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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Natural and Historic Built Environment
|
Historical sites and Monuments in Africa: Locations of historical sites and monuments.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of monuments. Identify various historical sites and monuments. Draw the map of Africa and identify the historical sites found on the map. Appreciate the use of historical sites. |
In groups, in pairs or individually, learners are guided to explain the meaning of monuments.
In groups, in pairs or individually, learners are guided to identify various historical sites and monuments. In groups, in pairs or individually, learners are guided to draw the map of Africa and identify the historical sites found on the map. |
What is a monument?
|
MTP; Social Studies Learner's Book Grade 8 pg. 159-160
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Natural and Historic Built Environment
|
Historical sites and Monuments in Africa: Locations of historical sites and monuments.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of monuments. Identify various historical sites and monuments. Draw the map of Africa and identify the historical sites found on the map. Appreciate the use of historical sites. |
In groups, in pairs or individually, learners are guided to explain the meaning of monuments.
In groups, in pairs or individually, learners are guided to identify various historical sites and monuments. In groups, in pairs or individually, learners are guided to draw the map of Africa and identify the historical sites found on the map. |
What is a monument?
|
MTP; Social Studies Learner's Book Grade 8 pg. 159-160
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Natural and Historic Built Environment
|
Importance of historical sites and monuments for preservation of cultural heritage.
|
By the end of the
lesson, the learner
should be able to:
State the importance of historical sites and monuments for preservation of cultural heritage. Create flash cards containing the importance of historical sites and monuments Draw the diagrams on learner's book 8 page 161 Appreciate the importance of historical sites and monuments for preservation of cultural heritage. |
In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites.
In groups, in pairs or individually, learners are guided to create flash cards containing the importance of historical sites and monuments. In groups, in pairs or individually, learners are guided to draw the diagrams on learner's book 8 page 161 |
What is the importance of historical sites and monuments for preservation of culture?
|
MTP; Social Studies Learner's Book Grade 8 pg. 160-163
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Natural and Historic Built Environment
|
Importance of historical sites and monuments for preservation of cultural heritage.
|
By the end of the
lesson, the learner
should be able to:
State the importance of historical sites and monuments for preservation of cultural heritage. Create flash cards containing the importance of historical sites and monuments Draw the diagrams on learner's book 8 page 161 Appreciate the importance of historical sites and monuments for preservation of cultural heritage. |
In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites.
In groups, in pairs or individually, learners are guided to create flash cards containing the importance of historical sites and monuments. In groups, in pairs or individually, learners are guided to draw the diagrams on learner's book 8 page 161 |
What is the importance of historical sites and monuments for preservation of culture?
|
MTP; Social Studies Learner's Book Grade 8 pg. 160-163
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Natural and Historic Built Environment
|
Ways of conserving historical sites and monuments in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify ways of conserving historical sites and monuments in Africa. List activities that can be done to preserve historical sites and monuments. Create posters on ways of conserving the historical sites. Appreciate the ways of conserving historical sites and monuments in Africa. |
In groups, in pairs or individually, learners are guided to identify ways of conserving historical sites and monuments in Africa
In groups, in pairs or individually, learners are guided to list activities that can be done to preserve historical sites and monuments In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites |
What are the challenges threatening the existence of Fort Jesus?
What are some activities that can be done to preserve historical sites and monuments?
|
MTP; Social Studies Learner's Book Grade 8 pg. 164-165
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Natural and Historic Built Environment
|
Ways of conserving historical sites and monuments in Africa.
|
By the end of the
lesson, the learner
should be able to:
Identify ways of conserving historical sites and monuments in Africa. List activities that can be done to preserve historical sites and monuments. Create posters on ways of conserving the historical sites. Appreciate the ways of conserving historical sites and monuments in Africa. |
In groups, in pairs or individually, learners are guided to identify ways of conserving historical sites and monuments in Africa
In groups, in pairs or individually, learners are guided to list activities that can be done to preserve historical sites and monuments In groups, in pairs or individually, learners are guided to create posters on ways of conserving the historical sites |
What are the challenges threatening the existence of Fort Jesus?
What are some activities that can be done to preserve historical sites and monuments?
|
MTP; Social Studies Learner's Book Grade 8 pg. 164-165
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What is a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page167 168 |
oral questions
written questions
|
|
| 2 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What is a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page167 168 |
oral questions
written questions
|
|
| 3 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What are the roles of the three arms of government?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 Print out of the constitution of Kenya |
oral questions
written questions
|
|
| 3 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
What are the roles of the three arms of government?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 Print out of the constitution of Kenya |
oral questions
written questions
|
|
| 3 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
Why do we need a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 chart |
oral questions
written questions
|
|
| 3 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the components of the constitution of Kenya illustrate the roles of the three arms of government in reference to the reference to the relevant chapters in the constitution appreciate the constitution of Kenya |
Why do we need a constitution?
|
The learner is guided to:
discuss the components of the constitution of Kenya
create charts showing the three arms of government,
their roles and interrelationships
|
Mountain Top Publishers
Grade 8 page 169 170 chart |
oral questions
written questions
|
|
| 4 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
What are guiding principles?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 4 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
What are guiding principles?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 4 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 4 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 5 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 5 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
outline the guiding principles of leadership and integrity in the constitution of Kenya apply assertiveness in the principles of leadership and integrity in daily interactions appreciate the constitution of Kenya |
Why is assertiveness important in adhering to the constitution of Kenya?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
reflect on situations in their past when they needed to be assertive and how it can be applied in upholding principles of leadership and integrity
|
Mountain Top Publishers
Grade 8 page 172 173 |
oral questions
written questions
|
|
| 5 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page 174 175 |
Oral questions
Written questions
|
|
| 5 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page 174 175 |
Oral questions
Written questions
|
|
| 6 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page174 175 |
Oral questions
Written questions
|
|
| 6 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The constitution of Kenya
|
By the end of the
lesson, the learner
should be able to:
state the guiding principles of leadership and integrity in the constitution of Kenya exhibit good leadership in chapter six of the constitution of Kenya appreciate the constitution of Kenya |
What is good leadership?
|
The learner is guided to:
discuss the guiding principles of leadership and integrity in the constitution of Kenya
discuss whether or not leaders in Kenya adhere to their constitutional responsibilities
|
Mountain Top Publishers
Grade 8 page174 175 |
Oral questions
Written questions
|
|
| 6 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How do we respect human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
| 6 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How do we respect human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
| 7 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
| 7 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 179 |
oral questions
|
|
| 7 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 180 |
oral questions
|
|
| 7 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline how human rights can be respected and protected in the community describe the process of effective communication on human rights issues desire to protect human rights |
How can effective communication foster respect for human rights?
|
The learner is guided to:
discuss how human rights can be respected and protected in the community
role play scenarios that depict the process of effective communication on human rights issues
|
Mountain Top Publishers
Grade 8 page 180 |
oral questions
|
|
| 8 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
Which are the rights of children?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 8 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
Which are the rights of children?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 8 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How do we protect child rights against violation?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 8 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How do we protect child rights against violation?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 9 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How can the society overcome violation of child rights?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 9 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Human rights
|
By the end of the
lesson, the learner
should be able to:
outline the rights of children in Kenya demonstrate ways in which children are protected against violation in Kenya appreciate the responsibility of the society in protecting human rights |
How can the society overcome violation of child rights?
|
The learner is guided to:
discuss the rights of children in Kenya
discuss ways in which children are protected against violation in Kenya
|
Mountain Top Publishers
Grade 8 page 182 |
oral questions
|
|
| 9 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 9 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 10 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 10 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Which are qualities of a global citizen?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 10 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Name Nobel prize nominees?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 10 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
state qualities of a global citizen in the world today describe ways in which Nobel prize nominees responded to injustice situations in the society desire to be good citizens |
Name Nobel prize nominees?
|
The learner is guided to:
discuss qualities of a global citizen in the world today
discuss ways in which Nobel prize nominees responded to injustice situations in the society
|
Mountain Top Publishers
Grade 8 page 192 194 |
oral questions
written questions
|
|
| 11 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 11 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 11 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 11 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Citizenship
|
By the end of the
lesson, the learner
should be able to:
outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society exhibit social entrepreneurship for personal and social well being desire to be a good citizen |
What are the similarities in the ways in which Wangari Mathaai and Mahatma Gadhi responded to injustice and unfair situations in Africa?
|
The learner is guided to:
discuss differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
use digital devices to research on social outline differences and similarities about how (wangari Maathai and Mahatma Gadhi) responded to injustice situations in society
|
Mountain Top Publishers
Grade 8 page 197 198 |
oral questions
written questions
|
|
| 12 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Which roles do the Nobel prize nominees winners play?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
|
| 12 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Which roles do the Nobel prize nominees winners play?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
|
| 12 | 3 |
POLITICAL DEVELOPMENT AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Mention the Nobel prize nominees ?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
|
| 12 | 4 |
POLITICAL DEVELOPMENT AND GOVERNANCE
|
citizenship
|
By the end of the
lesson, the learner
should be able to:
identify the role of the Nobel prize winners show empathy to personalities who volunteer for addressing injustices in the society appreciate the achievements of the Nobel prize nominees |
Mention the Nobel prize nominees ?
|
The learner is guided to:
discuss desirable characteristics of the Nobel Prize nominees and ways of modelling them
discuss on the importance of empathy to personalities who volunteer to address injustices in the society
discuss the roles of the Nobel prize winners
|
Mountain Top Publishers
Grade 8 page 201 |
oral questions
written questions
|
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