KISII UNIVERSITY

P.O BOX 408-20400, KISII.

COURSE CODE: EDCI 398

LEARNING RESOURCE PROJECT

FACULTYOF EDUCATION ARTS

DEPARTMENT OF CURRICULUM AND EDUCATIONAL MANAGEMENT.

BY: MILLICENT KERUBO OYARO

REG NO: EDP11/00124/21

SCHOOL OF TEACHING PRACTICE: EKENYORO TECHNICAL SECONDARY

SCHOOL

P.O BOX 724-40202, KEROKA.

ZONE: KISII - KEROKA

ZONE COORDINATOR: ANYONA

TEACHING PRACTICE PERIOD: MAY-AUGUST 2024

A project report on “The Migration and Settlement of Kenyan communities” submitted in

partial fulfillment of the requirements of the award of bachelor’s degree in Education Arts
[History and Government and Kiswahili].

DECLARATION

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I declare that this is my original work and has not been presented for award of any degree in any
university.

Signed......................................................................Date........................................................

Name. MILICENT KERUBO OYARO Reg. No. EDP11/00124/21

This project has been submitted for examination with my approval as the university supervisor.

Signed........................................................................Date..........................................................

Name....................................................................................................................

Department of curriculum and educational management.

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 ACKNOWLEDGEMENT
First and foremost, I thank the Almighty God for good health and strength throughout my
teaching practice period.

I acknowledge the financial support extended to me by the administration of Mosisa mixed

Secondary School in particular the school principal Mr. Masara Ombori.. I also acknowledge the
members of the humanity department for the intellectual and expertise support that they accorded
to me. In conjunction to that, I also acknowledge the form one and form two classes for the
support that they accorded me.

Last but not least, I express my gratitude to the entire fraternity of Kisii University for their
immense support through the lecturers and all my friends and colleagues who in one way or
another, contributed to the success of this project. Thank you all, may God abundantly bless you.

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 DEDICATION
I dedicate this project to my form one and form two students of Mosisa mixed Secondary School
and my encouraging friends Mr. Ndege, Mr. Jeremiah and my parents for their continued
prayers, support and encouragement.

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 ABSTRACT
The flip chart of the migration and settlement of Kenyan communities compliments the teaching
of History and Government subject in the school. In its absence it becomes difficult to teach the
subject and especially the topic “The Peoples of Kenya up to the 19th Century”. After
feasibility studies and consultations with the humanities department, I carried out a project of a
flip chart on the migration and settlement of Kenyan communitiesto be used for teaching
History and Government at Mosisa mixed Secondary School. The intention of the project was to
create an interest among learners in the subject therefore boosting their performance. Besides
creating an interest among learners, it was also focusing on improving learner’s discipline and
respect to each other.

The project costs a total of ksh.2800 inclusive of all the contingency costs. This project was fully
funded by the school administration. I assembled the materials together with the help of form
two students in the school compound. The flip chart is being used for instruction in the school
which makes learning concrete and arouses learners’ interest in learners to learn, just as
expected. Thus, due to its efficiency in enhancing teaching and learning. I recommend the
adoption of such projects in various levels of learning.

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 Table of Contents
DECLARATION…………………………………………………………………………………………………………………………2

ACKNOWLEDGEMENT…………………………………………………………………………………………………………….3

DEDICATION…………………………………………………………………………………………………………………………..4

ABSTRACT………………………………………………………………………………………………………………………………4

CHAPTER ONE: INTRODUCTION

1.1 Introduction……………………………………………………………………………………………………………………6
1.2 Background information…………………………………………………………………………………………………7
1.3 Project description………………………………………………………………………………………………………….7
1.4 Project relevance…………………………………………………………………………………………………………….8
1.5 Project objectives……………………………………………………………………………………………………………8

CHAPTER TWO: LITERATURE REVIEW

2.0 Literature review………………………………………………………………………………………..………………….9

CHAPTER THREE: METHODOLOGY AND PROJECT DESIGN

3.1 Project materials…………………………………………………………………………………………………………….10

3.2 Project procedure……………………………………………….............................................................10

3.3 Utilization of the project…………………………………………………………………………………………….…..11

3.4 Data analysis and interpretation……………………………………………………………………………….…….11

3.5 Project evaluation…………………………………………………………………………………………………………..15

3.6 Challenges experienced…………………………………………………………………………………………………..15

CHAPTER FOUR: CONCLUSION AND RECOMMENDATIONS

4.1. Conclusion……………………………………………………………………………………………………………….……16

4.2 Recommendations………………………………………………………………………………………………….……..16

Appendices……………………………………………………………………………………………………………….………18

References………………………………………………………………………………………………………………….…….26

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CHAPTER ONE: INTRODUCTION

1.1 INTRODUCTION

History and Government as a subject in the Kenyan Education system is facing a lot of
challenges. People are much concerned with the current issues and greatly interested on
the future lives besides knowing the great portion of our future endeavors are determined
by our past experience. This therefore clearly shows that history as a subject should be
extensively taught to the students since it creates awareness to the individuals on their past
life experiences, attitudes and values that prepares one to be a qualified public leader. The
study of history also enables one to have a sense of belonging in his/her community based
on his/her own culture.

History and Government is categorized as a humanity subject at the secondary school level
and as an optional subject as from form three otherwise compulsory in forms one and two.
The teaching and learning resources of the subject should enable teachers to make lucrative
use of more abstract instructional activities in order to build clear, vivid and concrete
experiences so as to give the learners a meaningful abstract presentation of reality of the
past and even of the present. It is relevant to use a flip chart of the migration and
settlement of the Peoples of Kenya to illustrate abstract concepts in History and
Government.

The flip chart of the migration and settlement of the Peoples of Kenya will be utilized in
facilitating effective teaching and learning for fundamental concept within the topic “The
peoples of Kenya up to the 19th Century” in form one. Its use will enhance learners'
understanding of all concepts in the origins, migration and settlement of Kenyan
communities.

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1.2 BACKGROUND INFORMATION

Mosisa mixed day&boarding Secondary School was founded as a community school in the
year 1995. It is a registered District mixed day and boarding school with two streams of
classes in each form. The current student population is at 417 students. It has a staff
strength of seventeen (17) teachers, thirteen of which are TSC employed, and four B.O.M
employed teachers.
The school has a requisite infrastructure of ten classrooms, two laboratory, one library, a
staffroom and an administration office.
The school is managed by a Board of Management (B.O.M) duly appointed by the Ministry
of Education on a three year tenure basis. It has an active PTA (Parents Teachers
Association) that has struggled to put up the basic facilities. The school gets its support from
the local political leadership i.e funding through the constituency development fund (C.D.F).

It was a school located in Masimbawardin Kisii County.Situated two kilometers from

Nyamasibi market cener.

1.3 PROJECT DESCRIPTION

The project mainly involved the writing on manila papers and sketching of maps on the manila
papers to come up with a flip chart which illustrates the migration and settlement of Kenyan
communities. The topic under focus on this project was “The Peoples of Kenya up to the 19th
Century” in form one syllabus.

Basically, the project was carried out by the student teacher with the help of the regular History
and Government teacher. Learners were also engaged in giving suggestions.

1.4 PROJECT RELEVANCE

The project aided in teaching History and Government at Mosisa mixed day & boarding
Secondary school as a teaching aid.

It is easier to understand as learners can easily use the flip chart for revision without the
intervention of the teacher. It brings a realistic view in the mind of the learners so that they can
comprehend the topic “The Peoples of Kenya up to the 19th Century” without any difficulties.
Learning is more effective when the learners are given the opportunities to interact and
manipulate the learning objects.

The project will also enable the learners to have a clear picture on the incident of migration and
settlement of Kenyan communities.

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1.5 PROJECT OBJECTIVES

The aim of 8-4-4 system is to adopt practical approach to institutions which takes in account the
learner’s participation. Upon successful completion of the project, it is aimed at achieving the
following objectives which will greatly improve the teaching and learning of History and
Government.

1. To create interest in learners during the learning of History and Government.

2. Enabling learners to comprehend the concepts in the topic “The Peoples of Kenya up to
the 19th Century” because it will give them an opportunity to be actively involved in the
learning process.
3. Making the teaching and learning of the subject practical and give the learners an
opportunity to manipulate physical learning materials.
4. To break monotony of the classroom learning and give both the teacher and the learners
an opportunity to practically participate in situational experience.
5. The project will enhance the reduction of instructional time since it will make the
understanding of difficult and abstract concepts in History and Government easy since
the learners are directly involved.
6. The project also aims at developing willingness to work collaboratively in group
discussion through observation and manipulation of the learning objects.

The outlined objectives above were successfully achieved to their satisfactory by the end of the
period stipulated for the project.

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 CHAPTER TWO:
LITERATURE REVIEW
Scholars offer us many different definitions of History. The definitions are as follows:
‘History’ is Greek word which means the study of man’s past activities. The same word is also
used to mean the totality of human experience since man became man. History in the first sense
is therefore a kind of inquiry into a certain kind of subject matter and this is mainly the work of
professional historians.

History simply means an account of events that took place in the past. The past of something
can be seen as its history. For example, doctors talk of the medical history of their patients or
the History of a particular disease. The past experience of human beings, for example, the first
day of a learner's life as a primary school pupil, is history since the learner is now a secondary
school student.

History may also be defined as a branch of knowledge which deals with past events of human
beings and their response to their environment over the years. The 1997 famine in Kenya, for
example, had its effects on human life and activities; it is now a historical record.

The term ‘man' is often used in History to mean a human being or a person. It refers to both
male and female.

A great historian, R G Collingwood, in his book The Idea of History (OUP 1994), argues that
history is a “science concerned with human actions in the past, pursued by interpretation of
evidence for the sake of human self knowledge”. He further argues that history is a science
because it involves finding out things about the past of humankind. For example, history seeks
to find out the origin of man using available evidence and seeks to answer questions such as
why man is a toolmaker, where he came from, and why he domesticated plants and animals.
Such questions provoke thinking and curiosity that eventually lead to deeper research into
man’s past. We can therefore conclude that history is a science.

From the above, we have the following three definitions of history:

1. History is the past of anything; of the earth, man, disease or animals.

2. History is a branch of knowledge dealing with past events.
3. History is a science concerned with past human actions.

The three definitions give us the meaning of history. However, at the secondary level of study,
we only focus on the pastas it relates to mankind and his response to his environment over the
years.

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CHAPTER THREE: METHODOLOGY AND PROJECT DESIGN

3.1 PROJECT MATERIALS

The project involved the coming up with a flip chart which described migration and settlement of Kenyan
communities. The flip chart required the following:

 Manila papers
 Office glue
 Masking tape
 Maker pens
 Ruler
 Spiral binder
 Pencil

3.2 PROJECT PROCEDURE

The process of constructing the flip chart was as follows;

1. Collection of the project materials

2. Cutting the tree ply into equal halves.
3. Writing on the manila papers using marker pens.
4. Mounting of photographs on the manila papers using office glue
5. Sketching of maps on the manila papers.
6. Sealing the edges of the manila papers using a masking tape for durability.
7. Binding the manila papers together to form a flip chart.
8. Writing the title of the project on the tree ply using a marker pen.
9. Fixing the flip chart to the tree ply woods to act as the stand and cover for the flip chart.

3.3 UTILIZATION OF THE PROJECT

Students learnt that their talents are also important through being involved in the drawing and sketching
of maps on charts.

Students learnt the origin and migration routes of the three main language groups in Kenya.

Students learnt that as true Kenyans they should live in peace and harmony regardless of their tribe.

Learners also learnt on how the Kenyan communities interacted during their migration.

The teacher also learnt that use of teaching aid in classroom is more effective and make the lesson lively
hence the objectives achieved.

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3.4 DATA ANALYSIS AND INTERPRETATION

The leaners were involved in group discussions whereby they raised their views on the challenges they
undergo while being taught History and Government. Through this I observed that a majority of the
learners proposed on the topic “The Peoples of Kenya up to the 19th Century”,this guided me on what
tomajor on my project.

The migration routes for the Bantu

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The migration routes for the cushites.

The migration of nilotes

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3.5 PROJECT EVALUATION
Upon the completion of the project, its effectiveness and relevance was tried out by presentation to
learners. The project was also presented to the school principal and the HOD Humanities and was
rendered relevant and of great importance.

This project achieved the following;

1. It made the teaching of History and Government more interesting and hence motivated the
learners’ morale. The flip charts also aroused the learners’ interests in learning History and
Government
2. It broke the classroom learning monotony and also created interests among learners.
3. It made it easier in explanation of the abstract concepts taught in class and hence making it easier
for the teacher to teach.

3.6 CHALLENGES EXPERIENCED

Despite of the success of the project, various challenges were encountered during its preparation. These
included;

The time management; This was the greatest challenge since the University Academic Staff took long
time to make communication to us on when the proposal was to be ready for collection.
Collection of the project materials; It was difficult to collect the materials from the area since it was a
new environment to me. Materials such as the tree ply were hectic to get it from Kebirigo market but at
long last, I managed to access the required quality.
Delays from the School; The principal took long to respond and chip in to give some cash for purchase of
some materials required.
Transport;It was tiresome because l had to walk around carrying the tree ply looking for a carpenter to
help in cutting the tree ply wood.
Poor learner participation in the coming up of the project.

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CHAPTER FOUR: CONCLUSION AND RECOMMENDATIONS

4.1 CONCLUSION
In conclusion, History and Government is the study ofman’s past events. By studying History and
Government in school helps the learner to acquire basic principles that guide a person to develop morally,
emotionally, intellectually and physically know more about the chronological account of events in the
past. It equips the learner with appropriate skills, attitudes and knowledge which is important for social,
economic and political development.

The project has indicated that one can acquire knowledge hence it is the background for entry into careers
and ambitions such as law,teaching of History and Government, and politicsand administration.

4.2 RECOMMENDATIONS.

The project flip chart should be taken care of by keeping it in the HOD Humanities’ office and reserved
for use during the teaching of the History and Government lessons especially in the topic of “The Peoples
of Kenya up to the 19th Century”

APPENDIX1: CALENDER OF EVENTS

W E E K A C T I V I T I E S
• S t u d e n t
1 r e p o r t i n g

• Needs assessment and project

2 survey
• Discussion with H.O.D
• Writing schemes of work

3 - 4 • C o m m e n c i n g o f

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 c l a s s e s
• Survey of school and identification of problems
• Consultation with subject teacher and administration
• Proposal writing and approval

5 - 6 • Buying and assembling materials

7 - 9 • Drawing sketches and mounting of

photographs.

1 0 - 1 1 • Demonstration of workability of the

project
• Writing project report

1 2 - 1 3 • Assessment of the project and

submission
• Storage of the project in the department of humanities

APPENDIX 2: ACTUAL BUBGET

DESCRIPTION Q U A L I T Y R A T E ( K S H ) VALUE(KSH)

Manila papers 1 0 4 0 K s h . 4 0 0

M a r k e r p e n 5 6 0 K s h . 3 0 0

Masking tap e 1 1 0 0 K s h . 1 0 0

T r e e p l y 1 / 2 3 5 0 K s h . 3 5 0

B i n d i n g 1 1 0 0 K s h . 1 0 0

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Contingencies K s h . 4 5 0

T r a n s p o r t K s h . 5 0 0

t o t a l K s h . 2 8 0 0

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APPENDIX 3: PHOTOGRAPHS OF ACTUAL PROJECT

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REFERENCES

K.L.B, History and Government Form One Students Book Fourth Edition (2010)

Kapiyo J, Kiruthu F, Muma M, The Evolving World Course Book One (2011) Oxford University Press

P.Kivutha, F.Chege, Milestone in History and Government Form One Longhorn Publishers (2012).

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