School: School of Arts and Social Sciences
Theology and Pastoral Studies Department
INS 212D: African Societies and Traditional Religions
January 2024 Semester
Pre-requisite: INS111, 112
Facilitator’s Name
Contacts
Simon Karani
Email: skarani@daystar.ac.ke
Phone: 0734594390
Office/Consultation hours
Wednesday 8am- 10am, SBE G07
Class time /Day
Wednesday 11am-1pm
Class Location
THEA2
Section
D
Mode of learning
PHYSICAL
Trimester Theme: Transformational Encounter
Facilitator Welcome Message to Students
Welcome to our class INS212D! I am delighted to have you in this class for this semester. This
course is deliberately designed to conform to the Problem Based Learning (PBL) mode of delivery.
PBL, a learning and teaching approach which Daystar University has been running on for a while
now, this pedagogy provides learners with opportunities to identify solutions to ill-structured, realworld, real time problems. We shall all be learning to learn, so let us commit to be available and to
support one another in the learning process. I look forward to meaningful interaction throughout the
Semester.
Course Purpose
The purpose of the course is to help students construct a more positive study of African history
before 1800 that underscores the continent’s historical, cultural, socio-economic, political and
religious contribution to the modern and post-modern world.
Expected Learning Outcomes
By the end of this course, the learner should be able to:
1) Locate Africa’s traditional societies from the perspective of the current map of Africa.
2) Assess the contribution of Africa’s historical, cultural, political and religious heritage to the
modern and post-modern world.
3) Explain the challenge of African pre-colonial history and attempts to solve the challenge.
4) Analyze ancient African civilizations and heritage in terms of their socio-political
organization and contributions to world development.
5) Generate innovative ideas and ways of conserving, managing and maximizing key aspects
of Africa’s heritage, identity, uniqueness and values.
In the course of collaborative learning, it is expected that the learner will also
a) demonstrate effective problem-solving skills.
b) Develop positive spirit of teamwork as well as a self-directed learning logical aptitude.
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Course content:
Course introduction; Africa’s unity and diversity - languages, peoples, cultures, vegetation, climatic
zones; The Geography of Africa – current states and early societies; historical heritage: Theories of
the origin/prehistory of humanity and earliest groups – hunters, gatherers, and fishers; early
technological innovations. Socio-cultural heritage: Africa’s socio-political organization – the
integrative function of the African Traditional life in relation to the family, community, education,
economy and government; cultural expressions in art and oral literature and social organization;
Strict morality and community consciousness; political heritage: Early kingdoms and Civilizations
– Ghana, Mali, Songhai & Egyptian, Nubian, and Mwene Mutapa civilizations; mediation and
arbitration in conflict resolution; Religious heritage: unique African traditional religion without
founders, sacred writings, etc. – pragmatic, dynamic and realistic religions. Conservation of
African heritage, identity, uniqueness, and values for posterity.
Course Delivery Plan
The course content will be delivered through tutorial discussions/sessions, self-directed learning,
research, group presentations and lectures. In most cases students will be given tasks to work on
before discussion of topics in class.
The facilitator’s role in this course is primarily to guide and facilitate learning; therefore, learners
are encouraged to remain active throughout the week by interacting with a wide range of reading
materials and sharing with their tutorial group members.
Instructional Materials and/or Equipment
• eLearning platform
• Textbooks
• E-Journals
• White boards
•
LCD projectors
• Multimedia resources-videos
• Computers-based simulations and real-world case studies.
Weekly Course Schedule
Week
1
Topic
Intended Learning outcomes
 Self-introduction
 To know one another.
 Introduction to the
 To understand what is
course
expected of them in
class.
 Discussion on
 To appreciate the
course
requirements and
overall goal of the
learner expectations
class
 To create an
environment of
teamwork.
 To identify those who
2
Learning activities
 Learners
introduce
themselves in
class.
 Presentation of
the course
outline to
learners
 Learners ask
questions and
clarifications on
have practical
experience in the
course and/or talents
which could come in
handy during team
discussions.

ELO 5b
2.


Course introduction
Africa’s diversity
and unity. Current
geographical and
political landmarks.
3.

The challenge of
Africa’s precolonial history.

Mapping early
societies &
kingdoms
4.
5.
Historical Heritage:
 Theories of the
origin/prehistory of
man
 Earliest groups –
hunters, gatherers,
and fishers
 Cont. Historical
Heritage: Early
technological
innovations
 Socio-cultural
Heritage: Africa’s
social organization
– the integrative
function of the
African Traditional
life in relation to
the family,
community,
education,
economy and
government


Locate the African
diversity on the map
and see how societies
developed.
ELO 1
 Identify and
understand the
challenges involved in
formation of states or
societies.
 Trace the various
societies and their
migration routes.
ELO2
 Distinguish between
the various theories
 Distinguish between
the various early
Economies by the
societies.
ELO2
 Analyze the African
traditional family as a
unit of society.
 Discuss the agents of
socialization
ELO 5a,b
3
the course
outline.
Preliminary (Self
studyfamiliarization
with the Seven
Steps of PBL as
shared)
Draw the Map of
Africa and fill in
geographical
features.
 Read the article:
Kiwanuka, Journal of
Eastern African research
and Development. p. 6977.
 Launch PBL 1
to the class

Track progress on
PBL1.
 Discuss the theories
on origin of man
 Watch Mazrui’s
video (Nature of a
continent)
 Watch and
discuss Mazrui’s
Legacy of
lifestyles.
 Integrate the
roles of the
family in the
society
6.
7.
8.
9
10.
Cont. Socio-cultural
Heritage
 Cultural
expressions in art,
oral literature,
dance and social
organization;
 Strict morality and
community
consciousness;
Political Heritage:
 Early kingdoms –
Ghana, Mali,
Songhai & Mwene
Mutapa
PBL 1
PRESENTATIONS
Mid-Semester Test 20%
6th March 2024


Political Heritage:
Early kingdoms –
Ghana, Mali,
Songhai & Mwene
Mutapa
Cont. Political Heritage:
 Early civilizations
– Egyptian &
Nubian
civilizations

Discuss the various
cultural expressions in
Africa
Examine the early
kingdoms
Derive lessons from
their sociocultural
realities



Review at least 5
African cultural
expressions and
share them.
Prepare a short
write up on the
following states as
per group. Be ready
to share your
findings in brief.
Group1 Ghana.
Group 2 Mali,
Group 3. Songhai
and group 4 Mwene
mutapa

(ELO 3

Present the research
findings on PBL1 to
the class in conformity
to the 4 key elements
of the 7 steps
explained in class.
 Submit a soft copy of
the research report for
grading.
 Submit personal and
scribal reports of how
the groups are working
with one paragraph of
individual
participation for each
member
 (ELO a, b, 1, 3)
Attempt the Mid-semester test
with above average passing
grade

Presentations and
reflection on early
kingdoms
ELO 2
 Discuss the legacy of
early Egyptian
political dynamics
 Derive lessons from
Egypt and Nubian
civilizations
ELO4
4

Tutorial group
presentations.

Evaluation of
presentations &
corrections.

Plenary critique
of group
presentations.

Facilitator’s
guidelines
Mid-Semester
Administration

Sharing of the write
ups on the states

Watch video on
Egyptian
civilization
11.
Religious Heritage:
 Unique African
traditional religion
without founders,
sacred writings, etc.
– pragmatic,
dynamic and
realistic religions

12.
13.
Mediation and
arbitration in
conflict resolution
 Conservation &
maximization of
African heritage,
identity, uniqueness
and values
Course conclusion
14.
Final Exams
15.
Final Exams


Evaluate the different
understandings of
religion in Africa.
Propose an
understanding of
religion which suits
Africa.
ELO4 and ELO5
 Trace African religious
uniqueness and
foundations

Use Mazrui’s video
as a backdrop for
understanding
religion in Africa
Discuss Ali
Mazrui’s video.

Reflections on the
African religions in
light of Mazrui’s
video (New gods)
ELO 5

Review of the course
and preps for final
exam
ELO 5
Review and
conclusion
Assessment items and grading
Assignment/Assessm
ent Item
Group Presentation
PBL 1
CAT
TERM PAPER
Exam
Week
Content
Weighting
7
African Historical Heritage
20%
8
Lectures 1-6
10
14-15
DIFERENT HERITAGES
All lecture notes, supplied
materials etc.
Total
20%
20 %
40%
100%
PBL
Ann is a 50 years old Kenyan living in the United State. Together with her husband, they have
lived in the US since 1999. She grew up embracing her African lifestyle and cultural heritage.
She now has a 13 years old daughter, Joy, whom they often disagree in many ways. Ann finds
herself shouting at Joy with even threats to discipline her. Joy on the other hand, accuses her
mum of being too Kenyan. As a result, sometime their relationship strains.
Instructions
•
Work out this scenario in your tutorial groups.
•
Follow through the PBL procedure. (The Seven Steps as indicated in the PBL materials
shared in class)
5
•
The scribe shall submit a group report (in Word document) at the end of the process.
•
To earn a grade, individual students must submit a report of their own personal contributions
to the process as captured in step 6 (independent study).
•
For presentations, a minimum of 10 Power Point slides will be required.
•
Due date 28/02/2024
CAT: Lectures 1-6 (closed book exam)
PBL Assessment Rubric for each PROBLEM
REQUIREMENTS
EXPECTATIONS
Scenario Clarification
Foreign terms must be defined, clear understanding of
the scenario
Clear understanding of the problem, the problem
should be researchable, brief and to the point. It should
not be a STAND ALONE.
SMART-Specific, Measurable, Achievable, Realistic,
and Timely (should employ bloom’s taxonomy
educational objective verbs)
Power Point presentation, clarity, audibility, neatness
Clear understanding of the problem and good
connections to research.
Practical and relevant solutions/ suggestions offered.
Citations, reference list should be included
Proper use of Scripture/ Relevant Biblical application
At least one relevant application/ recommendation
Problem identificationcomprehension
Goals and objectives
Class presentation
Creativity-solutions
suggested, research.
*Use of Scripture*
Application/
recommendations
Individual student
participation
TOTALS
A: 91-100
B: 71-75
C: 56-60D
D: 41-45
E-Incomplete attendance
POINTS/
MARKS
2
3
4
2
3
4
2
Submit 1 page report& presentation
5
-
25
Grading Policy
Grading Scale
A-: 81-90
B-:66-70
C-: 51-55
F: 40
W-Withdraw
B+: 76-80
C+: 61-65
D+:46-50
X-Missed Final Exam
Z- Non-Attendance
Core Text Books.
Connah, G. (2015). African Civilizations. Canberra: Cambridge University Press.
Kiwanuka, M. S (1972). African pre-colonial history: a challenge to the historian craft. In
Journal of Eastern African Research & Development. Vol. 2, No. 1 (1972), pp. 69-77
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https://www.jstor.org/stable/43658228?seq=1#metadata_info_tab_contents
Other Recommended Reading
Asante, M. K. (2015). The History of Africa: the quest for Eternal Harmony. Routledge.
Kevin Shillington (2012). History of Africa, 3rd ed. London: Macmillan Education Ltd:
Mazrui, A. Ali & Wondji, C., editors, (2014) General history of Africa, VIII. Nairobi, Kenya:
East African Educational Publishers.
Pheko, M. (2011). African Renaissance Saved Christianity. Benoni: Tokoloho Development
Association.
Pheko, M. (2017). African Inventors and their Inventions. South Africa: Tokoloho Development
Association
Smythe, R. Kathleen (2015) Africa's past, our future. Bloomington: Indiana University Press.
York: Routledge.
Course policy, Procedures and Requirements
Academic Integrity Policy
1. Plagiarism will result in automatic failure of the assignment in question. Academic dishonesty
is a serious offence. Penalties include failure of the assignment, failure of the course, and or
dismissal from the University.
2. You are required to use APA style for projects and academic writing in this course, which gives
you, room to attribute works to their original authors. Failure to do so will automatically
disqualify your work.
3. Cheating in quizzes or assignments will be penalized by failure of the assignment.
4. Cheating in the final exam will lead to failure of the course. Students must therefore ensure that
all information is appropriately acknowledged as ignorance will not be accepted as defense.
5. Produce high quality work: Your writing must not only show signs of intelligent thought and
creativity but must also reveal your improvement in grasping the concepts throughout the
course.
Class Attendance Policy
All students must attend at least 75% of the course. Being absent with official permission does not
make one eligible to contravene this rule. Any learner who misses more than 25% of the scheduled
classes (including the first week of each semester) will receive a grade ‘E’ (failure due to poor
attendance) for the course.
Assignment Submission Guidelines
1. All assignments will be submitted on the eLearning platform.
2. All deadlines must be adhered to.
3. Late submissions; Assignments submitted a day after the deadline will not be accepted,
hence no grade provided.
4. In case one is not able to submit an assignment, attend to a CAT, they will be required to
do so in writing (skarani@daystar.ac.ke) following the course outline properly regarding
assignments and seek clarification where necessary.
5. Assignments will be submitted on the eLearning platform unless otherwise provided.
Accommodation of Learners with Special Needs
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Learners who have special needs that affect their learning, class assignments and sitting of
examinations, such as illness, hearing or visual challenges, language challenges are advised to
inform the Registrar’s office and the facilitator at the beginning of the semester. This will allow the
facilitator time to make the arrangements necessary for the learner to participate in class, in tutorial
group discussions, handing in assignments and final examinations.
Class guidelines
1. Consider yourself a member of a family whose members are committed to supporting a
common goal: the successful achievement of the learning outcomes.
2. Where applicable, always log-in to the live class sessions and the eLearning platform and
participate in group conversations and activities.
3. Treat the diverse contributions made by other family members with respect.
4. Have patience and a sense of humor with technology.
5. Keep an open mind when introduced to innovative ideas that may challenge you.
6. Ask for help when you need it, and assist others when possible.
Understand that messages shared through online platforms have a high likelihood of being
misinterpreted, so be gracious.
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