Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration
Self-exploration

By the end of the lesson, the learner should be able to:
-Describe how to use personal abilities and interests for holistic development
-Create a poster showing personal abilities and interests for holistic development
-Appreciate personal abilities and interest for holistic development

The learner is guided to brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
-In groups learners are guided to create posters showing personal abilities and interest for holistic development 

How do we use personal abilities for holistic development?
What is personal awareness?

-Course book
-Charts
-Computing devices
-Curse book
-Charts
-Computing devices

-Oral questions -Oral report -Observation
-Oral report observation

Personal Development

Self-exploration

By the end of the lesson, the learner should be able to:
-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abi

The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

How can personal abilities and interests influence career choices?

How can personal abilities and interests influence career choices?

-Course book Charts -Computing devices

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Define the term entrepreneurship
-Identify entrepreneurial opportunities in social studies
-Create a poster showing social studies opportunities in social studies 

The learners are guided to define the term entrepreneurship
-The learner is guided to identify entrepreneurial opportunities in social studies

What is entrepreneurship

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development
Personal Development
People and relationships

-Entrepreneurial Opportunities in Social Studies
Entrepreneurial opportunities in social studies
Early Civilization

By the end of the lesson, the learner should be able to:
-Describe requirements for social entrepreneurial opportunities in the world of work
Demonstrate requirements for social entrepreneurial opportunities in the world of work

The learner is guided to describe requirements for social entrepreneurial opportunities in the world of work
The learner is guided to define the term personality

What are the requirements for social entrepreneurial opportunities in the world of work?
What is personality?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation
-Oral questions -Oral report -Observation

People and relationships

Early –Describe Civilization

By the end of the  learner should be able to:
-Explore factors that led to the growth of the kingdom of Kenya
-Use a chart to show the factors that led to the growth of the Kingdom of Kenya
-Appreciate the ancient Kingdom in Africa

The learner is guided to explore factors that led to the growth of the Kingdom of Kenya
-In groups learners are guided to use a chart to show the factors that led to the growth of the Kingdom of Kenya

What factors led to the growth of the Kingdome of Congo?

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early Civilization

By the end of the lesson, the learner should be able to:
-Identify ancient kingdoms in Africa
-Locate the selected ancient kingdoms on a map of Africa
-Draw a map showing the selected ancient kingdoms in Africa

The learner is guided to identify ancient kingdoms in Africa
-The learner is guided to locate the selected ancient kingdoms on a map of Africa
-Learner is guided to draw a map showing the selected ancient kingdoms in Africa

Where do you find the ancient kingdoms in Africa

-Course book
-Charts
-Computing devices

-Observation -Oral questions -Written questions

People and relationships

Early Civilization
Slavery and servitude

By the end of the lesson, the learner should be able to:
-Describe the term civilization
-Assess the contribution of ancient kingdoms to the modern world civilization
-Relate the contribution of ancient kingdoms to eh modern world civilization
-Appreciate the contribution of ancient kingdoms to the modern world civilization
-Define slavery and servitude
-Define slavery and servitude
-Identify the various forms of slavery and servitude in traditional African society
-use a chart to show the various forms of slavery and servitude in traditional African society
-Desire to learn more about slavery and servitude

The learner is guided to describe the term civilization
-Learner is guided to assess and to relate the contribution of ancient kingdoms to the modern world civilization
-The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class
-In groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

What is civilization?
The learner is guided to brainstorm on the meaning of slavery and servitude and share their findings in class -in groups learners are guided to use a chart to show the various forms of slavery and servitude in traditional African society

-Course book
-
Charts
-Computing devices
What is slavery and servitude?
-Course book
-charts
-Computing devices

-Observation -Oral questions -Written questions
-Course book -Charts -Computing devices

People and relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Explain the organization of the Indian ocean slave trade in the 15th century
-Dramatize the organization of Indian ocean slave trade in the 15th century

The learner is guided to use print resource to explain the organization of the Indian ocean slave trade in the 15th century
-In groups learners are guided to dramatize the organization of Indian ocean slave trade in the 15th century

What is slave trade?

-Course book
-Charts
-Computing devices

-Oral questions -Written questions -Observation

Personal Development

Entrepreneurial Opportunities in social studies

By the end of the lesson, the learner should be able to:
-Identify entrepreneurial opportunities that closely match their personality
-Draw a poster showing entrepreneurial opportunities that closely match their personality
-Appreciate entrepreneurial opportunities that closely match their personality

-The learner is guided to use print media to find out entrepreneurial opportunities that closely match their personality
-In groups learners are guided to draw a poster showing entrepreneurial opportunities that closely match their personality

What is entrepreneurship?

-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:
-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.
-Discuss ways of recording traditional stories about the origin of human kind in social studies 

-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
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Human origin

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

-What are implication of traditional and religious stories on human origins.

-Course
Book
-charts
-computing
Devices.

Oral Questions -oral Reports -observation.

People and Relationships.
People and Relationships

Early Civilization.
Developments in medium of trade

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
-Deduct the impact of introduction of money in Africa
-Design a poster.

-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
-Learner is guided to deduce the impact of introduction of money in Africa

-What is a kingdom? -what is an empire?
What is the impact of introduction of money in Africa

-Course book
-Charts
-Computing devices
-Courses book
-Charts
-Computing devices

-Oral questions -Oral report -Observation
-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:
-Identify the term human diversity
-Create a poster on human diversities among African community
-Identify factors that determines human diversity in the society 

-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
-Learner is guided to explain inter personal skills that enhance health interactions in a multicultural society

How do varied personality shape society?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions -Observation

People and Relationships

Diversity and interpersonal relationships

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

-The learner is guided to identify personality attributes which make individual different from others

What personality attributes makes an individual

-Course book
-Chars
-Computing devices

-Oral questions -Oral report Observation

People and Relationships

Slavery and Servitude

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

What injustices were committed on the Africans during the Indian ocean slave trade?
Which geographical regions were covered by the Indian Ocean slave trade

-Course book
-Charts
-Computing devices
-Course book
-charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

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

-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

-What is barter trade?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade
Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Trade the factors that led to introduction of money in Africa
-Make a poster showing factors that led to introduction of money in Africa
-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

-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
Learner is guided to outline the importance of building healthy relationships in multicultural society

What factors led to introduction of money in African?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

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?
What factors promote peaceful co-existence

-Course book
-charts
-Computing devices
-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation
-Oral questions -Written questions-Observations

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.

-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.

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
-Desire what is a case study
-Read the case study in learner’s book

-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
-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

What activities do people in the community engage in?
What is a case study?

-Course book
-Computing devices
-Charts
-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Observation
-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-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 the importance of community service learning

What is the importance of community service learning?

-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

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

-Course book
-Chars
-Computing devices
-Charts
-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions
-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