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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 4 | 1 |
Introduction to History and Government
|
Meaning of history
Meaning of Government
|
By the end of the lesson, the learner should be able to:
Define the term history Explain the meaning of the term government |
Explaining the meaning of the terms history and government Student writing down important points Asking questions Answering questions Note taking by the teacher on the chalk board |
Students book Charts maps
|
Evolving world Bk 1 page 1-2 K.L.B Bk 1 page 1-2
|
|
| 4 | 2 |
Introduction to History and Government
|
Sources of information on history and Government
Unwritten source
Oral tradition
Limitations of oral tradition
Archeology
Paleontology
|
By the end of the lesson, the learner should be able to:
Identify the source of information on history and Government. Oral traditions and its limitations Archeology Paleontology |
Explanation Discussion Asking and answering questions Giving assignment Note taking |
Students book
Maps Picture |
Evolving world Bk 1 page 1-2
K.I.E Bk 1 page 6-15 K.L.B Bk 1 page 2-6 |
|
| 4 | 3 |
Introduction to History and Government
|
Anthropology
Geology
Genetics
Linguistics Ethnology Resources person |
By the end of the lesson, the learner should be able to:
Explain anthropology, Geology and Genetics as sources of information on History and Government Explain linguistics ethnology and resource persons A source of information on History and Government State advantages and limitations of linguistics |
Explanations
Discussions Answering questions Asking questions Note taking Explanations on content Asking and answering questions |
maps
Realia Teachers guide Resource person Students book Charts maps |
Evolving world Bk 1 page 1-2
K.I.E Bk 1 page 8-10 K.L.B History and Government Bk 1 page 4 |
|
| 5 | 1 |
Introduction to History and Government
|
Mass media
Written sources and their limitations
|
By the end of the lesson, the learner should be able to:
Explain mass media and written sources of information on History State the limitations of written sources |
Discussions Explanations Asking and answering questions Note taking ? Education Plus Agencies |
Charts Students book Charts maps
|
Evolving world Bk 1 page 12-15
K.L.B History and Government Bk 1 page 2-6 |
|
| 5 | 2 |
Introduction to History and Government
Early Man |
Importance of studying history
Importance of studying Government
The origin of early man Mythical theory Creation theory Evolution theory |
By the end of the lesson, the learner should be able to:
Explain the importance of studying History and Government Explain the origin of man as given in the mythical theory, creation and evolution theory |
Explaining the importance of studying history and Government
Note taking Discussions Asking questions Answering questions Discussions on the origin of man Asking and answering questions |
Students book Charts maps
Students book Teachers guide book Charts maps |
Evolving world Bk 1 page 4-5
K.L.B History and Government Bk 1 page 6-7 |
|
| 5 | 3 |
Early Man
|
Evolution of Man
Meaning of evolution
Stages in the evolution of man
Aegyptopitism
Dryopitr
|
By the end of the lesson, the learner should be able to:
explain and identify the stages through which a man evolved Aegytopithecus Dryopithecus |
Explaining the stages of evolution Discussing time different features of man at each stage Asking and answering question Note taking |
Maps
Students book Teachers guideCharts Maps Pictures |
Evolving world Bk 1 page 17-29
K.L.B History and Government Bk 1 page 9-21 |
|
| 6 | 1 |
Early Man
|
Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)
Australopithecus
Evolution of man Homohabilis (handy man) Homo Erectures (upright man) |
By the end of the lesson, the learner should be able to:
Identify and explain the stages through which man evolved i.e kenyapithecus Ramapithecus Australopithecus Explain the stages through which man evolved i.e homohabilis and erectus |
Explaining the stages of evolution
Discussing Describing Answering questions Asking questions Explanation Describing Questions and answers |
Charts
Students book Photographs Pictures Chart Pictures Teachers book |
Evolving world Bk 1 page 19-22
K.L.B History and Government Bk 1 page 11-16 |
|
| 6 | 2 |
Early Man
|
Homo Sapies( intelligent man
Rhodesium man
Neanderthan man
Cro-magnion
|
By the end of the lesson, the learner should be able to:
State characteristics of Homo sapies, Rhodesium, cro-magnon Explain the stages through which man evolved |
Explanations Discussions Questions and answers |
Text book
Maps Pictures/photographs Documents H |
Evolving world Bk 1 page 22-23
K.L.B History and Government Bk 1 page 14-16 |
|
| 6 | 3 |
Early Man
|
Evolution of man
Homo sapiens
Cultural and economic practices of early man Early stone age/ lower paleolithition and 2nd phase |
By the end of the lesson, the learner should be able to:
Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens State the characteristics of Homo Sapiens-Sapiens Explain the cultural and economic practices of man during the milestone age |
Drawing a picture of Homo sapiens sapiens
Note taking Explaining the characteristics of Homo Sapiens Sapiens Explanations Discussions Asking and answering questions |
Maps
Photographs Students book Teachers guide Revision Students book Charts maps |
Evolving world Bk 1 page 23-24
K.L.B History and Government Bk 1 page 16 |
|
| 7 | 1 |
Early Man
|
Middle stone age/middle Paleolithic use and 2nd phases
|
By the end of the lesson, the learner should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage |
Explaining the cultural and economic practices of early man in middle stone age Discussions Note taking Asking and answering questions |
Students book Charts maps
|
Evolving world Bk 1 page 24-28
K.L.B History and Government Bk 1 page 18-19 |
|
| 7 | 2 |
Early Man
Development of Agriculture |
The late stone age/upper Paleolithic 15,000-8,000 years ago
Development of early Agriculture Beginning of crop growing The beginning of animal domestication |
By the end of the lesson, the learner should be able to:
Explain the cultural and economic practices of man during the late stone age Explain the economic practices of man during their stage State factors that contribute to the beginning of crop growing State factors that led to domestication of animals |
Explanation
Discussions Note taking Asking questions and answering questions Explanations Demonstrations Drawing Asking and answering questions |
Students book Charts maps
|
Evolving world Bk 1 page 27
K.L.B History and Government Bk 1 page 19-21 |
|
| 7 | 3 |
Development of Agriculture
|
Early Agriculture in Egypt
Characteristics of early Agriculture
Impact of Early Agriculture in Egypt
|
By the end of the lesson, the learner should be able to:
State the characteristics of early Agriculture Explain the impact of early Agriculture in Egypt |
Explanations Discussions Asking and answering questions Drawing map of Egypt Note taking |
Maps
Charts Students book Picture |
Evolving world Bk 1 page 36-38
K.L.B History and Government Bk 1 page 24-26 |
|
| 8-9 |
MIDTERM EXAM AND BREAK |
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| 9 | 3 |
Development of Agriculture
|
Early Agriculture in Mesopotamian
Characteristic of early Agriculture in Mesopotamia
Impacts of early Agriculture in Mesopotamia
The Agricultural Revolution |
By the end of the lesson, the learner should be able to:
Identify the characteristics of early Agriculture in Mesopotamia Explain the impacts of early Agriculture in Mesopotamia Define the term Agrarian Revolution Explain the farming methods in Britain after the Agrarian Revolution |
Explanation
Discussions Asking and answering questions Note taking Explanations Writing down important points Demonstrating |
Maps
Photographs Students book Teachers guide Pictures Students book Charts maps |
Evolving world Bk 1 page 34-35
K.L.B History and Government Bk 1 page 25-26 |
|
| 10 | 1 |
Development of Agriculture
|
Farming methods after Agrarian Revolution
|
By the end of the lesson, the learner should be able to:
Explain the farming methods in Britain after the Agrarian Revolution |
Discussions Explanations Asking and answering questions Note taking |
Students book Charts maps
|
Evolving world Bk 1 page 40-42
K.L.B History and Government Bk 1 page 28-30 |
|
| 10 | 2 |
Development of Agriculture
|
Effects of Agrarian Revolution in Britain
Agrarian Revolution in U.S.A
Effects of Agrarian Revolution in U.S.A Food situation in Africa and the role of the world |
By the end of the lesson, the learner should be able to:
Explain the effects of the Agrarian Revolution in Britain Explain the factors that contributed to Agrarian Revolution in U.S.A State the effects of Agrarian period from U.S.A Explain the food situation in Africa and the rest of the world |
Explaining the effects of Agrarian Revolution in Britain and factors contributing to Agrarian Revolution in U.S.A
Discussion Asking and answering questions Note taking Explanations Discussions |
Students book Charts maps
|
Evolving world Bk 1 page 42-44
K.L.B History and Government Bk 1 page 30-33 |
|
| 10 | 3 |
Development of Agriculture
|
Factors contributing to food shortage in Africa
Remedies of food shortage
|
By the end of the lesson, the learner should be able to:
Identify the factors contributing to food shortage in Africa and the rest of the world Identify effects of food shortage Explain the remedies to food shortage in Africa and the rest of the world |
Explanations Discussions Asking and answering questions Note taking Drawings |
Students book Charts maps
|
Evolving world Bk 1 page 45-50
K.L.B History and Government Bk 1 page 33-36 |
|
| 11 | 1 |
The people of Kenya up to the 19th Century
|
Early inhabitants
Origin, migration and settlement of people of Kenya
Origin, migration and settlement of the Eastern cushites Rendile Somali |
By the end of the lesson, the learner should be able to:
Trace the origin, migration and settlement of the people of Kenya Explain the origin, migration and settlement of the Eastern Cushites i.e Rendile and Somali State factors and reasons for their migrations State results of their migration of settlement |
Discussions
Drawing the map of Kenya showing the early inhabitants Explanations Asking and answering questions Note taking |
Students book
Maps Chart Pattern handouts Maps Charts Hand-outs pictures |
Evolving world Bk 1 page 51-52
K.L.B History and Government Bk 1 page 38-39 |
|
| 11 | 2 |
The people of Kenya up to the 19th Century
|
Origin, migration and settlement of Bantu
Factors that led to the migration of the Western Bantu
|
By the end of the lesson, the learner should be able to:
State the reasons for the migration of the Bantus Explain the reasons of their settlements |
Explanations Discussions Asking and answering questions Writing down important points |
Students book Teachers guide Maps Charts handouts |
Evolving world Bk 1 page 52-53
K.L.B History and Government Bk 1 page 48-49 |
|
| 11 | 3 |
The people of Kenya up to the 19th Century
Social Economic and political organization of Kenya societies in 19th Century |
Origin, migration and settlement of Bantu
Factors that led to the migration if the western Bantu
Origin, migration and settlement of Abaluhya Abagusii Abakuria Bantu Agikuyu social economic organization |
By the end of the lesson, the learner should be able to:
State the reasons for the migration of the Bantus Explain the reasons for their settlements State the causes of migration of Abaluhya, Abagusiii and Abakuria Explain the origin and settlement of Abaluhya, Abagusii and Abakuria Explain the social economic organization of the Agikuyu |
Explanations
Discussions Asking and answering questions Note taking Demonstration explaining the origin, migration and settlement of Abagusii, Abaluhya and Abakuria demonstrating drawing of maps showing migration patterns Drawing maps |
Students book Charts maps
students book teachers guide maps charts pictures |
Evolving world Bk 1 page 53-56
K.L.B History and Government Bk 1 page 40-42 |
|
| 12 | 1 |
Social Economic and political organization of Kenya societies in 19th Century
|
Bantus
Politics of the Agikuyu
Social and economic organization of the Ameru
|
By the end of the lesson, the learner should be able to:
Explain the political organization of the Agikuyu Discuss the social and economics organization of the Ameru |
Explaining the political organization of the Agikuyu Discussing the social and economic organization of the Ameru Asking and answering questions |
Maps Students book Maps Hand-outs charts |
Evolving world Bk 1 page 66-68
K.L.B History and Government Bk 1 page 52-54 |
|
| 12 | 2 |
Social Economic and political organization of Kenya societies in 19th Century
|
The political organization of the Ameru
The political social and economic organization of Akamba
The social, economic and political organization of the Abagusii |
By the end of the lesson, the learner should be able to:
Explain the political organization of the Ameru The political, social, and economics organization of the Akamba Explain the social, economics and political organization of the Abagusii |
Explaining the political organization of the ameru
Political, social and economic organization of the Akamba Explaining the social, economic and political organization Discussion Asking and answering questions on the content cover |
Students book Charts maps
|
Evolving world Bk 1 page 68-69
K.L.B History and Government Bk 1 page 53-55 |
|
| 12 | 3 |
Social Economic and political organization of Kenya societies in 19th Century
|
The social, economic, political organization of the Mijikenda
|
By the end of the lesson, the learner should be able to:
Discuss the social economic and political organization of the Mijikenda |
Discussing the social, economic and political organization of the Mijikenda Explanations Asking and answering questions |
Students book Charts maps
|
Evolving world Bk 1 page 71-72
K.L.B History and Government Bk 1 page 56-57 |
|
| 13 | 1 |
Social Economic and political organization of Kenya societies in 19th Century
|
Nilotes
Luo
The social, economic and political organization of the luo
Nilotes Nandi Social and economic organization of the Nandi |
By the end of the lesson, the learner should be able to:
Explain the social, political and economic organization of the luo By the end of the lesson, the learner should be able o Explain the social, economic organization of the Nandi |
Explanations
Discussions Asking and answering questions Drawing of the maps demonstrating |
Students book Charts maps
Students book Pictures Chart Map Handouts Realia |
Evolving world Bk 1 page 76-77
K.L.B History and Government Bk 1 page 59 |
|
| 13 | 2 |
Social Economic and political organization of Kenya societies in 19th Century
|
Nilotes
Nandi
Political organization of the Maasai
Nilotes Economic organization of the Maasai |
By the end of the lesson, the learner should be able to:
Explain the political organization of the Nandi Explain the social organization of the Maasai Explain the political organization of the Maasai |
Discussions
Explanations Demonstrations Asking and answering questions Explaining the political organization of the Maasai |
Students book Charts maps
Students book Teachers guide Photos Charts Maps Handout |
Evolving world Bk 1 page 74-75
K.L.B History and Government Bk 1 page 60-61 |
|
| 14 |
END OF THE TERM EXAM |
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