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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that led to the growth of the great Zimbabwe -Make a chart showing factors that led to the growth of the great Zimbabwe -Appreciate factors that led to the growth of the great Zimbabwe |
The learners are guided to explore factors that led to the growth of Zimbabwe
-In groups learners are guided to make charts showing factors that led to the growth of the great Zimbabwe |
What factors led to the growth of the great Zimbabwe?
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 2 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that led to the growth of the great Zimbabwe -Make a chart showing factors that led to the growth of the great Zimbabwe -Appreciate factors that led to the growth of the great Zimbabwe |
The learners are guided to explore factors that led to the growth of Zimbabwe
-In groups learners are guided to make charts showing factors that led to the growth of the great Zimbabwe |
What factors led to the growth of the great Zimbabwe?
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 3 |
People and relationships
|
Early –Describe Civilization
|
By the end of the
lesson, the learner
should be able to:
-Explore factors that led to the growth of the kingdom of Kenya -Use a chart to show the factors that led to the growth of the Kingdom of Kenya -Appreciate the ancient Kingdom in Africa |
The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya |
What factors led to the growth of the Kingdome of Congo?
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 2 | 4 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Identify ancient kingdoms in Africa -Locate the selected ancient kingdoms on a map of Africa -Draw a map showing the selected ancient kingdoms in Africa |
The learner is guided to identify ancient kingdoms in Africa
-The learner is guided to locate the selected ancient kingdoms on a map of Africa -Learner is guided to draw a map showing the selected ancient kingdoms in Africa |
Where do you find the ancient kingdoms in Africa
|
-Course book
-Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 3 | 1 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Describe the term civilization -Assess the contribution of ancient kingdoms to the modern world civilization -Relate the contribution of ancient kingdoms to eh modern world civilization -Appreciate the contribution of ancient kingdoms to the modern world civilization |
The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization |
What is civilization?
|
-Course book
- Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 3 | 2 |
People and relationships
|
Early Civilization
|
By the end of the
lesson, the learner
should be able to:
-Describe the term civilization -Assess the contribution of ancient kingdoms to the modern world civilization -Relate the contribution of ancient kingdoms to eh modern world civilization -Appreciate the contribution of ancient kingdoms to the modern world civilization |
The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization |
What is civilization?
|
-Course book
- Charts -Computing devices |
-Observation
-Oral questions
-Written questions
|
|
| 3 | 3 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Define slavery and servitude -Define slavery and servitude -Identify the various forms of slavery and servitude in traditional African society -use a chart to show the various forms of slavery and servitude in traditional African society -Desire to learn more about slavery and servitude |
-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society |
The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society
|
What is slavery and servitude?
|
-Course book
-Charts
-Computing devices
|
|
| 3 | 4 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Define slavery and servitude -Define slavery and servitude -Identify the various forms of slavery and servitude in traditional African society -use a chart to show the various forms of slavery and servitude in traditional African society -Desire to learn more about slavery and servitude |
-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society |
The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society
|
What is slavery and servitude?
|
-Course book
-Charts
-Computing devices
|
|
| 4 | 1 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Explain factors which led to development of Indian ocean slave trade -Make a poster showing factors which led to development of Indian ocean slave trade -Have a desire to learn move on factors which led o development of Indian ocean slave trade |
-The learner is guided to use print resource to find out the factors which led to development of Indian ocean slave trade
-In groups learners are guided to make a poster showing factors which lead to development of Indian ocean slave trade |
What are the factors that led to the development of Indian ocean slave trade?
|
-Course book
-charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 4 | 2 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century -Dramatize the organization of Indian ocean slave trade in the 15th century |
The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century |
What is slave trade?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 4 | 3 |
People and relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century -Dramatize the organization of Indian ocean slave trade in the 15th century |
The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century |
What is slave trade?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Written questions
-Observation
|
|
| 4 | 4 |
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
|
|
| 5 | 1 |
People and Relationships
|
Human origin
|
By the end of the
lesson, the learner
should be able to:
-Explain religious stories about the origin of human kind -Dramatize religious stories about the origin of human kind -Acknowledge religious stories of human origin |
-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 2 |
People and Relationships
|
Human origin
|
By the end of the
lesson, the learner
should be able to:
-Explain religious stories about the origin of human kind -Dramatize religious stories about the origin of human kind -Acknowledge religious stories of human origin |
-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 3 |
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 |
-Oral questions
-Oral report
-Observation
|
|
| 5 | 4 |
People and Relationships
|
Human Origin
|
By the end of the
lesson, the learner
should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society -Create a poster show showing ways of recording traditional stories about the origin of human kind in society -Make a poster showing of rewarding traditional stories about the origin of human kind in society |
The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society |
How did human beings came to be?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 1 |
People and Relationships
|
Human
origin
|
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. |
Oral
Questions
-oral
Reports
-observation.
|
|
| 6 | 2 |
People and Relationships
|
Human
origin
|
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. |
Oral
Questions
-oral
Reports
-observation.
|
|
| 6 | 3 |
People and
Relationships.
|
Early
Civilization.
|
By the end of the
lesson, the learner
should be able to:
-Define the terms kingdom, state the Empire. -Explore factors that led to the growth of ancient Egypt. -Make a poster showing factor that led to the growth of ancient Egypt. -In Appreciate factor that led to the growth of ancient Egypt |
-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt -In groups, learners are guided to make a poster showing factors that led to the growth of ancient Egypt |
-What is a kingdom?
-what is an empire?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 6 | 4 |
People and
Relationships.
|
Early
Civilization.
|
By the end of the
lesson, the learner
should be able to:
-Define the terms kingdom, state the Empire. -Explore factors that led to the growth of ancient Egypt. -Make a poster showing factor that led to the growth of ancient Egypt. -In Appreciate factor that led to the growth of ancient Egypt |
-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt -In groups, learners are guided to make a poster showing factors that led to the growth of ancient Egypt |
-What is a kingdom?
-what is an empire?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 7 | 1 |
People and Relationships
|
Developments in medium of trade
|
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 |
-Oral questions
-Oral report
-Written questions
|
|
| 7 | 2 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Identify the term human diversity -Create a poster on human diversities among African community -Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity |
-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community -Individually, learner is guided to identify factors that determine human diversity in the society |
How do varied personality shape society?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
-Observation
|
|
| 7 | 3 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Identify the term human diversity -Create a poster on human diversities among African community -Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity |
-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community -Individually, learner is guided to identify factors that determine human diversity in the society |
How do varied personality shape society?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
-Observation
|
|
| 7 | 4 |
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 |
-Oral questions
-Oral report
-Observation
|
|
| 8 | 1 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Identify personal attributes which make individuals different from others -Classify the desirable and undesirable personality attributes -Appreciate different personality attribute which make individual different from others |
-The learner is guided to identify personality attributes which make individual different from others
|
What personality attributes makes an individual
|
-Course book
-Chars -Computing devices |
-Oral questions
-Oral report
Observation
|
|
| 8 | 2 |
People and Relationships
|
Diversity and interpersonal relationships
|
By the end of the
lesson, the learner
should be able to:
-Identify personal attributes which make individuals different from others -Classify the desirable and undesirable personality attributes -Appreciate different personality attribute which make individual different from others |
-The learner is guided to identify personality attributes which make individual different from others
|
What personality attributes makes an individual
|
-Course book
-Chars -Computing devices |
-Oral questions
-Oral report
Observation
|
|
| 8 | 3 |
People and Relationships
|
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 |
-Oral questions
-Oral report
-Written questions
|
|
| 8 | 4 |
People and Relationships
|
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 |
-Oral questions
-Oral report
-Written questions
|
|
| 9 | 1 |
People and Relationships
|
Slavery and servitude
|
By the end of the
lesson, the learner
should be able to:
-Identify the geographical regions covered by the Indian Ocean slave trade -Sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa -Desire to learn more on geographical regions covered by the Indian Ocean slave trade |
-The learner is guided to identify the geographical regions covered by the Indian Ocean slave trade
-Individually, the learner is guided to sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa |
Which geographical regions were covered by the Indian Ocean slave trade
|
-Course book
-charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 9 | 2 |
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 |
-Oral questions
-Oral report
-Written questions
|
|
| 9 |
Midterm Break |
||||||||
| 10 | 1 |
People and Relationships
|
Developments in medium of trade
|
By the end of the
lesson, the learner
should be able to:
-Trade the factors that led to introduction of money in Africa -Make a poster showing factors that led to introduction of money in Africa |
-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa |
What factors led to introduction of money in African?
|
-Course book
-Charts -Computing devices |
-Oral Questions-Oral report
-Written questions
|
|
| 10 | 2 |
People and Relationships
|
Developments in medium of trade
|
By the end of the
lesson, the learner
should be able to:
-Trade the factors that led to introduction of money in Africa -Make a poster showing factors that led to introduction of money in Africa |
-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa |
What factors led to introduction of money in African?
|
-Course book
-Charts -Computing devices |
-Oral Questions-Oral report
-Written questions
|
|
| 10 | 3 |
People and Relationships
|
Diversity and interpersonal relationships
|
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 |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 4 |
People and Relationships
|
Diversity and interpersonal relationships
|
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 |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 1 |
People and Relationships
|
Peaceful coexistence
|
By the end of the
lesson, the learner
should be able to:
-Define the term peace -Outline qualities of a peaceful person in the community Role play on personal characteristics that show a state of peace -Value the qualities of a peaceful person in the community |
-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace |
What is peace?
|
-Course book
-charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 11 | 2 |
People and Relationships
|
Peaceful co-existence
|
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
|
|
| 11 | 3 |
People and Relationships
|
Peaceful co-existence
|
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
|
|
| 11 | 4 |
People and Relationships
|
Peaceful coexistence
|
By the end of the
lesson, the learner
should be able to:
-Assess peaceful conflict resolution process in day-to-day life -Illustrate peaceful conflict resolution process in day-to-day life -Value the importance of peaceful conflict resolution process in day-to-day life |
-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life |
How can we promote peace for mutual social well-being?
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Written questions
|
|
| 12 | 1 |
People and Relationships
|
Peaceful co-existence
|
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
|
|
| 12 | 2 |
People and Relationships
|
Peaceful co-existence
|
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
|
|
| 12 | 3 |
Natural and historic build environments
|
Historical information sources of historical information in the society
|
By the end of the
lesson, the learner
should be able to:
-Define historical information -Identify the sources of historical information in the society -Draw some of the written and electronic source |
-Learners in pairs are guided to define the term historical information in the society
-Inn groups learners are guided to draw some of the written and electronic sources of historical information in the society |
What is historical information
|
-Course book
-Charts -Computing devices |
-Oral questions--Oral report
-Written questions
|
|
| 12 | 4 |
Natural and historic built environments
|
Primary and secondary sources of Historical information
|
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
|
|
| 13 | 1 |
Natural and historic built environments
|
How various sources of historical information have been preserved over the years
|
By the end of the
lesson, the learner
should be able to:
-Identify ways of preserving sources of historical information -Debate on how the sources of historical information can be preserved -Discuss the significance of various sources of historical information -Appreciate the Importance of various sources of historical information |
-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information |
What are the ways of preserving sources of historical information
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 13 | 2 |
Natural and historic built environments
|
How various sources of historical information have been preserved over the years
|
By the end of the
lesson, the learner
should be able to:
-Identify ways of preserving sources of historical information -Debate on how the sources of historical information can be preserved -Discuss the significance of various sources of historical information -Appreciate the Importance of various sources of historical information |
-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information |
What are the ways of preserving sources of historical information
|
-Course book
-Charts -Computing devices |
-Oral questions
-Oral report
-Observation
|
|
| 13 | 3 |
Natural and historic built environments
|
Sources of historical information in understanding past human accounts
|
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 |
-Oral questions
-Oral report
-Observation
|
|
| 13 | 4 |
Natural and historic built environments
|
Sources of historical information in understanding past human accounts
|
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 |
-Oral questions
-Oral report
-Observation
|
|
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