................................... 33 1.37. Peaceful coexistence for harmonious living ............................................................................................... 33 1.38. ELECTIONS IN KENYA ......................................................................................................................................... 34 1.39. Introduction to elections in Kenya ................................................................................................................ 34 1.40. Guidelines governing elections in Kenya ..................................................................................................... 34 1.41. The Independent Electoral and Boundaries Commission (IEBC)............................................................. 35 1.42. Electoral process in Kenya before voting .................................................................................................... 35 1.43. Electoral process in Kenya during voting .................................................................................................... 36 1.44. Electoral process in Kenya after voting ....................................................................................................... 36 1.45. Measures by the IEBC to prevent election malpractices .......................................................................... 36 1.46. How citizens can promote free and fair elections .................................................................................... 37 1.47. NATIONAL INTEGRATION ................................................................................................................................... 37 1.48. Importance of national integration in Kenya .............................................................................................. 37 1.49. Components of national integration ............................................................................................................. 38 1.50. Factors that promote national integration .................................................................................................. 38 1.51. Factors that limit national integration ......................................................................................................... 39 1.52. Ways of enhancing national integration in Kenya ..................................................................................... 39 2. THEMES IN AFRICAN HISTORY AND CITIZENSHIP .................................................................................................... 41 2.1. HUMAN DEVELOPMENTS IN AFRICA .................................................................................................................. 41 2.2. Factors that led to the transition from a migratory to a sedentary lifestyle ........................................ 41 2.3. Advancements that took place during the Neolithic revolution .............................................................. 41 2.4. Contributions of the Neolithic Revolution to modern society .................................................................. 42 2.5. Characteristics of pastoralism in reference to selected communities in Africa ................................... 42 2.6. Challenges facing contemporary pastoralism and their possible solutions ........................................... 43 2.7. AFRICAN CIVILISATION UPTO 19TH CENTURY .................................................................................................. 43 2.8. Development of early civilizations in Africa ................................................................................................. 44 2.9. Development of the Wanga Kingdom .............................................................................................................. 44 2.10. Factors that led to the development of Wanga Kingdom ......................................................................... 44 2.11. Development of the Aksum Empire ............................................................................................................... 45 2.12. Factors that led to the development of the Aksum Empire .................................................................... 45.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 5 | P a g e 2.13. Development of the Kingdom of Rwanda ..................................................................................................... 45 2.14. Factors that led to the development of the Kingdom of Rwanda .......................................................... 46 2.15. Significance of ancient civilisations to modern society ........................................................................... 46 2.16. Practices from early civilisation that are applied in the modern society ........................................... 47 2.17. COLONISATION OF AFRICA ............................................................................................................................... 47 2.18. The Berlin Conference of 1884–1885 on the partitioning of Africa ...................................................... 48 2.19. Significance of the Berlin Conference in relation to the scramble for and partition of Africa ...... 49 2.20. Reasons that influenced the colonization of Africa .................................................................................. 49 2.21. African countries and their colonial masters .............................................................................................. 50 2.22. Key players in the colonisation of Africa ..................................................................................................... 52 2.23. End of colonisation in Africa ........................................................................................................................... 53 2.24. Negative effects of colonisation on Africa ................................................................................................... 53 2.25. Positive effects of colonisation on Africa .................................................................................................... 54 2.26. MODERN NATIONALISM IN AFRICA .................................................................................................................. 54 2.27. Factors that have influenced modern nationalism in Africa ................................................................... 55 2.28. African leaders who contributed to the rise of modern nationalism ................................................... 55 2.29. Lessons learnt from African leaders who contributed to the rise of modern nationalism .............. 56 2.30. Practices adopted by African nations to strengthen modern nationalism........................................... 57 2.31. GLOBAL WARS ..................................................................................................................................................... 57 2.32. Global wars that affect Africa ......................................................................................................................... 57 2.33. Effects of global wars on Africa ...................................................................................................................... 58 2.34. Political, social and economic effects of global wars on Africa ............................................................. 59 2.35. Lessons learnt from global wars..................................................................................................................... 60 2.36. Strategies adopted by the United Nations to safeguard Africa from impact of global wars ........... 61 2.37. Strategies adopted by the African Union to safeguard Africa from impact of global wars .............. 61 2.38. World free of war to attain sustainable peace ........................................................................................... 61 3. THEMES IN WORLD HISTORY AND CITIZENSHIP ...................................................................................................... 63 3.1. THE AMERICAN REVOLUTION (1776) ................................................................................................................ 63 3.2. Enlightenment ideas of selected thinkers ..................................................................................................... 63 3.3. How enlightenment of ideas of selected thinkers led to the American Revolution ............................ 64 3.4. Factors that led to the American Revolution ................................................................................................ 64 3.5. Impact of the American Revolution on the USA and other parts of the world ..................................... 65 3.6. Lessons learnt from the American Revolution .............................................................................................. 66 3.7. INTERNATIONAL ORGANISATIONS ...................................................................................................................... 66 3.8. Categories of international organisations ...................................................................................................... 66 3.9. Importance of different categories of international organisations ......................................................... 67.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 6 | P a g e 3.10. The Commonwealth .......................................................................................................................................... 68 3.11. Factors that strengthen ties among commonwealth countries .............................................................. 68 3.12. Opportunities facing Commonwealth nations ............................................................................................. 69 3.13. Challenges facing Commonwealth nations .................................................................................................. 69 3.14. MODERN SLAVERY AND SERVITUDE ................................................................................................................. 70 3.15. Forms of slavery and servitude ...................................................................................................................... 70 3.16. Factors that lead to slavery and servitude in the modern world .......................................................... 70 3.17. Ways governments and civil society work together to end slavery and servitude ........................... 71 3.18. Abolitionists movement since 18th century ................................................................................................. 71 3.19. Roles of abolitionist movements since the 18th century ........................................................................ 72 3.20. The need for freeing the world from slavery and servitude .................................................................. 73 3.21. GLOBAL GOVERNANCE ...................................................................................................................................... 73 3.22. Guiding principles of global governance for a sustainable society ....................................................... 73 3.23. Importance of global governance in addressing transnational challenges .......................................... 74 3.24. Key areas in global governance that promote stable global trends ...................................................... 74 3.25. Key organisations that play a role in global governance ......................................................................... 75 3.26. International organisations that play key roles in global governance .................................................. 76 3.27. Emerging issues and possible opportunities in global governance ........................................................ 76 3.28. Ways of promoting global governance .......................................................................................................... 77 3.29. THE FIRST GENERATION OF THE INDUSTRIAL REVOLUTION (1760s to 1840s) ..................................... 78 3.30. Industrial revolution in the United States of America .............................................................................. 78 3.31. Industrial revolution in Britain ....................................................................................................................... 78 3.32. Factors that led to Industrial Revolution in Britain .................................................................................. 79 3.33. Factors that led to Industrial Revolution in the United States of America ......................................... 79 3.34. Early inventions and machines during the first phase of Industrial Revolution ................................ 80 3.35. Social effects of the first phase of the Industrial Revolution on Africa ............................................... 80 3.36. Economic effects of the first phase of the Industrial Revolution on Africa ........................................ 81 3.37. Political effects of the first phase of the Industrial Revolution on Africa ........................................... 81 3.38. Measures taken to address the impact of the Industrial Revolution on Africa................................... 81 4. THEMES IN CONTEMPORARY HISTORY AND CITIZENSHIP ..................................................................................... 83 4.1. PEACE AND CONFLICT TRANSFORMATIONS IN KENYA .................................................................................. 83 4.2. National activities that promote peace in Kenya ........................................................................................ 83 4.3. Ways the 2010 Constitution prevents conflicts in Kenya .......................................................................... 83 4.4. Incidents where the constitution has been applied to foster peace and curb conflicts .................... 84 4.5. How we can uphold peace and curb conflicts in Kenya ............................................................................. 85 4.6. DIGITAL CITIZENSHIP TECHNOLOGY ................................................................................................................. 85.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 7 | P a g e 4.7. Historical milestones in the history of communication and technology ................................................ 85 4.8. Factors that led to the evolution of communication and technology ..................................................... 86 4.9. Impacts of evolution of communication and technology on developed and developing countries . 87 4.10. Challenges that faced the evolution of communication and technology ............................................. 87 4.11. Solutions to challenges that faced the evolution of communication and technology ...................... 88 4.12. EQUITY AND NON-DISCRIMINATION................................................................................................................. 88 4.13. Factors that promote equity and non-discrimination in society ........................................................... 89 4.14. Historical injustices in the society ................................................................................................................ 89 4.15. Measures that promote equity and non-discrimination in the society ................................................ 90.

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 8 | P a g e NATIONAL GOALS OF EDUCATION IN KENYA Education in Kenya should: 1. Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation. 2. Promote the social, economic, technological and industrial needs for national development. Education should prepare the youth of the country to play an effective and productive role in the life of the nation. a) Social Needs Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change. b) Economic Needs Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce. c) Technological and Industrial Needs Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends. 3. Promote individual development and self-fulfillment Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. 4. Promote sound moral and religious values. Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens. 5. Promote social equality and responsibility. Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 9 | P a g e 6. Promote respect for and development of Kenya’s rich and varied cultures. Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society. 7. Promote international consciousness and foster positive attitudes towards other nations. Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails. 8. Promote positive attitudes towards good health and environmental protection. Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment. «Extracted from the KICD Curriculum Designs».

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 10 | P a g e LEARNING OUTCOMES FOR SENIOR SCHOOL By end of Senior School, the learner should be able to: 1. Communicate effectively and utilise information and communication technology across varied contexts. Learners should be able to express themselves clearly (both in speech and writing) and confidently use ICT tools (such as computers, mobile apps and the internet) in different areas of life including learning, work and social situations. 2. Apply mathematical, logical and critical thinking skills for problem solving. Learners should be capable of thinking critically, reasoning logically and using mathematical knowledge and skills to solve everyday challenges and make informed decisions. 3. Apply basic research and scientific skills to manipulate the environment and solve problems. Learners should be able to carry out simple investigations, gather and analyze data and apply scientific understanding to improve their environment and address practical problems. 4. Exploit individual talents for leisure, self-fulfillment, career growth, further education and training. Learners are encouraged to discover and develop their personal talents or interests and use them for enjoyment, personal growth, career development or lifelong learning. 5. Uphold national, moral and religious values and apply them in day-to-day life. Learners should demonstrate respect for their country, moral integrity and religious values by practicing them consistently in daily life. 6. Apply and promote health care strategies in day-to-day life. Learners should be aware of and practice habits that support physical, mental and emotional health, while also promoting these strategies within their communities. 7. Protect, preserve and improve the environment for sustainability. Learners should take responsibility for caring for the environment by conserving natural resources, reducing waste and supporting sustainable practices. 8. Demonstrate active local and global citizenship for harmonious co-existence. Learners should participate in community and global activities with responsibility and respect, promoting peaceful and respectful relationships among diverse groups. 9. Demonstrate appreciation of diversity in people and cultures. Learners should recognize, respect and celebrate differences among people, including culture, language, religion, gender and ethnicity. 10. Manage pertinent and contemporary issues responsibly. Learners should be able to identify and respond thoughtfully to current issues (such as climate change, digital safety, substance abuse or unemployment), contributing positively to society..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 11 | P a g e ESSENCE STATEMENT The History and Citizenship curriculum in Senior School is designed to help learners understand the world by building on four broad thematic strands. It emphasizes social justice, governance, civic responsibility and the evolution of societal norms. Through the study of historical events, learners develop the ability to analyse human behaviour and understand the consequences of past decisions. This approach sharpens critical thinking skills and enables learners to interpret contemporary issues with insight, depth and empathy. Citizenship education complements history by encouraging learners to become active, informed and responsible members of society. It teaches them about their rights and responsibilities, instilling a strong sense of civic duty. Learners develop skills in dialogue, collaboration and ethical decision- making, equipping them for meaningful participation in democratic life. This empowers learners not only to understand society but also to contribute positively to its growth and development. By exploring past struggles for justice and equality, learners encounter role models and lessons that promote civic advocacy. Historical examples such as the abolition of slavery and the civil rights movement, demonstrate how individuals and communities can drive social change. These narratives inspire learners to stand against modern injustices and champion fairness and equity, showing that history is a powerful tool for empowerment and ethical action. The integration of History and Citizenship enables learners to connect the past with the present, fostering empathy, resilience and responsible citizenship. Assessments support this learning by focusing on both academic growth and social-emotional development. Ultimately, learners are prepared to face contemporary challenges with knowledge, purpose and a strong commitment to contributing positively to society. Furthermore, History and Citizenship cultivate informed global citizens. By understanding local, national and international historical contexts, learners gain the perspective needed to appreciate diversity, resolve conflicts peacefully and engage in constructive civic leadership. This equips them to actively participate in shaping inclusive, just and sustainable communities both now and in the future..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 12 | P a g e SUBJECT GENERAL LEARNING OUTCOMES By the end of Senior School, the learner should be able to: 1. Demonstrate a comprehensive understanding of key themes in Kenyan history and citizenship. Learners should explain major events and processes in Kenyan history to understand citizenship and national identity. 2. Explore Kenya's position in regional and global contexts, recognizing its contributions to peace- building, governance and international cooperation. Learners should understand Kenya’s role in regional and global affairs and its contributions to international cooperation. 3. Demonstrate a deep understanding of the diverse African Civilizations, their cultural contributions and the historical processes of colonization, independence and post-colonial transformation. Learners should appreciate African civilizations and understand the historical processes that shaped contemporary Africa. 4. Critically analyse the social, political and economic changes in African societies, recognizing the lasting impact of colonialism and the ongoing efforts towards African unity, development and self- determination. Learners should evaluate how historical events have influenced African societies and efforts towards unity and development. 5. Examine the role of African citizens in promoting good governance, peace-building and sustainable development, both at national and regional levels. Learners should understand how citizens contribute to governance, peace, and development in Africa. 6. Analyse significant global events, such as revolutions, wars, and the rise of empires, and assess their impact on shaping modern societies, international relations, and world systems. Learners should evaluate the impact of major global events on modern societies and international relations. 7. Examine key global movements and institutions that promote equality, democracy, and peace, and understand the roles of individuals and nations in addressing contemporary global challenges such as poverty, climate change and conflict resolution. Learners should understand the influence of global movements and institutions and the role of individuals in solving global challenges. 8. Conduct research and analyse the major political, social and technological transformations of the contemporary world. Learners should develop research skills to analyse political, social and technological changes in the contemporary world. 9. Explore the impact of globalization, the rise of digital technologies and the evolution of global economies, while understanding the role of contemporary social movements in advocating for human rights, equality and environmental sustainability. Learners should evaluate the effects of globalization, technology, and social movements on societies and sustainability. 10. Exhibit an understanding of the responsibilities of citizenship in the modern world. Learners should demonstrate knowledge of civic duties and their importance in society. 11. Recognise the role of individuals in democratic processes, social justice advocacy and global governance and actively engage in discussions on how to promote civic participation, social equity and peace in their communities and the wider world. Learners should identify ways individuals can promote democracy, social equity, and peace locally and globally..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 13 | P a g e 1. THEMES IN KENYAN HISTORY AND CITIZENSHIP 1.1. INTRODUCTION TO HISTORY AND CITIZENSHIP 1.2. Meaning of History and Citizenship - The word History originates from the Greek term Historia, meaning to investigate, search or seek the truth and present the findings. - History can therefore be defined as the study of human past events and how they relate to the present and the future. - Citizenship refers to having a sense of belonging to one’s country. It promotes awareness of rights and responsibilities and encourages participation in leadership and governance. - History is divided into two main periods, namely pre-history and history. Pre-history refers to the time before the invention of writing, while history focuses on the study of past events based on written records. - History and Citizenship provide learners with knowledge of historical events and movements that shape the rights and duties of citizens. - History helps learners understand past struggles, achievements and decisions. Citizenship promotes active involvement in social issues and develops a sense of civic duty among learners. 1.3. Branches of History and Citizenship 1. History a) Social – Traditional customs and practices have influenced modern social systems. Customary laws contributed to the development of present-day court systems. The traditional division of labour is reflected in modern employment structures. In the past, people worshipped in sacred places such as caves and trees. Today, worship takes place in churches, mosques and temples among other sacred sites. Some communities in Kenya continue to practise age-set and clan systems. b) Political – The traditional use of warriors for protection laid the foundation for modern national security organs. Early decentralized and centralized systems of governance influenced modern governments led by presidents, governors and prime ministers among other leaders. Pre-colonial and colonial leadership experiences contributed to the rise of anti- colonial movements and the struggle for independence. The traditional role of councils of elders is reflected in participatory and representative democracy in modern society. c) Economic – In the past, communities practised subsistence farming. This influenced the continued practice of both subsistence and cash crop farming today. Barter trade led to the development of modern currency-based trade. The reliance on human labour has reduced due to the use of machines introduced during the Industrial Revolution. 2. Citizenship a) Social – Traditionally, citizenship involved caring for others and respecting cultural traditions. In modern society, it involves following established rules and engaging in activities that promote concern for others. b) Political – In the past, citizens participated in decision-making through councils of elders. Today, citizenship includes participation in democratic elections..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 14 | P a g e c) Economic – Citizenship involved contributing to community activities such as farming and trade. These practices continue in modern society. d) Legal – Traditionally, citizenship required obedience to customary laws and acceptance of decisions made by traditional leaders. Today, it also involves obeying laws and decisions made by modern leaders. e) Environmental – Citizenship required the protection of natural resources through responsible and sustainable use. This principle remains important in contemporary society. 1.4. Sources of information on History and Citizenship in Kenya 1. History • Primary sources (unwritten) of information provide first-hand evidence or eyewitness accounts of human past activities. They include oral traditions, geology, genetics, palaeontology, linguistics and anthropology among others. • Secondary sources (written) of information are obtained from individuals who did not directly witness the events. They include books, newspapers and articles, encyclopedias and dictionaries among others. • Tertiary sources (electronic) of information organise and summarise primary and secondary sources. They include databases, microfilms and videos. 2. Citizenship • Legal and governmental documents include the constitution, government reports, Hansard, court rulings and national census among others. • International declarations and treaties include human rights declarations, diplomatic agreements and peace agreements among others. • Media sources include public debates, blogs on political issues and websites on civic responsibilities. 1.5. Impact of historical information on modern History and Citizenship 1. Citizens now elect leaders to various positions such as the presidency, unlike in the past when leadership was hereditary, matrilineal or patrilineal. 2. Citizenship today emphasizes human rights and equality, unlike in the past when rights were limited by age, gender or social status. 3. Communities have moved from the exchange of goods for goods to the use of currency and digital forms of money such as cryptocurrency. 4. Countries have developed complex trade routes that connect different nations and continents. 5. Environmental conservation is guided by formal policies and laws, unlike earlier practices that relied mainly on cultural beliefs and taboos. 6. Formal education systems have replaced informal traditional training that was mainly conducted through apprenticeship and oral instruction. 7. Healthcare services are now provided in hospitals and clinics, replacing traditional healing methods that relied on herbs and spiritual practices. 8. In the past, specific communities were identified by particular modes of dressing. Today, people freely wear clothing from different communities..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 15 | P a g e 9. Kenya has established trained military forces responsible for national security instead of relying on warriors and standing armies for protection. 10. Kenya’s administration is organised into national and county governments rather than being ruled by councils of elders, chiefs or kings. 11. Modern communication methods such as mobile phones and the internet have replaced traditional messengers and oral communication. 12. Modern farmers use machines like tractors and seed planters instead of wooden tools and ox- driven ploughs. 13. Modern transport systems such as roads, railways and air travel have replaced footpaths, animal transport and simple water routes. 14. Written laws and constitutions now guide governance and citizenship, unlike the past when customary laws were the main form of regulation. 1.6. Importance of studying History and Citizenship • Citizenship education promotes knowledge of rights and responsibilities, encouraging active participation in governance and social development. • History and Citizenship nurture a sense of national identity and patriotism, helping learners understand their heritage and responsibilities as citizens. • History enables us to explain why people settled near rivers and in areas with fertile soils. • History fosters appreciation of cultural diversity by teaching about traditions, customs and practices of different communities. • It aids in understanding economic development, trade patterns and technological innovations that have shaped modern society. • It assists in tracing the development of medicine from traditional healing practices to modern hospitals. It also helps explain how human bodies are preserved. • It develops critical thinking skills by analyzing past events, understanding causes and effects and evaluating decisions. • It enables learners to understand early forms of writing such as hieroglyphics and how they influenced modern writing systems. • It encourages environmental awareness by showing how societies have managed natural resources over time and the importance of sustainable practices. • It enhances global awareness by studying interactions between different nations and civilizations throughout history. • It helps learners understand how early societies used the stars to develop calendars, navigate seas and identify seasons. • It helps learners understand the origins of laws, governance systems and political institutions, and how they have evolved over time. • It inspires leadership and ethical decision-making by examining the achievements and failures of past leaders and communities. • It provides insight into past conflicts and resolutions, helping societies avoid repeating past mistakes..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 16 | P a g e 1.7. LINGUISTIC GROUPS IN KENYA - Linguistic group refers to a community of people who share a common language, a shared historical origin and often similar cultural practices. - Over time, people from various regions have migrated for different reasons. - Kenya is home to more than forty-two communities, each belonging to distinct linguistic groups. 1.8. The linguistic groups of Kenya - Kenya is home to diverse communities that speak different languages and have unique cultural traditions. - These communities are grouped linguistically, historically and culturally. - Understanding these groups helps explain settlement patterns, social organisation and cultural practices in the country. - They are listed below 1. Bantus – This group is divided into Western Bantus and Eastern Bantus. a) Western Bantus include the Abaluhya, Abagusii, Abakuria and Abasuba. The Abaluhya are further divided into sub-tribes such as Bukusu, Isukha, Idakho, Bawanga, Maragoli, Tiriki and Kabras among others. These communities are mainly found in the western and Nyanza regions of Kenya and are known for their farming and fishing activities. b) Eastern Bantus are further classified into: i. Highland Bantus – Akamba, Agikuyu, Ameru, Aembu and Mbeere. The Ameru are subdivided into Tigania, Imenti, Igembe, Igoji, Chuka, Tharaka, Muthambi and Mwimbi. Highland Bantu communities are mainly agriculturalists and are concentrated in central and eastern Kenya. ii. Coastal Bantus – Taita, Pokomo and Mijikenda. The Mijikenda comprise sub-groups such as Kauma, Giriama, Jibana, Kambe, Ribe, Duruma, Digo, Chonyi and Rabai. These communities are mainly located along the coastal region and are known for fishing, trade and unique cultural practices such as the sacred Kaya forests. 2. Nilotes – This group is divided into three categories: a) Highland Nilotes – Tugen, Sabaot, Nandi, Kipsigis, Marakwet, Pokot and Keiyo. These communities traditionally practised mixed farming and cattle keeping and are found in the Rift Valley highlands. b) Plains Nilotes – Maasai, Iteso, Samburu, Turkana and Njemps. They are predominantly pastoralists and inhabit arid and semi-arid regions of Kenya. c) River-Lake Nilotes – The Luo. Luo communities are mainly found near Lake Victoria and rely on fishing, farming and trade. 3. Cushitic Speakers – Examples include: a) Eastern Cushites – Somali, Borana, Rendille, Gabbra, Oromo and Burji. These communities are largely pastoralists and are concentrated in northern and northeastern Kenya. b) Southern Cushites – Sanye or Dahalo. These are smaller groups, often forest dwellers, with distinct languages and cultural practices. Note: The Maasai and Samburu are also referred to as Maa speakers..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 17 | P a g e 4. Other groups in Kenya a) Racial communities such as Europeans, Americans, Arabs, Jews, Nubians and Asians. These groups have contributed to Kenya’s cultural diversity, trade, education and modern institutions. b) Communities such as Makonde and Shona, who migrated to Kenya and settled in specific areas. c) Hybrid communities such as the Swahili, who emerged along the coastal areas through interaction between Bantu, Arab and Persian traders. The Swahili culture is known for its unique language, architecture and maritime trade. 1.9. Causes of migration, settlement and expansion of linguistic groups into Kenya - The movement and settlement of communities in Kenya were influenced by a combination of historical, social, economic and environmental factors. • Many communities migrated in search of fertile land for cultivation, especially the Bantu, who practised farming as their main livelihood. • The development of iron-working technology enabled communities to create tools for clearing forests for agriculture and weapons to protect themselves from wild animals or hostile groups. • Some groups moved due to external attacks from neighbouring communities, which threatened their safety and resources. • Looking for water and pasture for their animals was a major reason for the migration of Nilotes and Cushitic communities, who relied on livestock for survival. • Population pressure in their original homelands forced people to seek new areas to live and farm. • Family feuds and internal conflicts within communities led some groups to relocate to avoid disputes. • The outbreak of diseases and pandemics prompted some communities to move in search of healthier environments. • Harsh climatic conditions, including drought and floods, also influenced the movement of communities to more hospitable regions. - Modern migration continues today due to multiple factors: • Political – Ethnic clashes, land disputes, terrorism and government projects such as the Standard Gauge Railway and the Lamu Port-South Sudan-Ethiopia Transport Corridor. • Social – Access to amenities such as hospitals, urbanization, religion and intermarriages. • Economic – Opportunities in industrialization, farming, pastoralism, employment, trade and the effects of land fragmentation. • Environmental – Climate change, drought, floods, landslides, deforestation, desertification and human-wildlife conflicts. • Technological – Improved transport systems, modern farming tools and advanced communication technologies..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 18 | P a g e 1.10. Positive effects of migration, settlement and expansion of linguistic groups into Kenya 1. Introduction of ironworking technology, which enabled communities to make tools for farming and weapons for protection. 2. Introduction of new farming techniques, leading to improved crop production and food security. 3. Development of skills in crafts, pottery and weaving, enriching cultural heritage and providing economic opportunities. 4. Adoption of pastoralism and livestock rearing by Nilotes, enhancing livelihoods and nutrition. 5. Spread of military tactics, which strengthened community defense against hostile groups or wild animals. 6. Adoption of cultural practices such as the age-set system, circumcision rituals and the taboo against eating fish. 7. Increased trading activities among communities, exchanging goods such as livestock, foodstuffs and iron tools. 8. Assimilation of smaller communities, such as the Abasuba, promoting cultural integration and social cohesion. 9. Intermarriages between groups, including Coastal Bantu and Arabs, resulting in the birth of Swahili culture. 10. Spread of Islam, especially along the coastal region, influencing religion, education and cultural practices. 11. Expansion of trade networks linking different regions, which fostered economic development. 12. Exchange of technological knowledge and skills, enhancing craftsmanship and community development. 1.11. Negative effects of migration, settlement and expansion of linguistic groups into Kenya 1. Increased competition for resources such as land, water and grazing areas, leading to tension. 2. Increased warfare and conflicts between communities over land, water and livestock. 3. Displacement of smaller or weaker communities due to expansion of stronger groups. 4. Cultural erosion in some communities through assimilation or domination by other groups. 5. Spread of diseases during migration or through contact with other communities. 6. Family feuds and internal conflicts escalated in some areas during resettlement. 7. Overgrazing and environmental degradation in new settlements due to livestock movements. 8. Disruption of traditional governance systems, especially in areas with new settlers. 9. Increased ethnic rivalries that sometimes led to long-term social divisions. 10. Exposure to new enemies or hostile groups, which caused loss of life and resources. 11. Pressure on natural resources in regions with high population density. 12. Some communities faced food insecurity temporarily during migration and settlement transitions. 1.12. Migration routes and settlement areas of linguistic groups Different linguistic groups followed different migration routes from their original homeland to Kenya..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 19 | P a g e This is shown below: 1.13. Migration routes and settlement areas of Bantus in Kenya - The Bantu people originally lived in the Congo Basin, in the region that includes present-day Nigeria and Cameroon. They spoke related Bantu languages and practiced farming and ironworking. - Population growth and the search for fertile land prompted the Bantu to migrate southward into the area now known as the Democratic Republic of Congo..

DOYEN PUBLISHERS – 0780802443 – www.doyenpublishers.com 20 | P a g e - They gradually moved eastward toward East Africa, spreading their language, culture and farming techniques as they settled in new areas. - The Bantu entered present-day Kenya in two major waves. The first wave traveled through Uganda, west of Lake Victoria and entered Kenya from the north of the lake. This group, known as the Western Bantu, settled mainly in the lake region. - The second wave moved south of Lake Victoria, passing through northern Tanzania and entered Kenya between the Taita Hills and Mount Kilimanjaro. - Some communities split off along the way while others continued northward to Shungwaya, which became an important dispersal point for the Eastern Bantu. - The Eastern Bantu faced resistance from the Somali and Galla communities, forcing some groups to migrate south along the Kenyan coast while others moved inland to settle in the highlands. - The Bantu migration had significant effects on East Africa, including the spread of agriculture, ironworking and new social and political systems. - They introduced new crops such as bananas and yams and influenced the development of trade networks with neighboring communities. - Over time, Bantu communities adapted to different environments including forests, savannahs and coastal areas, which led to cultural diversification while maintaining shared linguistic roots. 1.14. Migration routes and settlement areas of Nilotes in Kenya - Highland Nilotes originated from the region between Sudan and Ethiopia, north of Lake Turkana. From there, they moved southward and settled on the slopes of Mount Elgon, which became a key dispersal point. From Mount Elgon, they spread to different parts of western and Rift Valley Kenya. For instance, the Nandi moved from Mount Elgon to Tot, then to Tambach, later to Aldai, and finally settled in Nandi, their present-day homeland. - Other Highland Nilotes, including the Kipsigis, Tugen and Marakwet, followed similar migration patterns. They settled in fertile highlands of the Rift Valley, establishing agricultural communities and livestock-rearing systems. - Causes of Highland Nilotes migration included population pressure, search for fertile land and conflicts with neighboring communities. Their movement was also influenced by the search for grazing areas for cattle, which were central to their economy and culture. - Plain Nilotes migrated along open plains and river valleys. The Iteso entered Kenya through Karamoja and settled in the northwest. The Turkana settled in areas such as Koten Hills and around Lake Turkana. The Maasai entered Kenya through the Lake Turkana region and moved along the Rift Valley plains. These communities relied heavily on cattle herding and seasonal migrations to secure pastures. - River-Lake Nilotes trace their origins to Bahr-el-Ghazal in South Sudan. They first moved to Pubungu Pakwach in northern Uganda before migrating to Kenya in four main waves: Joka Jok, Joka Owiny, Joka Omollo and Luo Abasuba. They settled in regions around Lake Victoria, including Ramogi Hills, Sakwa, Asembo and Alego. They practiced fishing, small-scale farming and trade with neighboring communities. - Factors influencing nilote settlement patterns included availability of water sources, fertile land for agriculture and grazing lands for livestock. Conflicts with other ethnic groups also shaped their routes and final settlement areas..