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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-State the importance of making adequate preparation before starting a project
-Create a poster showing he importance of making adequate preparation before starting a project
-Appreciate the importance of making adequate preparation before starting a project

-Learner is guided to state the importance of making adequate preparation before starting a project?

-Charts
-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

-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

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Debate on the advantage and disadvantages of the methods used to solve the identified problem
-Create a checklist showing the advantages and disadvantages of the methods used to solve the identified problem

-The learner is guided to debate on the advantages and disadvantage of the methods used to solve the identified problems
-In groups learners are guided to create a checklist showing the advantages of the methods used to solve the identified problem

What are advantages and disadvantages of the methods used to solve the identified problem?

-Charts
-Course book
-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:
-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

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-Create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the them

-In groups learners are guided to identified challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-In groups learners are guided to create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem

What challenges are likely to be encountered when implementing solutions to the identified problem?

-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:
-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:
-Describe the procedure of implementing the planned solution to the community problem

-In groups learners are guided to describe the procedure of implementing the planned solution to the community problem
-Execute a class community service learning project
-Desire to implement the community service learning project

What is the procedure of implementing the planned solution to the community problem? -Learners are guided to execute a class community service learning project

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

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

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

What is the effect of the project to the community?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Search for information on how to report on a community service learning project
-Prepare a report on the concluded community service learning project
-Desire to prepare a report on the conclude community service learning project

-Learners are guided to search for information on how to report on a community service learning project
-Learners are guided in groups to prepare a report on the concluded community service learning project

What is a community service learning project?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

Community service learning

Community service learning

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

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

What is a report?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

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

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

What is a report?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Natural and historic 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

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

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

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

Natural and historical built environments in Africa

Locating areas where early agriculture was practiced in selected geographical reigns in Africa

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

-Oral questions -Written questions -Oral report

Natural and historic built environments 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:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa

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

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

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Methods of irrigation used in Ancient Egypt

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

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Contributions of the Nile Valley Agriculture to world civilization

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

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

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

-Course book
-Charts
-Computing devices

-Oral questions -Oral Work -Assessment

Natural and historic built environments in Africa

Possible careers in Agriculture

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

Maps and map work

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

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

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work

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

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

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-List the countries that make up the African continent
-Draw a map showing all the countries that make up African continent
-Appreciate the countries that make up the African continent

-The learner is guided to list the countries that make up the African continent
-In groups, learners are guided to draw a map showing all the countries that make up African continent

Which countries make up the African continent?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Written questions

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map

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

-Oral questions -Oral report -Written questions

Natural and historic built environments in Africa

Calculating time of different places in in the world using longitudes

By the end of the lesson, the learner should be able to:
-Identify the formula of calculating time of different places in the world
-Calculate the time of different places in the world
-Calculate the time of different places in the world
-Enjoy calculating time of different places in the world using longitudes

-Individually, the learner should be able to identify the formula of calculating time of different place in the world
-In groups , learners are guided to calculate the time of different places in the world

Which is the formula of calculating time of different places in the world?

-Course book
-Chart computing devices

-Oral questions -Oral report -Written questions 4

Natural and historic built environments I Africa

Importance of latitudes and longitudes in day to day life

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

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

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

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Observation