Applied Education

The view that methods of teaching History do not compete but complement each other is valid to a greater extent .History teaching methods cover each other's weaknesses to make teaching and learning easier and also for learners to understand the nature of History. In the teaching and learning of History the teacher may use methods like lecture method ,field trips, drama ,project and discussion method so that student will understand the subject better and also exposing students to many teaching methods create a conducive leaning environment because the teacher will be ensuring that all students have understood. In the teaching of History the teacher may use the lecture method. The lecture method of teaching is very important when teaching history to students .A lecture is an oral presentation intended to present information or teach people about a particular subject (Protocnik,2017). The basic purpose of using lecture method when teaching History is the dissemination of information. The teacher as an expert in his/her History field, he/she identify important information for the learner and transmit this knowledge using lecture method. This method is also important to students because it provides an economical and efficient method for delivering substantial amounts of information to large number of students (Broadwell, 1980) and also In this teaching method a large amount the topics can be covered in a single class period .This is very important for both the teacher and learners because the syllabus will be completed in time .However this method has some weakness which needs to be covered by use of other methods for example students often forget what they have learnt in the lecture soon after while learning is retained if activities are experienced. Therefore the teacher may need to use another method which involve students in taking place in the learning process so that students may understand better for example the teacher may use the discussion method. Therefore this shows that methods of teaching history do not compete but they complement each other. Methods of teaching history complement each other in that the teacher can also use the discussion method to cover weakness of the lecture method. This is because the students will be taking active participation in the learning process in an effort to build their knowledge, understanding, or interpretation of the matter at hand. Discussions may be done by the whole class and be teacher-led or student-led. They frequently involve discussion of a written text. In discussion the teacher may give his/her students a topic to work on in groups for example he can give his students a topic on the Mutapa state and they will discuss it together and this will help them to understand that topic through those discussions.

The question requires us to show how the kingdom of Kongo lost its strength and power through slave trade. To a greater extent,the slave trade was the major cause of the disintergration of the Kongo kingdom this is because slave trade affected the political and economy of the Kongo kingdom also the military conquest which was used by the Kongolese to acquire slave also resulted in weakening the Kingdom of Kongo.The Jaga invasions in which people of the Kongo kingdom were selling their relatives as slaves also played a major role in the disintergration of the kongo kingdom and also it brought internal conflicts in the kingdom however there are other factors that led to the distergration of Kongo kingdom like internal conficts such as factionalism and civil wars Little is known of slavery in the Kingdom of Kongo before contact with the Portuguese in 1482. A number of sources state that there was an established tradition of making slaves out of people displaced by conquest in the early 1400s 1. This is potentially explained by the fact that the export of slaves was central to the ability of Kongo to maintain its relationship with Portugal, which meant that Kongo needed to have a constant supply of slaves. The usage of slaves would, during this early period of slave trade, become more common within the Kingdom as well, although the

To a greater extent the French revolution was both a model and inspiration to generations of revolutions to come.The French revolution shared common causes with the revolutions that came after it .People in Europe were fighting for the same grievances that were common during the revolution in France and they were inpsired by the French revolution .These revolutions were due to poor harvests that occurred These revolutions were also due to poor governance by the mornachy rulers .The rise af the twin forces of liberalism and nationalism was also another factor that led to the outbreak of revolutions in continental Europe.These factors were also responsible for the revolution in France which shows that the Revolution in France was both a model and inspiration to these revolutions. There was also an issue of establishement of the constitution which also led to the revolts among people in Europe where people where fighting against the abosolute rule by the mornach and also people were also fighting for equality of all men rather than the class system which was there before. However the series of revolution which came in the 1840s where not only inspired by the French revolution but the American war of independence also played a role in inspiring people about the need for a revolution.Also the Paris revolution played a major role in inspiring people for the need for a revolt against the government. The French revolution was a model and inspiration to generations of revolutions to come.There was the outbreak of drought due to poor harvests in France. The peasant class of France worked the fields and depended on the production of yearly grain harvests for their subsistence. After nearly a decade of dramatic weather and poor harvests, the peasants were suffering to survive day-today life in France.This was all made worse when, the poor harvests caused the price of flour to increase dramatically, thus also causing the price of bread to rise. Bread was the staple food for most French citizens and vitally important to the working class people of the country. Historians have noted that by 1789 peasant farmers and the working class of France were

To a greater extent the cold was dangerous to the peace of Europe. The cold war was dangerous to Europe in that it divided Europe into two hostile camps that were the communist and capitalist groups. These groups undermined European peace. Their differences in ideology that is communism and capitalism lead them to battles over European continent which was dangerous to the map of Europe. The cold war was also dangerous to the peace of Europe because it created a hostile environment where each want to prove its dominion over world. The presence of cold war on the European continent led to loss of lives which was an embarrassment to the Russians who belonged to the communist group. However, the cold war brought some positive results to the map of Europe on. The cold war made it possible for technology to improve quickly, that is transportation and communication became better and reliable .The cold war resulted in unity among other states through signing of treaties.

Zambia .However , to a lesser extent they is Western countries which got their independence peacefully like Nigeria and Ghana. Firstly, independence was more radical and violent in South African countries like Zimbabwe. In Zimbabwe they was radical and violent in order for them to gain independence. Zimbabwe engage into war which was radical and violent for them to gain independent, this was due to illtreatment which they faced from British, like high taxation, loss of land, forced labor. Though this unfair doing by British they was the uprising of the first chimurenga of 1896 .So by that it is clear that Zimbabwe got its independence through radical and violent way.

Napoleon was able to create order and peace in France as he had proved his genius in Italy and Germany. Napoleon was a strong military leader who was able to face any challenge during his time. Napoleon's military success brought glory to France, the French masses wanted their nationalism to succeed in the whole of Europe and they were ready to forsake the grant ideals of the French revolution .From 1789 there was no order and

The principal defects of the Congress of Vienna were four. First it ignored national feeling for unity in Germany and Italy, and other peoples under the rule of States which they opposed. Secondly it operated to discourage constitutional government in Europe. Thirdly, it was a settlement characterized by a cynical disregard for the interest of the small States by the Great Powers who dominated the Congress.

Uitlanders were white outsiders or non-Transvaalers. The ratio of Uitlanders to Afrikaners [Boers] in the Transvaal by 1895 was 7:3. Uitlanders were in the majority so Kruger disenfranchised them by changing electoral laws as a way of stopping them from gaining political control of the Transvaal. He raised the qualification for Uitlanders to participate in the Presidential and {First Volksraad] Parliamentary elections from 5 to 10 years residence in 1890 and to 14 years in 1894. This disqualified most of the Uitlanders. Use of English in the schools and courts in Transvaal was prohibited. The right of public meeting was withdrawn. These are some of the grievances which were used by the British to justify war in 1899. The Railways Dispute Kruger thwarted British attempts to use railway lines to link British colonies to Transvaal. He warned the British that, "Every railway that approaches me, I look upon as an enemy, on whatever side it comes. I must have my Delagoa Bay line first". This was a threat to British interests for they had hoped to bring Transvaal in the Union of South Africa through a railway network. It also meant British loss of economic benefits associated with being connected to the Rand. [British trade with the Rand would be cutoff .] However, by 1895 the Rand was connected with all South African ports and Kruger's Delagoa Bay line was completed. Kruger tripled rates of British railway lines from the border with Transvaal to the Rand so as to make Transvaal businessmen/ importers to use the Delagoa Bay line. The British Cape railways administration responded by transferring goods on to wagons at the Transvaal border. Kruger countered by closing the fords across the Vaal River. However, they were reopened when Britain protested. C. W. De Kiewiet, says, in these quarrels over tariffs and railways there were the makings of a general South African war. [It brought war closer] Territorial Dispute. The British acquisition of Southern Rhodesia in 1890, defeated the territorial aspirations of the Transvaal. P. Kruger had abandoned the North in the hope of acquiring Swaziland and an independent outlet to the sea. [Kosi Bay]. [Kruger expected this for his co-operation] After successfully occupying Mashonaland, the British made it clear that the offer of Swaziland and an independent outlet to sea was subject to Tranvaal's joining of the S.A. Customs Union.