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WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
---|---|---|---|---|---|---|---|---|
2 | 1 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
The Baganda.
|
By the end of the
lesson, the learner
should be able to:
Trace the origin of the Baganda. State factors contributing to rise and expansion of Buganda. |
Exposition: diverse origins of the Baganda. Discussion: rise of the Baganda. |
Map: location of Buganda kingdom. |
KLB BK II
Pgs 111-102 evolving world pages 122 |
|
2 | 2 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Socio-economic and political organization of the Baganda.
The Asante. |
By the end of the
lesson, the learner
should be able to:
Describe the Socio-economic and political organization of the Baganda. Highlight factors leading to downfall of the Baganda. |
Exposition of new concepts;
Discussion. |
map
Map: location of Ashanti Empire. |
KLB BK II
Pgs 112-106 evolving world pages 123 |
|
2 | 3 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Social organizations of the Ashante.
Economic organizations of the Ashante. |
By the end of the
lesson, the learner
should be able to:
Describe organization of the Ashante |
Descriptive approach.
|
map
|
KLB BK II
Pgs 117-118 evolving world pages 130 |
|
3 | 1 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Political organization of the Ashante.
Decline of Ashante.
Great Zimbwabwe |
By the end of the
lesson, the learner
should be able to:
Describe the Political organization of the Ashante Identify causes of decline of Ashante. |
Exposition & brief discussion.
|
map
MapsCharts |
KLB BK II
Pgs 119-120 evolving world pages 131 |
|
3 | 2 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Mwene Mutapa kingdom.
Rwozi empires. |
By the end of the
lesson, the learner
should be able to:
Discuss the establishment of Mwene Mutapa kingdom. |
Exposition;
Brief discussion. |
MapsCharts
|
evolving world pages
|
|
3 | 3 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Shona Kingdom.
Origin and growth.
|
By the end of the
lesson, the learner
should be able to:
Outline the origin of the shona . Highlight factors for growth of Shona kingdom. |
Exposition & brief discussion.
|
MapsCharts
|
KLB BK II
Pgs 120-121 evolving world pages 127 |
|
4 |
OPENER EXAMINATIONS |
|||||||
5 | 1 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Social organization of the Shona.
Economic organizations of the Shona. |
By the end of the
lesson, the learner
should be able to:
Describe the social organization of the Shona. |
Exposition: ancestral home of Shona.
Discussion. |
Map: Ancestral home of the Shona.
MapsCharts |
KLB BK II
Pgs 122-123 evolving world pages 129 |
|
5 | 2 |
SOCIAL, ECONOMIC & ORGANIZATION OF AFRICAN SOCIETIES IN THE 19TH CENTURY.
|
Political organizations of the Shona.
Decline of Shona.
|
By the end of the
lesson, the learner
should be able to:
Describe the Social economic and political organizations of the Shona. Identify causes of Shona decline. |
Exposition & brief discussion.
|
MapsCharts
|
KLB BK II
Pgs 124 evolving world pages 128 |
|
5 | 3 |
CONSTITUTION & CONSTITUTION MAKING.
|
Aspects of the Constitution of Kenya at independence. (contd)
The Kenya Constitution making process. |
By the end of the
lesson, the learner
should be able to:
Identify aspects of constitution of Kenya at independence. |
Exposition: Aspects of Constitution of Kenya at independence.
|
Student
book |
KLB BK II
Pgs 128-129 evolving world pages 144 |
|
6 | 1 |
CONSTITUTION & CONSTITUTION MAKING.
|
New developments in Constitution making process (after repeal of section 2A in 1991).
New developments in Constitution making process (after repeal of section 2A in 1991) (contd) |
By the end of the
lesson, the learner
should be able to:
Trace and describe new developments in constitution making process |
Probing questions
Discussion. |
Extracts of the constitution.
|
KLB BK II
Pgs 129-131 evolving world pages 155 |
|
6 | 2 |
CONSTITUTION & CONSTITUTION MAKING.
|
Features of the current Kenyan Constitution.
|
By the end of the
lesson, the learner
should be able to:
Describe the Features of the current Kenyan Constitution. |
Detailed discussion, group work & assignments.
|
Student
book |
KLB BK II
Pgs 131-133 evolving world pages 158 |
|
6 | 3 |
CONSTITUTION & CONSTITUTION MAKING.
|
Constitution Amendments since independence.
|
By the end of the
lesson, the learner
should be able to:
Define the term constitution amendment. Outline the major Constitutional amendments since Independence. |
Exposition, discussion group work & Assignment.
|
Student
book |
KLB BK II
Pgs 133-139 evolving world pages 151 |
|
7 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Meaning of Democracy.
Direct Democracy.
|
By the end of the
lesson, the learner
should be able to:
Define the term democracy. Define the term pure/direct democracy. Identify forms of direct democracy. |
Q/A: Definition. Discussion: types of democracy. Exposition of new terms such as referendum. |
Student
book |
KLB BK II
Pgs 140-141 evolving world pages 167 |
|
7 | 2 |
DEMOCRACY AND HUMAN RIGHTS
|
Indirect / Representative Democracy.
|
By the end of the
lesson, the learner
should be able to:
Outline the essentials of representative democracy. |
Q/A: meaning of Indirect /Representative Democracy.
Exposition: essentials of Indirect /Representative Democracy. |
Student
book |
KLB BK II
Pgs 141-144 evolving world pages 168 |
|
7 | 3 |
DEMOCRACY AND HUMAN RIGHTS
|
Principles of Democracy.
Principles of Democracy. |
By the end of the
lesson, the learner
should be able to:
Explain factors necessary for democracy to flourish. |
Probing questions;
Exposition; Discussion. |
Student
book Constitution of Kenya Charts Pictures |
KLB BK II
Pgs 142-143 evolving world pages 169 |
|
8 |
END OF YEAR EXAMINATIONS |
|||||||
9 |
MARKING AND CLOSING SCHOOL |
|||||||
10 | 1 |
DEMOCRACY AND HUMAN RIGHTS
|
Definition of Human Rights.
The Bill of Rights. |
By the end of the
lesson, the learner
should be able to:
Define human rights, fundamental human rights and civil liberties. |
Q/A: teacher elicits definitions.
Discussion: grouping human rights into political and civil rights/civil liberties. |
Newspaper cuttings on human rights.
Extract of the constitution on human rights. Constitution of Kenya Charts Pictures |
KLB BK II
Pgs 145-146 evolving world pages 170 |
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