Introduction to CRE

Importance of Studying CRE - Meaning of CRE

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

- Define the term CRE
- Explain the meaning of CRE
- Show interest in learning CRE

- Learners brainstorm in small groups the meaning of CRE
- Learners read what the people are saying about CRE and explain its meaning
- Learners search for the meaning of CRE from textbooks with teacher guidance
- Learners compare their definition with those found from research and come up with a definition of CRE
- Learners discuss their definition with the rest of the class

What is CRE?

- Oxford Alive CRE Learner's Book Grade 7 pg. 1
- The Holy Bible
- Charts
- Digital resources

- Oral questions - Written assignment - Observation

Introduction to CRE

Importance of Studying CRE - Importance of learning CRE

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

- State the importance of learning CRE
- Discuss how CRE impacts their daily life
- Value the importance of learning CRE

- Learners state the values that they have acquired as a result of studying CRE
- Learners explain how they demonstrate these values in their daily life
- Learners discuss how CRE makes them good citizens
- Learners read what Joy, Baraka and Amani have written and analyze the importance of learning CRE
- Learners list jobs and occupations where knowledge of CRE is important

Why is it important to study CRE?

- Oxford Alive CRE Learner's Book Grade 7 pg. 3
- The Holy Bible
- Charts
- Digital resources
- Digital resources
- Charts

- Oral questions - Observation - Written assignments

Introduction to CRE

Importance of Studying CRE - Ways in which CRE promotes sound moral and religious values

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

- Explain how CRE promotes sound moral and religious values
- Identify values taught in CRE
- Desire to live a morally upright life

- Learners read a conversation between Rhoda and Dorcas and answer questions about it
- Learners discuss what they would have done if they were Dorcas when given extra change
- Learners advise what they would have told Dorcas if they were Rhoda
- Learners identify values that Rhoda and Dorcas learned from the previous day's CRE lesson
- Learners discuss how the study of CRE can help them live a life free of sin

How does CRE promote sound moral and religious values?

- Oxford Alive CRE Learner's Book Grade 7 pg. 4
- The Holy Bible
- Charts
- Posters
- Oxford Alive CRE Learner's Book Grade 7 pg. 5

- Observation - Oral questions - Portfolio

Introduction to CRE
Creation
Creation

Importance of Studying CRE - Ways in which values acquired through the learning of CRE promote harmonious living
Accounts of Creation - The biblical accounts of creation
Accounts of Creation - The biblical accounts of creation

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

- List values needed to live harmoniously with others
- Explain how Christian values promote harmonious living
- Desire to apply values acquired through CRE in daily life

- Learners list values they need to live harmoniously with family members, classmates, and teachers
- Learners fill in a table showing how they can use Christian values to live harmoniously with other people
- Learners discuss ways in which the learning of CRE has helped them become better people
- Learners make a five-day journal on how the learning of CRE has enabled them to change their behavior
- Learners present their journal to classmates
- Learners discuss how the study of CRE can help them relate well with each other in society

How do values acquired through CRE promote harmonious living?

- Oxford Alive CRE Learner's Book Grade 7 pg. 6
- The Holy Bible
- Charts
- Flash cards
- Oxford Alive CRE Learner's Book Grade 7 pg. 9
- Pictures
- Oxford Alive CRE Learner's Book Grade 7 pg. 10

- Observation - Portfolio - Written assignment - Oral questions

Creation

Accounts of Creation - Similarities and differences between the two biblical accounts of creation

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

- Discuss the similarities between the two biblical accounts of creation
- Explain the differences between the two biblical accounts of creation
- Value the lessons learned from the biblical accounts of creation

- Learners discuss what they learn about the power of God from the first and second biblical accounts of creation
- Learners discuss what the first and second biblical accounts of creation say about God as the provider
- Learners discuss what the first and second biblical accounts of creation teach about the existence of God
- Learners discuss the similarities between the first and second biblical accounts of creation
- Learners match statements about the differences between the first and second biblical accounts of creation
- Learners write statements giving the differences between the first and second biblical accounts of creation

Why are there two different accounts of creation in the Bible?

- Oxford Alive CRE Learner's Book Grade 7 pg. 13
- The Holy Bible
- Charts
- Posters

- Oral questions - Written assignments - Observation

Creation

Accounts of Creation - Attributes of God from the biblical accounts of creation
Accounts of Creation - Importance of learning about the biblical accounts of creation

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

- Identify attributes of God from the biblical accounts of creation
- Explain the meaning of each attribute of God
- Appreciate God's attributes manifested in creation

- Learners in pairs complete a table showing descriptions of the attributes of God according to the accounts of creation in Genesis 1 and 2
- Learners identify other attributes of God from the first and second biblical accounts of creation
- Learners using digital devices search the internet to find out the attributes of God according to the first and second biblical accounts of creation
- Learners make a chart showing attributes of God from the first and second biblical accounts of creation
- Learners present their chart in class and discuss the meaning of each attribute

What do we learn about God from the biblical accounts of creation?

- Oxford Alive CRE Learner's Book Grade 7 pg. 15
- The Holy Bible
- Charts
- Digital resources
- Oxford Alive CRE Learner's Book Grade 7 pg. 17

- Oral questions - Written assignments - Observation - Project work

Creation

Accounts of Creation - Taking care of God's creation

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

- Identify ways of taking care of the environment
- Explain the importance of taking care of the environment
- Show responsibility in taking care of the environment

- Learners work in groups to brainstorm and choose one way of taking care of the environment
- Learners draw a table showing what role each group member will play in taking care of the environment
- Learners carry out the activity of taking care of the environment
- Learners discuss the importance of taking care of the environment
- Learners discuss how the activity helped them in taking care of God's creation

Why should we take care of God's creation?

- Oxford Alive CRE Learner's Book Grade 7 pg. 19
- The Holy Bible
- Charts
- Cleaning materials

- Observation - Project work - Portfolio

Creation

Responsibility over animals, fish and birds - The biblical teaching on responsibilities given to human beings over animals, fish and birds

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

- Identify different creatures created by God
- Explain the biblical teaching on responsibilities over animals, fish and birds
- Value the responsibility to care for God's creatures

- Learners in pairs draw a table and list some of the creatures that live on water and those that live on land
- Learners read about Ezra and Elizabeth who take care of animals, fish and birds
- Learners identify God's creation mentioned by Ezra and Elizabeth
- Learners explain the responsibility that Ezra and Elizabeth have over the creatures identified
- Learners discuss ways in which people take care of animals, fish and birds in their community
- Learners make summary notes on how to take care of animals, fish and birds

What responsibilities has God given human beings over animals, fish and birds?

- Oxford Alive CRE Learner's Book Grade 7 pg. 21
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over animals, fish and birds - Ways in which we protect animals, fish and birds

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

- Explain why we should take care of animals, fish and birds
- Describe ways in which people show responsibility towards animals, fish and birds
- Desire to be responsible in caring for animals, fish and birds

- Learners read what Janet, Faith, and John are saying about being responsible
- Learners explain why Janet, Faith, and John are living responsible lives
- Learners discuss how they take care of animals in their immediate environment as a show of responsibility
- Learners read what Mary, David, and Zuri are saying about the importance of animals, fish, and birds
- Learners list God's creation that provides them with meat, milk, labor, and companionship
- Learners list animals and birds reared in homes and explain their importance

Why should you protect animals, fish and birds?

- Oxford Alive CRE Learner's Book Grade 7 pg. 22
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over animals, fish and birds - Ways in which we protect animals, fish and birds

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

- Identify ways in which people protect animals, fish and birds
- Discuss the importance of protecting animals, fish and birds
- Show responsibility in protecting animals, fish and birds

- Learners study pictures showing ways of protecting animals, fish and birds
- Learners identify ways in which the people in the pictures are protecting animals, fish and birds
- Learners explain why the activities in the pictures are important
- Learners discuss other ways in which they can protect animals, fish and birds
- Learners identify an animal, fish or bird that is reared at home or at school
- Learners explain strategies they can use to protect and care for the animal, fish or bird

How can we reduce conflicts between human beings and wild animals?

- Oxford Alive CRE Learner's Book Grade 7 pg. 24
- The Holy Bible
- Charts
- Pictures

- Oral questions - Observation - Written assignments

Creation

Responsibility over animals, fish and birds - Ways in which we protect animals, fish and birds

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

- Describe ways in which the people of Taita-Taveta County take care of animals, fish and birds
- Outline how Christians take care of God's creation today
- Show commitment to protecting animals, fish and birds

- Learners read a case study about the people of Taita-Taveta County and how they practice agriculture and rear animals
- Learners identify the creatures found in Taita-Taveta County according to the story
- Learners explain different ways in which the people of Taita-Taveta County are taking care of animals, fish and birds
- Learners complete a table on how Christians take care of God's creation today
- Learners study a poster made by Jabali and discuss the message
- Learners make a poster to sensitize the school community on the importance of taking care of animals, fish and birds

How do the people of Taita-Taveta County take care of animals, fish and birds?

- Oxford Alive CRE Learner's Book Grade 7 pg. 26
- The Holy Bible
- Charts
- Manila papers
- Colored pencils

- Written assignments - Project work - Observation

Creation

Responsibility over animals, fish and birds - Practising good stewardship by taking care of animals, fish and birds

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

- Explain the meaning of good stewardship
- Identify ways of being good stewards of God's creation
- Value the importance of good stewardship

- Learners read what Joy and Joel are saying about the importance of good stewardship of God's creation
- Learners explain how Joy and Joel are good stewards of God's creation
- Learners discuss the importance of good stewardship of God's creation
- Learners design posters with short messages on the importance of good stewardship
- Learners use the posters to sensitize the school community on the importance of good stewardship
- Learners write a pledge committing to take care of domestic animals in their immediate environment

What is the importance of good stewardship?

- Oxford Alive CRE Learner's Book Grade 7 pg. 27
- The Holy Bible
- Charts
- Manila papers
- Colored pencils
- Oxford Alive CRE Learner's Book Grade 7 pg. 28
- Manila papers

- Oral questions - Written assignments - Project work

Creation

Responsibility over plants - Responsibilities given to human beings over plants

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

- Identify different types of plants
- Explain the importance of plants
- Appreciate plants as God's creation

- Learners study the plants shown in pictures and identify them by name
- Learners list the types of plants found in their locality
- Learners explain how the plants they have listed are important to their family
- Learners discuss how they take care of plants in their locality
- Learners take a walk around the school compound
- Learners observe plants found in the school compound and identify them by name
- Learners draw some of the plants they have observed on a chart
- Learners display their chart in the classroom

Why should you take care of plants?

- Oxford Alive CRE Learner's Book Grade 7 pg. 31
- The Holy Bible
- Charts
- Pictures of plants

- Oral questions - Written assignments - Observation - Project work

Creation

Responsibility over plants - The biblical teaching on caring for plants to conserve the environment

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

- Explain the importance of plants according to the Bible
- Describe ways of taking care of plants
- Value the responsibility to care for plants

- Learners read an article about Haller Park and answer questions about it
- Learners write down the types of plants mentioned in the article
- Learners discuss the importance of plants according to the article
- Learners explain the responsibility which Bamburi Cement Company exercised over plants
- Learners discuss the importance of the plants in their locality
- Learners explain why they should take care of plants in their environment

How do you care for plants in your environment?

- Oxford Alive CRE Learner's Book Grade 7 pg. 31
- The Holy Bible
- Charts
- Digital resources

- Oral questions - Written assignments - Observation

Creation

Responsibility over plants - The biblical teaching on caring for plants to conserve the environment

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

- Identify how people apply the biblical teaching on the care for plants
- Explain how caring for plants contributes to environmental conservation
- Show commitment to caring for plants

- Learners study pictures showing people taking care of plants
- Learners identify how the people in the pictures are applying the biblical teaching on the care for plants
- Learners explain how each activity shown in the pictures contributes to environmental conservation
- Learners discuss how they maintain a healthy ecosystem in their locality
- Learners explain the importance of maintaining a healthy ecosystem
- Learners read what Imani and Pendo are saying about taking care of plants
- Learners explain how Imani and Pendo take care of plants

Why is it important to maintain a healthy ecosystem?

- Oxford Alive CRE Learner's Book Grade 7 pg. 34
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over plants - Ways in which the responsible use of plants contributes to economic growth

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

- Explain what responsible use of plants means
- Discuss ways in which responsible use of plants leads to economic growth
- Value the economic importance of plants

- Learners identify and name plants that have economic importance in their locality
- Learners discuss how the plants they have named have led to economic growth in their locality
- Learners explain how people in their locality use plants wisely and in a thoughtful manner
- Learners discuss how using plants responsibly contributes to economic growth
- Learners read a story about Paul and Maua who are farmers
- Learners explain how Paul and Maua benefit from the plants on their farm
- Learners discuss how plants have benefited Paul and Maua in meeting their basic needs, protection from malnutrition and earning money

How does the responsible use of plants contribute to economic growth?

- Oxford Alive CRE Learner's Book Grade 7 pg. 36
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Responsibility over plants - Ways in which the responsible use of plants contributes to economic growth
Use and misuse of natural resources - Ways in which human beings use natural resources

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

- Identify responsible ways of using plants
- Explain how each responsible use of plants leads to economic growth
- Value the economic benefits of plants

- Learners read a conversation between Grade Seven learners of Salama Junior Secondary School and Mr. Shauri, an environmentalist
- Learners identify the responsible ways in which plants mentioned in the conversation are used
- Learners explain how each responsible use of plants leads to economic growth
- Learners discuss other ways of using plants responsibly and how they lead to economic growth
- Learners read posters on the economic importance of plants
- Learners explain the economic importance of plants according to the posters
- Learners discuss other ways in which plants benefit people economically

What are the economic benefits of plants?

- Oxford Alive CRE Learner's Book Grade 7 pg. 39
- The Holy Bible
- Charts
- Pictures
- Manila papers
- Oxford Alive CRE Learner's Book Grade 7 pg. 42
- Pictures

- Oral questions - Written assignments - Observation - Project work

Creation

Use and misuse of natural resources - Ways in which human beings misuse natural resources

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

- Explain what misuse of natural resources means
- Identify ways in which human beings misuse natural resources
- Desire to use natural resources wisely

- Learners read a story about Mr. Lula and answer questions about it
- Learners identify the natural resources Mr. Lula had
- Learners explain how Mr. Lula used the natural resources
- Learners explain how Mr. Lula misused the natural resources
- Learners study pictures showing misuse of natural resources
- Learners identify the natural resources in the pictures and discuss how each resource has been misused
- Learners complete a table showing natural resources and ways in which they are misused
- Learners discuss how people misuse natural resources found in their community

How do human beings benefit from natural resources?

- Oxford Alive CRE Learner's Book Grade 7 pg. 44
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation

Creation

Use and misuse of natural resources - Effects of misusing natural resources

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

- Identify effects of misusing natural resources
- Discuss how misuse of natural resources affects communities
- Show concern for the effects of misusing natural resources

- Learners read stories about two villages - Salama and Makutano
- Learners identify natural resources found in each village
- Learners discuss how the natural resources in each village have been misused
- Learners explain the effects of misusing natural resources on the people of each village
- Learners discuss the effects of people misusing natural resources in their community
- Learners debate on the motion: "There are many harmful effects of destroying the environment"
- Learners write a short paragraph giving their opinion on the issue after the debate

What are the effects of misusing natural resources?

- Oxford Alive CRE Learner's Book Grade 7 pg. 46
- The Holy Bible
- Charts
- Pictures

- Oral questions - Written assignments - Observation - Debate

Creation

Use and misuse of natural resources - Biblical teachings on good use of God's creation

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

- Outline biblical teachings on good use of God's creation
- Explain biblical verses on responsible use of natural resources
- Value biblical teachings on good use of God's creation

- Learners read notes written by Raymond about biblical teachings on good use of God's creation
- Learners discuss what Raymond wrote about Christians resting on the seventh day
- Learners discuss what Raymond wrote about using the sabbatical year to allow the land to regain fertility
- Learners discuss what Raymond wrote about not misusing resources
- Learners discuss what Raymond wrote about condemning destruction of the environment
- Learners discuss other biblical teachings on good use of God's creation

What does the Bible teach about the use of God's creation?

- Oxford Alive CRE Learner's Book Grade 7 pg. 47
- The Holy Bible
- Charts
- Digital resources

- Oral questions - Written assignments - Observation

Creation
The Bible

Use and misuse of natural resources - Conserving the environment
Functions of the Bible - Importance of the Bible in society today

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

- Explain what conservation of natural resources means
- Identify ways of conserving natural resources
- Show commitment to conserving natural resources

- Learners read a poster made by Jonah and Dorcas about conserving natural resources
- Learners discuss what Jonah and Dorcas have written about planting trees when one is cut
- Learners discuss what Jonah and Dorcas have written about punishing people who kill wild animals
- Learners discuss what Jonah and Dorcas have written about keeping water resources clean
- Learners discuss what Jonah and Dorcas have written about not wasting water
- Learners discuss what Jonah and Dorcas have written about using minerals wisely
- Learners discuss what Jonah and Dorcas have written about taking care of soil
- Learners make a poster on ways in which natural resources can be conserved

How can we conserve natural resources?

- Oxford Alive CRE Learner's Book Grade 7 pg. 48
- The Holy Bible
- Charts
- Manila papers
- Colored pencils
- Good News Bible
- Oxford Alive CRE Grade 7 pg. 52
- Flash cards

- Oral questions - Project work - Observation

The Bible

Functions of the Bible - Importance of the Bible in society today
Functions of the Bible - The role of the Bible for holistic growth
Functions of the Bible - The role of the Bible for holistic growth

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

- Identify three ways the Bible is important in society today
- Explain how the Bible is used to guide people's lives
- Value the Bible as a source of moral guidance

- In groups prepare PowerPoint slides on the importance of the Bible in society today and present in class
- Write summary points on how the Bible is used in spreading the Word of God
- Read 2 Timothy 3:16-17 and discuss its application in daily life

How does the Bible guide people in society today?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 53
- Digital devices
- Projector
- Oxford Alive CRE Grade 7 pg. 57
- Charts
- Pictures and photographs
- Oxford Alive CRE Grade 7 pg. 58
- Digital Course Books
- Charts

- Oral questions - Peer assessment - Portfolio - Observation

The Bible

Functions of the Bible - Ways in which God's Word inspires different services among Christians

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

- Identify different services offered by Christians in local communities
- Explain how God's Word inspires Christians to serve others
- Show willingness to serve others

- List different services offered by Christians in the local communities
- Make a presentation on how God's Word inspires different service among Christians today
- Read Matthew 25:31-46 and discuss how it inspires service

Why do Christians serve others?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 59
- Pictures showing Christians serving
- Charts
- Oxford Alive CRE Grade 7 pg. 60
- Resource person

- Observation - Oral questions - Written assignments - Anecdotal notes

The Bible

Divisions of the Bible - The two divisions of the Bible

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

- Identify the two major divisions of the Bible
- Explain the relationship between the Old Testament and New Testament
- Show interest in exploring both divisions of the Bible

- Brainstorm in pairs the two major divisions of the Bible
- Use the internet or the Bible to read out Books in the Old and New Testament
- Create a table showing the two divisions of the Bible and their characteristics

Why is it important to know the books of the Bible?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 63
- Charts
- Flash cards
- Oxford Alive CRE Grade 7 pg. 64
- Flash cards
- Charts

- Oral questions - Written assignments - Observation - Check lists

The Bible

Divisions of the Bible - The classification of the books of the Old Testament
Divisions of the Bible - The classification of the books of the New Testament

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

- Outline the four major categories of books in the Old Testament
- Identify books that belong to each category
- Appreciate the diversity of books in the Old Testament

- In pairs, outline the four major categories of books in the Old Testament
- Group books of the Old Testament according to their categories
- Create a chart showing the categories of books in the Old Testament

How are books in the Old Testament classified?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 65
- Flash cards
- Charts
- Oxford Alive CRE Grade 7 pg. 66

- Oral questions - Written assignments - Observation - Check lists

The Bible

Divisions of the Bible - Appreciation of the Bible for reflective learning

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

- Explain how the Bible helps in reflective learning
- Use the Bible for personal reflection
- Appreciate the Bible as a tool for reflection

- Discuss how different books of the Bible can be used for reflection
- Read Psalm 119:97-104 and reflect on its meaning
- Write a short reflection on a Bible passage of their choice

How can you use the Bible for personal reflection?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 67
- Journal
- Charts

- Journal - Written assignments - Observation - Self-assessment

The Bible

Divisions of the Bible - Appreciation of the Bible for reflective learning and living

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

- Discuss how Biblical teachings can be applied in daily life
- Apply Biblical principles in making decisions
- Show willingness to live by Biblical principles

- Share experiences of how they have applied Biblical teachings in their lives
- Role play on applying Biblical principles in various situations
- Create personal goals based on Biblical principles

How can you apply Biblical teachings in your daily life?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 68
- Charts
- Journals

- Observation - Peer assessment - Journal - Role play

The Bible

Bible Translations - Bible translations used in Kenya today

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

- Identify different Bible translations used in Kenya today
- Explain the characteristics of different Bible translations
- Appreciate the availability of different Bible translations

- In groups, list translations/versions of the Bible that they know
- Use digital devices to search on the different translations/versions of the Bible
- Compare different versions of the same Bible passage

Why are there different translations of the Bible?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 73
- Different Bible versions
- Digital devices

- Oral questions - Written assignments - Observation - Check lists

The Bible

Bible Translations - Bible translations used in Kenya today

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

- List different Bible translations available in Kenya
- Discuss the origin of different Bible translations
- Show interest in exploring different Bible translations

- Examine different Bible translations available in class
- Discuss the differences between various translations
- Create a chart showing different Bible translations used in Kenya

What are the differences between various Bible translations?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 74
- Different Bible versions
- Charts

- Oral questions - Written assignments - Observation - Project

The Bible

Bible Translations - Reasons for translation of Bible into local languages

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

- Explain why the Bible was translated into local languages
- Discuss the importance of having the Bible in local languages
- Appreciate efforts made to translate the Bible into local languages

- In groups discuss reasons that led to the translation of the Bible to local languages
- Read the newspaper excerpt about Dr. Ludwig Krapf and discuss his contribution
- Write a summary of reasons for Bible translation into local languages

Why is it important to translate the Bible into different languages?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 76
- Charts
- Resource person
- Oxford Alive CRE Grade 7 pg. 77

- Oral questions - Written assignments - Observation - Group discussions

The Bible

Bible Translations - Social and economic effects of translation of the Bible into local languages

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

- Identify social effects of Bible translation into local languages
- Explain how Bible translation has influenced local cultures
- Appreciate the social impact of Bible translation

- Brainstorm on how people have benefited from the different Bible translations
- Read the story about the people of Bweza and discuss the social effects
- Create a chart showing social effects of Bible translation

How has Bible translation affected communities socially?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 78
- Charts
- Resource person

- Oral questions - Written assignments - Observation - Project

The Bible

Bible Translations - Social and economic effects of translation of the Bible into local languages
Leadership in Israel: Moses - Ways in which God prepared Moses for leadership

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

- Identify economic effects of Bible translation into local languages
- Discuss how Bible translation has contributed to economic development
- Appreciate the economic impact of Bible translation

- Interview a resource person on the social and economic effects of translating the Bible to local languages
- Debate on the topic: "Is Bible translation still necessary in our society today?"
- Prepare a poster on economic benefits of Bible translation

How has Bible translation contributed to economic development?

- Good News Bible
- Oxford Alive CRE Grade 7 pg. 79
- Charts
- Resource person
- Oxford Alive CRE Grade 7 pg. 83
- Flash cards

- Oral questions - Debate - Observation - Project