People and Relationships

Human origin

By the end of the lesson, the learner should be able to:
-Describe the term human origin
-Explore traditional stories of human origin from Africa communities
-Create a chart showing traditional stories of human origin from African communities
-Appreciate traditional stories of human origin from African communities

-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities

How did human beings came to be?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin

By the end of the lesson, the learner should be able to:
-Outline aspects found in traditional and religious stories for human kind
-Illustrate common aspects round in traditional and religious stories of human origin
-Acknowledge common aspects found in traditional and religious stories of human origin

-The learner is guided to outline aspects found in traditional and religious stories of human kind?

What aspects are found in the traditional and religious stories of human kind?

-Course book
-Charts
-Computing devices
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships
People and Relationships.

Human origin
Early Civilization.

By the end of the lesson, the learner should be able to:
-Discuss the implications of the traditional and religious stories on human origin.
-Relate the implication of traditional and religious stories on human origin.
-Acknowledge the implication of the traditional and religious stories on human origin.

-The learner is guided to discuss the implication of traditional and religious stories on human origin.
-In pairs, learner are guided to relate the implication of the traditional and religious stories human origin.

-What are implication of traditional and religious stories on human origins.

-Course
Book
-charts
-computing
Devices.
-Course book
-Charts
-Computing devices

Oral Questions -oral Reports -observation.

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

What is the impact of introduction of money in Africa

-Courses book
-Charts
-Computing devices
-Course book

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Explain interpersonal skills that enhance healthy interactions in a multicultural society
-use a chart to show interpersonal skills that enhance healthy interactions in a multi-cultural society
-Appreciate interpersonal skills that enhance healthy interactions in a multicultural society

-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society
-In groups learners are guided to use a chart to show interpersonal skills that enhance healthy interactions in a multicultural society

What interpersonal skills enhance healthy interactions in a multi-cultural society?

-Course book
-Charts
-Computing devices
-Chars

-Oral questions -Oral report -Observation

People and Relationships

Slavery and Servitude
Slavery and servitude

By the end of the lesson, the learner should be able to:
Describe the injustices committed on the Africans during the Indian ocean slave trade
-Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade
-Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade

The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade

What injustices were committed on the Africans during the Indian ocean slave trade?

-Course book
-Charts
-Computing devices
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the term batter trade and currency trade in Africa
-Appreciate the use of currency trade in Africa

-The learner is guided to define the term barter trade and currency trade
-In groups, learners are guided to compare barter trade and use of currency trade in Africa

-What is barter trade?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships
Peaceful coexistence

By the end of the lesson, the learner should be able to:
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society
-Appreciate the importance of building healthy relationships in a multicultural society

Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society

How do varied personalities shape society?

-Course book
-Charts
-Computing devices
-charts

-Oral questions -Oral report -Observation

People and Relationships

Peaceful co-existence
Peaceful coexistence

By the end of the lesson, the learner should be able to:
-Explore factors that promote peaceful co-existence
-Create a chart showing factors that promote peaceful co-existence
-Value the factors that promote peaceful co-existence

-The learner is guided to explore factors that promote peaceful co-existence
- In groups, learners are guided to create a chat showing factors that promote peaceful co-existence

What factors promote peaceful co-existence

-Course book
-Charts
-Computing devices

-Oral questions -Written questions-Observations

People and Relationships
Community service learning

Peaceful co-existence
Community service learning

By the end of the lesson, the learner should be able to:
-Identify importance of peaceful co-existence in day-to-day life
-Create a poster with messages that encourage peaceful co-existence
-Value the importance of peaceful coexistence in day-to-day life

-The learner is guided to identify importance of peaceful co-existence in day-to-day life
-In groups, learners are guided to create a poster with messages that encourage peaceful co-existence

What is the importance of peaceful co-existence in day-to-day life?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the activities in their community which people engage in
-Create a chart on various activities carried out in their community
-Appreciate the activities people engage in their community

-The learner is guided to identify the activities in their community which people engage in
-In groups, learners are guided to create a chart on various activities carried out in their community

What activities do people in the community engage in?

-Course book
-Computing devices
-Charts
-Written questions

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Describe the importance of community service learning
-Create a poster on importance of community services learning
-Acknowledge the importance of community service learning

-The learner is guided to describe the importance of community service learning

What is the importance of community service learning?

-Course book
-Computing devices
-Written questions
-Computing devices

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify ways to determine the gaps or needs in the community
-Create a poster on ways to determine the gaps or needs in the community
-Acknowledge the gaps or needs in the community

-Learner is guided to identify ways to determine the gaps or need in the community
-In groups learners are guided to create a poster on ways to determine the gaps or needs in the community

What ways can you use to determine the gaps or needs in the community?

-Course book
-Chars
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Verify and adopt one problem they intend to solve for the group project
-Create a poster on the procedure to choose one problem to solve through community service learning project
-Desire to adopt one problem to solve for the group project

-Learner is guided to verify and adopt one problem they intend to solve for the group project
-in groups learners are guided to create a poster on the procedure to choose one problem to solve through community service learning project

What problem do they intend to solve for the groups project?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Propose titles for the project
-Compose proposed title for the project
-Develop a title for the project
-Appreciate the developed title for the project

-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project

What is a project title?

-Course book
-Charts
-Computing devices
-Charts
-Course boo
-Computing devices

-Oral questions -Written questions -Oral questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Designing solutions to the identified problem
-Debate on the methods to be used to solve the problems
-Appreciate the solutions to the identified problem

-Thea learner is guided to design solutions to the identified problem
-In pairs learners are guided to debate on the methods to be used to solve the problem identified

What are the solutions to the identified problem?

-Charts
-course book
-Computing devices
-Course book

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Prepare a work plan that is required to follow when implementing solution to the identified problem
-Create a chart showing resources required to implement the solution to the identified problem
-Desire to follow the implementation plan

-The learner is guided to prepare a work plan that is required to follow the implementing solution to the identified problem solution to the identified problem
-In groups learners are guided to create a chart showing resources required to implement the solution to the identified problem

What is a work plan?

-Course cook
-Books
-Computing devices
-Course book
-Charts

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline steps of a community service learning project or activity
-Write down the procedure of implementing the community service learning project or activity
-Desire to carry out the community service project

-In groups learners are guided to outline steps of a community service learning project or activity
-Individually, learners is guided to write down the procedure of implementing the community service learning service project or activity

What are the steps of a community service learning project or activity?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Create a poster showing the effects of the project to the community
-Acknowledge the effects of the project to the community

-learners are guided to identify the effects of the project to the community
-Learners to create a poster showing the effects of the project to the community

What is the effect of the project to the community?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning
Natural and historic build environments

Community service learning
Historical information sources of historical information in the society

By the end of the lesson, the learner should be able to:
-Report on the concluded project
-Analyse the report on the concluded project
-Appreciate the report on the concluded project

-Learners are guided to report on the concluded project
-In groups learners are guided to analyse the report on the concluded project

What is a report?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Natural and historic built environments

Primary and secondary sources of Historical information
How various sources of historical information have been preserved over the years

By the end of the lesson, the learner should be able to:
-Distinguish between primary and secondary sources of historical information
-Design a poster on primary and secondary sources of historical information
-appreciate the importance of primary and secondary sources of historical information

-Learner is guided to distinguish between primary and secondary sources of historical information
In groups learners are guided to design a poster on primary and secondary sources of historical information

How are primary and secondary sources of historical information acquired?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments
Natural and historical built environments in Africa

Sources of historical information in understanding past human accounts
Locating areas where early agriculture was practiced in selected geographical reigns in Africa

By the end of the lesson, the learner should be able to:
-Explain how sources of historical information help us to understand past human accounts -Prepare journals on sources of historical information in understand past human accounts

-Individually, learners is guided to explain how sources of historical information help us to understand past human accounts
-In groups learners are guided to prepare journals on sources of historical information

How significant are sources of historical information in understanding past human accounts?

-Course book
-Charts
-Computing devices
-Chart

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture
Methods of irrigation used in Ancient Egypt

By the end of the lesson, the learner should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa

-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class

Which crops were grown in the selected regions during early Agriculture?

-Course book
-Chart
-Computing devices
-Chart

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Contributions of the Nile Valley Agriculture to world civilization
Possible careers in Agriculture

By the end of the lesson, the learner should be able to:
-Define term civilization
-Assess the contribution of the Nile valley Agriculture to world civilization
-Value the contribution of the Nile Valley Agriculture to world civilization

-Thea learner is guided to define term civilization
-In groups, learners are guided to assess the contribution of the Nile valley Agriculture to world civilization

What is the importance of domesticating of plants and animals in Africa?

-Course book
-Charts
-Computing devices

-Oral questions -Oral Work -Assessment

Natural and historic built environments in Africa

Maps and map work
Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-Define the term map
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa

Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map
Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Define the terms latitudes and longitudes on a map
-Demonstrate using latitudes and longitudes to locate places and features on a map
-Appreciate the use of latitude and longitudes to locate places and features on a map

-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map
-In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map

-What is latitude? -What is longitude?

-Course book
-Chart
-Computing devices
-Chart computing devices

-Oral questions -Oral report -Written questions

Natural and historic built environments I Africa

Importance of latitudes and longitudes in day to day life

By the end of the lesson, the learner should be able to:
-Discuss the Importance of latitudes in day-to-day life
-Acknowledge the importance of latitudes in day-day-lif

Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life

What is the importance of latitudes and longitudes in day-to-day life?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Pictures and maps used in social studies
Types of maps used in social studies

By the end of the lesson, the learner should be able to:
-Define the terms picture, plan and a map
-Draw and colour a picture of their classroom
-Draw a plan or a map of their classroom
-Appreciate the uses of maps

-Individually, learners are guided to define the term picture, plans and a map
-In groups ,learners are guided to draw and colour a picture of their classroom and also draw a map of their classroom

What is a plan?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observations

Natural and historical built environments in Africa

Earth and eh solar system
The shape of the earth in the solar system

By the end of the lesson, the learner should be able to:
-Describe the origin of the earth
-Create a chart showing the passing star theory and the Nebula cloud
-Enjoy sharing stories on origin of earth from different communities

-The learner is guided to share stories on the origin of the earth from their communities
-In groups, learners are guided to create a chart showing the passing star theory and the Nebula cloud

Where do you think the earth came from?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
-Examine the effects of rotation and revolution of the earth on human activities
-Create a chart showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation of the earth on human activities

-The learner is guided to explore the size, shape and position of the earth in the solar system
-In groups the learner to identify and describe the shape of the earth at the poles and at the center

What is the shape of the earth?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Internet structure of the earth in the solar system
Modelling the internal structure of the earth

By the end of the lesson, the learner should be able to:
-Describe the internet structure of the earth in the solar system
-Appreciate internet structure of the earth in the solar system
-Illustrate the internal structure of the earth in the solar system
-Value the internal structure of the earth in the solar system

-The learner is guided to describe the internal structure of the earth in the solar system
-In groups learners are guided to illustrate the internal structure of the earth in the solar system

Why is it important to understand the solar system

-Course book
-Charts
-Computing devices
-Charts

-Oral report -Oral questions -Observations

Natural and historical built environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities

By the end of the lesson, the learner should be able to:
-Identify the importance of rotation and revolution of the earth in day- to-day life
-Create posters showing the effects of rotation and revolution of the earth on human activities
-Appreciate the effects of rotation and revolution of the earth on human activities

The learner is guided to identify the importance of rotation and revolution of earth in day-to-day life?

How does the rotation and revolution of the earth influence day-t0-day life?

-Course book
-
Charts
-Computing devices

-Oral questions -Oral report -Assessment

Community Service Learning Project

Community Service Learning Project - Problem identification

By the end of the lesson, the learner should be able to:

-Identify a problem/gap in the community
-Brainstorm on problems/gaps in their school/community
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners brainstorm and identify problems/gaps/opportunities in their school/community that need attention
-Learners discuss the identified problems

- How does one determine some gaps/needs in the community - Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 13
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Project title

By the end of the lesson, the learner should be able to:

-Discuss and adapt one identified problem for the class/group project
-State the project title
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners speak engagingly when discussing and adapting one identified problem for the class/group project
-Learners state the project title

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 14
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Problem statement

By the end of the lesson, the learner should be able to:

-Authenticate the problem/gap
-Write down the statement of the problem
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners authenticate the problem/gap
-Learners write down the statement of the problem (a small description of the identified problem)

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 15
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Solution design

By the end of the lesson, the learner should be able to:

-Design a solution(s) to the identified problem
-Discuss and agree on an appropriate solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem
-Learners note down the recommended/proposed solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 16
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation plan

By the end of the lesson, the learner should be able to:

-Plan to implement the solution to the identified problem
-Draw a plan for implementing the proposed solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss and draw a plan for implementing the proposed solution
-Learners share their implementation plan

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 17
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation

By the end of the lesson, the learner should be able to:

-Implement the plan for solving the identified problem
-Implement the plan prudently
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners implement the plan prudently to address the identified problem
-Learners carry out the implementation of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 18
-Locally available materials
-Digital resources

- Oral questions -Observation -Project work

Community Service Learning Project

Community Service Learning Project - Reflection

By the end of the lesson, the learner should be able to:

-Reflect on the concluded project
-Write a summary report on the concluded project
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners reflect on the concluded project
-Learners submit a summary account/report to the CSL teacher

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 18
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Appreciation

By the end of the lesson, the learner should be able to:

-Appreciate the need to be part of the solution to the gaps/challenges in the community
-Discuss the importance of being part of the solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss the importance of being part of the solution to the gaps/challenges in the community
-Learners appreciate the need to be part of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 19
-Digital resources
-Internet

- Oral questions -Observation -Written tests