history progression sheets F1 TO Upper Sixth 2021.docx
| Week | Topic | Content | Duration | Resources |
|---|---|---|---|---|
| 1 | Discovery of cultural traits | Lesson 7: Axum (Aksum) Civilizations (organization, iron works, beliefs) | 2hrs | — |
| 1 | The spirit of leaders hip builder |
Lesson 11: study any of the following- the Haussa states or Songhai empire-situation in time and space -Elements of its greatness (political, cultural, intellectual, diplomatic and economic) Further |
— | — |
| 1 | — | Lesson 23: The fight against apartheid in South Africa (international and national factors, why apartheid collapsed Further study 1: Freedom fighters- Nelson Mandela, Robert Mugabe, Sam Nujoma, Other |
3hrs | — |
| 1 | Display the spirit of leadersh ip/build and organize a society | Lesson 18: The granting of a Quasi-Federal status to British southern Cameroons Lesson 19: The rise of EML Endeley in British Southern Cameroons; His policies and administration |
— | — |
| 1 | — | Lesson 17: China’s Mao Tse Tung political, economic and social development | — | — |
| 1 | Promote and protect rights | Lesson 14: The Scramble for Africa; Socio-Economic | — | — |
| 1 | Conflict resolution and peace building | Lesson 12: The First World War, Remote causes and immediate | — | — |
| 1 | Promote religious tolerance | Lesson 16: Activities of the London Baptist Missionary Society at the Coast of Cameroon –socio humanitarian, economic and political | — | — |
| 1 | Create appropriate institutions and laws | Lesson 12: reunification Conferences- Mamfe conference 1959; the Bamenda All party conference, personalities involved, aims and decision | — | — |
| 1 | Foster national, sub-regional and regional cooperation | Lesson 11: The Commonwealth of Nations- Origins, Aims, Structure, successes | — | — |
| 1 | Create appropriate institutions and laws | Lesson 7: Neo-colonialism in Africa- factors responsible, Manifestations | — | — |
| 3 | Adapt to environment with multiple religions | Partial Integration Activities | 2hrs | — |
| 3 | Protection /reinforce ment of the African Identity |
Partial Integration Activities | — | — |
| 3 | Prevent and resolve conflicts | Lesson 35: Case studies of some resistances against the French mandate a) Douala b) Bamum c) Gbaya with emphasis on local examples Partial Integration Activities | 2hrs 1hr | — |
| 3 | Promoti on of national integrati on | Partial Integration Activities | — | — |
| 3 | — | Lesson 26: The OAU/AU –Aims, structures, successes and failures Partial Integration Activities | — | — |
| 3 | Conflict resolution and peace building | Lesson 21: The British colonial policy of indirect Rule; Reasons for adoption Partial Integration Activities | — | — |
| 3 | — | Lesson 21: The League of Nations- origins or circumstance for creation, aims, structure Partial Integration Activities | — | — |
| 3 | — | Lesson 30: The Anglo-French condominium in Cameroon- reasons, applicability in Douala and why it failed Partial Integration Activities |
— | — |
| 3 | — | Lesson 20: The abortive coup D’état- Causes, course, consequences Partial Integration Activities | — | — |
| 3 | — | partial Integration Activities | — | — |
| 3 | Promote integration | Lesson 10: continues- Evolution of apartheid and resistance Partial Integration Activities | — | — |
| 4 | Discovery of cultural traits | Further study 4: Daily life in Egypt (Activities of peasants and craftsmen; the collection of taxes Guided work 4: Symbols of royal authority in your region (identification- significance of the symbo |
2hrs | — |
| 4 | The spirit of leaders hip builder |
Lesson 6: Ghana empire from the 9thto the 10th century- Situation in time and space; -elements of greatness (political, cultural, intellectual, diplomatic and economic) | — | — |
| 4 | Protecti on and promoti on of indigeno us rights |
3: The Maji-Maji resistance: causes, course and consequences Lesson 17: Main features/characteristics of European colonial policies in Africa 1900-1945 |
1hr 2hrs | — |
| 4 | Prevent and resolve conflicts | Lesson 12: the Cold War- Origin and Manifestations Lesson 13: The Thaw in the Cold War (Détente)- Meaning |
— | — |
| 4 | — | Lesson 10: Features of scientific, technological, military, medical and transport development Lesson11: How industrialization led to the need for colonies | — | — |
| 4 | Promote religious tolerance | Lesson 10: Christian Missions and missionary activities in Sierra-Leone | — | — |
| 4 | Conflict resolution and peace building | Lesson 8: The congress of Verona-1822; Personalities, Decisions and assessment Lesson 9: Reasons for the Failure of the congress system | — | — |
| 4 | Forster responsible leadership | Lesson 10: A comparative study of the Grasslands and Coastal/forest states and kingdoms- Similarities and differences Further study 2: Group the class into grasslands (Sudano-Sahelian), Forest and Co |
— | — |
| 4 | Create appropriate institutions and laws | Lesson 8: The rise of Ahidjo –reasons for his accession to power, role towards independence of French Cameroon |
— | — |
| 4 | Conflict resolution and peace building | Lesson 7 continues: the Suez-Canal war 1956, causes, course and consequence -the six days war-causes, course and consequences -The Yom Kipurr war, causes, course and consequences |
— | — |
| 4 | Create appropriate institutions and laws | Lesson 5 continues: Decolonization in French west Africa causes and stages | — | — |
| 5 | Use of Historical Knowledge |
Diagnostic evaluation/Revision | 2hrs | — |
| 5 | Discovery of cultural traits | Lesson 2: The early man and his area of settlements Partial Integration Activities | 1hr 1hr | — |
| 5 | The spirit of leaders hip builder |
Diagnostic evaluation/Revision | — | — |
| 5 | The spirit of leaders hip builder |
Partial Integration Activities | — | — |
| 5 | Protecti on and promoti on of indigeno us rights |
Diagnostic Evaluation | 3hrs | — |
| 5 | Protecti on and promoti on of indigeno us rights |
Lesson 6: Why and how the Germans succeeded to annex Cameroon Lesson 7: Attitude of coastal chiefs towards the scramble and annexation of Cameroon Partial Integration Activities |
1hr 1hr 1hr | — |
| 5 | Prevent and resolve conflicts | Diagnostic Evaluation/ Revision | — | — |
| 5 | Prevent and resolve conflicts | Lesson 4: The Brazzaville Conference 1944- Reasons for the conference and its results Partial Integration Activities | — | — |
| 5 | — | Diagnostic Evaluation/ Revision | — | — |
| 5 | — | Lesson 3: Decolonization in French West Africa- stages, political and constitutional changes 1944-1960 Partial Integration Activities | — | — |
| 5 | Promote and protect rights | Diagnostic Evaluation/ Revision | — | — |
| 5 | Promote and protect rights | Stages of the abolition of the slave trade in Africa and reactions: at the local stages and international stages Partial integration Activities |
— | — |
| 5 | Conflict resolution and peace building | Diagnostic Evaluation/ Revision | — | — |
| 5 | Conflict resolution and peace building | Lesson 3: Consequences of the glorious revolution : political, economic and social Partial integration Activities | — | — |
| 5 | Foster unity between the different groups of people/better integrate in the society | Diagnostic Evaluation/ Revision | — | — |
| 5 | Foster unity between the different groups of people/better integrate in the society | Lesson 4:consequences of population movement in Cameroon- political, economic Partial integration Activities | — | — |
| 5 | Conflict resolution and peace building | Diagnostic Evaluation/ Revision | — | — |
| 5 | Conflict resolution and peace building | Lesson 3: Indigenous resistances in French Cameroon- Causes, course and consequences (case studies of Douala, Gbaya and Bamoum Partial integration Activities |
— | — |
| 5 | Conflict resolution and peace building | Diagnostic Evaluation/ Revision | — | — |
| 5 | Conflict resolution and peace building | Lesson 3: The Cold War, Causes Partial integration Activities | — | — |
| 5 | Conflict resolution and peace building | Diagnostic Evaluation/ Revision | — | — |
| 5 | Conflict resolution and peace building | Lesson 3: African nationalism- definitions, internal reasons for the rise of nationalism Partial integration Activities | — | — |
| 6 | Adapt to environment with multiple religions | Further study 8: Contributions of Ancient India (religion and agricultural techniques Lesson 10: Judaism and Christianity (origins, pillars and Holy Books) | 1hr 1hr | — |
| 6 | Protection /reinforce ment of the African Identity |
Lesson 13: Contacts between West Africa and the Sudan with the Arabs and Europeans; situation in Space, Exchanges, Caravan Routes and Consequences | — | — |
| 6 | Prevent and resolve conflicts | Lesson 30: Cameroon under the British and French mandates-1022-1939- definition of mandate system, Aims and terms for Britain and France | 2hrs 1hr | — |
| 6 | Promoti on of national integrati on | Lesson 24:The factors for and against reunification Lesson 25: The federal constitution (provisions) | — | — |
| 6 | — | Lesson 22: Cameroon in UDEAC and CEMAC zones | — | — |
| 6 | — | Lesson 17: African resistances-general causes of African resistances; political, economic and social | — | — |
| 6 | Conflict resolution and peace building | Lesson 16: Wilson’s 14 points (analyze the extent to which the 14 points were respected in the Paris Peace Conference) |
— | — |
| 6 | — | Lesson 22: Reactions To German Penetration –Collaboration- Reasons, Consequences -Resistances, general reasons economic, political and social with concrete examples | — | — |
| 6 | — | Lesson 16: The abolition of the federal system-reasons, stages, effects and reasons for success | — | — |
| 6 | Foster national, sub-regional and regional cooperation | Lesson 13: Sino-American relations- peaceful relations, reasons for peaceful relations | — | — |
| 6 | Promote integration | Lesson 8: continues- the case of Uganda- causes, course and effects | — | — |
| 7 | Discovery of cultural traits | Guided work 3: The pygmies in Cameroon (location of sites, description of their way of life and social organization) Lesson 4: Egypt a structured society -Egypt a gift of Nile and the Pharaoh |
1hr 1hr | — |
| 7 | Adapt to environment with multiple religions | Final integration activities | 2hrs | — |
| 7 | The spirit of leaders hip builder |
Further study 1: A study of one state-like society of Northern Cameroon and one of Southern Cameroon (case study or monograph)- Socio-political organization, economic and social activities | — | — |
| 7 | Protection /reinforce ment of the African Identity |
Further study 7: The religions of Pre-Columbian America – The gods, Temples, Religious Temples and symbols | — | — |
| 7 | Protecti on and promoti on of indigeno us rights |
Guided Work 1: European colonial possessions in Africa Lesson 14: Reasons for African collaboration with the Europeans Lesson 15: General causes of African resistance |
1hr 1hr 1hr | — |
| 7 | Prevent and resolve conflicts | Lesson 42: Reasons for the rise and growth of Nazism | 3hrs | — |
| 7 | Prevent and resolve conflicts | Lesson 8: Africa’s participation in the Second World War-Reasons, role played by Africans in the War Lesson 9: The rise of nationalism in Africa-Definition, internal and external factors that promo |
— | — |
| 7 | Promoti on of national integrati on | Lesson 33: Biya’s domestic policies- successes and failures | — | — |
| 7 | — | Lesson 9: Military coups in Africa- Causes and consequences | — | — |
| 7 | — | Lesson 31: UN Specialized Agencies-Identification, Activities with local illustration | — | — |
| 7 | Promote religious tolerance | Guided work 2: A comparative study between the Sokoto and Tukolor Jihads Lesson 9: Missionary activities in West Africa –Reasons Social, economic | — | — |
| 7 | Conflict resolution and peace building | Further study 7: African reaction to indirect rule and assimilation Lesson 24: Differences between Indirect Rule and Assimilation | — | — |
| 7 | Conflict resolution and peace building | Lesson 6: The Congress System: the Congress of Aix-la Chapelle, 1818, personalities involved, aims, decisions taken and assessment | — | — |
| 7 | — | lesson 25: Reasons for the failure of collective security | — | — |
| 7 | Forster responsible leadership | LESSON 8: SOCIO-ECONOMIC AND POLITICAL ORGANIZATION OF THE GRASSLANDS (Matrilineal) kingdoms cae study of Aghem, Kom and Fongom |
— | — |
| 7 | — | Lesson 35: British neglect of Southern Cameroons-Reasons for socio-economic neglect and how southern Cameroons was neglect | — | — |
| 7 | Create appropriate institutions and laws | Lesson 6: The Brazzaville conference, personalities, reasons, resolutions, constitutional changes in French Cameroon |
— | — |
| 7 | — | Lesson 25: Cameroon’s relations with its nieghbours- the causes of the Cameroon-Nigerian crisis; course and impact | — | — |
| 7 | Conflict resolution and peace building | Further study 1: Détente 197-1979- definition, reasons, manifestations consequences Lesson 7: The Arab-Israeli Conflict –General causes | — | — |
| 7 | — | Lesson 16 continues: consequences | — | — |
| 7 | Create appropriate institutions and laws | Lesson 5: Nationalism in Algeria- reasons for, stages (why it was violent) | — | — |
| 7 | — | Further study 1: The role of Nelson Mandela and ANC in the fight against apartheid in south Africa | — | — |
| 8 | Discovery of cultural traits | Third Evaluation/Correction/Remediation | 2hrs | — |
| 8 | Discovery of cultural traits | Lesson 9: China (the expansion of science) | 2hrs | — |
| 8 | The spirit of leaders hip builder |
Third Evaluation/Correction/Remediation | — | — |
| 8 | The spirit of leaders hip builder |
Further study 4: Factors for decline of African empires ( internal and external factors) | — | — |
| 8 | Protecti on and promoti on of indigeno us rights |
Third Evaluation/Correction/Remediation | 2hrs | — |
| 8 | Prevent and resolve conflicts | Lesson 28: Attempts by Britain and France to establish a Condominium, reasons for and why it failed Lesson 29: The Partition of Cameroon with Illustrations, reasons | 3hrs | — |
| 8 | Display the spirit of leadersh ip/build and organize a society | Third Evaluation/Correction/Remediation | — | — |
| 8 | — | Lesson 21: Results and reactions to the February 1961 plebiscites Lesson 22: Definition of the twin concepts of reunifications and federation Lesson 23: Events leading to the reunification of Camero |
— | — |
| 8 | Promoti on of national integrati on | Lesson 21: Results and reactions to the February 1961 plebiscites Lesson 22: Definition of the twin concepts of reunifications and federation Lesson 23: Events leading to the reunification of Camero |
— | — |
| 8 | — | Third Evaluation/Correction/Remediation | — | — |
| 8 | — | Lesson 20: The rebirth of multiparty politics in Cameroon in the 1990s-origin, causes, manifestations and effects | — | — |
| 8 | Promote and protect rights | Third Evaluation/Correction/Remediation | — | — |
| 8 | Promote and protect rights | Lesson 16:: Impact of the scramble; Political, economic and social | — | — |
| 8 | Conflict resolution and peace building | Third Evaluation/Correction/Remediation | — | — |
| 8 | Conflict resolution and peace building | Lesson 15continues : The Paris Peace Settlement of 1919- Aims, Personalities and their ideologies | — | — |
| 8 | Promote religious tolerance | Third Evaluation/Correction/Remediation | — | — |
| 8 | — | Lesson 20: German Annexation of Cameroon- Reasons for British reluctance, reasons why Germany Changed its mind to annex Cameroon, Annexation treaties (Preliminary and final treaties) how Germany and B | — | — |
| 8 | Create appropriate institutions and laws | Third Evaluation/Correction/Remediation | — | — |
| 8 | Create appropriate institutions and laws | Lesson 14: The state of West Cameroon 1961-1972-Political, socio-economic development | — | — |
| 8 | Foster national, sub-regional and regional cooperation | Third Evaluation/Correction/Remediation | — | — |
| 8 | Foster national, sub-regional and regional cooperation | Lesson 12 continues: Reasons for the decline of Francophonie; Francophonie as an instrument of Neocolonialism | — | — |
| 8 | Create appropriate institutions and laws | Third Evaluation/Correction/Remediation | — | — |
| 8 | Promote integration | Lesson 8: case studies of military interventions- Nigeria- Causes course and effects | — | — |
| 9 | Discovery of cultural traits | First Evaluation/Correction/Remediation | 2hrs | — |
| 9 | Discovery of cultural traits | Further study 2: Humanization (stages of evolution, the areas (sites) of occupation of early man Further study 3: Cameroon Civilization in the Neolithic (locate sites and identify the Neolithic remai |
1hr 1hr | — |
| 9 | The spirit of leaders hip builder |
First Evaluation/Correction/Remediation | — | — |
| 9 | The spirit of leaders hip builder |
Lesson 4: Generalities on state-like (structured) societies of Cameroon- political, economic and socio-cultural organization | — | — |
| 9 | Protecti on and promoti on of indigeno us rights |
First Evaluation/Correction/Remediation | 3hrs | — |
| 9 | Protecti on and promoti on of indigeno us rights |
Lesson 12: Effects and weaknesses of the Berlin West African conference on the rest of Africa Lesson 13: Methods of Acquisition of African territories by European powers: Annexation, concession, prot |
1hr 2hr | — |
| 9 | Prevent and resolve conflicts | First Evaluation/Correction/Remediation | — | — |
| 9 | Prevent and resolve conflicts | Lesson 7: The Eastern regional crisis-Causes, manifestations and consequences | — | — |
| 9 | — | First Evaluation/Correction/Remediation | — | — |
| 9 | — | Lesson 7: General causes of instability in post-independent Africa; Attempted solutions and reasons for collapse with illustrations Lesson 8: Causes and effects of civil wars in Africa with examples |
— | — |
| 9 | Promote and protect rights | First Evaluation/Correction/Remediation | — | — |
| 9 | Promote religious tolerance | Lesson 7 continues: reasons for success- Economic and social Lesson 8: The Tukolor Jihads; specific causes; reasons for successes and impact |
— | — |
| 9 | Conflict resolution and peace building | First Evaluation/Correction/Remediation | — | — |
| 9 | Conflict resolution and peace building | Lesson 5: Congress system- Background history, quadruple Alliance and Holy Alliance -circumstances that led to the congress system | — | — |
| 9 | Foster unity between the different groups of people/better integrate in the society | First Evaluation/Correction/Remediation | — | — |
| 9 | Forster responsible leadership | Lesson 7: Social, economic and political organizations of the grasslands (patrilineal kingdom- The case study of Nso, Bamilike, Mafa, Toupouri (at least two) | — | — |
| 9 | Conflict resolution and peace building | First Evaluation/Correction/Remediation | — | — |
| 9 | Conflict resolution and peace building | Lesson 5: Application of the trusteeship in British Southern Cameroons and extent to which Britain and France respected the terms of the Trusteeship Agreement; factors that favoured nationalism in B | — | — |
| 9 | Conflict resolution and peace building | First Evaluation/Correction/Remediation | — | — |
| 9 | Conflict resolution and peace building | Lesson : The manifestation of the Cold War in South America Cuban Missile Crisis- Causes, course and consequences | — | — |
| 9 | Conflict resolution and peace building | First Evaluation/Correction/Remediation | — | — |
| 9 | Create appropriate institutions and laws | Lesson 4 continues: Impact of Ghana’s independence on the rest of Africa and why Ghana championed the course of independence in the rest of Africa | — | — |
| 10 | Adapt to environment with multiple religions | Fifth Evaluation/Correction/Remediation | 2hrs | — |
| 10 | Protection /reinforce ment of the African Identity |
Fifth Evaluation/Correction/Remediation | — | — |
| 10 | Prevent and resolve conflicts | Fifth Evaluation/Correction/Remediation | 3hrs | — |
| 10 | Promoti on of national integrati on | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | — | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | Conflict resolution and peace building | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | — | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | — | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | — | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | — | Fifth Evaluation/Correction/Remediation | — | — |
| 10 | Promote integration | Fifth Evaluation/Correction/Remediation | — | — |
| 11 | Discovery of cultural traits | Lesson 5: Scientific and technological progress in Ancient Egypt | 2hrs | — |
| 11 | The spirit of leaders hip builder |
Lesson 7: Mali empire: situation in time and space; elements of its greatness (political, cultural, intellectual, diplomatic and economics) | — | — |
| 11 | Protecti on and promoti on of indigeno us rights |
Lesson 18: The British colonial policy of Indirect rule in Nigeria, Definition, how it was implemented, merits and demerits reasons why it succeeded in Northern Nigeria but failed in the south | 3hrs | — |
| 11 | Prevent and resolve conflicts | Lesson 13 continues: Manifestations of Détente Lesson 14: Introduction to the loi cadre 1956 provisions and consequences on the laws on decolonization |
— | — |
| 11 | — | Lesson 12: Economic development in the USA 1920-1929 (period of boom) Lesson 13: Causes and consequences of the Great Depression of 1929 | — | — |
| 11 | Promote religious tolerance | Lesson 11: Christian Missions and missionary activities in Nigeria | — | — |
| 11 | Conflict resolution and peace building | Guided work 1: Assessment of the congress system (achievements and shortcomings) | — | — |
| 11 | Forster responsible leadership | Lesson 11:Islamization of northern Cameroon- Definition of Islam and Islamic revolution; peaceful and violent methods used by to establish Islam in North Cameroon Lesson 12: The Jihads- Definition, p |
— | — |
| 11 | Create appropriate institutions and laws | Lesson 9: Constitutional development in British Southern Cameroons (evolution) from Clifford to Richards, Macphersons and Littleton; provisions and rise of trade unions | — | — |
| 11 | Conflict resolution and peace building | Lesson 8: Efforts to bring lasting peace to the conflict, difficulties encountered in negotiating peace | — | — |
| 11 | Create appropriate institutions and laws | Lesson 5 continues- stages of the decolonization in French west Africa | — | — |
| 12 | Use of Historical Knowledge |
Previous knowledge/Revision continues | 2hrs | — |
| 12 | Adapt to environment with multiple religions | Lesson 11: The expansion of Christianity in Arica Lesson 12: Contributions of Christianity and Judaism to the present world |
1hr 1hr | — |
| 12 | The spirit of leaders hip builder |
Revision of lessons not taught | — | — |
| 12 | Protection /reinforce ment of the African Identity |
Lesson 14: Contacts between East Africa and the Indian Ocean –Sea routes, Exchanges and consequences | — | — |
| 12 | Protecti on and promoti on of indigeno us rights |
General Revision | 3hrs | — |
| 12 | Prevent and resolve conflicts | Lesson 31: why and how British Cameroons was ruled from Nigeria Lesson 32: Economic and social development in British Cameroons | 3hrs | — |
| 12 | Prevent and resolve conflicts | Revision continues | — | — |
| 12 | Promoti on of national integrati on | Lesson 26: Political, economic and social development in East Cameroon | — | — |
| 12 | — | Revision continues | — | — |
| 12 | — | Lesson 23: Cameroon’s relations with UNO, AU and EU | — | — |
| 12 | Promote and protect rights | Revision continues | — | — |
| 12 | — | Lesson 18: Case study of African resistances (Mandika) –Causes, evolution, impact and reasons for failure | — | — |
| 12 | Conflict resolution and peace building | Revision continues | — | — |
| 12 | Conflict resolution and peace building | Lesson 17: Various treaties signed in Paris- Versailles treaty -Terms | — | — |
| 12 | Foster unity between the different groups of people/better integrate in the society | Revision continues | — | — |
| 12 | — | Lesson 23: Guided work 2: The reasons for the collapse of Native resistance and effects Lesson 24: German Administration – Socio-economic and political achievements of German administration | — | — |
| 12 | Conflict resolution and peace building | Revision continues | — | — |
| 12 | — | Lesson17: President Ahidjo’s regime 1972-1982- Domestic policy (political, economic and social) | — | — |
| 12 | Conflict resolution and peace building | Revision continues | — | — |
| 12 | Foster national, sub-regional and regional cooperation | — | — | — |
| 12 | Conflict resolution and peace building | Revision continues | — | — |
| 12 | Promote integration | Lesson 9: Civil wars in Africa- Causes with examples from across Africa | — | — |
| 14 | Discovery of cultural traits | Lesson 4 continues: Egyptian nobles, peasants and slaves Partial integration activities | 1hr 1hr | — |
| 14 | Adapt to environment with multiple religions | Promotion Examinations/correction/remediation | 4hrs | — |
| 14 | The spirit of leaders hip builder |
Guided Work 2: Enquiry on traditional rites of the region- Identification of the rites and persons involved, procedure; Social Importance of rites (debates/Discussions) Partial integration activities | — | — |
| 14 | Protection /reinforce ment of the African Identity |
Partial Integration Activities | — | — |
| 14 | Protecti on and promoti on of indigeno us rights |
Lesson 16: Case studies of African resistances: 1. Abyssinia resistance 1896-specific causes, course and effects 2. The Mandinka resistance: Causes, Course and Consequences Partial integration activi |
2hrs 1hr | — |
| 14 | Prevent and resolve conflicts | Lesson 43: How communism emerged in Russian in 1917 Partial Integration Activities | 2hrs 1hr | — |
| 14 | Prevent and resolve conflicts | Lesson 10: case study of African Nationalism 1. Algerian revolution: FLN and its impact on African Nationalism |
— | — |
| 14 | Promoti on of national integrati on | Partial Integration Activities | — | — |
| 14 | — | Further study 1: military coups in Nigeria, Ghana and Egypt- Causes, Manifestations and Consequences Partial Integration Activities | — | — |
| 14 | — | Lesson 31 continues: Topical Issues –HIV-AIDS, Refugee problems/Environmental issues/Human Rights/Space exploration (** NB**) Partial Integration Activities | — | — |
| 14 | Promote religious tolerance | Lesson 9 continues: Political reasons Partial Integration Activities | — | — |
| 14 | Conflict resolution and peace building | Partial integration activities | — | — |
| 14 | Conflict resolution and peace building | Lesson 7: The congress of Troppau 1820 and Laibach 1821- Personalities, aims decisions taken and assessment Partial Integration Activities |
— | — |
| 14 | — | Partial integration activities | — | — |
| 14 | Forster responsible leadership | Lesson 9: Socio-economic and political organization of the forest/coastal states- cses study of Beti, Pygmies, Duala, Baksossi, Bassa, Bakweri Partial Integration Activities | — | — |
| 14 | — | Partial integration activities | — | — |
| 14 | Create appropriate institutions and laws | Lesson 7: The administration of Andre Marie Mbida 1957-1958, reasons for his rise and why he fell from power Partial Integration Activities |
— | — |
| 14 | — | Further study 2: The Bakassi Peninsular crisis 1981-2006 Partial integration activities | — | — |
| 14 | Conflict resolution and peace building | Lesson 7 continues- the causes, course and consequences of the 1948 Arab-Israeli war Partial Integration Activities | — | — |
| 14 | — | Partial integration activities | — | — |
| 14 | Create appropriate institutions and laws | Lesson 5 continues- consequences Partial Integration Activities | — | — |
| 14 | — | Partial integration activities | — | — |
| 15 | Discovery of cultural traits | Partial Integration Activities | 2hrs | — |
| 15 | — | Partial Integration Activities | — | — |
| 15 | Prevent and resolve conflicts | Lesson 29 continues: how Cameroon was partitioned and consequences Partial Integration Activities | 2hrs 1hr | — |
| 15 | Promoti on of national integrati on | Lesson 23 continues: The Foumban constitutional conference-Reasons and decisions, the Yaoundé Tripartite Conference Partial Integration Activities |
— | — |
| 15 | — | Lesson 21: economic crisis in Cameroon- Causes, Manifestations and effects Partial Integration Activities | — | — |
| 15 | Promote and protect rights | Partial Integration Activities | — | — |
| 15 | Conflict resolution and peace building | Partial Integration Activities | — | — |
| 15 | — | Lesson 21: German penetration into the interior of Cameroon –reasons for, methods, stages, and effects Partial Integration Activities | — | — |
| 15 | Foster national, sub-regional and regional cooperation | Guided work 1: compare and contrast the commonwealth and Francophonie Partial Integration Activities | — | — |
| 15 | Promote integration | Partial Integration Activities | — | — |
| 16 | Discovery of cultural traits | Lesson 2 continues: The way of life of the early man and its implications Guided Work 2: The myth of creation | 1hrs | — |
| 16 | The spirit of leaders hip builder |
Lesson 3: Recent migrations: Neo-Sudanese (Peuls, Shuwa Arabs); The Second Wave of Bantus Migrants | — | — |
| 16 | Protecti on and promoti on of indigeno us rights |
Lesson 8: The Berlin West African Conference- Participants, Reasons for the conference, Resolutions, Effects of the Conference on Cameroon Lesson 9: Consolidation/Expansion of the German Imperial rul |
2hrs 1hr | — |
| 16 | Prevent and resolve conflicts | Lesson 5: Constitutional and administrative changes in French Cameroon | — | — |
| 16 | — | Lesson 4: Decolonization in Belgian Congo, reasons why independence was followed by a civil war in 1960 and effects of the civil war |
— | — |
| 16 | Promote and protect rights | Lesson 4: Difficulties encountered by abolitionists (political, economic and social) Further study 6: the role of the British navy in the abolition of the slave trade | — | — |
| 16 | Conflict resolution and peace building | Lesson 4: The American War of independence: Causes- political, economic, religious | — | — |
| 16 | Foster unity between the different groups of people/better integrate in the society | Lesson 5: Socio-cultural consequences of population movement in Cameroon Guided work 1: group the consequences of population movement under positive and negative |
— | — |
| 16 | Conflict resolution and peace building | Lesson 3 continues: reasons for failure of native resistances in French Cameroon -Germany demands for the return of Cameroon and consequences | — | — |
| 16 | Conflict resolution and peace building | Lesson 4: Manifestations of the Cold war- In Germany- Berlin Blockade 1948, causes, course and consequences | — | — |
| 16 | Conflict resolution and peace building | Lesson 3 continues- External reasons for the rise of nationalism | — | — |
| 17 | Adapt to environment with multiple religions | Lesson 15: Contributions of Islam to the present world | 2hrs | — |
| 17 | Protection /reinforce ment of the African Identity |
Lesson 8 continues: -Characteristics of Renaissance | — | — |
| 17 | Prevent and resolve conflicts | Lesson 36: Reasons for Africans involvement and role played in the First world War Lesson 37: Effects of the Paris Peace Settlement -Impact of the Paris Peace Conference on Africa |
1hr 1hr 1hr | — |
| 17 | Promoti on of national integrati on | Lesson 30: Ahidjo’s domestic policies-successes and failures | — | — |
| 17 | — | Lesson 27: ECOWAS-Origin, Aims, Activities, Successes and failures | — | — |
| 17 | Conflict resolution and peace building | Lesson 22: Application of Indirect Rule in Northern Nigeria -Reasons for successes in Northern Nigeria and failures in Southern Nigeria |
— | — |
| 17 | — | Lesson 22: Successes of the League in the 1920s and failures in the 1920s and 1930s | — | — |
| 17 | — | Lesson 31: the partition of Kamerun- Reasons for, how Cameroon was partitioned and effects on the inhabitants | — | — |
| 17 | — | Lesson 21:The achievements of Biya- Political (constitutional, economic and social | — | — |
| 17 | — | Lesson 15: China relations with the third world – china relation with Africa | — | — |
| 17 | Promote integration | Lesson 11: International sanctions against Apartheid- political, economic, social | — | — |
| 18 | Discovery of cultural traits | Lesson 6: The religion of Ancient Egypt (polytheists religions, the role of priests; the importance of religion in the daily life) Further study 5: The cult of the dead in Ancient Egypt (Mummificatio |
1hrs 1hr | — |
| 18 | Discovery of cultural traits | Partial Integration Activities | 2hrs | — |
| 18 | The spirit of leaders hip builder |
Lesson 8: Yoruba Cities- Situation in time and space; Elements of its greatness (political, cultural, intellectual, diplomatic and economic) | — | — |
| 18 | The spirit of leaders hip builder |
Partial Integration Activities | — | — |
| 18 | Protecti on and promoti on of indigeno us rights |
Lesson 19: The French colonial policies of Assimilation in Senegal: definition, how it was implemented, Benefits and failures (Association, differentiation, paternalism their evolutions) Lesson 20: |
2hrs 1hr | — |
| 18 | Protecti on and promoti on of indigeno us rights |
Lesson 22: Apartheid in South Africa.- Definition, causes, manifestations Partial Integration Activities | 2hrs 1hr | — |
| 18 | Display the spirit of leadersh ip/build and organize a society | Lesson 15: reasons from the rise of Andre Marie Mbida to power, his administration and why he fell from power | — | — |
| 18 | Display the spirit of leadersh ip/build and organize a society | Lesson 17: Reaction of Cameroonians and France to Ahidjo’s policies Partial Integration Activities | — | — |
| 18 | — | Lesson 14: Economic recovery in Europe and reasons for Integration | — | — |
| 18 | — | Lesson 16: Economic development of Japan after the Second World War Partial Integration Activities | — | — |
| 18 | Promote religious tolerance | Lesson 12: Difficulties encountered by Christian missions in Sierra-Leone and Nigeria and attempted solutions | — | — |
| 18 | Promote religious tolerance | Further Study 5: Reasons for the success of Christian missionary activities in Sierra-Leone and Nigeria Partial Integration Activities | — | — |
| 18 | Conflict resolution and peace building | Lesson 10: Bismarck’s foreign policy objectives and manifestations | — | — |
| 18 | Conflict resolution and peace building | Lesson 11 continues: assessment of Bismarck’s policies- External Partial Integration Activities | — | — |
| 18 | Promote religious tolerance | Lesson 13: Socio-Cultural and economic reasons for the Jihads Lesson 14: consequences of the Jihads- socio-political and economic |
— | — |
| 18 | Promote religious tolerance | Lesson 15 continues: Factors that facilitated evangelization in Cameroon (internal and external) Partial Integration Activities | — | — |
| 18 | Create appropriate institutions and laws | Further study 1: the Eastern regional crisis of 1952-reasons for crisis and consequences Lesson 10: The rise of political leaders in southern Cameroons-EML Endeley.. | — | — |
| 18 | Create appropriate institutions and laws | Lesson 11 continues- role of international organizations in the Plebiscite and reasons for KNDP victory Partial Integration Activities | — | — |
| 18 | Foster national, sub-regional and regional cooperation | Lesson 9: The UNO-Origins, Aims and Structures | — | — |
| 18 | Foster national, sub-regional and regional cooperation | Lesson 10 continues: Reasons for the decline of the UNO Partial Integration Activities | — | — |
| 18 | Create appropriate institutions and laws | Lesson 6: Nationalism in Portuguese Africa- the case of Angola- reasons for delay, evolution | — | — |
| 18 | Create appropriate institutions and laws | Partial Integration Activities | — | — |
| 19 | Use of Historical Knowledge |
Lesson 1: Introduction to the study of history (definition and sources), Periodization in history appropriate to Africa |
2hrs | — |
| 19 | Adapt to environment with multiple religions | Lesson 12 Continuation with -Contributions of Christianity and Judaism to the present world Lesson 13: The foundation to Islam (origins) | 1hr 1hr | — |
| 19 | The spirit of leaders hip builder |
Lesson 1: The Sao and the Pygmies: Location, Social organization and way of life | — | — |
| 19 | Protection /reinforce ment of the African Identity |
Lesson 15: The First Contact of Cameroon with the Europeans: Situate Cameroon (time and space) Situate the first contacts on a time chart, exchanges and consequences Further study 5: The name Cameroo |
— | — |
| 19 | Protecti on and promoti on of indigeno us rights |
Lesson 1: Introduction: Political, social and economic life of Cameroon before annexation Lesson 2: European powers on the coast of Cameroon Lesson 3: European scramble for Cameroon: Definition of c |
1hr 1hr 1hr | — |
| 19 | Prevent and resolve conflicts | Lesson 32 Continues- How and why Britain neglected the development of Southern Cameroons Lesson 33: The French colonial policies in Cameroon-( evolution, Assimilation, Association, Differentiation, P |
3hrs | — |
| 19 | Prevent and resolve conflicts | Lesson 1: Causes of the Second World War, 1939-1945 Lesson 2: reasons for Cameroonian involvement in the war; role play by Cameroonians and effects of the war on British and French Cameroon |
— | — |
| 19 | Promoti on of national integrati on | Lesson 27: Political, economic and social development in West Cameroon | — | — |
| 19 | — | Lesson 1: Case studies of decolonization in Africa continues -The Gold Coast- States of decolonization; role played by Kwame Nkrumah and CPP party, 1945-1957 |
— | — |
| 19 | — | Lesson 24:Cameroon’s relations with the Commonwealth, Francophonie and Arab League | — | — |
| 19 | Promote and protect rights | Lesson 1: The Slave Trade: definition of slave trade, slave, slavery, abolition, legitimate trade The Trans-Atlantic Slave Trade in West Africa: Origin, Evolution Lesson 2: The consequences of the T |
— | — |
| 19 | — | Lesson 19: Case study of Abyssinian Resistance 1896 – causes, evolution, reasons for success and impact | — | — |
| 19 | Conflict resolution and peace building | Lesson 1: The English Revolution: political, economic and religious causes | — | — |
| 19 | — | Lesson 18: other treaties signed at Paris Lesson 19: Assessment of the Versailles Treaty of 1919 |
— | — |
| 19 | Foster unity between the different groups of people/better integrate in the society | Lesson 1: Population movement in Cameroon – Definition of concepts, political causes Lesson 2: Economic causes | — | — |
| 19 | — | Further study 5: Assess the German rule in Cameroon- positive and negative effects on Cameroonians Lesson 25: The First World War in Cameroon- Reasons for extension, role played by local chiefs, soldi | — | — |
| 19 | Conflict resolution and peace building | Lesson 1: French Administration in Cameroon – the policies of Assimilation and Association-reasons and implementation | — | — |
| 19 | — | Guided work 1: Assessment of operation Green revolution Lesson 18: Ahidjo’s foreign policy-Objectives, relations with France |
— | — |
| 19 | Conflict resolution and peace building | Lesson 1: The Second World War 1939-1945- remote and immediate causes | — | — |
| 19 | — | Lesson 13 continues-Hostile relations, reasons for hostile relations, manifestation of hostile relation, reasons for improvement | — | — |
| 19 | Conflict resolution and peace building | Lesson 1: World War 2 in Africa, reasons for extension, role played by Africans soldiers | — | — |
| 19 | Promote integration | Lesson 9 continues- Consequences of civil wars in Africa | — | — |
| 20 | Discovery of cultural traits | FIRST TERM HOLIDAYS | FIRST TERM HOLIDAYS | — |
| 20 | The spirit of leaders hip builder |
FIRST TERM HOLIDAYS | — | — |
| 20 | Protecti on and promoti on of indigeno us rights |
FIRST TERM HOLIDAYS | FIRST TERM HOLIDAYS | — |
| 20 | Prevent and resolve conflicts | FIRST TERM HOLIDAYS | — | — |
| 20 | — | FIRST TERM HOLIDAYS | — | — |
| 20 | Promote religious tolerance | FIRST TERM HOLIDAYS | — | — |
| 20 | Conflict resolution and peace building | FIRST TERM HOLIDAYS | — | — |
| 20 | Forster responsible leadership | FIRST TERM HOLIDAYS | — | — |
| 20 | Create appropriate institutions and laws | FIRST TERM HOLIDAYS | — | — |
| 20 | Conflict resolution and peace building | FIRST TERM HOLIDAYS | — | — |
| 20 | Create appropriate institutions and laws | FIRST TERM HOLIDAYS | — | — |
| 21 | Discovery of cultural traits | Second Evaluation/Correction/Remediation | 2hrs | — |
| 21 | Adapt to environment with multiple religions | Promotion Examinations/correction/remediation | 4hrs | — |
| 21 | The spirit of leaders hip builder |
Second Evaluation/Correction/Remediation | — | — |
| 21 | Protection /reinforce ment of the African Identity |
Promotion Examinations | — | — |
| 21 | Protecti on and promoti on of indigeno us rights |
Second Evaluation/Correction/Remediation | 2hrs | — |
| 21 | Prevent and resolve conflicts | Promotion Examinations | 3hrs | — |
| 21 | Prevent and resolve conflicts | Lesson 11: The Mau-Mau revolts in Kenya-Causes, course and effects Second Evaluation/Correction/Remediation | — | — |
| 21 | Promoti on of national integrati on | Promotion Examinations | — | — |
| 21 | — | Second Evaluation/Correction/Remediation | — | — |
| 21 | — | General Revision | — | — |
| 21 | Promote religious tolerance | Second Evaluation/Correction/Remediation | — | — |
| 21 | Conflict resolution and peace building | Promotion examinations/correction/remediation | — | — |
| 21 | Conflict resolution and peace building | Second Evaluation/Correction/Remediation | — | — |
| 21 | — | Promotion examinations/correction/remediation | — | — |
| 21 | Forster responsible leadership | Second Evaluation/Correction/Remediation | — | — |
| 21 | — | Promotion examinations/correction/remediation | — | — |
| 21 | Create appropriate institutions and laws | Second Evaluation/Correction/Remediation | — | — |
| 21 | — | Promotion examinations/correction/remediation | — | — |
| 21 | Conflict resolution and peace building | Second Evaluation/Correction/Remediation | — | — |
| 21 | — | Promotion examinations/correction/remediation | — | — |
| 21 | Create appropriate institutions and laws | Second Evaluation/Correction/Remediation | — | — |
| 21 | — | Promotion examinations/correction/remediation | — | — |
| 22 | Discovery of cultural traits | Further study 6: Metal works (tradition techniques of smelting iron; products from a forge or blacksmith) Lesson 8: Ancient Greece (democratic experience, contributions to literature) | 1hr 1hr | — |
| 22 | Discovery of cultural traits | Lesson 8 continues : Ancient Greece - contributions to sciences, Arts and Olympic games Further study 7: the construction of Ancient Rome (public works, law and military) | 1hr 1hr | — |
| 22 | — | Fourth Evaluation/Correction/Remediation | 2hrs | — |
| 22 | The spirit of leaders hip builder |
Lesson 12: African Arts-Definitions, Artistic sites, forms of Arts, the uses and artistic symbols | — | — |
| 22 | The spirit of leaders hip builder |
Guided work 3: The Arts of Cameroon: Enquiry about arts in the region (forms of arts, materials used, uses and symbolism) | — | — |
| 22 | Protection /reinforce ment of the African Identity |
Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Prevent and resolve conflicts | Lesson 25: Causes of the First World War 1914-1919 Lesson 26: The Paris Peace Settlement and the terms of the Versailles Treaty |
3hrs | — |
| 22 | Prevent and resolve conflicts | Lesson 27: Why and how the First world war was fought in Cameroon, role played by Cameroonians and why Germany was defeated, consequences of the war in Cameroon | 3hrs | — |
| 22 | Prevent and resolve conflicts | Fourth Evaluation/Correction/Remediation | 3hrs | — |
| 22 | Display the spirit of leadersh ip/build and organize a society | Lesson 19 continues: The 1959 elections and the fall of Endeley -reasons why his lost the elections/ fell from power | — | — |
| 22 | Display the spirit of leadersh ip/build and organize a society | Lesson 20: The rise of Dr. J.N FONCHA –His policies and administration -Foncha’s role in the plebiscite of 11 February, 1961 |
— | — |
| 22 | Promoti on of national integrati on | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | — | Lesson 18: Ahidjo’s foreign policy 1972-1981- Successes and failures | — | — |
| 22 | — | Lesson 19: Biya’s foreign policy 1982-2004- successes and failures | — | — |
| 22 | — | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Promote and protect rights | Lesson 14 continues: Political reasons for scramble Guided Work 3: Account For The Late Start of the Scramble In Africa |
— | — |
| 22 | Promote and protect rights | Lesson 15: The Berlin Conference/Congo Colonial Conference/Reasons/decision ; Reactions (local population and international community); -Achievements/shortcomings | — | — |
| 22 | Promote and protect rights | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Conflict resolution and peace building | Lesson 12: continuation with the immediate Cause of the First World War Lesson 13: effects of the First World War- Political | — | — |
| 22 | Conflict resolution and peace building | Lesson 13 continues: Effects of the First World War- Economic and social Lesson 15: The Paris Peace Settlement of 1919- Aims (general) | — | — |
| 22 | Conflict resolution and peace building | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Promote religious tolerance | Lesson 17: Difficulties encountered by the LBMS Attempted Solutions Lesson 18: Impact of London Baptist Missionary Society – Socio-cultural, economic and political |
— | — |
| 22 | Promote religious tolerance | Further study 4: Founding of Victoria 1885: reasons for and impact Lesson 19: The Scramble for Cameroon definition of concepts; reasons for, role played by western powers |
— | — |
| 22 | — | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Create appropriate institutions and laws | Lesson 12 continues: the Foumban constitutional conference and Yaounde Tripartite conference- Personalities, aims and decisions; how decisions in Foumban respected the aspirations of the conveners, im | — | — |
| 22 | Create appropriate institutions and laws | Lesson 13: the state of East Cameroon 1961-1972; political economic and social development; | — | — |
| 22 | — | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Foster national, sub-regional and regional cooperation | Lesson 11 continues- failures of the commonwealth, reasons for decline, the Commonwealth as an instrument of Neocolonialism | — | — |
| 22 | Foster national, sub-regional and regional cooperation | Lesson 12: The Francophonie- Origins, aims, structure, successes and failures | — | — |
| 22 | Foster national, sub-regional and regional cooperation | Fourth Evaluation/Correction/Remediation | — | — |
| 22 | Create appropriate institutions and laws | Lesson 7 continues- case study of Neocolonialism in former French Equatorial African countries | — | — |
| 22 | Create appropriate institutions and laws | Lesson 7 continues- Impact of neocolonialism | — | — |
| 22 | Promote integration | Fourth Evaluation/Correction/Remediation | — | — |
| 23 | Discovery of cultural traits | Lesson 3: Neolithic (New Stone Age Civilization), the birth of agriculture and domestic animals, Sedentarisation and consequences | 2hrs | — |
| 23 | The spirit of leaders hip builder |
Guided Work 1: An inquiry on the origin and migration of the people of the region where the school is located -Identification of the various groups of people of the locality, their origins, migration |
— | — |
| 23 | Protecti on and promoti on of indigeno us rights |
Lesson 10: Reaction of the natives towards German annexation- Case studies, Douala war/Land case, Bakweri, Mamfe, Bangwa, Nso etc Lesson11:Political, Economic and social development in German Kameru |
1hr 2hrs | — |
| 23 | Prevent and resolve conflicts | Lesson 6: The rise of Pressure groups and political parties in British and French Cameroon | — | — |
| 23 | — | Lesson 6: Decolonization in Portuguese colonies in Africa- reasons why independence was delayed and why Portugal finally gave independence to her African colonies | — | — |
| 23 | Promote religious tolerance | Lesson 5: Causes of the Jihads of Usman Dan Fodio- remote and immediate Lesson 6: Reasons for success- political | — | — |
| 23 | Conflict resolution and peace building | Impact of the American war of independence political, economic and social (to America, Britain, France and other people) | — | — |
| 23 | Forster responsible leadership | Lesson 6: Grassland and coastal (forest) states- Identification and characteristics | — | — |
| 23 | Conflict resolution and peace building | Lesson 4: Cameroon And the Trusteeship – Definition, Terms Of The Trusteeship Agreement -Application of the trusteeship in French Cameroon and factors for nationalism | — | — |
| 23 | Conflict resolution and peace building | Lesson 5: The cold war in Asia Korea- Causes, course and consequences | — | — |
| 23 | Create appropriate institutions and laws | Lesson 4: Decolonization In British West Africa The Case Of Gold Coast- Factors, stages | — | — |
| 24 | Adapt to environment with multiple religions | Further study 9: Christian and Muslim pilgrimages (origin, sacred (holy) places; symbols and Course | 2hrs | — |
| 24 | Protection /reinforce ment of the African Identity |
Further study 6: Voyages of discovery- Inventions that permitted voyages of discovery (Compass, Caravel boats) -Great figures and their routes (discoveries) -The consequences |
— | — |
| 24 | Prevent and resolve conflicts | Lesson 38: The birth of Pan-Africanism-Origin, Aims, Pan-African congresses Further study 1: Identify Africanist in the diaspora e.g. Marcus Garvey | 1hr 2hrs | — |
| 24 | Promoti on of national integrati on | Lesson 31: Why and how Ahidjo fell from power (resignation from power) | — | — |
| 24 | — | Lesson 28: The League of Nations-Origins, Aims, Structures Lesson 29: successes and failures of the League of Nations 1926-1945 |
— | — |
| 24 | Conflict resolution and peace building | Lesson 22 continues- Merits and demerits of Indirect Rule Lesson 23: The French colonial policy of Assimilation; characteristics; reasons for adoption of Assimilation and Association and evolution of |
— | — |
| 24 | — | Lesson 23: reasons for the failure of the League of Nations in the 1930s (with examples) | — | — |
| 24 | — | Lesson 32: Cameroon and the Mandate- Terms of the mandate and the extent to which Britain and France respected the terms of the mandate Lesson 33 Reasons why Britain administered southern Cameroons a |
— | — |
| 24 | — | Lesson 22: The economic crisis- internal and external causes, attempted solutions and difficulties Lesson 23: Biya’s foreign policy-relations with west, china, and African countries; areas of conti |
— | — |
| 24 | — | Lesson 15 continues: China relations with Asia | — | — |
| 24 | Promote integration | Lesson 11 continues: reasons why Apartheid lasted for long in South Africa, (Internal and external factors that favoured Apartheid | — | — |
| 25 | Discovery of cultural traits | Lesson 7: The Kush (Meroe) Civilizations (organization, iron works, beliefs) | 2hrs | — |
| 25 | The spirit of leaders hip builder |
Lesson 9: The Kingdom of Congo- Situation in time and space, elements of its greatness (political, cultural, intellectual, diplomatic and economic) Lesson 10: study any of the following- Zimbabwe or |
— | — |
| 25 | Protecti on and promoti on of indigeno us rights |
Lesson 20: The policy of paternalism continues-Merits and demerits Lesson 21: Characteristics of white settler colonies in Africa (Kenya, Rhodesia and Algeria) |
3hrs | — |
| 25 | Display the spirit of leadersh ip/build and organize a society | Lesson 16: The rise of Ahidjo to power, reasons why and how he rose to power -His role in the independence of French Cameroon -the contributions of AlCAM and the UNO to French Cameroon’s independen |
— | — |
| 25 | — | Lesson 15: Stages of economic integration DEEC, BENELUX EEC | — | — |
| 25 | Promote religious tolerance | Lesson 13: Impact of Christian Missionary Activities in West Africa –Socio-cultural, economic and political (with examples from Nigeria and Sierra-Leone) | — | — |
| 25 | Conflict resolution and peace building | Lesson 10: manifestations of Bismarck’s policies continues Lesson 11: Assessment of Bismarck’s foreign policy- internal | — | — |
| 25 | Promote religious tolerance | Further study 3: the origin of the Fulani, their political organization and reasons for their success and failures in Cameroon Lesson 15: Introduction of missionary activities in Cameroon- Motives-So |
— | — |
| 25 | Create appropriate institutions and laws | Lesson 10 continues: JN Foncha, Augustin Ngom Jua Lesson 11: 1961 plebiscite-Reasons | — | — |
| 25 | Foster national, sub-regional and regional cooperation | Lesson 10: successes and failures of the UNO | — | — |
| 25 | Create appropriate institutions and laws | Lesson 6 continues- consequences Further study 1: Kwame Nkrumah and Ben Bella in the struggle for African nationalism |
— | — |
| 26 | Discovery of cultural traits | Further study 1: Collection and classification of Historical Relics Guided work 1: Enquiry on the system of periodization (counting dates in your region) |
2hrs | — |
| 26 | Adapt to environment with multiple religions | SECOND TERM HOLIDAYS | 2hrs | — |
| 26 | Adapt to environment with multiple religions | Lesson 13 Continue- Foundation of Islam (Pillars and Holy book) Lesson 14: The expansion of Islam in Africa | 2hrs | — |
| 26 | The spirit of leaders hip builder |
Lesson 2: Ancient Past Migrations: - The Palaeo-Sudanese- the first wave of Bantus Migrants | — | — |
| 26 | Protection /reinforce ment of the African Identity |
SECOND TERM HOLIDAYS | — | — |
| 26 | Protection /reinforce ment of the African Identity |
Lesson 16: Europe From the Dark Ages to the Renaissance- Situation in Time and space -Characteristics of the Dark Ages | — | — |
| 26 | Protecti on and promoti on of indigeno us rights |
Lesson 4: Activities of European Explorers, missionaries, traders, politicians, statesmen and soldiers on the rest of African coast before colonization (identify and state their contributions) Lesson | 2hrs 1hr | — |
| 26 | Prevent and resolve conflicts | SECOND TERM HOLIDAYS | SECOND TERM HOLIDAYS | — |
| 26 | Prevent and resolve conflicts | Lesson 33 continues: economic development in French Cameroon (La mise en valeur,,land policy, plantation agriculture, trade, transport and public works) and social development (education, health, rel | 3hrs | — |
| 26 | Prevent and resolve conflicts | Lesson 3: The Trusteeship Agreement : Definition, terms, why and how Cameroon became a UN Trust Territory -How Cameroon was administered under the Trusteeship Agreement |
— | — |
| 26 | Promoti on of national integrati on | SECOND TERM HOLIDAYS | — | — |
| 26 | Promoti on of national integrati on | Guided work 1: How Ahidjo facilitated the collapse of the Federal system | — | — |
| 26 | — | Lesson 2: Independence process in Nigeria- Stages of decolonization 1945-1960; Role played by political parties | — | — |
| 26 | — | SECOND TERM HOLIDAYS | — | — |
| 26 | — | Lesson 25: Cameroon’s relations with major powers- USA, Russia and China | — | — |
| 26 | Promote and protect rights | Guided work 1: Describe the Triangular trade episode and justify why it was not a win-win business Lesson 3: The abolition of the Slave Trade: Reasons for abolition of Trans-Atlantic Slave Trade, Soc | — | — |
| 26 | Promote and protect rights | SECOND TERM HOLIDAYS | — | — |
| 26 | — | Lesson 20: General reasons for failure of African resistances | — | — |
| 26 | Conflict resolution and peace building | Lesson 2: Revolutionary Settlement – Bill of Rights 1689 and Act of Settlement 1701, and others (terms and how they reduced the powers of the English Monarchs) | — | — |
| 26 | Conflict resolution and peace building | SECOND TERM HOLIDAYS | — | — |
| 26 | — | Lesson 20: Assessment of the Paris Peace Conference | — | — |
| 26 | Foster unity between the different groups of people/better integrate in the society | Lesson 3: socio-cultural and geographical causes Further study 1: Distinguish between voluntary and involuntary cause of population movement |
— | — |
| 26 | — | SECOND TERM HOLIDAYS | — | — |
| 26 | — | Lesson 26: Reasons why the Germans resisted for long and why they were finally defeated Lesson 27: Consequences of the First World War on Cameroon- political, economic and social |
— | — |
| 26 | Conflict resolution and peace building | Lesson 2: Socio-economic and political development in French Cameroon | — | — |
| 26 | — | SECOND TERM HOLIDAYS | — | — |
| 26 | — | Lesson 18 continues: relations with other countries Lesson 19: Ahidjo’s resignation- reasons, manifestation, effects |
— | — |
| 26 | Conflict resolution and peace building | Lesson 2: Consequences of World War Two- Political, economic and social | — | — |
| 26 | Foster national, sub-regional and regional cooperation | SECOND TERM HOLIDAYS | — | — |
| 26 | — | Lesson 14: Sino-Soviet hostilities, causes, evolution and consequences | — | — |
| 26 | Conflict resolution and peace building | Lesson 2: effects of World War 2 in Africa- political, economic and social (positive and negative) | — | — |
| 26 | Promote integration | SECOND TERM HOLIDAYS | — | — |
| 26 | Promote integration | Lesson 10: Apartheid in South Africa, Definition, origins causes | — | — |
| 35 | Adapt to environment with multiple religions | General Revision | 2hrs | — |
| 35 | Protection /reinforce ment of the African Identity |
Lesson 17: The Americas- The Rise, Peak, And Decline Of The Incas, Maya And Aztec Empires (Elements Of Greatness, Elements Of Decline) | — | — |
| 35 | Prevent and resolve conflicts | Lesson 40: Criticism for and against the Versailles Treaty Lesson 41: reasons why totalitarian regimes emerged in Europe |
2hrs 1hr | — |
| 35 | Promoti on of national integrati on | Lesson 32: How and why Biya came to power -reasons for his popularity | — | — |
| 35 | — | Lesson 30:The UNO-Origin, Aims, structures, successes and failures | — | — |
| 35 | Conflict resolution and peace building | Assimilation in practice in Senegal; merits and demerits of assimilation | — | — |
| 35 | — | Lesson 24: collective security- how it was pursued(within the League of Nations And out of the league) | — | — |
| 35 | — | Lesson 34: The British policy of Indirect rule- reasons and how it was implemented, successes and failures | — | — |
| 35 | — | Lesson 24:Cameroon’s diplomatic relations with African countries- Economic relations with ECCAS; CEMAC; Border crisis; Cultural relations | — | — |
| 35 | — | Lesson 16: China as a third force in world’s politics- reasons and manifestations | — | — |
| 35 | Promote integration | Lesson 11 continues: internal and external factors that led to the dismantling of Apartheid , stages for the collapse of Apartheid and consequences | — | — |
| 39 | — | OFFICIAL EXAMINATIONS/CORRECTIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 39 | — | OFFICIAL EXAMINATIONS | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | — | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |
| 45 | THIRD TERM HOLIDAYS/TEACHERS LEAVE | THIRD TERM HOLIDAYS/TEACHERS LEAVE | — | — |