Here are the answers to Section B: 18. a) Five reasons for the migration of the Highland Nilotes into Kenya during the pre-colonial period: Search for pasture and water for their livestock.* Population pressure in their original homeland.* Internal conflicts and clan feuds.* External attacks from neighboring communities.* Spirit of adventure and desire to explore new areas.* Favorable climatic conditions in the new areas.* Outbreak of diseases and epidemics in their original homeland.* b) The social organization of the Borana during the pre-colonial period: The Borana society was organized into a Gada system*, which was a complex socio-political and religious system. The Gada system involved a cyclical transfer of power* every eight years from one age-set to another. Society was divided into age-sets* (Gada classes) through which individuals progressed, each with specific roles and responsibilities. There were two main moieties* or halves: Sabbo and Gona, which were exogamous (marriage outside one's moiety). Leadership was held by the Abba Gada*, who was the head of the ruling Gada class and held significant political, judicial, and religious authority. The family* was the basic social unit, and several families formed a clan. They practiced polygamy*, and marriage was an important institution for social alliances. Religion* played a central role, with a belief in a supreme being (Waaq) and various spirits. Religious leaders performed rituals and ceremonies. Warriors* (Luba) were responsible for defending the community and raiding for cattle. Social status* was often determined by age, wealth (especially livestock), and participation in the Gada system. 19. a) Five characteristics of the early coastal city-states: They were independent political entities*, each with its own ruler (Sultan or Mfalme). They were cosmopolitan*, with a mix of African, Arab, Persian, and Indian populations. Their economy was based on long-distance trade* with the interior of Africa, Arabia, Persia, India, and China. They developed a unique Swahili culture*, which was a blend of African Bantu and Arab influences. Islam was the dominant religion*, influencing law, education, and social practices. They had well-developed urban centers* with stone houses, mosques, and markets. They used Swahili as the lingua franca* for trade and communication. b) Five effects of missionary activities in Kenya: Spread of Christianity*: Missionaries introduced Christianity, leading to the conversion of many Africans and the establishment of churches. Introduction of Western education*: They established schools that taught literacy, arithmetic, and vocational skills, leading to the emergence of an educated African elite. Improved healthcare*: Missionaries set up dispensaries and hospitals, introducing Western medicine and improving health standards. Abolition of slave trade*: Missionaries actively campaigned against the slave trade, contributing to its eventual suppression. Introduction of new crops and farming methods*: They introduced cash crops like coffee and new agricultural techniques, influencing the local economy. Cultural changes*: Missionary teachings challenged traditional African customs such as polygamy, female genital mutilation, and traditional religious practices. Provided interpreters and clerks*: Educated Africans from mission schools often served as intermediaries for the colonial administration. Paved the way for colonialism*: Missionaries sometimes acted as agents of colonial expansion by providing information and softening resistance. 20. a) Five problems faced by the European settlers in Kenya: Lack of capital*: Many settlers arrived with insufficient funds to develop their farms effectively. Harsh climatic conditions*: Unpredictable rainfall, droughts, and unfamiliar weather patterns posed challenges to agriculture. Pests and diseases*: Crop diseases, locust invasions, and livestock diseases (e.g., rinderpest, East Coast fever) caused significant losses. Lack of infrastructure*: Poor roads, limited railway lines, and inadequate communication hindered transportation of produce and access to markets. Hostility from African communities*: Some African communities resisted land alienation and forced labor, leading to conflicts. Shortage of labor*: Despite forced labor policies, settlers often faced difficulties in securing and retaining sufficient African labor. Lack of market for produce*: Limited local markets and challenges in exporting goods affected profitability. Wild animals*: Attacks on crops and livestock by wild animals were a constant threat. b) Five results of the Maasai collaboration with the British: Loss of land*: The Maasai lost vast tracts of their ancestral land through treaties and subsequent annexations, leading to their confinement in reserves. Division of the community*: The Maasai were divided into two separate reserves, one in Kenya and one in Tanganyika (Tanzania), weakening their unity. Loss of political autonomy*: The authority of the Maasai Laibons (spiritual and political leaders) was undermined by British administrative control. Economic disruption*: Their traditional pastoral economy was disrupted by restrictions on movement and grazing lands, leading to poverty for some. Introduction of Western education and healthcare*: Some Maasai gained access to mission schools and medical services, though often limited. Peace and stability*: Collaboration brought an end to inter-ethnic raids and conflicts, leading to a period of relative peace in their areas. Preservation of some cultural practices*: While some aspects were challenged, many Maasai cultural practices persisted within the reserves. Military service*: Some Maasai were recruited into the colonial army and police force. 21. a) Five challenges faced by independent churches and schools during the colonial period: Harassment and persecution by the colonial government*: They were often viewed with suspicion as centers of African nationalism and resistance. Lack of funding and resources*: They struggled to acquire land, building materials, and educational supplies due to limited financial support. Shortage of trained personnel*: There was a scarcity of qualified teachers and religious leaders for their institutions. Opposition from mainstream missionary churches*: Established missions often condemned independent churches and schools, viewing them as schismatic. Denial of registration*: The colonial government often refused to register independent churches and schools, making their operations illegal. Limited curriculum and facilities*: They often lacked the resources to offer a comprehensive curriculum or adequate facilities compared to government or mission schools. Internal divisions and leadership struggles*: Disagreements among leaders sometimes led to fragmentation within the independent movements. Negative propaganda*: They were often portrayed negatively by the colonial administration and mainstream media. That's 2 down. 3 left today — send the next one.