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

People and relationships

Early –Describe Civilization
Early 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
-Course book

-Observation -Oral questions -Written questions

People and relationships

Early Civilization
Slavery and servitude

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
What is slavery and servitude?

-Observation -Oral questions -Written questions

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
-Charts

-Oral questions -Oral report -Observation

Personal Development
People and Relationships
People and Relationships

Entrepreneurial Opportunities in social studies
Human origin
Human origin

By the end of the lesson, the learner should be able to:
-Identify entrepreneurial opportunities that closely match their personality
-Draw a poster showing entrepreneurial opportunities that closely match their personality
-Appreciate entrepreneurial opportunities that closely match their personality

-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality

What is entrepreneurship?

-Course book
-Charts
-Computing devices
-Course book

-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
Slavery and Servitude

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
Developments in medium of trade

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
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

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

People and Relationships

Peaceful coexistence
Peaceful co-existence

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
-Charts

-Oral questions -Oral report -Observation

People and Relationships
Community service learning

Peaceful coexistence
Peaceful co-existence
Community service learning

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
-Course boo
-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:
-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

Natural and historic build environments
Natural and historic built environments

Historical information sources of historical information in the society
Primary and secondary sources of Historical information

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

Natural and historic built environments

How various sources of historical information have been preserved over the years
Sources of historical information in understanding past human accounts

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

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

Locating areas where early agriculture was practiced in selected geographical reigns in Africa
Historical development of Agricultures -Crops grown animals kept during early Agriculture

By the end of the lesson, the learner should be able to:
-Identify the term Agriculture
-Locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

What is Agriculture

-Course book
-Chart
-Computing devices
-Chart

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Methods of irrigation used in Ancient Egypt
Contributions of the Nile Valley Agriculture to world civilization

By the end of the lesson, the learner should be able to:
-Define irrigating
-Illustrate methods of irrigation used in ancient Egypt
-Value the methods of irrigation used in ancient
Egypt

-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt

Which methods of irrigating do you think were used in Ancient Egypt

-Course book
-Chart
-Computing devices
-Charts

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Possible careers in Agriculture
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 career
-Explore possible careers in Agriculture
-Appreciate possible careers in Agriculture

-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture

What is career?

-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
Natural and historical built environments in Africa

Importance of latitudes and longitudes in day to day life
Pictures and maps used in social studies

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
-Charts

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Types of maps used in social studies
Earth and eh solar system

By the end of the lesson, the learner should be able to:
-Identify the types of maps used in social studies
-Match the types of maps with the description given in the table in learner’s book
-Appreciate the different types of maps

-Individually, the learner is guided to identify the types of maps used in social studies
-In group learners are guided to match the types of maps with the description given in the table learners book

How important are maps in our daily lives?

-Course book
-Charts
-Computing devices

-Oral questions -Oral reports -Observation

Natural and historical built environments in Africa

The shape of the earth in the solar system
Effects of rotation of the earth on human activities
Effects of rotation of the earth on human activities

By the end of the lesson, the learner should be able to:
Explore the; size, shape, and the position of the earth in the solar system
-Describe the shape of the earth at the poles and at the center poles and at the center
-Identify objects from the environments that have the same shape as the earth
-Relate the shape of the egg to the shape of the earth

-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 centre

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
Natural and historical build environments in Africa

-appreciate the effects of rotation and revolution of the earth on human activities
Weather Elements of weather in the environment

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
-Charts

-Oral questions -Oral report -Assessment

Natural and historical built environments in Africa
Natural and historical built environment in Africa

Analyzing and interpreting data on weather condition in the environment
Siting a weather station

By the end of the lesson, the learner should be able to:
–Define to the term data
-Analyse and interpret data on weather conditions in the environment
-Desire to analyse and interpret data on weather conditions in the environment

-Individually, the learner is guided to define the term data
Learners are guided to analyse and interpret data on weather conditions in the environment

How can we use data on weather to make informed decisions?

-Course book
-Charts
-Computing devices
-computing devices

-Oral questions -Reporting -Observanttion

Natural and historical built environments in Africa
National and historical built environments in Africa
Natural and historical built environments in Africa

Constructing a rain gauge
Constructing a wind vane
Constructing a wind sock

By the end of the lesson, the learner should be able to:
-Outline the procedure of constructing a rain gauge
-Construct a rain gauge
-Appreciate the importance of a rain gauge

Individually, the learners are guided to outline the procedure of constructing a rain gauge
-In groups learners are guided to construct a rain gauge

What is the procedure of constructing a rain gauge?

-Course book
-Chart
-computing devices
-Charts
-Chart

-Oral questions -Oral report -Observation

Natural and historical built environments in Africa

Significance of weather to human environment
Responding appropriately to different weather conditions in the environment

By the end of the lesson, the learner should be able to:
-Examine the significance of weather to human environments
-Create a chart showing significance of weather to human environment
-Appreciate significance of weather to human environment

-The learner is guided to examine the significance of weather to human environments
-Inn groups, learners are guided to create a chart showing significance of weather to human environment

What is the significance of weather to human environment?

-Course book
-Chart
-Computing devices
--Charts

-Oral questions -Observations

National and Historic built Environments in Africa
Natural and historic built environments in Africa

Field work Types of fieldwork in social studies
Field work methods of Data collection

By the end of the lesson, the learner should be able to:
-Define the term field work
-Identify types of field work on social studies
-Conduct a field study around the school
-Appreciate and enjoy conducting a field work

-Learner is guided to define the term field work and identify types of field work on social studies
-In groups, learners are guided to conduct a field study around the school

What is fieldwork?

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

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa
Political Development and governance

Methods of data recording
Political development in Africa up to 1900

By the end of the lesson, the learner should be able to:
-Define data recording
-Examine methods of recording data
-Recommend methods of recording data during different types of field work
-Appreciate methods of data recording data

-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data

What is data recording?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation

Political Development and governance

Political Organization of the Zulu
Political Organization of the Asante
The concepts “Scramble for and Partition” of Africa

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Video clips
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Charts

Oral questions Oral Report Observation

Political Development and governance

European Traders
Matching the Countries in Africa with their Colonial Masters

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas
Charts
Realia

Oral questions Oral Report Observation

Political Development and governance
The Constitution of Kenya

Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
The Constitution of Kenya

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

Oral questions Oral Report Observation

The Constitution of Kenya
Democracy

Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion
Types of Democracy practiced in Africa

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184

Oral questions Oral Report Observation

Democracy
Human Rights

Importance of Democracy in Society
Characteristics of Various Types of Democracy in Governance
Evolution of Human Rights as practiced 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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Realia
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196

Oral questions Oral Report Observation

Human Rights
African Diasporas

The concept of Equity and Non-Discrimination in Fostering Solidarity
African Diasporas

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204
Video clips
Charts

Oral questions Oral Report Observation

Global Citizenship

Global Citizenship
Contribution to the Wellbeing of the international community

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Maps

Oral questions Oral Report Observation

Global Governance

Organisation of African Unity (OAU)
African Union (AU)
Member countries of the African Union
Organizational structures of the African Union

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226
Atlas
Maps
Charts

Oral questions Oral Report Observation