What is your group s reaction?4. What is the intended effect of the advertisement on the consumer?5. Is the company justified in portraying its product in this fashion? Why or why not?Marriage DebatePlay an audio recording of Ani DiFranco s song, Wishin and Hopin . Provide students with the lyrics, including:Show him that you care, just for himDo the things that he likes to do. Wear your hair just for him, causeYou won t get him, thinkin and a prayin Wishin and hopin .Divide the class into two groups. One group will argue that such gender roles of dominance and submission still exist in today s society; the other will argue that today our society no longer desires such gender specific behaviors, and that true love and marriage is based on mutual respect. Ask each side to prepare supporting points, as well as predict what the opposing side will say. Challenge them to make connections to their own lives. Hold a class debate, complete with cross examinations and rebuttals. Think-Pair-ShareIn A Doll s House, Nora is referred to by a number of nicknames such as, little lark, squirrel, spendthrift, and sweet tooth. Nora refers to her husband as darling and dear. Ask students to consider the language that will be used in the play to represent gender stereotypes. On a sheet of paper, students work independently to brainstorm nicknames or pet names currently used when talking about men and women. After they write their thinking down, students pair up and compare lists. Partners should note any commonalities, trends or patterns they see. For instance, are the nicknames used for one gender more condescending than the other? Is one set more physically oriented? Is one more comparable to children? Or are both sets equal? After partners discuss their observations, the class can share as a whole. Complications and DeceptionsShared ReadingIn partners, read the Greek myth of Arachne, a skilled female weaver who is turned into a spider by the goddess Athena for daring to challenge her defined role as a lower class,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House10mortal woman. Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2.


Discuss as a pair:1. In what web of her own design does Arachne ensnare herself? Examine the question literally and symbolically.2. Why does Athena choose the spider for Arachne s new form? How is this choice appropriate on more than one level? Response JournalsIn response journals, ask students to examine Sir Walter Scott s line from Marmion: Oh what a tangled web we weave, When first we practice to deceive! Respond to the following:1.How is the metaphor of a web effective for the topic of deceit?2. Write about a time you found yourself spinning such a web. What were the results?Another quotation on which students may journal is from Shakespeare s As You Like It: All the world s a stage, and all the men and women merely players. 1. Is human existence simply a matter of playing parts? Explain.2. The world s stage is Shakespeare s metaphor. Can you think of another appropriate metaphor for life today? Elaborate. Problem Situation: Alligator RiverAsk students to read the following story and rank the characters as explained in the instructions below. Students may work independently or in pairs and share as a class afterwards. There lived a woman named Abigail who was in love with a socially important man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the same river. The river that separated the two lovers was teeming with dangerous alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out by a heavy flood the previous week. So she went to ask Sinbad, a riverboat captain, to take her across. He said he would be glad to if she would consent to deliver illegal drugs to a teenage dealer on the other side. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to get involved at all in the situation. Abigail felt her only alternative was to accept Sinbad s terms and deliver the drugs. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe.


Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her illegal escapade in order to cross the river, Gregory cast her aside because he thought that his reputation would be damaged when people heard what his fianc had done. Heartsick and rejected, Abigail turned to Slug with her tale of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was happy at the sight of Gregory getting his due. As the sun set on the horizon, people could hear Abigail laughing at Gregory. Source of original story Simon, S. B, Howe, L. W., Kirschenbaum, H. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House11 1972 . Values Clarification. NY: Warner Books. Instructions: After reading the story, rank the five 5 characters in the story beginning with the one whom you consider as the most morally offensive and end with the one whom you consider the least objectionable. That is, the character who seems to be the most dishonorable to you should be entered first in the list following the story, then the second most dishonorable, and so on, with the least dishonorable or objectionable being entered fifth. Very briefly note why you rank them in the order that you do. Characters: Abigail, Gregory, Ivan, Sinbad, Slug1. Most dishonorable 2. 3. 4. 5. Least dishonorable In small groups or with the whole class, have the students compare their choices for most dishonorable and least dishonorable. Discuss: On what basis did you judge the morality or immorality of the characters? Is it ever right to do something wrong to achieve a good end? What is virtue? How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I.


How do we judge it? Is there absolute good or evil? Or are there degrees of good and evil?DURING READING ACTIVITIESThese activities encourage students to utilize research-based comprehension strategies such as predicting, connecting, summarizing, and determining main ideas while reading A Doll s House. Whether the play is read aloud in class or silently at home, teachers can choose appropriate assignments from the ideas below. I. ANALYZING THROUGH GROUP RESPONSEReader s TheatreAssign roles for a particular act and ask students to sit in a row of chairs at the front of the classroom. Students may use their scripts, but they should utilize vocal and facial expression to bring the play alive for the class. Alternatively, clear a space in the middle or front of the classroom and ask students to stand and follow stage directions as they read the play. Provide macaroons for Nora and a pen and wallet for Torvald, and watch students get into character. After the reading, hold a Meet the Cast Session, where actors discuss their characterization choices with the rest of the class. Alternatively, students can journal or write a critical response to explain their interpretations. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House12To prepare for dramatic reading activities, teachers might choose one or more of the following activities.1. Character Sketch If the reading will be done after the class has discussed or read part of the play already, ask students to write a one page, first-person point of view description of the character whose lines they will read. For instance, a student reading Torvald Helmer might write, My name is Torvald Helmer. I am in my mid thirties, I believe in maintaining appearances, and I despise any type of deception or dishonesty. I am of the firm belief that character is directly defined by a mother s morals. For minor characters, students can fill in the blanks, creating appropriate backgrounds for characters whose description is minimal.2. Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative.


Modeling If the reading will be done without prior discussion or research, the teacher can model proper interpretive form for students. Pick a monologue from the assigned reading and read once with no vocal inflection or facial expression, and then follow up with an animated reading of the same passage. Ask students to point out specific qualities that made the second reading more interesting and informative. Make a list on the board of those qualities students should reflect as they read, such as volume, enthusiasm, facial expression, and word-emphasis.3. Line Rehearsal This is a variation of teacher modeling. Choose several lines from A Doll s House and ask one or more students to read them one at a time, first with no emphasis, inflection, or expression, and then with energy and meaning. Ask readers to explain their interpretive choices.4. Role Study Show students a video clip from A Doll s House and ask them to take notes on the actor who portrays the part they will be reading. How does the character speak? Describe his accent. Is the character loud or soft spoken? Does he use any hand gestures? How does his vocal and physical portrayal help define his character? Do you like the actor s choices? Why or why not? Students can choose to fashion their characterization on the film, or they may create their own interpretations. In any case, ask students to be ready to defend their choices. Reciprocal ReadingIn order to teach inferencing and self-regulation of comprehension, assign small groups of students individual strategies to use as they read an act outloud: Questioner: poses questions that focus on main ideas and themes. Summarizer: summarizes the action. Clarifier:clarifies difficulties in understanding. Predictor:makes a prediction about future content. Students may keep their roles for the entire act, or they may alternate. An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects.


An alternative is the ReQuest strategy, where the teacher models questioning after a segment of the act is read, and then students imitate such questioning after the next segment. Freeze-FrameDivide the class into small groups of 5 students. Have the group choose a scene and prepare a still photograph of their favorite or most significant part of a particular scene. AllA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House13members of the group must appear in the still life even though some will be inanimate objects. You can follow up this activity by asking students to write about their choices. Dramatic Book CoversIn this activity, groups create and portray a living book cover for an illustrated edition of the play. In picking a quotation from the play and in portraying an illustration that depicts the quotation s meaning, students take on the role of the bookseller or publishing house, who must decide how best to get across the point of the play to an audience who has not yet read it. Ask groups to follow this process:1. Pick one quotation from the play that is particularly significant, one that seems to speak to one of the playwright s major themes or intents, one that would make good sense on the cover of the play. 2. Write out the quotation on a long, narrow piece of paper, in large enough print to be seen from the back of the classroom. 3. Decide how to portray the quotation in a frozen tableau. Rather than presenting a scene from the play, create a picture that illustrates the quotation. For instance, the struggle between Nora s role as a wife and her duty to herself might be portrayed as a tug of war. This activity requires you to illustrate comprehension and synthesis by turning your understanding into performance art. 4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact.


4. In front of the class, arrange yourselves into the frozen tableau, and either hold or post your quotation so that it is part of the book cover. Hold the scene for thirty seconds, so that the rest of the class can read and appreciate your illustrated classic. Modern Scene RewritesTo illustrate the point that period plays have relevant meaning and messages for all eras, groups can re-write, re-interpret and re-enact scenes for new settings. While these scenes are fun to create and enjoyable to watch, challenge students to keep the playwright s objectives, tone, and themes intact. Students might be asked to re-write Nora s revelation scene set in the 1950 s era, or to re-interpret the tarantella as a modern dance. Discussion QuestionsDiscussion questions encourage students to deepen their individual analysis of the play by sharing their reactions with classmates. Students generally feel more comfortable sharing their ideas with a small group of peers first. When group discussions are complete, student spokespersons can discuss their findings with the class as a whole. Discussion questions on A Doll s House ask students to analyze playwright s purpose, theme, social commentary, and literary techniques. Below are some thought-provoking questions from each act. Act I1. From the beginning of Act I, Torvald calls Nora several pet names. What do these names suggest about Torvald s perception of his wife and his marriage? 2.Compare Nora s and Kristine s lives since marriage. Who is better off? Explain. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House143. What might be the link between Nora s contraband macaroons and her huge desire to say to hell and be damned? 4. What crime has Nora committed?5. Do Nora s motives for committing the crime excuse her in some way?6. What does Nora s tree decorating and chattering at the end of Act I reveal about her character?Act II1. When Nora sees the box of masquerade clothes, she wants to rip them in a million pieces! What does Ibsen symbolize with this characterization?2. Discuss the foreshadowing in Nora s conversation with Anne-Marie.3. Why does Torvald make such a decisive show of mailing the letter firing Krogstad against Nora s pleas?4. After Dr. Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial?


Rank professes his love, Nora demands the lamp be brought in. Why? Is this light real or artificial? What might Ibsen be suggesting about truth and light in the Helmer s household?5. Some histories of the tarantella dance explain that it is used to fight off the venomous effects of a spider bite. Other interpretations suggest it represents a woman s frustration in oppression. Which of these explanations best fits Nora s violent practice at the end of Act II? Might both apply? Explain. Act III1. Why is Kristine willing to risk everything for Krogstad?2. Why does Kristine encourage Krogstad to let Torvald read the letter revealing Nora s deception?3. Dr. Rank suggests Nora should go to the next masquerade dressed as Charmed Life, and that she should dress just as she looks every day. What is the implication about Nora s daily life? Is it charmed? Or is the charm a masquerade? Explain.4. Discuss the irony in Torvald s accusation that Nora has played with him like a puppet. 5. Helmer s pronouncement that before all else, Nora is a wife and mother is contradicted by Nora s before all else, I m a human being. Is this issue significant today, or is it only a sign of Ibsen s time? Explain.6. Discuss Nora s decision to leave her family. Is it truly the only way she can reclaim her identity and humanity?7. The last sound the audience hears is the door slamming shut after Nora s departure. Examine the theatrical, literary, and historical significance of this stage device. Online Discussion BoardUsing an online teaching assistant such as Blackboard or Moodle, create a discussion topic or use the discussion questions for student responses outside of class. Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board.


Give students a deadline to respond, and ask them to discuss not only the initial topic, but theirA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House15classmates responses as well. You may wish to extend the discussion in class. Electronic Chat RoomThe difference in the discussion board and the online chat is that discussion boards take place over a period of days, whereas the chat occurs in real time, while the teacher is present and monitoring. Using a program such as Blackboard or Moodle, students register under fake screen names in order to participate in an online discussion board. The teacher can post two or three open-ended discussion questions designed to elicit a broad range of answers with the capacity for complex and controversial responses. In a computer lab or lap-top classroom, students read and respond to each other s posts in silence. Because online postings allow multiple responses simultaneously, questions that normally receive five or six verbal responses in the classroom elicit hundreds of responses online. And due to the screen names anonymity, students who usually are too reticent to share out loud are encouraged to respond without fear of appearing foolish or hurting classmates feelings. The teacher s job is to ensure posts are on-task and analytical. Assessments can be completed later when the teacher pulls up the discussion as a whole. Sample chat room prompts might include:1. Is Nora the only doll in A Doll s House?2. Defend or support Torvald s beliefs about moral corruption and heredity.3. Is Nora s decision to leave her husband and children acceptable? Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not.


Explain. Opinion-Proof TeamsAssign one half of the class to one team, the second half to another team. Each team is given an opinion derived from major themes in A Doll s House. Students must work together to create a list of proofs for their opinion regardless of whether they agree with it or not. For example, one team might be assigned the opinion, Torvald has the right to be angry that Nora forged the promissory note. Their proof list might include, Torvald could be arrested for his wife s forgery, and Married couples shouldn t lie to one another. The opposite team would be assigned the opinion Torvald has no right to be angry that Nora forged the promissory note. Their proof list might include, Nora had no choice she did it to save Torvald s life, and Women were not allowed to get a loan by themselves in this era. After teams compose their proofs, they can share them in the form of a discussion, a debate, a speech, or an essay. Give One-Get OneIn this interactive strategy, students set up a barter system to demonstrate their comprehension of major themes in the play and to exchange ideas with peers. Prepare a grid for students with six to twelve empty boxes on a sheet of paper. Label the boxes with response prompts, such as, I believe. . . Or I think the most important action was. . . Or One thing I like about Mrs. Linde is. . . Ask students to choose three of the prompts and record their personal opinions or knowledge. Next, students mingle and ask their peers to provide opinions and knowledge to fill in the remainder of the boxes. For each box they get, students must give one as well. Once students have completed the boxes, ask them to share ideas that are unique, helpful, interesting, or profound. If students did not get all boxes filled in, they may do so during the group discussion. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House16II. ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action.


ANALYZING THROUGH INDIVIDUAL RESPONSE Flow-ChartFlow charts help students differentiate between main action versus supporting action while keeping up with the play s storyline. Ask students to create a box and arrow flowchart in which only main action is recorded in the boxes. To practice predicting, students can stop the flow and create two or three new boxes that predict the next possible action. When reading resumes, students continue with the prediction box that was correct, or create a new one for the correct action, and the flow chart continues. The result is a better understanding of how each action in the drama impacts the next. Character-Foil Double-Bubble MapLike Venn-Diagrams, Double-Bubble Maps help students compare and contrast. Ask students to fill in the two main bubbles with the names of two character foils, such as Nora and Kristine, or Torvald and Dr. Rank. In the bubbles shared by the foils, students record similarities, such as female in a male-dominated society. In the bubbles specific to each of the characters, students record parallel differences, such as has nothing to lose and will lose home and children. After students fill in their double-bubble maps, they might turn and share with a classmate or the class, adding to their maps as the discussion ensues. Double-Column NotesDouble-Column Notes encourage students to take a second look while reading, and to read for analysis, not simply plot. The best notes are composed as the student reads, not after the reading is completed. In this way, students prove to themselves and their teachers that they are thinking as they read. Whether handwritten or electronic notes that students submit via email, teachers can add comments throughout, responding personally to ideas students may not be willing to verbalize in class. Ask students to find one or more significant events or quotations from each act in A Doll s House, and record them on the left side of a double-columned sheet of paper. On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class.


On the right side column, students record their thinking about the event or quotation. They might comment on patterns they see developing, themes they see evolving, social or historical commentary they see being made, or connections they believe tie the play to modern society. As the double-column notes progress, students should see their responses falling into categories that illustrate their comprehension of Ibsen s significant themes and issues. Later, double-column notes can be used to initiate student-led discussions in class. Ask students: Who would like to share a response from Act Two? After a student answers, the teacher can invite responses, and the discussion is off and running. Cornell-NotesCornell Notes teach students to summarize by separating main and supporting ideas. For each act of the play, ask students to draw a capital letter I that takes up an entire sheet of notebook paper. The vertical line will be off-center to the left. On the left side of the vertical line, students record major themes. On the right side of the vertical line, students record supporting details or actions from the play that illustrate these main themes. Below theA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House17bottom horizontal line, ask students to summarize the act s themes in a sentence or two. Post-It NotesTo help students make personal, literary, and cultural connections to Ibsen s play, ask them to record on post-it notes any connections they see as they read A Doll s House. To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading.


To emphasize the idea that connections should count, remind students to think about how these observations help them better understand the play, and to discard the post-its that do not aid in comprehension. At the end of each act, students can collaborate and categorize their connections, and stick their post-its on labeled posters throughout the room, allowing the class to move and observe each other s ideas. Exit SlipsAs students complete the day s reading, ask them to write a five-minute response on an index card that they will submit as they exit. Prompts might be specific, such as Describe Nora s inner-conflict, or they might be general, such as, Write down anything you remember about the play s main themes. Exit slips can also take the form of 1-2-3 cards, where students write down three characters, two themes, and one dramatic device used in the day s reading. Exit slips are formative assessments that allow students to self assess their comprehension and teachers to check the impact of their lesson. Script WritingAsk students to step into the playwright s shoes by writing a monologue, dialogue, or scene. When students write script, they demonstrate their understanding of Ibsen s writing style, characterization, and dramatic purpose. Students can write in either formal language as used in the 19th century or modern, contemporary language. Speeches can illustrate characters internal or external struggles, elaborate on one of their thoughts, or depict their objectives. Scripts can be assessed as written assignments, or students can perform them before the class, as well. Ideas for script writing include:1. Pretend you are Nora in Act One. Explain to Torvald why he would be wise in hiring Mrs. Linde at the bank. Instead of playing on Torvald s ego with she s terribly eager to come under a capable man s supervision, depict Nora as honest and straightforward.2. Put yourself in Krogstad s shoes in Act Two. Elaborate on what you mean when you tell Nora You can drop those thoughts. . . . Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three.


Most of us think about that at first. I thought about it, too, but I discovered I hadn t the courage. 3. Take on the role of Helmer in Act Three. Instead of letting Nora slam the door and leave, verbalize your sudden hope as she refers to the greatest miracle. Theatrical Device T-ChartTo focus on the theatrical devices such as costumes, sounds, and props, ask students to keep a record of the devices used in A Doll s House and the effects the devices have on the audience. Students write a large capital T on a piece of notebook paper. On top of the horizontal line, students record the act or scene number. To the left of the vertical line,A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House18they write the theatrical device, such as Nora s macaroons. To the right of the vertical line, students write the effect of the device on the audience. An example might read, The macaroons reveal Nora s secret rebellion to the audience. As each scene or act is completed, students can share their devices with small groups or the class as a whole. Advice ColumnTo examine point of view, ask students to write a Dear Abby type response. Advise Nora or Torvald how to repair her his life at the end of the play. Students can post their responses on a bulletin board for all to see and discuss. Character SketchesCharacter sketches are often used in drama classes to encourage actors understanding of the parts they portray. However, character sketches are very useful in literature classes, too, as an examination of a character s history, motivation, and thinking. In the character sketch, students answer simple questions about the character they choose or are assigned. Afterwards, the assignment can be extended when students write their own monologues or deliver a monologue from the text. The Character Sketch asks:1. What does this character look like? How does he she carry himself herself? How does he she dress?2. How does this character speak? Does he she have any identifiable speech patterns?3. Where was this character born? How was he she raised?4. Describe the time period in which this character lives. How do the times affect this character s thinking and actions?5. What is this character s main motivation? Why?6. Describe any redeeming qualities this character may have. 7. Analyze the character s personality flaws.


Describe any redeeming qualities this character may have. 7. Analyze the character s personality flaws. From what do they stem? How do they affect the choices he she makes?8. Choose an object this character holds or would hold dear. Explain the connection.9. Does this character have any secrets? If so, explain.10. Who would be this character s contemporary counterpart? Explain your choice. Closing Arguments SpeechesIn this activity, students take the role of attorneys presenting their closing arguments at the end of a criminal trial. In this case Nora is on trial. Her crime can be varied: forgery, desertion, breach of contract. Ask students to choose whether to defend or prosecute Nora. To prepare their case, they list all the possible arguments from both sides. For example, if they plan to defend Nora, they list not only all the arguments they plan to use but also as many arguments as they can think of that will be used by the prosecution. Then, they ll list possible responses to the opposition s points. In this way, students not only consider both points of view but also illustrate their skills in persuasive writing andA Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House19speaking. Students should be encouraged to incorporate their original thinking but should also be required to cite the play whenever possible to encourage close reading. Prior to preparing their arguments, students might watch a closing argument on video, such as the scene at the end of John Grisham s A Time to Kill. Such a model provides ideas for rhetorical strategies such as repetition, storytelling, and gestures. Students present arguments orally to the class. AFTER READING ACTIVITIESThese activities encourage students to deepen their interpretation of A Doll s House by helping them make connections between themes and issues in the play, in other works, and in the outside world. I. TOPICS FOR DISCUSSION AND ESSAYSNow that students have read the entire play, they can return to the text for a deeper understanding of its significant themes. The following topics and questions can be used for whole class and small group discussion or as essay topics.1. Revisit one of the pre-reading activities such as the walkabout survey, the probable passage, or the circle map. Now that you have completed the play, what further commentary can you add? Do you and your classmates see your topic differently now? Why or why not?2.


Now that you have completed the play, what further commentary can you add? Do you and your classmates see your topic differently now? Why or why not?2. A Doll s House is full of references to dolls, puppets, and playthings. Trace these references throughout the play while summarizing Ibsen s ideas about gender and societal roles.3. When Nora submits to Torvald, telling him, Whatever you do is always right, Torvald replies, Now my little lark s talking like a human being. But later, Nora says Before all else, I m a human being. Compare and contrast Torvald s and Nora s definitions of human being. 4. Ibsen infuses his play with vivid dramatic devices such as the many artificial lights, the letter hitting the mailbox, and the slamming door. How does the dramatic genre help tell the playwright s story in a manner unparalleled by the novel form?5. Consider the character of Torvald Helmer. Is Torvald an antagonist? A misogynist? Or could Torvald be just as much a victim of nineteenth century societal norms as Nora? Discuss.6. Many Ibsen critics argue that A Doll s House is not a feminist play, and is more about asserting self, regardless of gender. Yet Joan Templeton, in her afterword to the Signet Classics edition of Ibsen: Four Major Plays Volume I, disagrees, asserting that Make Nora a man, and the play becomes not only ludicrous, but impossible. What do you think? Is A Doll s House a play about feminism or humanism? Explain.7. Why are there so many references to sickness and fever in A Doll s House? Trace these references throughout the play. What broader concern for society might Ibsen be expressing? A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House208. What is the role of Dr. Rank in A Doll s House? Is he simply a friend and admirer? Or is he more? Explain.9. Mrs. Linde tells Krogstad, I ve learned to be realistic. Life and hard, bitter necessity have taught me that. How is A Doll s House a realistic play? What sets it apart from other nineteenth century dramas we ve read? How does A Doll s House help define the realistic movement in drama?10.


Life and hard, bitter necessity have taught me that. How is A Doll s House a realistic play? What sets it apart from other nineteenth century dramas we ve read? How does A Doll s House help define the realistic movement in drama?10. At the end of the play, Nora slams the door to the doll house and walks away. Yet she leaves Torvald with hope for the greatest miracle. Why did Ibsen write an ambiguous ending? Cite evidence from Nora s and Torvald s closing speeches to indicate what you believe to be the ultimate ending to this drama. II. CONNECTING TO THE WILD DUCK, HEDDA GABLER, aND THE MASTER BUILDERThe following activities can be used for enrichment as Henrik Ibsen s A Doll s House is compared to three of his other major plays. Script StudyAs a class, re-read the scene in A Doll s House, Act II, where Nora dances wildly during her tarantella practice. Next, read the last scene in Hedda Gabler, where Hedda plays a wild dance melody on the piano shortly before her tragic exit at the play s end. Discuss with students: Why does Ibsen utilize the dramatic device of dance in both plays? What statement is the playwright making about women in nineteenth century marriages?Title SearchAsk students to examine the intriguing titles of two of Ibsens s plays: A Doll s House and The Wild Duck. For Nora in her house, and for the Ekdals in their sky lighted attic with the wild duck, the titles represent a place of refuge from the real world. Give students the following prompt for a journal response: What is the reality both Nora and the Ekdals avoid? Explain Ibsen s vision of nineteenth century society. After writing, students can share journal responses individually with the teacher, or collectively with the class. Venn DiagramOn the board, draw a Venn diagram two side-by-side, overlapping circles and lead students through a brainstorm activity comparing Torvald in A Doll s House and Solness in The Master Builder. Ask students to list all the ways Torvald has built his achievements by using Nora. Record their answers in the left circle. In the right circle, ask students to provide ways Solness has built his life using women, as well.


Ask students to list all the ways Torvald has built his achievements by using Nora. Record their answers in the left circle. In the right circle, ask students to provide ways Solness has built his life using women, as well. Student responses that apply to both Torvald and Solness should be written in the area where the circles overlap, thus illustrating Ibsen s repetitive themes of male mastery and dominance. To extend the discussion, choose a different color board marker and ask students to consider the closing scenes of both A Doll s House and The Master Builder. Discuss each man s character at play s end. Are there lessons either one or both have learned? Add these responses to the appropriate sections of the Venn diagram. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House21Film Criticism After watching an excerpt or the entirety of one or more of the following films based on Ibsen s works, students write a film critique discussing one or more of the cinematic choices of casting, characterization, special effects, and theme development. If appropriate, critiques should include comparative discussion on watching the film versus reading the script and the effectiveness of those differences. Ask students:1. Several of Ibsen s plays have been set in modern times on film. Describe the setting of this video production. Where and when does it take place? Does the setting seem authentic? Why or why not? What specific direction and production choices add to the atmosphere? Discuss costuming and prop choices.2. Discuss the use of special effects. Consider lighting, music, and sound. How do these elements add to your understanding of the play? What differences exist between the film s interpretation and your own while reading? Do these differences add to or change your analysis of Ibsen s work? Explain.3. Discuss the production s casting. Do the actors provide effective portrayals of Ibsen s characters? Why were these actors cast? Consider the time period in which the film was produced.4. What were the strengths of this film production? Use specific evidence from the film. Were there any weaknesses? If so, discuss specific issues.5. What is your overall impression of this film? Would your impression be different had you not read the play first?A Doll s House. Dir. Patrick Garland. Elkins Productions: 1973.Hedda Gabler. Dir. Paul Willis. Best Ten Dollar Suit Pictures: 2004.The Master Builder. Dir.


Paul Willis. Best Ten Dollar Suit Pictures: 2004.The Master Builder. Dir. Michael Darlow. UK Television: 1988.The Wild Duck. Dir. Henri Safran. Film Bancor of Australia: 1983.III. GROUP AND INDIVIDUAL PROJECTSQAR GridIn order to develop levels of critical questioning, students will create their own questions on A Doll s House. Ask students to create a Question-Answer-Relationship QAR Grid by folding a piece of paper in half and then in half again. When the paper is opened, it should have four equal-sized squares. Ask students to label the squares with the following: Right There:The answer is in the play, usually very easy to find. Think and Search:The answer is in the play, but not directly. You have to put together pieces of information to find it. Playwright and You:The answer is not in the play. You have to think about what you already know, what Ibsen tells you in the play, and how the two fit together. On Your Own:The answer is not in the play. You have to use your own experience and prior knowledge to find it. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House22After creating questions in all four categories, students can trade their QAR grids with each other and answer the questions either individually or in groups. Write a Sequel While The Doll House ends with a slamming door, Nora seems to leave a possible opening for Torvald to learn his lesson. Because Ibsen s ending has spurred controversy among audiences and critics alike, ask students to write a sequel, or additional ending scene, making clear whether Nora eventually returns to Torvald or embarks on a life of her own forever. Students can parody Ibsen s language, illustrating their comprehension of style. And because they choose the ending they believe Ibsen intended based on the evidence he included, students will also be utilizing their skills in research and analysis. To extend this assignment, students might be provided a rubric prior to beginning. The rubric indicates components that will be assessed, such as adherence to Ibsen s style, complexity of character and theme, editing, and effort. Upon completion of the scene, writers can move into peer edit groups and grade two other classmates scenes using the rubric. Editors should make comments on both the scene and the rubric, and discuss their observations with writers.


The rubric indicates components that will be assessed, such as adherence to Ibsen s style, complexity of character and theme, editing, and effort. Upon completion of the scene, writers can move into peer edit groups and grade two other classmates scenes using the rubric. Editors should make comments on both the scene and the rubric, and discuss their observations with writers. In this way, students practice writing to specific audiences and for specific purposes. Later, writers can share their scenes with the rest of the class. Stage a SceneBecause plays are meant to be staged, encourage your students to bring the text alive. For instance, have small groups pick a scene from A Doll s House to act out for the class. Assign extra credit for props and costumes. Assign a director in each group. After the group meets to discuss what themes, emotions, or messages they want their scene to portray, the director helps bring this vision to life, making sure all blocking is planned, practiced, and focused on the intended goal. Remind students to use vocal and facial expression and energy. Learn the TarantellaInterested students might research and learn the steps to the tarantella. Ask them to present the dance, complete with music and costume, in front of the class. Research might include the rich history and motivation behind the dance. Websites of interest include:http: www.virtualitalia.com articles tarantella.shtmlhttp: www.streetswing.com histmain z3tartla.htmPaper DollsTo illustrate characterization and to emphasize Ibsen s doll house theme, ask students to create paper dolls of Nora and Torvald. The character s true identity should be evident in the clothes he she wears closest to the body, and the identities assigned them by others will be illustrated in the doll clothes designed to fit them. For example, the Nora paper doll might wear a t-shirt that reads, in search of identity or I am a human being. But she might have a masquerade dress and mask for the tarantella and an apron and long skirt for daily life, illustrating her masked rebellion and repressed role. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House23Doll HouseAfter revisiting the stage directions and descriptions in the script, ask students to design the set for a production of A Doll s House.


The character s true identity should be evident in the clothes he she wears closest to the body, and the identities assigned them by others will be illustrated in the doll clothes designed to fit them. For example, the Nora paper doll might wear a t-shirt that reads, in search of identity or I am a human being. But she might have a masquerade dress and mask for the tarantella and an apron and long skirt for daily life, illustrating her masked rebellion and repressed role. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House23Doll HouseAfter revisiting the stage directions and descriptions in the script, ask students to design the set for a production of A Doll s House. Using materials as simple as a shoe box or as complicated as wood and nails, students will design a set that highlights the play s time period and themes. Ideally, students will create a model doll house complete with wall paper, furniture, and props. Particular attention should be paid to important devices such as the Christmas tree, the mailbox, and the front door. Trading CardsStudents can create trading cards with the picture of each character on the front, and a physical description, character traits, and other information on back. These cards can serve as a review or can be exchanged with classmates to initiate discussion after reading the play. Production PacketsAssign teams of four students each to create a production pack for a modern film production of A Doll s House. This assignment provides practice in cooperative learning, technical writing, and digital storytelling. Production Teams are responsible for creating a dynamic presentation meant to persuade a producer to produce their film. Groups decide on a concept, such as what time period the film will be set in and whether they plan to use Ibsen s music or create an original soundtrack. Groups then cast the film with modern actors. Next, team members assign themselves the individual roles of director, costume designer, set designer, and sound designer. Each position creates both a written as well as a visual proposal analyzing the following considerations:Director: Supervises the team and pulls together all word processed work into a single document. Also creates a promotional product such as a digital movie trailer or movie poster. Justifies the group s casting choices of specific, contemporary actors. Costume Designer:Creates a portfolio of costumes for major characters. Work can be hand-drawn, computer assisted, or cut from magazines.


Also creates a promotional product such as a digital movie trailer or movie poster. Justifies the group s casting choices of specific, contemporary actors. Costume Designer:Creates a portfolio of costumes for major characters. Work can be hand-drawn, computer assisted, or cut from magazines. Costume styles must align with the team concept, such as Victorian or contemporary, casual or formal. Research is documented and choices are analyzed in writing. Set Designer:Creates a set plan that fits the team concept. If the film is to be shot on location, the plan details the locations and their appropriateness, and includes pictures. If the film is to be shot on an inside set, the plan describes the stage, explains the design, and includes a hand-drawn or computerized drawing. Sound Designer:Creates a sound design that fits the team concept. If an original soundtrack is to be used, creates a CD complete with insert that analyzes choices. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House24Gallery Walk In this cooperative learning activity, divide students into groups of four or five. Assign each group one of the major themes that have been addressed throughout the reading of A Doll s House, such as gender roles, social responsibility, the role of the individual, and complication and deception. In front of large sheets of paper posted around the room, groups meet at their base poster, which is the paper pre-labeled with the name of a theme. Students brainstorm and write down all textual evidence and commentary they can think of to support the role of their theme in the play. When the teacher says, continue your walk, students move to the next base and read what the previous groups have written before adding their own commentary. The gallery walk continues until the groups have seen and contributed to all posters and return to their original place. Four CornersFour Corners is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, Nora is a wife and mother above all else, and she shouldn t have left. Other corners may assert, Nora is a human and can leave if and when she chooses; Nora can leave for a while, but needs to come back when she s found herself; and I am undecided. Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions.


The gallery walk continues until the groups have seen and contributed to all posters and return to their original place. Four CornersFour Corners is a kinesthetic strategy for practicing point-of-view and argumentation techniques. Assign each corner of the classroom a different opinion, topic, or answer to a question. For example, one corner might be assigned, Nora is a wife and mother above all else, and she shouldn t have left. Other corners may assert, Nora is a human and can leave if and when she chooses; Nora can leave for a while, but needs to come back when she s found herself; and I am undecided. Present the topic or question to the students, allowing them time to choose and move to a corner that matches their opinions. Allow groups to talk amongst themselves to generate support for their opinion, and prompt them to give a summary statement. Now allow students to change corners after hearing each other s explanations. Students should explain why they moved. Final CountdownTo provide students with a visual framework for reflection and evaluation, provide them with a large triangle divided into six blocks, one box on the row closest to the point, two on the middle row, and three on the base row of the triangle. Ask them to reflect individually on what they have learned about The Doll House and record their responses on the rocket-shaped triangle. On the base row, ask students to write the three most important things they have learned about the play. On the middle row, ask students to write two questions they still have. And on the top row, have students write one statement that reflects their new learning. Vanity Plates and Bumper StickersTo help students summarize their learning creatively, invite them to create vanity plates or bumper stickers for cars. Students pretend they are one of the play s characters, and they design an appropriate vanity plate or bumper sticker for that character s car. For instance, Nora might choose a vanity plate that reads I4G , and Torvald s bumper sticker might say Appearance is Everything. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House25Extended ReadingAsk students to read one short story or poem, one play or novel, and watch one film that depicts a character s journey from playing a part to asserting identity. Students can make a comparison chart depicting the similarities and differences between the main character and Nora Helmer. Students can consider the following questions as they read view:1.


Students pretend they are one of the play s characters, and they design an appropriate vanity plate or bumper sticker for that character s car. For instance, Nora might choose a vanity plate that reads I4G , and Torvald s bumper sticker might say Appearance is Everything. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House25Extended ReadingAsk students to read one short story or poem, one play or novel, and watch one film that depicts a character s journey from playing a part to asserting identity. Students can make a comparison chart depicting the similarities and differences between the main character and Nora Helmer. Students can consider the following questions as they read view:1. What character traits and dramatic elements depict the protagonist as being on a journey to identity?2. Does this character illustrate a moral or social code of behavior? If so, describe it.3. What is the character s greatest desire? 4. What ultimate price is the protagonist willing to pay to reach his her objective?5. Detail the outcome of the protagonist s journey.6. Does the protagonist regret his her decision? How do you know?7. Is the protagonist ultimately redeemed or condemned for his her choices?The following titles focus on themes of identity, social responsibility, gender roles, and marriage, and are excellent for both independent reading or literature circles where each group of students reads a different work on the same theme. Ask students for their own additions to the list. IdentityCisneros, Sandra. The House on Mango Street. NY: Knopf, 1984.Dead Poets Society. Dir. Peter Weir. Touchstone Pictures, 1989.Emerson, Ralph Waldo. Self-Reliance. 1841.Lowry, Lois. The Giver. NY: Random, 2002.Sachar, Louis. Holes. NY: Random, 2000.Tennyson, Lord Alfred. The Lady of Shallot. 1833, 1842.Whitman, Walt. Song of Myself. 1855.Wright, Richard. Black Boy. HarperCollins, 2008.Social ResponsibilityGreen, John. Looking for Alaska. NY: Penguin, 2006.Hobbs, Will. Downriver. NY: Random, 1995.Lee, Harper. To Kill a Mockingbird. NY: Grand Central, 1988.Le Guin, Ursula. A Wizard of Earthsea.


To Kill a Mockingbird. NY: Grand Central, 1988.Le Guin, Ursula. A Wizard of Earthsea. NY: Bantam, 2004.Miller, Arthur. The Crucible. NY: Penguin, 2003.Shaw, George Bernard. Major Barbara. NY: Penguin, 2001.Twain, Mark. Adventures of Huckleberry Finn. NY: Norton, 1998.Zusak, Markus. I am the Messenger. NY: Random, 2006. Gender Roles and MarriageAusten, Jane. Pride and Prejudice. NY: Penguin, 2005.Chopin, Kate. The Awakening. NY: Bantam, 2003.Edwards, Kim. The Memory Keeper s Daughter. NY: Viking Penguin, 2006.Levin, Ira. The Stepford Wives. NY: Harper, 2002. A Teacher s Guide to the Signet Classics Edition of Henrik Ibsen s A Doll s House26Please Don t Eat the Daisies. Dir. Charles Walters, Euterpe, 1960.Shakespeare, William. Much Ado About Nothing. NY: Signet Classics, 1998.Spinelli, Jerry. Crash. NY: Random, 1997.Williams, Tennessee. A Streetcar Named Desire. NY: Penguin, 1986.ABOUT THE AUTHOR OF THIS GUIDELaura Reis Mayer is a High School Literacy Coach and a Support Provider for National Board Certified Teachers in Asheville, North Carolina. She taught middle, high school, and college English for sixteen years and has facilitated at state and regional conferences on Senior Project, National Board Certification, literacy strategies, and technology in the English classroom. She is also the author of A Teacher s Guide to The Signet Classics Edition of George Bernard Shaw s Pygmalion and My Fair Lady and A Teacher s Guide to The Signet Classics Edition of Christopher Marlowe s Dr. Faustus. About the Editors of this GuideJeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Association and the Children s Literature and Reading SIG of the IRA.


Faustus. About the Editors of this GuideJeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Association and the Children s Literature and Reading SIG of the IRA. She has written extensively in the area of adolescent literature, including a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. James E. McGlinn, Professor of Education at the University of North Carolina at Asheville, teaches methods of teaching and reading courses. He has taught high school English, and he is Past-President of the College Professors of Reading Special Interest Council of the NC Reading Association. His research interests include study strategies for online text and increasing the reading achievement of students in high school and college. Teacher s Guides for the Signet Classic Shakespeare SeriesAntony and CleopatraAs You Like ItHamletHenry IV Part IHenry VJulius CaesarKing LearMacbethMeasure for MeasureA Midsummer Night s DreamThe Merchant of VeniceMuch Ado About NothingOthelloRichard IIIRomeo and JulietThe Taming of the ShrewThe TempestTwelfth Night New TitlesTeacher s Guides Adventures of Huckleberry FinnAnimal FarmAnthemBeowulfThe Call of the WildCannery RowCity of GodThe Country of the Pointed Firs and Other StoriesThe CrucibleDeath of a SalesmanDoctor Faustus A Doll s HouseDr. Jekyll and Mr.


1 AGRICULTURE FORM III NOTES 17.0.0 Livestock Production Selecting and Breeding 12 Lessons 18.0.0 Livestock Production Livestock Rearing 10 Lessons 19.0.0 Farm Structures 18 Lessons 20.0.0 Agricultural Economics II Land Tenure and Land Reform 20 Lessons 21.0.0 Soil and Water Conservation 19 Lessons 22.0.0 Weeds and Weed Control 15 Lessons 23.0.0 Crop Pests and Diseases 14 Lessons 24.0.0 Crop Productivity VI Field Practices II 17 Lessons 25.0.0 Forage Crops 9 Lessons 26.0.0 Livestock Health III Diseases 20 Lessons Livestock Production III Selection and Breeding Introduction The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation. The breeder makes a choice. The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs. The qualities can be maintained or improved in the next generation. The performance of an animal is influenced by two major factors; Genetic potential The environment, which includes: Feeding, Health, Care The ecological conditions. The genetic potential of an animal is inherited from its parents. In selection and breeding animals with superior characteristics are selected and allowed to mate. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 2 In the process they transmit the superior characteristics to their offspring. When this is done over a long period of time, it results in livestock improvement. Reproduction and Reproductive Systems Reproduction is the process by which off-springs are produced. All farm animals multiply by means of sexual reproduction. It begins with fertilization which is the fusion of male and female gametes to form a zygote. Fertilization takes place internally in the body of the female. The embryo zygote formed develops inside body of mother, fed and protected until end of gestation period.


It is a copulatory organ, also used for urination. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 4 Ovaries and fallopian tubes oviduct Two ovaries located in abdomen, left and right. Produce ova eggs and hormones which control sexual cycle. Oestrogen produced by graafian follicle inside ovary induces oestrus ie. Heat period so that the cow shows signs of heat After every 21 days the ovary releases a mature ovum and the cow comes on heat. The ovum travels through the fallopian tubes to the uterus. The release and movement of the ovum down to the uterus is called ovulation. If mating is done at this time, fertilization will take place. The fertilized egg implants itself onto the endometrium walls of uterus and develops into foetus. Fallopian tubes: Fertilization takes place here. Also a passage for the egg from the ovary to the uterus. The uterus: Embryo develops here. The cervix: Closes the uterus. The vagina and Vulva: Vulva is the external opening of female reproductive system. It allows mating to take place so that sperms are deposited into the vagina. The foetus and urine are removed through the vulva. Pregnancy Is period between fertilization of ova and the expulsion of the foetus through the vulva. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 5 Also called gestation period. In cattle gestation period is 270-285 days. Ends with the birth of a calf. The reproductive tract undergoes a period of rest during which it is repaired and returns to normal. During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus. Parturition giving birth Act of giving birth called parturition. This time the foetus expelled through the birth canal. When an animal is about to give birth, it shows signs;- Distended udder which produces thick milky fluid called colostrums. Swollen vulva producing thick mucus. Loose and slackened pelvic girdle. Visible pin bones. General restlessness.


Loose and slackened pelvic girdle. Visible pin bones. General restlessness. Animal parturates within 2-3 hours after this signs. The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee. Any other presentation called mal-presentation or breech presentation and requires assistance. Reproduction in Poultry The cock has no penis but a small opening near the vent through which sperms are emitted. Cock has testes within the body. The hen has elongated oviduct for formation of an egg. Fertilization occurs internally. During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then sucked to the oviducts. The Reproductive System of a Hen For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 6 Ovary Hen has two ovaries but one functional. Ova formed in ovaries. 3500-4000 ova present inside ovary held by follicle. Mature ovum released via rapture of follicle. It moves into oviduct received by the funnel. Funnel infundibulum Fertilization occurs here. Chalazae also added to yolk. Time here is 15 minutes. It is 11.6cm long. Magnum Thick albumen is added. Stays for 3hrs.its 33cm long. Isthmus Its 10.6cm long. Shell membranes added. Determines shape of egg. Water, mineral salts and vitamins added. Takes 15 minutes. Uterus shell gland Calcium deposited 9ie.shell added around the egg. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 7 Pigments added. Addition of albumin finished. Stays here for 18-22hours. Vagina Short, 6.9cm long. For temporal storage of egg before laying Cloaca Egg moves out of cloaca through the vent. The cloaca extents out to prevent the egg from breaking. NB; Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body.


NB; Egg formation not depended on fertilization. Egg formation takes 24-26hours. The components of egg are obtained from body reserves of the hens body. Selection of a Breeding Stock Selection is used as a tool for livestock improvement. A breeding stock is a group of males and females which act as parents of future generations. Selection is the process of allowing certain animals to be parents of future generations while culling others. Culling is the removal of animals which do not perform to the desired level, from the herd. The animals retained have certain desirable characteristics which make them produce more. Selected animals make up the breeding stock. The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock. Selection process repeated for many generations increases chances of formation of desirable qualities in an animal. Genetically termed as gene frequency occurrence of the genes that carry desirable characteristics. Selection increases occurrence of desirable genes and decreases occurance of undesirable genes. During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic makeup. Selection helps improve characteristics which are highly heritable. Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited. A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment. The degree to which selection affects a character depends on the following factors; The heritability of the character The intensity with which the selection is done The interval between generations and kind of selection being practiced. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 8 Factors To Consider When Selecting A Breeding Stock. Age Level of performance Physical Fitness Health Body Conformation Temperament or Behaviour Quality of products Mothering Ability Adaptability Proliferation Age Young animals, Those that have not parturated for more than 3-times, should be selected. They have a longer productive life. Old animals are poor breeders and low producers. Production and breeding efficiency decline with age. Level of performance Animals with highest production level selected. Performance best indicated by records.


Production and breeding efficiency decline with age. Level of performance Animals with highest production level selected. Performance best indicated by records. Good performance of animal indicated by; High milk, wool and egg production, Good mothering ability High prepotency which is the ability of a parent to pass good qualities to their offsprings. The animals with poor performance should be culled. Good records kept and used by the farmer for this purpose. Physical Fitness Animals selected should be free from any physical defect e.g. mono-eyed, limping, irregular number of teats, scrotal hernia, defective and weak backline Health Sick animals do not breed well and are expensive to keep. Animals that are resistant to diseases pass these characteristics to their offsprings Body Conformation For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 9 Animals for breeding to be selected according to proper body conformation. A dairy cow should be wedge-shaped with a large udder, thin legs, long neck. Temperament or Behaviour Animals with bad behaviors should be culled.eg Cannibalism, egg eating, aggressiveness, kicking Quality of products Select animals that give products of high quality. Mothering Ability Animals selected should have a good mothering ability, That is animals with good natural instinct towards their young ones. This will enable them to rear the young ones up to weaning. Adaptability Animals selected should be well adapted to the prevailing climatic condition in the area. Prolificacy Animals selected should be highly prolific. That is, animals with the ability to give birth to many offsprings at a time larger litter . This is a quality that should be considered when selecting pigs and rabbits. Selection in cattle, and sheep, Selection in cattle Consider the following; Level Of Performance Which Include; Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals.


Selection in cattle, and sheep, Selection in cattle Consider the following; Level Of Performance Which Include; Milk Yield Buter Content. Length Of Lactation Period. Calving Intervals. Age Of The Animal, Fertility, Physical Fitness, Health Of The Animal, Body Conformation, Suitability Of The Enterprise-Milk Or Beef Selection in sheep Consider the following; Level of performance which includes; Mothering ability Growth rate Wool quality For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 10 Carcass quality Twining rate Age Suitability to the enterprise-wool or mutton Flocking instinct Health of the animal Physical fitness Inheritable defects Fertility Inheritable defects. Fertility. Selection in Goats Consider the following: Fertility. Mothering ability. Growth rate. Twining rate Carcass quality dressing percentage. Growth rate. Suitability to the enterprise - milk or mutton. Health of the animal. Age. Selection in Pigs Consider the following: Carcass quality dressing percentage. Suitability to the enterprise bacon or pork Growth rate. Health of the animal. Mothering ability. Prolificacy. Number of teats. Temperament. Body formation. Age. Heredity defects Selection in Camels Health of the animal. Age. Temperament. Foraging ability. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 11 Fertility. Level of performance-milk, meat, fur and transport. Method of Selection These include: Mass selection - Animals with superior characteristics are selected from a herd and then allowed to mate among each other. Progeny testing - assessing on the breeding value of an animal on the basis of performance of its offsprings. Contemporary comparison -comparison of performance between heifers of the same age and sexual maturity. Breeding Process of mating selected males and females to produce offspring with the desired characteristics. Reasons: To expand the inherited potential of the animal. To improve production. To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons.


To overcome production problems created by the environment. To satisfy consumers taste. For economic reasons. Terms Used in Breeding Inheritance Genetic transmission of characteristics from parents to offsprings. The mechanism of inheritance is carried by the sex cells gametes and is controlled by genes found in the chromosomes. Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production. Chromosomes are genetic materials which carry genes. They exist in pairs paternal and maternal in the nucleus f the body cells. They are always constant in number. Dominant and Recessive Characteristics A dominant gene is one that suppresses the other. It produces a dominant characteristic. A recessive gene is one that is suppressed by the other. It produces a recessive characteristic. Hybrid and Hybrid Vigour A hybrid is an animal which is the product of crossing animals of two different breeds. Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breeds. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 12 Epistasis This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus. Breeding Systems Inbreeding Mating of animals which are related. Reasons: To increase genetic uniformity in a herd. Used to fix the required characteristics in new breeds. To increase phenotypic uniformity. To get proven sires. Limitations It can bring about loss of hybrid vigour. It may lead to decline in fertility. It may lead to high rate of pre-natal mortality. Systems of Inbreeding Close Breeding: mating between very closely related animals, for example sibmating and parents sib-mating. Line Breeding: mating of distantly related animals that had a common ancestor for example cousins. Outbreeding Mating of animals which are not related. Reasons: To introduce new genes in an existing breeding herd. To exploit heterosis resulting from a cross between two breeds. To develop a new breed or a grade animal. Limitations Lack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of Outbreeding Cross-breeding Mating of animals from two different pure breeds.


Limitations Lack of uniformity in animals that result from outbreeding. Desirable characteristics may be lost due to variation. Systems of Outbreeding Cross-breeding Mating of animals from two different pure breeds. Out-Crossing Mating of unrelated animals from the same breed. Upgrading Grading up Mating where the female of a cow grade stock locals is mated with a pure breed sire. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 13 The resultant animal is referred to as a high grade. Mating in Livestock Mating in Cattle Heat signs occur every 21 days. The heat period last for 18-30 hours on average 24 hours. Cow should be served 12-18 hours after showing the first heat signs. Heat Signs Restlessness. Mounting on others and when mounted on she stands still. Rise in body temperature. Drop in milk production in lactating cows. Vulva swells and becomes reddish. Clear or slimy mucus from the vulva. Bellowing or mooing frequently. Mating in Pigs Heat signs in pigs occur after every 21 days. The heat lasts about 72 hours. Sows or gilts should be served in 18- 36 hours of the heat period. Signs of Heat Restlessness. Frequent urination. Swelling and reddening of the vulva. Clear or slimy discharge from the vulva. Frequent mounting on others. It responds very well to the 'riding test'. Mating in Rabbits Does are ready for mating 6-7 months of age. Heat signs occur every 14 days. The doe should be taken to the buck and not vice versa. Signs of Heat Restlessness. Frequent urination. Swollen vulva. The doe throws herself on the side. The doe rubs herself against the wall or any other solid object. The doe tries to contact other rabbits in the next hutch by peeping. Methods of Service in Livestock For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 Natural Mating Advantages: It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected.


Methods of Service in Livestock For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 14 Natural Mating Advantages: It is more accurate. It is less laborious. Useful when heat signs of females cannot be easily detected. Disadvantages Inbreeding is not easily controlled. Transmission of breeding diseases. Extra feed for the male is required. Large males can injure small females. Wastage of semen. It is cumbersome and expensive to transport a bull to remote areas. Artificial insemination Introduction of semen into the female reproductive tract by artificial means. Advantages There is economical use of semen. It controls transmission of breeding diseases. Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows. It prevents large bulls from injuring small cows. It reduces the expenses of keeping a male animal. A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost. Semen can be stored for long. It helps to control inbreeding. It eliminates the threat of keeping dangerous bulls from the farm. It makes research work easier. Disadvantages Harmful characteristics can be spread quickly by one bull to the offsprings. It requires skilled labour. Low chance of conception due to death of semen during storage. It is laborious: Embryo Transplant It is the implantation of an embryo fertilized ova from a high quality female donor in the uterus of a low grade female recipient . Advantages Faster multiplication of an animal with superior characteristics . It is easier to transport embryos than the whole animal. Embryos can be stored for a long period awaiting the availability by recipient females. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 15 It stimulates milk production in a female recipient that was not ready to produce milk. Low grade animals can be used in production and rearing of high quality animals. Offsprings of a superior female can spread quickly in an area. Disadvantages It is expensive. It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in Livestock Parturition is the act of giving birth in female animals.


It requires skilled personnel. It requires special equipment for fertilization and storage of embryos. Signs of Parturition in Livestock Parturition is the act of giving birth in female animals. Parturition in Cattle The gestation period in cattle is 270-285 days averaging 280days. Signs of Parturition Restlessness Enlarged or swollen vulva. Clear mucus discharge from the vulva. Slackening of the pelvic muscles. Full and distended udder. Thick milky fluid from the teats. A water bag appears and bursts just before calving. Parturition in Pigs The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days. Signs of Parturition Restlessness. The vulva turns red and swells. The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen. Parturition in Rabbits The gestation period in rabbits is 28-32 days. Signs of Parturition Preparing a nest by plucking off hair from her belly. Goes off feeding Restlessness. The udder distends. Livestock Production IV Livestock Rearing Practice For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 16 Introduction In the management of livestock there are many activities that are carried out on animals to enhance production. They require care in feeding, health, breeding. Specific management also important in bee and fish farming. Routing livestock rearing practices. A routine is a fixed regular way of doing something. Done repeatedly after a certain period of time Feeding Practice Animals are fed to cater for both maintenance and production requirements. These are special types of feeding carried out on certain animals to cater for specific needs. These include: Flushing The practice of giving extra quality feed to an animal around service time. In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping. In pigs it is done 3-4 weeks before service. Importance of Flushing It increases conception rates. It enhances implantation of the zygote. In sheep it increases twinning percentage by 15-20 .


Facilitate easy mating in adult life. Minimise fouling of the wool with faeces. Reduce incidences of blowfly infestation. Methods of Docking tailing Cutting with sharp knife or scalpel. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 18 Use of elastrator and rubber ring. Dipping and Spraying These are methods of applying acaricides on the animals to control external parasites. Dusting It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites. It is used to control stick-fast parasites and fleas in poultry. Breeding Practices These are practices carried out to enhance successful breeding. Crutching and Ringing Crutching - cutting of wool around the external reproductive organs of female sheep. Ringing - trimming wool around the sheath of the penis of the rams to facilitate mating. Tupping and Serving Tupping refers to mating in sheep and goats. Serving refers to mating in cattle and pigs. Raddling This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating to identify mated ewes and to indicate the active rams hence help in culling of the weak rams. Identification The practice of putting identification marks on animal. Branding - burning marks on the animals skin. Ear tagging - placing marked plastic or metallic tags on the animals ears. Ear notching - cutting different shapes bearing different values on the ear lobes. Tattooing - use of permanent ink or dye to mark animals with light skin. Neck strap or chain - Fixing of tags round the animals neck with a chain or a strap. Importance purpose of Identification record keeping Setting disputes in case animals get mixed up in the pasture. Debeaking Cutting about 1 3 of the upper beak with a knife, scissors or hot iron. Importance Control egg eating. Control cannibalism. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 19 Tooth Clipping The removal clipping of the needle canine teeth in piglets 24 hours after birth. Culling Removal of undesirable animals from a herd. Dehorning Removal of horns or horn buds from an animal.


Parturition in Cattle It is referred to as calving. Gestation period lasts 270-285 days after conception. When the signs of parturition are observed the cow should be separated from the rest of the herd. Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first. In case of other presentations the mother should be assisted. Provide the mother with plenty of water and feed after parturition. If the after birth does not come out within 48 hours a veterinarian should be called to remove it. Parturition in Sheep It is referred to as lambing. Gestation lasts 21 weeks 150 days after conception. The ewe lamb naturally without any problem. If complications arise the ewes should be assisted. Signs of Parturition in Sheep Udder becomes full. Teats are bright red in colour. Restlessness and bleating. Slackening of the hip muscles. After these signs 'are seen the ewes should be separated from the others. The normal presentation is forelegs and head first. After birth the mother should be allowed to lick the lamb to ensure the coat is dry. Parturition in Goats It is referred to as kidding. It takes place 150 days after conception. Nannies carrying twins, kid a few days earlier. Kidding nannies should be kept in a clean dry place which should be well sheltered. Signs of parturition are similar to those of ewes. Kidding nannies should be kept with another female for company. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 21 Parturition in Pigs It is referred to as farrowing. Gestation period 113-117 days 4 months . Signs of Farrowing The sow becomes restless. There is enlargement of the vulva . Muscles on each side of the tail slacken. There is loss of appetite. The udder and the teats become enlarged. The sow collects bedding material in one comer to build a nest. Milk present in the teats 24 hours before farrowing. After the signs are seen; Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets.


Milk present in the teats 24 hours before farrowing. After the signs are seen; Farrowing takes about 2-6 hours under normal condition. An attendant should be there to assist the mother and piglets. Ensure the removal of the after birth to prevent the sow from eating it. The sow should be fed well and given plenty of clean water. Parturition in Rabbits It is referred to as kindling. It takes place 28-32 days after conception. Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation . Signs of Parturition The doe plucks off the fur from her body. Uses the fur to build a nest about 3-10 days earlier. Bee Keeping Apiculture Bees are insects which live in very well organised colonies. Each colony consists of: Queens - fertile females that breed to ensure the continuity of the species. Drones - fertile males that mate with the queen for reproduction process. Workers - non-fertile or sterile females that maintain the colony. Duties of Workers They rear and nurse the brood eggs, larvae and pupae , queen and drones. They collect nectar and make honey. They make the honey combs. They protect the hives. They clean the hive. Importance of Bees Collect nectar from flowers. Make honey - a nutritious product used by man as food. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 22 Helps in crops pollination of plants. Bees produce wax used to make candles. They make propolis - a bee product which is medicinal. Routine Management Siting locating of an Apiary Factors to consider; Nearness or accessibility to nectar or flower-producing vegetation. Areas with shade. Bees are sensitive to the sun's heat and require some shade to protect them. Safe distance from human residence and other livestock. Bees are stinging insects and can be a hazard to humans or other animals. Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths.


Nearness to a source of water for use in their nutrition. A good distance from source of noise and other disturbances. Safety from predators for example honey badgers, ants safari ants , birds and other parasites such as wax moths. Feeding Normally bees are self-sufficient in providing their food from the honey they make. However, during the dry season, their feeding should be supplemented by providing a solution syrup of sugar water or giving molasses. This should be placed strategically so that it is easily accessible to the bees. Parasites Ants Wax moths Bee louse Honey badger Control of Parasites Use of physical barriers such as Vaseline grease to control ants. Smoke the hive to control bee louse. Suspend the hive to control honey badgers. Burn infected combs to control wax moths. Diseases and Control African bees are seldom attacked by diseases. Harvesting Honey Factors to consider; Stage of ripening: Honey must be harvested when it is fully mature. Season of the year: Harvested at the end of the rainy season. Procedure Blow light smoke through the hole. This makes bees suck honey and become engorged and docile. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 23 Lower the hive to the ground. Open the hive to expose honey combs. Brush the bees off the honey combs. Cut the honey combs, leaving a small margin on the bars and keep them in a closed container. Honey Processing Using heat in a water bath to melt the honey. Crushing and straining. Using a centrifugal extractor. Precautions When Handling Bees Avoid excessive smoking. This kills the brood and lowers quality of the honey. Use protective clothing to avoid sting. Protect the hive from rain water. Use clean equipment and containers to avoid contamination of the honey. Use recommended method of extracting honey. Use recommended type of hive such as Kenya top bar hive. Fish Keeping Aquaculture Introduction The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds. A good fish-pond should have the following features: Site should be on a fairly level ground with a permanent supply or source of water.


Planting grass where necessary. Removing un desirable vegetation. Removing the silt. Fish Preservation Practices before preservation: Clean the fish to remove mud and any worms. Removing scales and slime. Opening the fish on the side to remove the gut and the intestines referred to as gutting. . Cleaning the abdominal cavity thoroughly. Keeping fish in open containers. Methods of Preservation Freezing Salting Sun drying Smoking Appropriate Handling of Livestock During Management Physical beating should be avoided. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 25 Structures which help in restraining animals should be used whenever applicable. The correct methods of securing and casting animals should be used. Use as little force as possible. Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately. Farm Structures Introduction Farm structures are physical constructions on the farm used to increase efficiency in production. Construction of Farm Structures Involves: Planning for farm structures ; Consider; Farm activities. Size of the enterprise. Future of the enterprise. Accessibility. Soil type. Siting farm structures; Consider: The location of the homestead. Accessibility. Security. Drainage topography. Wind direction. Relationship between the structures. Proximity to social amenities. Farmer's taste and preference. Materials for Construction Structural Materials and Use Factors which determine the type of materials to use are; durability, strength, labour, availability, For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 26 workability, serviceability, cost sanitation. Stones and Bricks Advantages Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available. Disadvantages They are bulky and require skilled labour to make them. Plastic and Synthetic Materials These include; glass, asbestos fibre polythene materials. Advantages Light, cheep depending on quality, easy to disinfect, can be moulded into any shape, are durable, cannot be destroyed by insects and fungus are water-proof. Disadvantages Are easily destroyed, fragile, very expensive require skilled labour.


Plastic and Synthetic Materials These include; glass, asbestos fibre polythene materials. Advantages Light, cheep depending on quality, easy to disinfect, can be moulded into any shape, are durable, cannot be destroyed by insects and fungus are water-proof. Disadvantages Are easily destroyed, fragile, very expensive require skilled labour. Wood Timber Advantages They are workable, cheap, can be re-used For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 27 are fairly strong. Disadvantages They can catch fire easily, decay if exposed to water are affected by fungus and insects. Concrete Is a mixture of cement, sand, aggregate and water e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate. Uses Making posts for fencing. Making walls and floor of buildings. Making gabions and water channels to prevent erosion. Making water troughs. Advantages These materials are; durable, workable, easy to disinfect, cheap to maintain, fire resistant Disadvantages These materials are ; expensive, require skilled labour, bulky, cannot be reused Animal handling structures The crush used when doing following activities; Spraying livestock to control ticks, milking, examining sick animals, artificial insemination, treating animals, eg drenching, vaccination, dong routine jobs such as dehorning, identification marks, The spray race-used in the control of ticks by spraying livestock with acaricides The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock Farm Buildings Factors to be considered in site selection; Security For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 28 Nearness to a source of water Topography Direction of the prevailing wind Direction of the sun Personal whims tastes and preference Nearness to means of communication. Types of farm buildings Houses for farm animals. Stores for farm produce. Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant.


Stores for equipment, tools and supplies. Buildings for growing crops e.g green house. Building for processing plant e.g milk plant. Parts of a building The foundation, The walls, The roof Include; kingpost, rafters, struts, tie beam, rafter batten For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 29 Include; concrete floor, foundation wall, PVC sheet damp-proof course the compacted fill hard core . Fences Importance of Fence in a Farm Keep out intruders to the farm, Define the boundary lines of the farm. Paddocking of fields to make rotational grazing possible. Live fences serve as windbreaks. Fences are used in mixed farming to protect crops from. Damage by livestock. Fences add aesthetic values to the farm. It is easy to control breeding. It is easy to isolate sick animals from the rest of the herd. Types of Fences For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 30 Dead fences. Barbed wire fences. Electric fence. Concrete fence. Chicken wire fence mesh wire fence . Woven wire fence chain link . Wooden fence. Fencing Practice Materials include; wires, staples, nails, posts, droppers concrete materials. Size of posts: General purpose 2.5m by 25cm in diameter Strainer units and corner posts 3m by 30cm in diameter: Distance between the posts: 3m between posts, 10m if droppers are to be used. 200m between strainer units. Depth of holes - 60cm. Gate Posts, Gates and Strainer Units Gates should be hung on posts separate from the fence. Mechanical implements for example tractors require 4.0-4.5m width of gate. Entrance gates for pedestrians can be accommodated within the fence. Steps in Fencing Locate the corners Clear the fencing area. Mark gates, strainers, pass places and standards by pegging. Dig holes to proper depths. Fix the standard posts. Firm around posts or apply concrete. Fix wires on posts. Fix the droppers.


Firm around posts or apply concrete. Fix wires on posts. Fix the droppers. Agricultural Economics II Land Tenure and Land Reforms Introduction For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 31 Land is an important factor of production. Without land it is impossible to practice the agricultural business. However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land. Land Tenure Land tenure is defined as the possession of the legal rights to the use of land. Various kinds of rights to the use of land give rise to different tenure systems. Land Tenure System All land tenure systems fall into two major classes, namely: Collective Tenure Systems This includes: Communal Tenure Systems This involves the possession of rights over land by the whole community. It works quite well under conditions of unlimited, land resources. Advantages of Communal Tenure Landless problem does not exist. Land is not fragmented. Allows for free movement of animals in search of better pastures and water. Promotes community spirit among the members. Disadvantages of Communal Tenure No incentive among the users to conserve the land resources. Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility. There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity. As a result of communal grazing of livestock, it is impossible to improve livestock through; controlled breeding, proper feeding, disease and parasite control. Since there is no title deed, certificate of ownership it is virtually impossible to secure loans to develop the land. Co-operative Tenure System This category includes various collective arrangements under the government or other authorities. Farmers voluntarily group together and buy land which they subsequently operate on cooperative basis. Examples are co-operative ranches. Advantages of Co-operative Tenure No land disputes. Labour is well utilized. Profit is distributed according to the number of shares. Resource use is enhanced for high production. Disadvantages of co-operative tenure. Incase of poor management everybody will loose. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 No individual title deed hence cannot secure loans.


Disadvantages of co-operative tenure. Incase of poor management everybody will loose. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 32 No individual title deed hence cannot secure loans. State ownership Land is owned by the whole state and is refered to as government land. Examples in Kenya; Areas not allocated to individuals Land under local county councils cities and towns Land under forest, game reserve and parks, land for infra-structure and public utility Advantages of state ownership Generation of income for the state All the citizens benefit from whatever comes out of the land. Disadvantages Non-competitive in terms of production No individual motivation when working on the land. Individual Tenure system The various forms of individual land tenure are; Owner operator, Plantation and Concestion, Land-lordism Tenancy Owner operator This category includes all persons who operate on land to which they have absolute individual rights. Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued. Advantages The owner is free to make permanent production plans. The owner can pledge the land title deed to secure loans credit from lending agencies for further development An individual is motivated to work harder than when under communal arrangement Managerial failures usually affect small units of production and are therefore negligible. It is easy for the owner to get agricultural advice. Disadvantages Cost such as machinery for processing may be too high for the individual owner Innovation may be inadequate due to low levels of education. Lack of capital to invest. Plantation and concession In this form of land tenure, the individual is usually a company or a corporation. Most of them engage in the production of only one commodity They are rigid in their production plans and in most cases labour is hired on wage basis. For free KCSE Notes, Exams, and Past Papers Visit https: Teacher.co.ke 33 Example are coffee, tea, sugarcane, sisal estates in Kenya. Advantages High production from the land hence high economic gains Allows foreigners to use and develop land No land disputes Create employment for the local people Generate government revenue through taxation. Disadvantages Individuals own large pieces of land while others are landless Large areas of land may be left underdeveloped. Foreigners may repatriate profit to their countries.