People and Relationships

Human origin
Human origin

By the end of the lesson, the learner should be able to:
-Describe the term human origin
-Explore traditional stories of human origin from Africa communities
-Create a chart showing traditional stories of human origin from African communities
-Appreciate traditional stories of human origin from African communities
-Explain religious stories about the origin of human kind
-Dramatize religious stories about the origin of human kind
-Acknowledge religious stories of human origin

-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities
-The learner is guided to explain religious stories about the origin of human kind
-In groups, learners are guided to dramatize religious stories about the origin of human kind

How did human beings came to be?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin

By the end of the lesson, the learner should be able to:
-Outline aspects found in traditional and religious stories for human kind
-Illustrate common aspects round in traditional and religious stories of human origin
-Acknowledge common aspects found in traditional and religious stories of human origin

-The learner is guided to outline aspects found in traditional and religious stories of human kind?

What aspects are found in the traditional and religious stories of human kind?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human Origin
Human origin

By the end of the lesson, the learner should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society
-Create a poster show showing ways of recording traditional stories about the origin of human kind in society
-Make a poster showing of rewarding traditional stories about the origin of human kind in society
-Discuss the implications of the traditional and religious stories on human origin.
-Relate the implication of traditional and religious stories on human origin.
-Acknowledge the implication of the traditional and religious stories on human origin.

The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society
-The learner is guided to discuss the implication of traditional and religious stories on human origin.
-In pairs, learner are guided to relate the implication of the traditional and religious stories human origin.

How did human beings came to be?

-Course book
-Charts
-Computing devices
-Course
Book
-computing
Devices.

-Oral questions -Oral report -Observation

People and Relationships.

Early Civilization.

By the end of the lesson, the learner should be able to:
-Define the terms kingdom, state the Empire.
-Explore factors that led to the growth of ancient Egypt.
-Make a poster showing factor that led to the growth of ancient Egypt.
-In Appreciate factor that led to the growth of ancient Egypt

-The learner is guided to define the terms kingdom, state and empire
-In groups, learners are guided to explore factors that led to the growth of ancient Egypt
-In groups, learners are guided to make a poster showing factors that led to the growth of ancient
Egypt

-What is a kingdom? -what is an empire?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability
-Identify the term human diversity
-Create a poster on human diversities among African community
-Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa
-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community
-Individually, learner is guided to identify factors that determine human diversity in the society

What is the impact of introduction of money in Africa

-Courses book
-Charts
-Computing devices
-Course book

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Explain interpersonal skills that enhance healthy interactions in a multicultural society
-use a chart to show interpersonal skills that enhance healthy interactions in a multi-cultural society
-Appreciate interpersonal skills that enhance healthy interactions in a multicultural society

-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society
-In groups learners are guided to use a chart to show interpersonal skills that enhance healthy interactions in a multicultural society

What interpersonal skills enhance healthy interactions in a multi-cultural society?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Diversity and interpersonal relationships
Slavery and Servitude

By the end of the lesson, the learner should be able to:
-Identify personal attributes which make individuals different from others
-Classify the desirable and undesirable personality attributes
-Appreciate different personality attribute which make individual different from others
Describe the injustices committed on the Africans during the Indian ocean slave trade
-Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade
-Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade

-The learner is guided to identify personality attributes which make individual different from others
The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade

What personality attributes makes an individual

-Course book
-Chars
-Computing devices
-Charts

-Oral questions -Oral report Observation

People and Relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Identify the geographical regions covered by the Indian Ocean slave trade
-Sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa
-Desire to learn more on geographical regions covered by the Indian Ocean slave trade

-The learner is guided to identify the geographical regions covered by the Indian Ocean slave trade
-Individually, the learner is guided to sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa

Which geographical regions were covered by the Indian Ocean slave trade

-Course book
-charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade
Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the term batter trade and currency trade in Africa
-Appreciate the use of currency trade in Africa
-Trade the factors that led to introduction of money in Africa
-Make a poster showing factors that led to introduction of money in Africa

-The learner is guided to define the term barter trade and currency trade
-In groups, learners are guided to compare barter trade and use of currency trade in Africa
-The learner is guided to trace the factors that led to introduction of money in Africa
-In groups learners are guided to make a poster showing factors that led to introduction of money in Africa

-What is barter trade?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society
-Appreciate the importance of building healthy relationships in a multicultural society

Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society

How do varied personalities shape society?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Define the term peace
-Outline qualities of a peaceful person in the community
Role play on personal characteristics that show a state of peace
-Value the qualities of a peaceful person in the community
-Explore factors that promote peaceful co-existence
-Create a chart showing factors that promote peaceful co-existence
-Value the factors that promote peaceful co-existence

-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace
-The learner is guided to explore factors that promote peaceful co-existence
- In groups, learners are guided to create a chat showing factors that promote peaceful co-existence

What is peace?

-Course book
-charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence

By the end of the lesson, the learner should be able to:
-Assess peaceful conflict resolution process in day-to-day life
-Illustrate peaceful conflict resolution process in day-to-day life
-Value the importance of peaceful conflict resolution process in day-to-day life

-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life

How can we promote peace for mutual social well-being?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships
Community service learning

Peaceful co-existence
Community service learning

By the end of the lesson, the learner should be able to:
-Identify importance of peaceful co-existence in day-to-day life
-Create a poster with messages that encourage peaceful co-existence
-Value the importance of peaceful coexistence in day-to-day life
-Explain the meaning of key terms used in community service (CSL) and community service learning projects
-Create a chart showing the meaning of key terms used in community service and community service learning projects
-Desire to learn more on the key terms used in community service learning and community service learning projects

-The learner is guided to identify importance of peaceful co-existence in day-to-day life
-In groups, learners are guided to create a poster with messages that encourage peaceful co-existence
-Learner is guided to brainstorm on the meaning of the terms community, community services, community service learning (CSL) project, (activities outside class), problem (gaps or opportunities) solution remedy, plan of activity implementation, written report of a project

What is the importance of peaceful co-existence in day-to-day life?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the activities in their community which people engage in
-Create a chart on various activities carried out in their community
-Appreciate the activities people engage in their community

-The learner is guided to identify the activities in their community which people engage in
-In groups, learners are guided to create a chart on various activities carried out in their community

What activities do people in the community engage in?

-Course book
-Computing devices
-Charts

-Oral questions -Written questions -Observation

Community service learning

Community service learning
Community service learning

By the end of the lesson, the learner should be able to:
-Desire what is a case study
-Read the case study in learner’s book
-
-Describe the importance of community service learning
-Create a poster on importance of community services learning
-Acknowledge the importance of community service learning

-The learner is guided to describe what is a case study
-The learner is guided to read the case study in learner’s book and relate the case study and the community problem
-The learner is guided to describe the importance of community service learning

What is a case study?

-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline steps of a community service learning project
-Prepare a chart showing the steps of a community service learning project

The learner is guided to outline steps of a community service learning project

What steps are followed in community service learning project?

-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Oral report

Community service learning

Community service learning
Community service learning

By the end of the lesson, the learner should be able to:
-Identify ways to determine the gaps or needs in the community
-Create a poster on ways to determine the gaps or needs in the community
-Acknowledge the gaps or needs in the community
-Verify and adopt one problem they intend to solve for the group project
-Create a poster on the procedure to choose one problem to solve through community service learning project
-Desire to adopt one problem to solve for the group project

-Learner is guided to identify ways to determine the gaps or need in the community
-In groups learners are guided to create a poster on ways to determine the gaps or needs in the community
-Learner is guided to verify and adopt one problem they intend to solve for the group project
-in groups learners are guided to create a poster on the procedure to choose one problem to solve through community service learning project

What ways can you use to determine the gaps or needs in the community?

-Course book
-Chars
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline benefits and consequences of solving the identified problem or gap
-Debate on the benefits and consequences of solving the identified problem
-Acknowledge on the benefits and consequence of solving the identified problem

-Learner is guided to outline benefits and consequences of solving the identified problem or gap

What are the benefits of solving the identified problem or gap?

-Course book
-Charts
-Computing devices

-Oral report -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Propose titles for the project
-Compose proposed title for the project
-Develop a title for the project
-Appreciate the developed title for the project

-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project

What is a project title?

-Course book
-Charts
-Computing devices

-Oral questions -Written questions -Oral questions

Natural and historic build environments
Natural and historic built environments

Historical information sources of historical information in the society
Primary and secondary sources of Historical information

By the end of the lesson, the learner should be able to:
-Define historical information
-Identify the sources of historical information in the society
-Draw some of the written and electronic source
-Distinguish between primary and secondary sources of historical information
-Design a poster on primary and secondary sources of historical information
-appreciate the importance of primary and secondary sources of historical information

-Learners in pairs are guided to define the term historical information in the society
-Inn groups learners are guided to draw some of the written and electronic sources of historical information in the society
-Learner is guided to distinguish between primary and secondary sources of historical information
In groups learners are guided to design a poster on primary and secondary sources of historical information

What is historical information

-Course book
-Charts
-Computing devices

-Oral questions--Oral report -Written questions

Natural and historic built environments

How various sources of historical information have been preserved over the years

By the end of the lesson, the learner should be able to:
-Identify ways of preserving sources of historical information
-Debate on how the sources of historical information can be preserved
-Discuss the significance of various sources of historical information
-Appreciate the Importance of various sources of historical information

-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information

What are the ways of preserving sources of historical information

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments
Natural and historical built environments in Africa

Sources of historical information in understanding past human accounts
Locating areas where early agriculture was practiced in selected geographical reigns in Africa

By the end of the lesson, the learner should be able to:
-Explain how sources of historical information help us to understand past human accounts -Prepare journals on sources of historical information in understand past human accounts
-Identify the term Agriculture
-Locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Dream the map of Africa showing the geographical areas of Rift Valley of Eastern Africa, Egypt and Nubia

-Individually, learners is guided to explain how sources of historical information help us to understand past human accounts
-In groups learners are guided to prepare journals on sources of historical information
-Learner is guided to define the term Agriculture
-In groups, learners are guided to locate areas where early Agriculture was practiced in selected geographical regions in Africa
-Individually learner is guided to draw the map of Africa and show areas where early Agriculture was practiced in selected geographical regions

How significant are sources of historical information in understanding past human accounts?

-Course book
-Charts
-Computing devices
-Chart

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture

By the end of the lesson, the learner should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa

-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class

Which crops were grown in the selected regions during early Agriculture?

-Course book
-Chart
-Computing devices

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Methods of irrigation used in Ancient Egypt
Contributions of the Nile Valley Agriculture to world civilization

By the end of the lesson, the learner should be able to:
-Define irrigating
-Illustrate methods of irrigation used in ancient Egypt
-Value the methods of irrigation used in ancient
Egypt
-Define term civilization
-Assess the contribution of the Nile valley Agriculture to world civilization
-Value the contribution of the Nile Valley Agriculture to world civilization

-Learner is guided to define irrigation
-In groups, learners ae guided to illustrate methods of irrigation used in ancient Egypt
-Thea learner is guided to define term civilization
-In groups, learners are guided to assess the contribution of the Nile valley Agriculture to world civilization

Which methods of irrigating do you think were used in Ancient Egypt

-Course book
-Chart
-Computing devices
-Charts

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa

Possible careers in Agriculture

By the end of the lesson, the learner should be able to:
-Define the term career
-Explore possible careers in Agriculture
-Appreciate possible careers in Agriculture

-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture

What is career?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Maps and map work
Maps and map work Countries that make up the African continent

By the end of the lesson, the learner should be able to:
-Define the term map
-Describe the position, shape and size of Africa
-Draw the map of Africa showing position, shape and size of Africa
-Appreciate the shape, position and size of Africa
-List the countries that make up the African continent
-Draw a map showing all the countries that make up African continent
-Appreciate the countries that make up the African continent

Thee learner is guided to define the term map
-In groups, learners are guided to describe the position shape and size of Africa and draw the map of Africa
-The learner is guided to list the countries that make up the African continent
-In groups, learners are guided to draw a map showing all the countries that make up African continent

What is a map?

-Course book
-Charts
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Locating places and features using latitudes and longitudes on a map

By the end of the lesson, the learner should be able to:
-Define the terms latitudes and longitudes on a map
-Demonstrate using latitudes and longitudes to locate places and features on a map
-Appreciate the use of latitude and longitudes to locate places and features on a map

-Individually, the learner is guided to define the terms latitudes and longitudes
-In pairs, learner is guided to locate places and features using latitudes and longitudes on a map
-In groups learners are guided to demonstrate using latitudes and longitudes to locate places and features on a map

-What is latitude? -What is longitude?

-Course book
-Chart
-Computing devices

-Oral questions -Oral report -Written questions

Natural and historic built environments in Africa
Natural and historic built environments I Africa

Calculating time of different places in in the world using longitudes
Importance of latitudes and longitudes in day to day life

By the end of the lesson, the learner should be able to:
-Identify the formula of calculating time of different places in the world
-Calculate the time of different places in the world
-Calculate the time of different places in the world
-Enjoy calculating time of different places in the world using longitudes
-Discuss the Importance of latitudes in day-to-day life
-Acknowledge the importance of latitudes in day-day-lif

-Individually, the learner should be able to identify the formula of calculating time of different place in the world
-In groups , learners are guided to calculate the time of different places in the world
Individually, the learner should be guided to discuss the importance of latitudes and longitudes in day-to-day life
-In groups learners are guided to create a poster on importance of latitudes and longitudes in day-to-day life

Which is the formula of calculating time of different places in the world?

-Course book
-Chart computing devices
-Chart
-Computing devices

-Oral questions -Oral report -Written questions 4

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
Methods of data analysis

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
-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

-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data
-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 recording?

-Course book
-Chart
-Computing devices
-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
Possible solutions to challenges experienced during 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
-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 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
-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 field work?

-Course book
-Charts

-Course book -Charts

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
Understanding the actual field work

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
-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 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
- 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

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

-Course book
-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
Video clips
Charts
Computing devices

Oral questions Oral Report Observation

Global Citizenship

Global Citizenship
Contribution to the Wellbeing of the international community

By the end of the lesson, the learner should be able to:
Define global interconnectedness and interdependence.
Identify positive and negative effects of globalization at local and national levels.
Discuss the qualities of a global citizen.
Appreciate the qualities of a global citizen.
Explain what they understand by the term ‘common humanity’
Identify how they can develop a sense of belonging to a common humanity for harmonious living.
Develop a sense of belonging to a common humanity for harmonious living.

Learners to define global interconnectedness and interdependence.
Learners to identify positive and negative effects of globalization at local and national levels.
In groups, learners to discuss the qualities of a global citizen.
Learners to explain what they understand by the term ‘common humanity’
Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

What is global interconnectedness? What is interdependence? What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208
Pictures
Video clips
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Maps

Oral questions Oral Report Observation

Global Governance

Organisation of African Unity (OAU)

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

Identify the founding member countries of OAU.
Discuss the achievements of OAU.
State the challenges affected by OAU
Draw the organizational structure of the OAU.
Appreciate the importance of OAU.

Learners to identify the founding member countries of OAU.
In groups, learners to discuss the achievements of OAU.
Learners to state the challenges affected by OAU
Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs
Pictures
Video clips
Realia
Computing devices

Oral questions Oral Report Observation

Global Governance

African Union (AU)
Member countries of the African Union

By the end of the lesson, the learner should be able to:
Describe the formation of African Union (AU)
Discuss the achievements of AU.
State the challenges affected by AU
Sing the African Union Anthem.
Appreciate the importance of AU
Identify the AU member states from an atlas.
Draw a map of Africa showing member countries of African Union (AU)

Learners to describe the formation of African Union (AU)
In groups, learners to discuss the achievements of AU.
Learners to state the challenges affected by AU
the challenges affected by AU
Learners are guided to sing the African Union Anthem.
Learners are guided to identify the AU member states from an atlas.
Learners are guided to draw a map of Africa showing member countries of African Union (AU)

What are the achievements of African Union (AU)?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220
Photographs
Pictures
Video clips
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
Realia

Oral questions Oral Report Observation

Global Governance

Organizational structures of the African Union

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

Identify various organs that run the AU.
Identify the factors which can promote continental interconnectedness and interdependence.
Draw the organizational structure of African Union (AU)
Appreciate the importance of AU

Learners to identify various organs that run the AU.
Learners are guided to identify the factors which can promote continental interconnectedness and interdependence.
Learners are guided to draw the organizational structure of African Union (AU)

How can we promote continental interconnectedness and interdependence in Africa?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226
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Oral questions Oral Report Observation