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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
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
|
|
| 1 | 3 |
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
|
|
| 1 | 4 |
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
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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.
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 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
|
|
| 5 | 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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 9 | 1 |
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
|
|
| 9 |
MID-TERM BREAK |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
Political Development and governance
|
Political development in Africa up to 1900
|
By the end of the
lesson, the learner
should be able to:
-Describe the political setups of Ogiek Community up to 1900 -Discuss the role of Ogiek community |
-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek |
Where did the Ogiek community live?
|
-Course book
-Chart |
-Oral questions
-Oral report
-Observation
|
|
| 10 | 4 |
Political Development and governance
|
Political Organization of the Zulu
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Zulu community up to 1900 Discuss the role of the Zulu political setup. Draw the governance structure of the Zulu. Appreciate the Zulu community. |
Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup. Learners are guided to draw the governance structure of the Zulu |
Where did the Zulu community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas Photographs Pictures Maps Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Political Development and governance
|
Political Organization of the Asante
|
By the end of the
lesson, the learner
should be able to:
Describe the political setup of Asante community up to 1900 Discuss the role of the Asante political setup. Draw the governance structure of the Asante. Appreciate the Asante community. |
Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup. Learners are guided to draw the governance structure of the Asante |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167
Atlas Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Political Development and governance
|
The concepts “Scramble for and Partition” of Africa
|
By the end of the
lesson, the learner
should be able to:
Define the concept of scramble and partition of Africa. Discuss the various European groups that came to Africa. Name the European explorers who came to Kenya. Have a desire to learn more about explorers. |
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa. Learners are guided to name the European explorers who came to Kenya |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Atlas Pictures Video clips Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Political Development and governance
|
European Traders
|
By the end of the
lesson, the learner
should be able to:
Name various traders that came to Africa up to 1900. Identify the factors that led to the presence of Europeans in Africa. Discuss the role of various traders that came to Africa. Have a desire to learn more about European Traders. |
Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa. In groups, learners are guided to discuss the role of various traders that came to Africa |
Which factors led to the presence of Europeans in Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs Pictures Video clips Maps Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
|
By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Political Development and governance
|
Matching the Countries in Africa with their Colonial Masters
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By the end of the
lesson, the learner
should be able to:
Identify the countries of Africa and their colonial masters from the map. Match the colonial masters with the countries they colonized in Africa. Enjoy using the map of Africa. |
Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa |
Who were colonial masters of Kenya?
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KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 4 |
Political Development and governance
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Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
|
By the end of the
lesson, the learner
should be able to:
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque. Discuss the terms of the Berlin Conference. Create posters on the terms of the Berlin Conference of 1884-1885 Acknowledged the Political Organisation of Selected Communities in Africa. |
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference. In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas Photographs Pictures Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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