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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Natural and historic built environments in Africa
|
Methods of data analysis
|
By the end of the
lesson, the learner
should be able to:
-Explain the meaning of data analysis -Use mean, Median and more to analyse road safety data from the locality -Appreciate the methods of data analysis |
-Individually, Learner is guided to explain the meaning of data analysis
-In groups, learners are guided to use mean, median and more to analyse road safety data from the locality |
What is data analysis?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 2 | 2 |
Natural and historic built environments in Africa
|
Methods of data analysis
|
By the end of the
lesson, the learner
should be able to:
-Explain the meaning of data analysis -Use mean, Median and more to analyse road safety data from the locality -Appreciate the methods of data analysis |
-Individually, Learner is guided to explain the meaning of data analysis
-In groups, learners are guided to use mean, median and more to analyse road safety data from the locality |
What is data analysis?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 2 | 3 |
Natural and historic built environments in Africa
|
Methods of data presentation in field work
|
By the end of the
lesson, the learner
should be able to:
-Define data presentation -Identify methods of data presentation in field work -Appreciate the methods of data presentation |
-Individually, learners are guided to define data presentation
-In groups, learners are guided to identify methods of data presentation in field work |
What is data presentation
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observation
|
|
| 2 | 4 |
Natural and historic built environments in Africa
|
Methods of data presentation in field work
|
By the end of the
lesson, the learner
should be able to:
-Define data presentation -Identify methods of data presentation in field work -Appreciate the methods of data presentation |
-Individually, learners are guided to define data presentation
-In groups, learners are guided to identify methods of data presentation in field work |
What is data presentation
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observation
|
|
| 3 | 1 |
Natural and historic built environments in Africa
|
Methods of data presentation in field work
|
By the end of the
lesson, the learner
should be able to:
-Explore possible challenges in carrying out field work -Create a chart showing possible challenges in carrying out field work |
-Individually, learner is guided to explore possible challenges in carrying out field work
-In groups, learners are guided to create a chart showing possible challenges in carrying out field work |
What challenges do you face during field work?
|
-Course book
-Charts |
-Course book
-Charts
|
|
| 3 | 2 |
Natural and historic built environments in Africa
|
Methods of data presentation in field work
|
By the end of the
lesson, the learner
should be able to:
-Explore possible challenges in carrying out field work -Create a chart showing possible challenges in carrying out field work |
-Individually, learner is guided to explore possible challenges in carrying out field work
-In groups, learners are guided to create a chart showing possible challenges in carrying out field work |
What challenges do you face during field work?
|
-Course book
-Charts |
-Course book
-Charts
|
|
| 3 | 3 |
Natural and historic built environments in Africa
|
Possible solutions to challenges experienced during field work
|
By the end of the
lesson, the learner
should be able to:
-Suggest possible solutions to challenges experienced when carrying out field work -Create a poster showing possible solutions to challenges experienced when carrying out field work -Desire to carry out field work |
-Individually, learner is guided to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners are guided to create a poster showing possible solutions to challenges experienced when carrying out field work |
What challenges do you face during fieldwork?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observafion
|
|
| 3 | 4 |
Natural and historic built environments in Africa
|
Possible solutions to challenges experienced during field work
|
By the end of the
lesson, the learner
should be able to:
-Suggest possible solutions to challenges experienced when carrying out field work -Create a poster showing possible solutions to challenges experienced when carrying out field work -Desire to carry out field work |
-Individually, learner is guided to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners are guided to create a poster showing possible solutions to challenges experienced when carrying out field work |
What challenges do you face during fieldwork?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observafion
|
|
| 4 | 1 |
Natural and historic built environments in Africa
|
Significance of field work on investigating Phenomena
|
By the end of the
lesson, the learner
should be able to:
-State the significance of field work on investigating phenomena -Prepare a chart on importance of field work -Appreciate the importance of field work |
-The learner is guided to state the significance of field work on investigating phenomena
-In groups, learners are guided to prepare a chart on importance of field work |
What is the importance of field work?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observations
|
|
| 4 | 2 |
Natural and historic built environments in Africa
|
Significance of field work on investigating Phenomena
|
By the end of the
lesson, the learner
should be able to:
-State the significance of field work on investigating phenomena -Prepare a chart on importance of field work -Appreciate the importance of field work |
-The learner is guided to state the significance of field work on investigating phenomena
-In groups, learners are guided to prepare a chart on importance of field work |
What is the importance of field work?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observations
|
|
| 4 | 3 |
Natural and historic built environments in Africa
|
Procedures of carrying out field work in research
|
By the end of the
lesson, the learner
should be able to:
-Define procedures -Identify procedures of carrying out field work in research -Prepare a chart to illustrate the steps to be followed when planning for field work -Appreciate procedures of carrying out field work in research |
-The learner is guided to define the procedures and to identify procedures of carrying out field work in research
-In groups learners are guided to prepare a chart to illustrate the steps to be followed when planning for field work |
Which procedure do you use to carry out field work in research?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 4 |
Natural and historic built environments in Africa
|
Procedures of carrying out field work in research
|
By the end of the
lesson, the learner
should be able to:
-Define procedures -Identify procedures of carrying out field work in research -Prepare a chart to illustrate the steps to be followed when planning for field work -Appreciate procedures of carrying out field work in research |
-The learner is guided to define the procedures and to identify procedures of carrying out field work in research
-In groups learners are guided to prepare a chart to illustrate the steps to be followed when planning for field work |
Which procedure do you use to carry out field work in research?
|
-Course book
-Charts |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 1 |
Natural and historic built environments in Africa
|
Understanding the actual field work
|
By the end of the
lesson, the learner
should be able to:
-Assemble all materials required for the field work -Carry out field work to investigate phenomena in the immediate environment -Desire to carry out field work to investigate phenomena in the immediate environment |
- The Learner is guided to assemble all materials required for the field work
-In groups learners, are guided to carry out field work to investigate phenomena in the immediate environment |
Why is it important to study field work?
|
-Course book
-Charts -Computing devices |
|
|
| 5 | 2 |
Natural and historic built environments in Africa
|
Understanding the actual field work
|
By the end of the
lesson, the learner
should be able to:
-Assemble all materials required for the field work -Carry out field work to investigate phenomena in the immediate environment -Desire to carry out field work to investigate phenomena in the immediate environment |
- The Learner is guided to assemble all materials required for the field work
-In groups learners, are guided to carry out field work to investigate phenomena in the immediate environment |
Why is it important to study field work?
|
-Course book
-Charts -Computing devices |
|
|
| 5 | 3 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 4 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 1 |
Political Development and governance
|
Political Organization of the Zulu
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Zulu community up to 1900 Discuss the role of the Zulu political setup. Draw the governance structure of the Zulu. Appreciate the Zulu community. |
Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup. Learners are guided to draw the governance structure of the Zulu |
Where did the Zulu community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Political Development and governance
|
Political Organization of the Zulu
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Zulu community up to 1900 Discuss the role of the Zulu political setup. Draw the governance structure of the Zulu. Appreciate the Zulu community. |
Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup. Learners are guided to draw the governance structure of the Zulu |
Where did the Zulu community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Political Development and governance
|
European Traders
|
By the end of the
lesson, the learner
should be able to:
Name various traders that came to Africa up to 1900. Identify the factors that led to the presence of Europeans in Africa. Discuss the role of various traders that came to Africa. Have a desire to learn more about European Traders. |
Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa. In groups, learners are guided to discuss the role of various traders that came to Africa |
Which factors led to the presence of Europeans in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Political Development and governance
|
European Traders
|
By the end of the
lesson, the learner
should be able to:
Name various traders that came to Africa up to 1900. Identify the factors that led to the presence of Europeans in Africa. Discuss the role of various traders that came to Africa. Have a desire to learn more about European Traders. |
Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa. In groups, learners are guided to discuss the role of various traders that came to Africa |
Which factors led to the presence of Europeans in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3-4 |
Political Development and governance
|
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 |
Mid term |
||||||||
| 10 | 1 |
The Constitution of Kenya
|
The Constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution. Identify the importance of the constitution of Kenya. Compose a song on any eight national values enshrined in the Constitution of Kenya. Appreciate the importance of the constitution of Kenya. |
Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya. In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
The Constitution of Kenya
|
The Constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution. Identify the importance of the constitution of Kenya. Compose a song on any eight national values enshrined in the Constitution of Kenya. Appreciate the importance of the constitution of Kenya. |
Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya. In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya. |
What is a constitution?
What is the importance of Constitution of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
The Constitution of Kenya
|
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
|
By the end of the
lesson, the learner
should be able to:
Search for ways of upholding and protecting the Constitution of Kenya. Discuss the importance of upholding and protecting the constitution. Uphold and protect the constitution of Kenya. |
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution. |
Why do you think it’s important for Kenyans to uphold and protect the constitution?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Democracy
|
Types of Democracy practiced in Africa
|
By the end of the
lesson, the learner
should be able to:
Define democracy. Identify types of democracy. Role play different types of democracy. Appreciate the use of democracy. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Democracy
|
Types of Democracy practiced in Africa
|
By the end of the
lesson, the learner
should be able to:
Define democracy. Identify types of democracy. Role play different types of democracy. Appreciate the use of democracy. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Democracy
|
Importance of Democracy in Society
|
By the end of the
lesson, the learner
should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner’s book 7 Appreciate the importance of democracy in society. |
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation. Learners to draw the picture in learner’s book 7 pg. 186 |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Democracy
|
Importance of Democracy in Society
|
By the end of the
lesson, the learner
should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner’s book 7 Appreciate the importance of democracy in society. |
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation. Learners to draw the picture in learner’s book 7 pg. 186 |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Photographs Pictures Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Various Types of Democracy in Governance. Recite the poem in learner’s book 7 Apply democratic values in interactions with others in the community. Promote democratic values in the community. |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189 |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Democracy
|
Characteristics of Various Types of Democracy in Governance
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of Various Types of Democracy in Governance. Recite the poem in learner’s book 7 Apply democratic values in interactions with others in the community. Promote democratic values in the community. |
Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189 |
Why should we Practise democracy?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Human Rights
|
Evolution of Human Rights as practiced in society
|
By the end of the
lesson, the learner
should be able to:
Define Human rights. Identify the characteristics of Human Rights in society. Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments. Appreciate the evolution of human rights. |
Learners to define human rights.
Learners to identify the characteristics of Human Rights in society. Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments |
What are human rights?
Why is it important to know our rights?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Human Rights
|
Evolution of Human Rights as practiced in society
|
By the end of the
lesson, the learner
should be able to:
Define Human rights. Identify the characteristics of Human Rights in society. Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments. Appreciate the evolution of human rights. |
Learners to define human rights.
Learners to identify the characteristics of Human Rights in society. Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments |
What are human rights?
Why is it important to know our rights?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Human Rights
|
The concept of Equity and Non-Discrimination in Fostering Solidarity
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on how equity and non-discrimination foster solidarity in the society. Explain how to promote equity and non-discrimination in society. Respect, adhere to and promote of human rights for sanctity of life. |
Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society. |
How can we promote equity and non- discrimination in society?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199
Pictures Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Human Rights
|
The concept of Equity and Non-Discrimination in Fostering Solidarity
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on how equity and non-discrimination foster solidarity in the society. Explain how to promote equity and non-discrimination in society. Respect, adhere to and promote of human rights for sanctity of life. |
Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society. |
How can we promote equity and non- discrimination in society?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199
Pictures Computing devices |
Oral questions Oral Report Observation
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| 13 | 3 |
African Diasporas
|
African Diasporas
|
By the end of the
lesson, the learner
should be able to:
Define diaspora. Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s Examine the role of diasporas in the political development in Africa. Acknowledged African diasporas for promotion of African Unity in society today. |
Learners to define diaspora.
Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s Learners are guided to examine the role of diasporas in the political development in Africa. |
What is the role of industrial revolution in Europe in the development of African diasporas?
How can we promote African unity in the society today?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204
Video clips Charts Computing devices |
Oral questions Oral Report Observation
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|
| 13 | 4 |
African Diasporas
|
African Diasporas
|
By the end of the
lesson, the learner
should be able to:
Define diaspora. Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s Examine the role of diasporas in the political development in Africa. Acknowledged African diasporas for promotion of African Unity in society today. |
Learners to define diaspora.
Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s Learners are guided to examine the role of diasporas in the political development in Africa. |
What is the role of industrial revolution in Europe in the development of African diasporas?
How can we promote African unity in the society today?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204
Video clips Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 1 |
Global Citizenship
|
Global Citizenship
|
By the end of the
lesson, the learner
should be able to:
Define global interconnectedness and interdependence. Identify positive and negative effects of globalization at local and national levels. Discuss the qualities of a global citizen. Appreciate the qualities of a global citizen. |
Learners to define global interconnectedness and interdependence.
Learners to identify positive and negative effects of globalization at local and national levels. In groups, learners to discuss the qualities of a global citizen. |
What is global interconnectedness?
What is interdependence?
What are the qualities of a global citizen in the modern society?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208
Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 2 |
Global Citizenship
|
Global Citizenship
|
By the end of the
lesson, the learner
should be able to:
Define global interconnectedness and interdependence. Identify positive and negative effects of globalization at local and national levels. Discuss the qualities of a global citizen. Appreciate the qualities of a global citizen. |
Learners to define global interconnectedness and interdependence.
Learners to identify positive and negative effects of globalization at local and national levels. In groups, learners to discuss the qualities of a global citizen. |
What is global interconnectedness?
What is interdependence?
What are the qualities of a global citizen in the modern society?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208
Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 3 |
Global Citizenship
|
Contribution to the Wellbeing of the international community
|
By the end of the
lesson, the learner
should be able to:
Explain what they understand by the term ‘common humanity’ Identify how they can develop a sense of belonging to a common humanity for harmonious living. Develop a sense of belonging to a common humanity for harmonious living. |
Learners to explain what they understand by the term ‘common humanity’
Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living |
Which are the common concerns in the world today?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 4 |
Global Citizenship
|
Contribution to the Wellbeing of the international community
|
By the end of the
lesson, the learner
should be able to:
Explain what they understand by the term ‘common humanity’ Identify how they can develop a sense of belonging to a common humanity for harmonious living. Develop a sense of belonging to a common humanity for harmonious living. |
Learners to explain what they understand by the term ‘common humanity’
Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living |
Which are the common concerns in the world today?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 1 |
Global Governance
|
Organisation of African Unity (OAU)
|
By the end of the
lesson, the learner
should be able to:
Identify the founding member countries of OAU. Discuss the achievements of OAU. State the challenges affected by OAU Draw the organizational structure of the OAU. Appreciate the importance of OAU. |
Learners to identify the founding member countries of OAU.
In groups, learners to discuss the achievements of OAU. Learners to state the challenges affected by OAU Learners are guided to draw the organizational structure of the OAU |
Why was the OAU formed?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 2 |
Global Governance
|
Organisation of African Unity (OAU)
|
By the end of the
lesson, the learner
should be able to:
Identify the founding member countries of OAU. Discuss the achievements of OAU. State the challenges affected by OAU Draw the organizational structure of the OAU. Appreciate the importance of OAU. |
Learners to identify the founding member countries of OAU.
In groups, learners to discuss the achievements of OAU. Learners to state the challenges affected by OAU Learners are guided to draw the organizational structure of the OAU |
Why was the OAU formed?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 3 |
Global Governance
|
African Union (AU)
|
By the end of the
lesson, the learner
should be able to:
Describe the formation of African Union (AU) Discuss the achievements of AU. State the challenges affected by AU Sing the African Union Anthem. Appreciate the importance of AU |
Learners to describe the formation of African Union (AU)
In groups, learners to discuss the achievements of AU. Learners to state the challenges affected by AU the challenges affected by AU Learners are guided to sing the African Union Anthem. |
What are the achievements of African Union (AU)?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 4 |
Global Governance
|
African Union (AU)
|
By the end of the
lesson, the learner
should be able to:
Describe the formation of African Union (AU) Discuss the achievements of AU. State the challenges affected by AU Sing the African Union Anthem. Appreciate the importance of AU |
Learners to describe the formation of African Union (AU)
In groups, learners to discuss the achievements of AU. Learners to state the challenges affected by AU the challenges affected by AU Learners are guided to sing the African Union Anthem. |
What are the achievements of African Union (AU)?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220
Photographs Pictures Video clips Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 1 |
Global Governance
|
Member countries of the African Union
|
By the end of the
lesson, the learner
should be able to:
Identify the AU member states from an atlas. Draw a map of Africa showing member countries of African Union (AU) Appreciate the importance of AU |
Learners are guided to identify the AU member states from an atlas.
Learners are guided to draw a map of Africa showing member countries of African Union (AU) |
How should leadership and integrity be promoted in the society today?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 2 |
Global Governance
|
Member countries of the African Union
|
By the end of the
lesson, the learner
should be able to:
Identify the AU member states from an atlas. Draw a map of Africa showing member countries of African Union (AU) Appreciate the importance of AU |
Learners are guided to identify the AU member states from an atlas.
Learners are guided to draw a map of Africa showing member countries of African Union (AU) |
How should leadership and integrity be promoted in the society today?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 3 |
Global Governance
|
Organizational structures of the African Union
|
By the end of the
lesson, the learner
should be able to:
Identify various organs that run the AU. Identify the factors which can promote continental interconnectedness and interdependence. Draw the organizational structure of African Union (AU) Appreciate the importance of AU |
Learners to identify various organs that run the AU.
Learners are guided to identify the factors which can promote continental interconnectedness and interdependence. Learners are guided to draw the organizational structure of African Union (AU) |
How can we promote continental interconnectedness and interdependence in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 16 | 4 |
Global Governance
|
Organizational structures of the African Union
|
By the end of the
lesson, the learner
should be able to:
Identify various organs that run the AU. Identify the factors which can promote continental interconnectedness and interdependence. Draw the organizational structure of African Union (AU) Appreciate the importance of AU |
Learners to identify various organs that run the AU.
Learners are guided to identify the factors which can promote continental interconnectedness and interdependence. Learners are guided to draw the organizational structure of African Union (AU) |
How can we promote continental interconnectedness and interdependence in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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