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.

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:
-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:
-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

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:
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

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

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

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 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 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

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

National and Historic built Environments in Africa

Field work Types of fieldwork in social studies

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

-Oral questions -Oral report -Observation

National and Historic built Environments in Africa

Field work Types of fieldwork in social studies

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

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Field work methods of Data collection

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

-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work

What is data collection

-Course book
-Chart
-Computing devices

-Oral questions -Oral Report -Observation

Natural and historic built environments in Africa

Field work methods of Data collection

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

-The learner is guided to define data collection and data
-In groups learners are guided to examine various methods of data collection during different types of field work

What is data collection

-Course book
-Chart
-Computing devices

-Oral questions -Oral Report -Observation

Natural and historic built environments in Africa

Methods of data recording

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

Natural and historic built environments in Africa

Methods of data analysis

By the end of the lesson, the learner should be able to:
-Explain the meaning of data analysis
-Use mean, Median and more to analyse road safety data from the locality
-Appreciate the methods of data analysis

-Individually, Learner is guided to explain the meaning of data analysis
-In groups, learners are guided to use mean, median and more to analyse road safety data from the locality

What is data analysis?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data analysis

By the end of the lesson, the learner should be able to:
-Explain the meaning of data analysis
-Use mean, Median and more to analyse road safety data from the locality
-Appreciate the methods of data analysis

-Individually, Learner is guided to explain the meaning of data analysis
-In groups, learners are guided to use mean, median and more to analyse road safety data from the locality

What is data analysis?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Define data presentation
-Identify methods of data presentation in field work
-Appreciate the methods of data presentation

-Individually, learners are guided to define data presentation
-In groups, learners are guided to identify methods of data presentation in field work

What is data presentation

-Course book
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Define data presentation
-Identify methods of data presentation in field work
-Appreciate the methods of data presentation

-Individually, learners are guided to define data presentation
-In groups, learners are guided to identify methods of data presentation in field work

What is data presentation

-Course book
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Explore possible challenges in carrying out field work
-Create a chart showing possible challenges in carrying out field work

-Individually, learner is guided to explore possible challenges in carrying out field work
-In groups, learners are guided to create a chart showing possible challenges in carrying out field work

What challenges do you face during field work?

-Course book
-Charts

-Course book -Charts

Natural and historic built environments in Africa

Possible solutions to challenges experienced during field work

By the end of the lesson, the learner should be able to:
-Suggest possible solutions to challenges experienced when carrying out field work
-Create a poster showing possible solutions to challenges experienced when carrying out field work
-Desire to carry out field work

-Individually, learner is guided to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners are guided to create a poster showing possible solutions to challenges experienced when carrying out field work

What challenges do you face during fieldwork?

-Course book
-Charts

-Oral questions -Oral report -Observafion

Natural and historic built environments in Africa

Possible solutions to challenges experienced during field work

By the end of the lesson, the learner should be able to:
-Suggest possible solutions to challenges experienced when carrying out field work
-Create a poster showing possible solutions to challenges experienced when carrying out field work
-Desire to carry out field work

-Individually, learner is guided to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners are guided to create a poster showing possible solutions to challenges experienced when carrying out field work

What challenges do you face during fieldwork?

-Course book
-Charts

-Oral questions -Oral report -Observafion

Natural and historic built environments in Africa

Significance of field work on investigating Phenomena

By the end of the lesson, the learner should be able to:
-State the significance of field work on investigating phenomena
-Prepare a chart on importance of field work
-Appreciate the importance of field work

-The learner is guided to state the significance of field work on investigating phenomena
-In groups, learners are guided to prepare a chart on importance of field work

What is the importance of field work?

-Course book
-Charts

-Oral questions -Oral report -Observations

Natural and historic built environments in Africa

Procedures of carrying out field work in research

By the end of the lesson, the learner should be able to:
-Define procedures
-Identify procedures of carrying out field work in research
-Prepare a chart to illustrate the steps to be followed when planning for field work
-Appreciate procedures of carrying out field work in research

-The learner is guided to define the procedures and to identify procedures of carrying out field work in research
-In groups learners are guided to prepare a chart to illustrate the steps to be followed when planning for field work

Which procedure do you use to carry out field work in research?

-Course book
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Procedures of carrying out field work in research

By the end of the lesson, the learner should be able to:
-Define procedures
-Identify procedures of carrying out field work in research
-Prepare a chart to illustrate the steps to be followed when planning for field work
-Appreciate procedures of carrying out field work in research

-The learner is guided to define the procedures and to identify procedures of carrying out field work in research
-In groups learners are guided to prepare a chart to illustrate the steps to be followed when planning for field work

Which procedure do you use to carry out field work in research?

-Course book
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Understanding the actual field work

By the end of the lesson, the learner should be able to:
-Assemble all materials required for the field work
-Carry out field work to investigate phenomena in the immediate environment
-Desire to carry out field work to investigate phenomena in the immediate environment

- The Learner is guided to assemble all materials required for the field work
-In groups learners, are guided to carry out field work to investigate phenomena in the immediate environment

Why is it important to study field work?

-Course book
-Charts
-Computing devices

Natural and historic built environments in Africa

Understanding the actual field work

By the end of the lesson, the learner should be able to:
-Assemble all materials required for the field work
-Carry out field work to investigate phenomena in the immediate environment
-Desire to carry out field work to investigate phenomena in the immediate environment

- The Learner is guided to assemble all materials required for the field work
-In groups learners, are guided to carry out field work to investigate phenomena in the immediate environment

Why is it important to study field work?

-Course book
-Charts
-Computing devices