March 20, 2023

In the society, there are various patterns and ways, methods and means that make it to function. The functionalist sociologists believe that there are interrelated parts that make the society function such as social institutions/social organizations/social systems. Social structures are networks of interrelated status and roles that guides human interactions. A status is a socially defined position in a group or in society e.g. rich/poor, educated/illiterate, doctor/patient. Roles of behavior (the right and the obligations) expected of some on occupying a particular status. Status can be ascribed or acquired i.e. inherited or achieved. In the society, structures lead or result into stratification what determines the social stratum of a person are power, riches and wealth, education or assets accumulated social stratification comes about as a result of differential social structures determined by power, riches, wealth, education, assets etc such that the society can be grouped in different strata. Upper class Middle class Lower class Upper class High power High wealth/riches High assets High level of education Middle class Moderate power Moderate riches/wealth Moderate assets Moderate level of education Lower class Less power Low level of education Less assets Less riches/wealth NOTE: It can be said that the basis of social stratification are:- Ascription or acquisition Power Wealth/riches Accumulation of assets Types of Social stratification Social class This is the grouping of the society based on community identifying social features like education, housing, profession or accumulation of assets. In the society, classes are broadly defined as, upper, middle and lower. Caste A form of social stratification based on religion or belief system whereby some members of the society are seen to be religiously of higher grouping (caste), high grouping (middle caste) or lower grouping (lower caste). This is evident in Buddhism and Hinduism. Traditional stratification The traditional also stratified people (members as either hunters, house keepers etc. e.g. Maasai morans. In the English leadership (monarchy) where the queen is considered a noble leader below them at the description of a monarchy (king/queen). SOCIAL MOBILITY This a spontaneous and the conscience movement of the members of the society n the social plains and the spatial plains e.g. job position, status, geographic space etc Types of Social mobility Vertical mobility i.e. the movement of an individual or the change of status and role of the individual on the downward or the upward e.g. promotion versus demotion, employment versus retrenched or retired It results into change of power, wealth etc. Horizontal mobility; it is the movement of members of the society from one position to the other without affecting the status and the role e.g. a transfer. Geographic mobility; this is the movement of members of the society from one geographic area to the other e.g. moving from one town to the other. Geographic mobility may or may not necessarily affect the horizontal and the vertical status and roles (position). Geographical mobility is also referred to s spatial mobility. N/B: Vertical, horizontal, geographical mobility can happen separately or comparatively.   SOCIAL CHANGE The society is dynamic i.e. it changes over time. The history of mankind has changed drastically over a long period of time and will continue to change. This change is referred to as a social change. Social change refers to alterations, overtime in which behaviour patterns, culture and the structure of a society changes. Today change has occurred in the following ways:- Language Dressing Sociologists are interested in the change in terms of ‘from’ ‘to’ i.e. where is the society coming from and where is leading to. What is the ‘engine’ of social change to which ‘direction’?. What are the ‘causes’ What are the ‘consequences?’ Theories of social change Evolutionary (Social Darwinism) After Charles Darwin’s evolutionary theory, the theory states that the society is moving from simplicity to complexity; through processes and patterns influencing natural selection. The survival of societal characteristics (elements) depends on their ability to resist change (adaptive ness or adaptation). If they can’t adapt they become extinct (depleted). Diffusion This states that social change originates/begins at one point and spread to other regions or other societies e.g. the changes in America diffuses to affect Kenya and the rest of the world. Conflict theory Developed by Karl Max; states that power is at the centre of social change ‘questions rather than notes’. The structural functionalist theory Developed by Emile Durkheim at all; they state that the society is moving from state of mechanical solidarity to a solidarity where people base their relationship or behavior on closeness/communal, help one another, rudimentary. Organic solidarity involves a society where closeness is not a factor; there is individualism, no physical contacts like two days. Modernization It states that social change rests on industrialization and urbanization. Under this, change depends on environment, technology, time, circumstances. Nature of Social change Social change can be either:- Planned Unplanned Planned social change Is a change in the society (behavior, social structure and culture) which is consciously carried out to make social life more confident and is intended for a particular purpose (it is premeditated). It s deliberate and can be carried out by a government or international organizations e.g. the call to change our sexual behaviors, creating rules and regulations to govern and positions. Unplanned social change It is spontaneous Undeliberate (nobody plans it) Unconscious e.g. language changes, eating habits, dress codes etc. Elements of social systems that changes Values Some values do change towards human rights conduct; this is because others are easy to change and others have defined passage of time. Human rights may include:- Right to speech, eat, associate, move, live etc. Norms; specific guidelines showing how an individual should behave in a society. Goals/expectations of the society; goals can be economic (eradicating poverty), political (good governance), or based on social welfare (fighting ignorance and health). Status roles (tasks allocation); what people are to do in the job situations e.g. the role of a teacher, a doctor etc. may change over time. Sanctions (rewards and punishments)

A person’s behavior is determined by a biological make up (nature – primary) or by the environment (nurture – secondary). After birth nurture take effect through a process called socialization which begin from birth and ends in death. Socialization is the process of instilling societal value, norms, knowledge, symbols of the society to its members through out life course. It means therefore a human is product heredity of bits or her environment which end up into personality – the sum total of the behavior, attitude, believe and values that are characteristics of an individual. Functions of socialization Helps one know about his/her culture. Helps develop a person’s personality Helps one understand roles and functions Helps us understand our stages in development process Helps in bringing about our relationship Helps us to interpret environment process Helps us to know our societal expectation of its members Helps us to appropriate the role of nurture and nature. Helps in developing social life (social interaction). Stages of socialization Childhood Adolescent Early adulthood Late adulthood Childhood Age begin from 0 to 13 years They are dependant. They don’t know to differentiate good and bad things Autonomy people – may doubt their ability and tool share about self. Adolescent Age begin 13 to 25 years. At this stage there are physical, psychological and social changes that take place in both boys and girls. Sexual experience is also moving upwards as young people leave childhood behind them earlier than the past. Young adult Begin from 25 to 40 years. Must partially use their own identities with those of the other people, turning deep friendship, falling in love and marrying. Danger is that if they fail to commit themselves to others because they fear a loss of self and thus they will feel isolated and lonely. Late adult Begin from 80 years and above years. He/she thinks and moves slowly. He/she is bound to himself and to his past and can no longer change or grow. He/she dislikes innovation and is not disposed to new idea. He/she become irritable and their minds yet shallow and feeble. He/she lives in his past, is behind all the time. Aimless and wondering of mind, reminiscing; Agents of socialization Families Peers School Church professional association Mass media   The family The family is the basic and the first agent of socialization. The society and nature places a fundamental responsibility on the parents to raise up their children. The parents are responsible for:- Nurturing and attachment especially the mother during pregnancy, breast feeding and nursing. Sex typing – help the child in defining the sex and attaining expectation and responsibility on the same line. Moral and ethical values Gender and sexuality. Schools Education is the systematic process of obtaining knowledge and skills for individuals and societal change. Education has with it syllabi, discipline, role modeling, expectation or grading; education also inspires and builds people’s aspiration. The school is also a point of social interaction and relationship where ideas/ideologies, symbols and behaviors are learnt. Peer group It comprises people with whom we share some qualities and interest i.e. Age Sex Profession The peer factors bring with it the peer influence i.e. looking at things or listening to a thing from a common perspective. Some of the common influences are:- Movies Music Walking style    Mass media It constitutes the print media, audio and audio visuals. It is one of the most effective means of giving out information, communication, and education and receiving information.   SOCIAL CONTROL The socialization process brings about i.e. internationalization of the societal norms and expectations. Through internalization we learn to conform; to conform is to become obedient to the expectation to the society. However, the society also brings with it sanctions that is rewarded and punishment that are used to enforce conformity to the societal norms. Sanctions can be negative e.g. rejection of fines, it can also be formal or informal. Social control is the enforcing of norms through either internalization or sanctions with intent to regulate behavior. All the societies’ which social control is focused on self control and internalization of norms to defeat social disorder, examples of social disorders are stealing, fighting in the street e.t.c. Social disorders is the break down of conformity or social stability. Forms of Social control Taboos In every society there are aspects of culture that has ruled over a period of time to an extent that they have held a principle or fundamental in regulating the behavior, the society subsequently expect their members not to break those fundamentals e.g. Incest Beating of an old man Values; are rights or bad behavior. Regulations; are formal prescription allowing or inhibiting character, rules and status. Laws; are rules governing a citizen of a country.   SOCIAL INTERACTION This refers to the various ways within which members of the society meet or exist/intercept. There are many forms of interaction, some help to promote change and others to bring about stability. Family A group of people bound together by blood, marriage or adoption usually living together and sharing some common aspect of life e.g. economic activities, some discipline, responsibilities. Functions of the family Companionship; the family provide a sense of belonging and security; they also provide love and affection. Reproduction; the family is the only formal institution within the responsibility of continuity i.e. making shares that new generations come about through child bearing and child rearing. Socialization; it is through the family that most children learn about the values and the norms of the society. The family works as the agent of socialization. Regulation of sexual activities; it is through the family teachings about which sex, when sex, with whom sex and why sex. The family prescribes incest (not allowing the children to have sexual intercourse with their close relatives e.g. child and parents) Provision of different things Provision of economic well being Ascription of status and property Emotional security etc Types of Families Nuclear family Comprising of either one of the parents, both the parents

Is a way of life of the people i.e. traditions of any given society. It is the belief, tradition, practices of any given society. It can also be defined as the traditions, values, norms, knowledge and artifacts, languages and symbols that are constantly communicated among people ho share a common way of life. Elements of culture Culture can be understood as either material or non material. Norms – is a specific guideline for action or it is a rule that says how people should behave in a particular situation. Norms are passed or are taught through language or exemplication. Knowledge – is a body of facts, beliefs and practical skills that people accumulate over time. Knowledge consists of information about places, people, events or ideas. It can come from books, tutorials, stories.   Believe system Artifacts – objects made b people to express their means of livelihood or way of life e.g. drums Morals – knowledge about good or bad. Mores – rules that is expressed in a hidden way. Cultural traits Folkways Customs Cultural relatives Different cultures have different elements and it is not fair to compare them equally or to complete them. Cultural relatives is the aspect of looking at different cultures with their due share of consideration without judging he one or the other, values, norms, symbols and language. For example, Kalenjins may not be exactly as Luos and none of the two should be judged. Cultural Continuity Every culture has its own ‘silent’ drive or forces that propel it to continue against other competitive elements. All cultures struggle for continuity. Acculturation It is the acquisition of new traits or elements by a culture that were not there before, adoption of new ways of dressing, circumcision etc. Assimilation It is the permanent adoption of new traits acquired. Cultural depletion This is the loss of some traits or elements by a culture. Cultural shock Comes about when a person belonging to one culture experiences cultural elements or traits that he/she was not familiar with, this comes about as a result of three factors:- Time Circumstances Places e.g. tumbo cut is a cultural shock to old women.

It is a systematic explanation of the relationship among phenomena; phenomena and events or happening things that concerned the society. Functionalist theory/perspective theory Society is viewed as a set of interrelated part that work together to produce a stable social system i.e. the society held together through consensus. Originators are Herbert Spencer and Emile Durkheim; here the element society is viewed in terms of their functions i.e. if what is happening in the society which is good is said to be good. Malfunction (bad) Dysfunction (negative) Social function (good) Intent (sleeping) function Conflict perspective theory Advanced by Karl Max/Max Weber; focuses in the society that promotes competition and bring about change. The focuses may be:- The economy Interactionalist Theory It focuses on how individual interact with one another; it is interested in the way in which individuals respond to one another in every day situations. It also interested in the meaning to own action and the action of others. It looks on issues such as labeling e.g. uncle, son; symbols e.g. flag   Anthropology The comparative study of various aspects of past and present culture; it is the social science closet to sociology, it is a subject matter. Anthropologists traditionally have concentrated on examining the past culture and present simple society. Sociology on the other hand is most interested in group behavior in complex societies; urban sociologist for instance, examines such things as the cultural characteristics of neighbourhood and communities in Western Nations. Psychology The social science that deals with the behavior and thinking of an organism; it differs from sociology primarily in that it focuses in individual behavior and draws more heavily on tools of the natural science. Areas of interest to psychologist include personality, perception, motivation and learning. Despite differences in emphasis, sociology and psychology are related particularly in the area of social psychology. Social psychology It is the study of how individual behavior and personality are affected by social environment; its courses are taught both in psychology department and in sociology department and people in both disciplines claim the title of social psychologist. Economics The study of the choice people make in effort to satisfy their wants and needs; it examines the process by which goods and services are produced, distributed and consumed. It also examines the effect of government policies on stability on economic growth stability. The examination of the organization and operations of the government is the forces of political sciences; the interest of sociology and political science after overlap. Areas of mutual interest include rating, patterns, and the concentration of politics, power and the formation of politically based groups. History It is the study of past events; sociologists also are interested in the past in many social historians. Sociologists study past event in the effort to explain current social behavior and alteration over time, the division of the social science have become less distinct. Many modes of social sciences in an effort to better understand the social forces that help to shape our lives. Sociology as a science Natural sciences deal with the objective facts whereas sociology deals with social phenomenon; the applications of a scientific method do not necessarily hold because the social arena is dynamic/undergoes through constant change. It varies with time, place and circumstances. Application Where human behavior is sociologically predictive i.e. is not obvious, that given the same scenario, social behavior will be replicate and the various uniqueness of a people (society). Evolution Like many other social discipline, sociology experience the challenges of growth and development. It is fair there to say, the human society is becoming more and more complex by the day hence sociologists are challenged to adopt to the changing trends of the society. Society It is the largest group of people who live together and are tied with some common aspects that bring about some social order. These people usually share common territories, may have a common culture, common goals and objectives, kinship ties and some form social control systems (rules and regulations) e.g. ethnic groupings.   Characteristics of human society Common geographical area or territory These people usually share common boundary or area within their set up. Common economic activities Usually their system of production/manufacturing is common and aimed at achieving some goals, cultural behavior/common social system. Either they share some common cultural traits or common social system that regulates the behavior. Common social control system They may have laws, rules, norms, sanction means/rewards and punishment for offenders. Common mode of communication E.g. language, in Kenya we have English and Kiswahili and also indigenous languages. Social Relations People within the society relate with one another through social interactions, social relationship came between individuals e.g. friendship, work situation, profession. Family level e.g. mother and children. Father and children and relatives Group level e.g. seminars, workshops Profession e.g. according to your profession The ways you relate in the society determine the following: Sense of belong ness Sense of identity Social integration/strength Collective ability (energy) Studying Society Sociological study employs social research method to gather social facts about social phenomena. Social research Is a research technique or methodology used in social sciences looking to subjective tasks involving individuals, groups, community in their social set up. This method contrasts with other methods because it does not emphasize the objectivity. Social research Are the data/information gathered from social research e.g. facts about behavior, poverty, rape etc. Social phenomenon Are events or occurrences of situations of social problems studied by sociologist. The study of the society, the following techniques is applied:- Hypothesis Research Data collection Representation

Sociology is derived from the words socio – society/people (individual and collection) logy – refers to study. Sociology is therefore defined as:- The study of society. The study of social institutions. It is the study of social life of the people and study of social systems and how human beings behave both as individuals and as groups. Society It is the largest group of people who live together and are tied with some common aspects that bring about some social order. These people usually share common territories, may have a common culture, common goals and objectives, kinship ties and some form social control systems (rules and regulations) e.g. ethnic groupings. HISTORY OF SOCIOLOGY Sociology history emerged in the 19th C due to rapid social and political changes that took place in Europe in the 19TH and 18th centuries. Industrial revolution played a big role in changing people’s social life, people’s behavior and subsequently urbanization with the emergence of urban population also came numerous social problems e.g. unemployment, lack of housing, crime, population etc with time situation worsens. Sociology has its root primarily in France, German and England. Some of the early factors of sociology are:- Augustine Compte; he lived between (1798 – 1837) with the French revolution. He believed that understanding in the society was very vital and bringing stability to the world. He was heavily influenced by the scientific method, by natural sciences and he argued that the sociologists should use the scientific method in solving problems of order and change. He used the terms like social statistics (stability) of the society, social dynamic (social change). Karl Marx lived between 1818 – 1883; a German doctor, lecturer; he traveled widely in Europe. Marx believed that the overall structure of society is heavily influenced by having the economy organized i.e. those who occur in the means of production and those who do not. He introduced the concept of cross economy like business and labour; he divided economic system into capitalism and communism; he said that the society always in a state of conflict between the classes. Herbert Spencer lived between 1820 – 1903; an English (England), civil engineer, influenced the views of Charles Darwin (evolutionist). He understood the society as a biological model i.e. cell – tissue – organ – system – organism. He understood the society as having system which works towards perfection what became to be known as social Darwinism. Emile Durkheim lived between 1838 – 1917; he was a French man, a lecturer, a philosopher. He applies method of science to the study of society. He was concerned with the social order and he understood the society as set of interdependence part that maintains the system over times. He viewed the roles of these facts I terms of function; he was necessarily interested in the function of religion in maintaining social order. He used his theory through statistical analysis i.e. social statistics.   Max Weber lived between 1864 – 1920; a German, lecturer, a profession of economics; unlike others, he was interested more in groups within the society rather than the social whole. He struggled to analyze the effect of society on an individual i.e. socialization and resocialization. Weber attached a lot of emphasis on understanding the action of the people in the society; the social dynamics which tries to look at the group behavior. Key concepts of Sociology Society Behavior Social institution Norms, Ethics Values Theories Social interaction Group Social order. Applications of Sociology Social institutions e.g. schools, colleges, universities etc. Conflict resolution Humanitarianism Disaster management Social dynamic Social problems e.g. IDPs Community based organizations e.g. UNEP, UNESCO, UNICEF Branches of Sociology Rural sociology Criminology Urban sociology Medical sociology Criminology It is as social study dealing with causes of crime and how to tackle criminal behavior in the society. It deals with defiant behaviour, delinquency and penology. Defiant behavior is any behavior which causes the societal norms, values and expectations. Delinquency means a crime in general; penology is the study of how to punish on crime. Medical sociology Deals with the study of sociological perspective as regard the practice of medicine e.g. how a child can be handled, rehabilitation etc. Rural sociology The word rural refers to the outside the urban setting; in the outskirts, an area of predominant agriculture or in grass roots etc. It is the study of rural ar4eas and development in social perspectives outside the urban areas. It studies things like:- Rural community Social interaction in the rural Social institutions in the rural Rural development Rural urban migration Urban sociology It is the study of social perspective in urban area e.g. urban society, urban settlement, urban mobility, intra and inter urban move – linkages.

INTRODUCTION TO SOCIOLOGY – Click to view SOCIOLOGICAL THEORY – Click to view CULTURE – Click to view SOCIALIZATION – Click to view SOCIAL STRUCTURE AND ORGANIZATION – Click to view DEVELOPMENT – Click to view

The government of Kenya is majorly divided into 3 branches The Legislature The Judiciary The Executive The Executive It is the arm of government which deals with the execution or implementation of laws made by the legislature; it consists of president, vice president, cabinet and civil servant. Roles of Executive The handle the general administration of the country including internal and external affair. Roles of president Head of state Head of government Chairing cabinet meeting Legislative power Commander in chief Judicial power Emergency power Presiding over national holiday The judiciary Is one of the three organs of government; it consists of the judge, magistrate and other officers of superior and sub ordinates courts. Functions of the Judiciary Settles legal disputes among individuals or between individuals and the state. It guarantees the rules of law (which stipulates that all Kenyan are governed by the same land) by exercising justice. Help in the development of laws. It administers justice. It is guardian of our constitution. The legal system arrange for the administration of the estate of deceased person by appointing guardians or trustees of estates. The Legislature This is also referred to as parliament and is the law making organ in Kenya. It comprises in National Assembly and the president. Functions of Legislature Legislative functions Control of revenue and expenditure Terminative roles Check on executive and judiciary Control of revenue and expenditure Bridge between people and the judiciary Creation of statutory bodies Shaping political leadership Promotion of good governance Election of the speaker

Kenya Federation of Labour Trade union can be defined as an association of workers whose main aim is to improve the welfare of members in their work places. Most of them are concerned with better pay, acceptance of working hours, compensation in case of injury. It started in Kenya in 1900; originally there were no trade unions for Kenyans and Indians. The first union to accept other races was Kenya Labour of Trade Union. The Kenya federation of labour was formed later; it was originally called Kenya Federation of registered labour. Its officials were men included Aggrey Minya, Muchingi Karanja, and Samuel Ondiege among others. Basically the unions fought for the rights of workers. In 1955 the Kenya Federation of registered labour changed its name to Kenya Federation of Labour. Its main role in the struggle for independence in Kenya included:- Kept the spirits of African nationalism alive especially after the banning of political parties. It secured international support for the course of African nationalism. It educated African workers on their rights Helped to improve the living workers of Africans. Prepared African nationalists for leadership e.g. Tom Mboya, Martin Shikuku etc. The General role of Trade Union They contributed to the improvement of wages and working conditions in aim of negotiations, striking, go slows etc. They introduced the concept of collective bargains whereby the workers raised their complains as groups other than individuals. They generally opposed colonial rule and raised people’s political awareness. They provided training grounds for national leaders e.g. Fred Kubai, David Khaggia, Martin Shikuku etc. They promoted regional organizations They filled the vacuum filled b their predecessors. They educated workers on their rights through seminars and workshops They promoted co operation between workers, employers and the government which boosted their contribution hence efficiency and effectiveness. Problems encountered by the Trade Unions Fear of victimization among workers, this was rampant because trade union leaders were harassed by white settlers. The African workforce were migrant workers There was ignorance of the people on the role of trade unions. Poor leadership skills especially due to lack of trade personnel with knowledge of Trade unions. Many of them experienced shortage of funds and mismanagement of the little they ha. The choice of leaders was sometimes influenced by ethnicity There were sometimes wrangles among leaders themselves hence poor governance. Role of the Mau Mau movement There is no clear source of the nature of the Mau Mau in historical literature, however, it is generally accepted that it was an organization of freedom fighters who were mostly young men from Central province who had undergone circumcision in 1940; some of whom had participated in the Second World War. Causes of the Mau Mau Uprising The land alienation; they lost their land to White settlers. Although many African communities e.g. Maasai, Nandi had also lost their land to white settlers, the Agikluyu suffered most because of their proximity to Nairobi the city of colonial government. Poor living and working conditions; many Africans especially those who lived as squatters on white settlers lands (labourers) were in pathetic condition utmost poverty. Oppressive policy; Africans were against policies such as forced labour, low wages, Kipande system and racism. Request for constitutional reforms; Africans were grieved by the failure of the government to make a new constitution that would look onto their demands and rights; African political parties were banned, their leaders detained etc. these encouraged underground activities like oath taking of the Agikuyu. Preservation of Culture; Africans wanted to preserve their edible culture at cost. Colonial brutality; Africans were beaten and those who could resist5 were even killed by colonialists and such feelings provoked the vengeance. Cruel evictions; they were evicted from farms to leave room for white settlers; the methods of eviction were cruel as they lost crops, livestock and even lives. Unemployment; as the population grew most Africans remained idle thus resulted to high level of unemployment. Racial discrimination; they were given the worst education and health facilities and wages by the British settlers. Disillusion of Soldiers which made them resolve to fight on for protection of their communities and people. Factors that facilitated Mau Mau movement The fighters took second oath that united them and made them committed to the strength and made them keep secrets. The Mau Mau used the Guerilla tactics which was difficult for the British. Civilians brought information about the British troops movement. The Mau Mau had resourceful and courageous leaders some of who fought in the Second World War e.g. Dedan Kimathi, General Mthenge among others. The fighters had good hide outs in the forests, caves etc. The fighters had access to guns and ammunition some of which was home made while others ceased from the European settlers. Problems which the Mau Mau faced Lack of transport and communication facilities The warriors had to put up with extreme weather conditions as some of them succumbed to diseases. They were always anxious due to the brutal retaliation from the British forces that were better armed. In the forest where they operated they were frequently attacked by wild animals. Divisions arose among them due to disagreement Spies betrayed their movement exposing their fighting techniques and hide outs. They lacked proper coordination due to the forests The recruitment process was disjointed. The arrest of key leaders dealt a destructive role to the movement. Results of the Mau Mau uprising Many innocent people died (estimation 50,000 people) Many Africans arrested and detained The war attracted attention of the British citizens and the internal communities and the suffering of Africans in the hands of colonialists The war speeded up the emerge of independence It led to destruction of properties It led to the establishment of emergency villages created to separate civilians from the colonialists. Large of the Agikuyu, Akamba and Ameru were forcefully evicted from Nairobi Forced the colonial government to restrict the activities of the African parties   Importance personalities in the Struggle of Independence in Kenya Eliud Mathu Graduated from Fort

Social economic and political background 1. Laws and policies Were forced to pay taxes Were forced to carry identities i.e. Kipande system; this was to ensure that Africans had to work in the white settlers firms. They were forced to offer labour to the white settlers firms. Land alienation policies Africans were moved from their fertile lands and forced to settle in reserves leaving their land for white settlers. The white settlers also forced the African squatters to reduce the number of livestock and size of plots they used to cultivate; those were served as labourers lived in pathetic conditions and suffered from malnutrition since they rarely had a balanced diet. Labour laws Africans were forced to work for European settlers under little or no payment They also worked in order to acquire money for the payment of taxes. Agricultural policies Africans were not allowed to cultivate cash crops in their farms. They were not allowed from breeding and rearing livestock Cultural policies Some African cultures were outlawed i.e. Female genital mutilation Some practices such as witchcraft were barred from happening. Educational policies Africans were denied chances of attending same schools with the whites They were denied elementary education services i.e. accounting instead they were forced to rudimentary services i.e. carpentry Early political organization The Kikuyu Association There was the first political organization in Kenya formed in 1920; its founders were concerned with the continued grabbing of African land for European settlement. Reduction of African wages and introduced the Kipande It was made up of local chiefs It was not very aggressive in defending African rights They were not able to get any meaningful concession by the Government. Weaknesses Was made up o loyal chiefs Was not aggressive in demanding for African rights Never wanted to lock horns with colonial government Could not be recognized by the Government Achievements It attracted some African converts from Central and Nairobi i.e. labourers, messengers and even Harry Thuku. However, Harry Thuku later disagreed with the Kikuyu Association and founded the Young Kikuyu association which later became the East African Association. Founder members of Kikuyu Association Kinyanjui wa Githarimu Koinange wa Mbiu Philip Karanja Josaiah Njonjo The Young Kikuyu Association/East Africa Association Was established in 1921; was first referred to as Young Kikuyu Association The most founders were Harry Thuku, Mwalimu Hamisi, and Mohammed Sheikh etc. Most of these original founders have been educated in Kambui mission school at Kiambu; one of their main motive of its formation was the fact that the Kikuyu Association was made up of mostly of colonial chiefs who were not aggressive enough impressing the colonial government for African demands. The Young Kikuyu Association had more radical approach because it was composed of young men. They demanded for:- For better working conditions for Africans Reduction of taxes Withdrawal of the Kipande Increased wages The Young Kikuyu Association composed of members from different ethnic communities e.g. Kikuyu, Kabas and many other Africans who were working in Nairobi which were attracted to radical ideas. Later when the founders of YKA felt to in cooperate the Africans from other communities in the Association they changed the name to East Africa Association; its members came from different parts of Kenya, Uganda and Tanganyika. Asian politicians such as M.A Desai were also helpful to the Association; through its chairman Harry Thuku, the Association shared its contact with the leaders of the political associations and the Pan Africa, the Kavirondo tax payers Association etc. their demands included:- The revocation of the colonial status of the country The organization of legislation council election on common role for all races. The abolition of hut tax that was exclusively paid by the Africans Return of land which was absconded from them An end to the forced labour Increase in African labour wages The provision of better education for Africans The abolition of the Kipande system The Kikuyu Central Association This formed by the remnants of Harry Thuku’s i.e. Joseph Kan’gethe and It was formed in Muran’ga with leaders like James Beauttah and Henry Gichuru. Its main demands were the return of Kikuyu land; reduction of taxes; end of racial discrimination; lifting the ban from growing cash crops. Later Kikuyu Central Association relocated to its headquarters in Nairobi; it was then joined by other young educated men of Africa like Jomo Kenyatta who became its general secretary in 1988. Thereafter, its other demands included the introduction of free primary education, provision of secondary education and higher education for Africans; abolishing of Kipande law on Africans; appointment of African representatives to the Legco, the release of Harry Thuku, the granting of title deeds to Africans to prevent further land alienation, the rejection of the proposed East Africa Federation. The Kavirondo tax payers Welfare Association started in Western (Young Kavirondo Association). It was founded by young men who were being educated at Maseno mission school; its first officials were mainly Luos and Luhyas who included Jonathan Okwiri (chairman) Simeon Nyiende (treasurer) Benjamin Omulo Their demands agitated for the:- Abolition of Kipande system An end to forced labour An end to land alienation Abolition of high taxes for Africans Change of status revocation from protectorate colony A separate legislation for Nyanza province Establishment of more government schools in Nyanza The creation of paramount chiefs for Nyanza Every individual with a title deed for the land Later on the government through Arch Deacon Owen for fear of radical nature of Young Kavirondo Association convinced the members to change its name to Kavirondo Welfare Association. From the roles there shifted their grievances to social concern i.e. better houses, food, clothing, education and hygiene. From around 1944, the association following the disagreement between Luos and Luhyas split with the Abaluhya forming the North Kavirondo Central Association; later many of the leaders of the Kavirondo Welfare Association were employed by the government leading to weakening of the association and it’s extinct by 1946. Uma members Association It was founded by the Akamba under the leadership

The British colonial administration in Kenya was established in two levels to provide basic administration in Kenya. There was a central government and local government. The Central government For each administration, the country or proctor ate was divided in provinces, districts, divisions and locations. Hierarchy of the Colonial Administration in Kenya 1. Colonial secretary Political help o the British administration Based in London Member of British cabinet and parliament He coordinated all colonial British policies 2. Governor Represented the British government in the colony He was responsible for the colonial secretary and advisory council. In the country headed the executive council which executed colonial policies or government. Laws passed by the Legco only became effective after he asserted to them. 3. Provincial commissions They represented the government at the provincial level. They implemented the policies and laws amended by the Ledgco. Other responsibilities; supervising the work of DCs, Dos and the entire provincial administration as a whole. 4. District commissioners In charge of policy implement within the District Maintain law and order and security. Provided over or chair the district advisory committee. Coordinated the work of DOs and chiefs District officer Implemented orders from DC Coordinated the work of DC in the division level   Chiefs The main link between the local people and governor at top Maintain law and order in the location Coordinated the work of headmen   Headmen They serve as the link between the people and the Central government at the grass root level Mobilized their people for development within the village level Collection of taxes and labour recruitment for public work Local government The main reason to establish the local government was to involve the local people in the training of the government however only the European was represented in their government on earlier period. The main purpose was to involve the Africans in the government The European settlers spearheaded the Africans to their desire to safeguard some privileges for themselves. Colonial secretary The central government created the district advisory committee; the members of this committee were appointed by the central government later on they were renamed District Advisory councils. These councils were made up of the members either nominated by central government elected by European settlers basically by the District was still European themselves. Functions The provincial of a legal forum from where the local people could make decisions toughing on their affairs. To make use of the available resources to achieve development. Provide a link between the central government and the local communities/people.   District councils Local native councils These were formed when the African leaders had requested for the form through which colonial Government would address their grievances. It as the district advisory council that was renamed the Local native councils. Objectives of the Native councils Encouraging and developing a sense of responsibility in developing a country. Through which Africa would be forwarded their grievances. To ensure the restrictions of Africans in their reserves. To provide a means through which a central and colonial government could better understand Africa and control it better. Impacts of Local government Increased exploitation of resources Increased initiatives in development Improved a link between Central government and local people. Increased the maintenance of law and order. Effective suppression of Africa resistance from around 1901. Increased development of infrastructure. Increased taxation for Africa Improved social services such as schools and hospitals Through the local government solutions of disputes were easened. The success of local government in the colonial government were undermined by many Functions such as:- Shortges of well trained persons to carry out these activities Poor/inadequate resources to carry out day to day activities. There was rivalry between European settlers and central government in their works. SOCIAL AND CULTURAL DEVELOPMENT DURING COLONIAL RULE IN KENYA Effect of colonialism on African culture 1. Effect on Africa in religion Africa change of worshipping Change from worshipping gods to worshipping God Africans began to use the bible 2. Effects on family life Practice of polygamy was reduced among African families Christian marriages were introduced The pride of having large families declined as a result of colonialism 3. Effects on moral laws Inheritance of wives reduced The extended families reduced   MORALE This has been defined as a strength sense of authorization and dedication of a common goal that unites a group. It may also mean the state of spirits of a person or group as shown by confidence, cheerfulness, discipline and willingness to perform a given task. It is a degree of mental confidence, self control and discipline of a person or group. Many Africans were now employed in industries, European firms there by changing their economic lifestyle. In the urban centres that Africans moved to there was great employment leading to improved standards of living. Many Africans who moved to the urban completely lost their cultural traits; The economic activities in the rural areas disrupted since the young people migrated to urban in search of employment.   DEVELOPMENT OF EDUCATION IN KENYA DURING THE COLONIAL PERIOD During the colonial period, formal education was introduced. It was promoted mainly by:- 1. Christian missionaries 2. Colonial government through local councils 3. Africans themselves 4. Community organization came up with formal education Missionary Education Features It was elementary Major subjects; CRE, Arithmetic, Writing and Reading Industrial and technical the main approach e.g. trained Africans on carpentry, masonry, agricultural It was denominational; every denomination had their own schools where their followers went to and taught church doctrines. Objectives of missionary education To impact in African’s agricultural skills in order to promote food supply Impact basic technical skills To train Africans as catechist to enhance Christianity To provide Africans with basic literacy In order to fulfill these objectives, the missionaries undertook the following:- Establishment of secondary schools e.g. Mangu, Alliance, Precious blood, Starehe etc. African teachers were trained and moved to African schools They offered financial and material support for the schools Role of Africans in provision of Education Africans through the so

Factors for European expansion into Kenya in the late 19th and early 20th Centuries Nationalism in Europe When the British saw that Germans were coming towards East Africa, then the British decided to extend their colony to Kenya. Strategic important East Africa generally important to British in that they own the materials that British use in their industries e.g. Suez Canal in Egypt would provide Economic Imperialism East Africa as great source of raw materials and market for their finished goods from their industries; they wanted to expand their industries in order to employ their high growth rate of population. Establishment of colonial rule in Kenya Factors leading to European expansion into Kenya Economic factors Industrial revolution in Europe; following the industrial revolution in Europe, many countries sort to have sources of raw materials and these were provided by their colony. Following the same industrial revolution, industries produced in excess products and hence wanted to expand market for the products. Following the same industrial revolution, industries have made so much money and there was a need for places to invest the excess capital. They also desire to have a source of cheap labour and this was available in Africa. There was speculation in Europe about the availability of deep bockets of minerals such as gold, zinc in Africa. Political reasons The unification of Germany By 1870, Britain and France were the most powerful nations but following their unification Germany became powerful nation. Following this defeat, Germany lost some of her provinces such as Alsace Lorain following France returned attention to Africa. Public opinion Around 19th the government became more democratic and government pays more attention to its people and their contribution. Strategic consideration The Suez Canal was the shortest distance towards the colony; it was constructed by money from British of which was to be refunded; however, this money led to enable to pay – Egypt remained in debted to Britain and France – later when Britain took over Egypt, Britain went ahead to colonize Kenya believing it was the source of the Nile. Social factors Missionaries demanded for protection; missionaries operating locally have met threats and competition from other missionaries. Growth of European population; due to their population, European established their rule in Kenya. Humanitarian factors Europeans came to be modernizing Africa through Western education and provide modern services as well as to stop region trades. BRITISH OCCUPATION IN KENYA Methods used to occupy Kenya:- Following the partitioning of East Africa, British embarked to Kenya they employed various methods such as:- The signing of treaties. Collaboration, military conquest. The building of basis or forts. Indirect rule (used African leaders to rule in advance). The signing treaties Several treaties have been signed in the various treaties with chiefs; in most cases the African chiefs never understood the full meaning of such agreements between Olaibon Lenana and the British in their collaboration. Some communities such as the Wanga under the Mumia and Olaibon under Lenana really collaborated with the British. Most of this British were promising but were never fulfilled. Military and expedition The British applied military force to those committees that did not readily accept the establishment of the rule. Plenty of expedition was dispatched against communities like Bukusu, Nandi, Luo. Operation of Bases Operation of bases or forts were build to enhance the political control e.g. Fort Smith, Port hall.] Kenyan people responses to British Kenyan communities offered various responses to colonial rule; some actively resisted others collaborated and others just stare not to choose. Active resistant Some Kenyan communities including the Nandi, Agiriama, Bukusu and some sections of Agikuyu resisted the initial occupation of the British; they made harm weapons to defend themselves from the colonials. However military expedition were sent to resisted communities but this only intensified the resistant struggle. The Nandi resistance Causes of the Nandi rebellion Nandi bride; the Nandi had been experiencing some good success offered by their neighbours e.g. Luo, Bukusu, when the British tried to occupy their territory the Nandi intensified the insult. Nandi intensified their superiority; the Nandi warriors were well equipped with weapon, their cultural practice of cattle rustling have prepared them well and they were ready to fight and most superior to whites. Physical appearance of white man To the Nandi the big complexion of the white men was considered strange to them assured as evil that should be expelled fro their territory. Land alienation for British from the government program planned to relocate the Nandi away from the ancestral land to pave way for white settlement for agriculture and for construction of railway and community was quite annoyed. The Nandi Resistance Why the Nandi resistance was very long The Nandi region consisted of caves, forest which favoured guerilla warfare. There region ale system provided them with young men who were experienced with cattle rustling, well organized, discipline and effective. The Nandi were able to acquire locally manufactured weapons made by local iron smiths. The Nandi had regular supply of food that sustained fighters for long. The wet gold blind men in the Nandi region cost the spirit of the British war. The Nandi had a mixed economy such that when the British destroyed their crops they would turn to livestock and vice versa. Nandis got help from the Kipsigis, the Elgeyo. The Nandi believed that their leader Orkoiyot had supernatural powers; this gave the fighters determination to fight on. Reasons for the Nandi defeat The death of Koitalel arap Samoei completely demoralized the effort to resist. The British got the reinforcement comprising of Indians, Somali fighters. The Maasai also joined the British. The Nandi traditional weapons were inferior to the British guns. The British had also well organized military and sophisticated weapons. The British employed scorched earth policing to ensure there was destruction causing starvation among the Nandi. The Nandi were affected by small box which killed many warriors, eroded warriors strength. Results of the Nandi rebellion Massive lose of life. British colonized Nandi Nandi territory were

Meaning of History History simply means an account of events that took place in the past; history may be defined as a branch of knowledge with past events of human beings and their responses to their environment over the years. History as a science History is the study of anything; of the earth, man, disease or animals. History is a branch of knowledge dealing with past events. History is a science concerned with past human actions. The study of the past can be classified systematically into:- Social history Economical history Political history Social history deals with the traditions, values and cultural practices of the people. Economical history refers to means of livelihood of the people such as hunting, gathering, agricultural and trade. Political history deals with the control systems in a society, for example maintenance of law and order, leadership and security. Government Derived from the verb to govern, which means to exercise authority over. It also means to rule or control; it implies having power to direct or conduct the policies and public affairs of a country or an institution. The term government therefore refers to a group of people within a state given authority to organize, direct and control affairs of that state or country. In Kenya we have three arms:- The legislature; commonly referred to as parliament. It includes national assembly and the president; this is the law making arm of the government. Executive; includes the cabinet, president and the civil servants. This is the arm that implements law.   Socio – Economic and Political organization of Kenya Communities in the 17th Century Bantu Western Bantus; Abaluhya, Abagusii and Abakuria. Eastern Bantus; Mijikenda, Akamba, Agikuyu, Ameru and Aembu. Social organization All the Bantus of Kenya were organized in clans; made up of people who were believed to have descended from the same ancestor. Circumcision was an important aspect in the social organization of all the Bantu groups. Bantu communities e.g. Abaluhya and Akamba only circumcised boys and others circumcised both boys and girls especially Abagusii community. After circumcision, the initiates were taught the values and customs of their community also the initiates joined the age sets. All Bantus believed there existed supernatural powers, a god that controlled their destiny. Abaluhya believed in their god called Were/Nyasaye. Bantus believed in the existence of evil spirits who acted as intermediaries between them and the gods. Diviners and medicine people were also present in these communities. Bantus celebrated life both in song and dance. Political organization Had decentralized forms of government except the (Wanga); a section of the Luhya, who had decentralized government. The Bantus were divided into clans; members of the same clan are believed to have originated from a common ancestor. The clan was governed by the council of elders. The council of elders performed settling disputes, presided over religion ceremonies. Council of elders preached good relations with neighbouring communities; they served as spokesmen on behalf of their communities. They sat and decide on matters that affect the entire community. Bantu age set system was important in their political organization e.g. Agikuyu – boys joint age set after initiation; since it was very important institution. Economic organization Trade; all the Bantu speaking people participated in trade with their neighbours; they practiced Barter trade e.g. exchange what they have with what they don’t have; Luo – Luhya (fish and basketry). Crop cultivation; Bantus grew sorghum and millet, cassava among other crops. Livestock keeping; most communities kept domestic animals e.g. cattle, sheep and goats of which they used in payment of dowry. Fishing; This was only practiced by Bantu communities who lived along the rivers, Luhyas (R. Nzoia and L. Victoria) Pottery and basketry; many Bantu communities of Kenya especially the Abaluhyas and the Abagusii made baskets and pots. Iron working; iron implements were made by the Bantu communities; they made items like spears, knives, hoes. Hunting and gathering; was done to supplement their food. Cattle raiding; they would raid their neighbours for cattle e.g. Abagusii still raid the Maasai for cattle. Cushites Smallest linguistic group in Kenya inhibiting the northern part of the country; they are nomadic, san speaking group and is shared by all these community languages of this group. Social organization Had a part lineal society, they traced their origin through the father. Society was divided into clans which were made up by related families; they believed in common ancestor, a fact that created a bond of unity that exists among them and has made their kinship system strong. Agikuyu Social organization Family is the basis unit. Each family has its head who is the father. Initiate boys and girls. After the initiation they joint the age sets. It was during initiation that boys and girls were educated on the basic values of the community. The Agikuyu believed in their god called They believed to reside in Kirinyaga. They had diviners and medicine men. The Agikuyus had the designated places for worship. They believed in ancestral spirits. Marriage in the community was a very important section in the community. Economic organization Trade with their neighbours e.g. Maasai and Akamba, also trade among themselves. They also practiced farming e.g. Cassava, millet and sorghum. They were also iron workers; produces jembes, arrows, pangas. They practiced basketry. They kept livestock e.g. cattle, sheep and goats. They engaged in hunting and gathering (poaching). Political organizations Decentralized community. Family was basic headed by the father. Several families made a clan headed by Kiama; several council of elders made a higher council of elders.   Nilotes Luos Social organization Luos allowed intermarriage with other communities. Polygamy was really accepted among the Luo community. Dowry was paid usually in the form of animals. They practiced informal education; the female children were being taught by grandmother, while men were taught by grandfather; they were taught on how to provide security in homes. They believed in the supreme God called Nyasaye in shrine, big trees, and rocks. They had diviners who acted as a link