Natural and historical built environments in Africa

Constructing a wind sock

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

-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock

What is the procedure of constructing a wind sock?

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Observation

Natural and historical built environments in Africa

Constructing a wind sock

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

-individually, learners are guided to outline the procedure of constructing a wind sock and construct a wind sock

What is the procedure of constructing a wind sock?

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Observation

Natural and historical built environments in Africa

Significance of weather to human environment

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

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

What is the significance of weather to human environment?

-Course book
-Chart
-Computing devices

-Oral questions -Observations

Natural and historical built environments in Africa

Responding appropriately to different weather conditions in the environment

By the end of the lesson, the learner should be able to:
-Describe ways of responding to different weather conditions in the environment
-Respond appropriately to different weather conditions in the environment
-Appreciate ways of responding appropriately to different weather conditions

-Learner is guided to describe ways of responding to different weather conditions I the environment and respond appropriately to different weather conditions in the environment

How do we respond appropriately to different weather conditions?

-Course book
--Charts
-Computing devices

-Oral questions -Observation -Written questions

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 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 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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Political Development and governance

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

Political Development and governance

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

Political Development and governance

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

The Constitution of Kenya

The Constitution of Kenya

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

Define the term constitution.
Identify the importance of the constitution of Kenya.
Compose a song on any eight national values enshrined in the Constitution of Kenya.
Appreciate the importance of the constitution of Kenya.

Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya.
In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.

What is a constitution? What is the importance of Constitution of Kenya?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas
Photographs
Pictures
Maps
Charts
Computing devices

Oral questions Oral Report Observation

The Constitution of Kenya

Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion

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

Search for ways of upholding and protecting the Constitution of Kenya.
Discuss the importance of upholding and protecting the constitution.
Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

The Constitution of Kenya

Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion

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

Search for ways of upholding and protecting the Constitution of Kenya.
Discuss the importance of upholding and protecting the constitution.
Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Democracy

Types of Democracy practiced in Africa

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

Define democracy.
Identify types of democracy.
Role play different types of democracy.
Appreciate the use of democracy.

Learners to define democracy.
Learners are guided to identify types of democracy.
In groups, learners are guided to role play different types of democracy.

What is democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs
Pictures
Video clips
Computing devices

Oral questions Oral Report Observation

Democracy

Types of Democracy practiced in Africa

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

Define democracy.
Identify types of democracy.
Role play different types of democracy.
Appreciate the use of democracy.

Learners to define democracy.
Learners are guided to identify types of democracy.
In groups, learners are guided to role play different types of democracy.

What is democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs
Pictures
Video clips
Computing devices

Oral questions Oral Report Observation

Democracy

Importance of Democracy in Society

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

State the importance of democracy in society.
Discuss the role of citizens in democratic representation.
Draw the picture in learner’s book 7
Appreciate the importance of democracy in society.

Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation.
Learners to draw the picture in learner’s book 7 pg. 186

How can we ensure that democracy is practiced in our society? What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Photographs
Pictures
Maps
Charts
Computing devices

Oral questions Oral Report Observation

Democracy

Importance of Democracy in Society

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

State the importance of democracy in society.
Discuss the role of citizens in democratic representation.
Draw the picture in learner’s book 7
Appreciate the importance of democracy in society.

Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation.
Learners to draw the picture in learner’s book 7 pg. 186

How can we ensure that democracy is practiced in our society? What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Photographs
Pictures
Maps
Charts
Computing devices

Oral questions Oral Report Observation

Democracy

Characteristics of Various Types of Democracy in Governance

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

Identify the characteristics of Various Types of Democracy in Governance.
Recite the poem in learner’s book 7
Apply democratic values in interactions with others in the community.
Promote democratic values in the community.

Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189

Why should we Practise democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Human Rights

Evolution of Human Rights as practiced in society

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

Define Human rights.
Identify the characteristics of Human Rights in society.
Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.
Appreciate the evolution of human rights.

Learners to define human rights.
Learners to identify the characteristics of Human Rights in society.
Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments

What are human rights? Why is it important to know our rights?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196
Pictures
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Human Rights

The concept of Equity and Non-Discrimination in Fostering Solidarity

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

Brainstorm on how equity and non-discrimination foster solidarity in the society.
Explain how to promote equity and non-discrimination in society.
Respect, adhere to and promote of human rights for sanctity of life.

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society.

How can we promote equity and non- discrimination in society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199
Pictures
Computing devices

Oral questions Oral Report Observation

Human Rights

The concept of Equity and Non-Discrimination in Fostering Solidarity

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

Brainstorm on how equity and non-discrimination foster solidarity in the society.
Explain how to promote equity and non-discrimination in society.
Respect, adhere to and promote of human rights for sanctity of life.

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society.

How can we promote equity and non- discrimination in society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199
Pictures
Computing devices

Oral questions Oral Report Observation

African Diasporas

African Diasporas

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

Define diaspora.
Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Examine the role of diasporas in the political development in Africa.
Acknowledged African diasporas for promotion of African Unity in society today.

Learners to define diaspora.
Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Learners are guided to examine the role of diasporas in the political development in Africa.

What is the role of industrial revolution in Europe in the development of African diasporas? How can we promote African unity in the society today?

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

Oral questions Oral Report Observation

African Diasporas

African Diasporas

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

Define diaspora.
Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Examine the role of diasporas in the political development in Africa.
Acknowledged African diasporas for promotion of African Unity in society today.

Learners to define diaspora.
Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Learners are guided to examine the role of diasporas in the political development in Africa.

What is the role of industrial revolution in Europe in the development of African diasporas? How can we promote African unity in the society today?

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