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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 2 | 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 |
|
| 2 | 3 |
Introduction to History and Government
|
Anthropology
Geology
Genetics
|
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 |
Explanations Discussions Answering questions Asking questions Note taking |
maps
Realia Teachers guide Resource person |
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 |
|
| 3 | 1 |
Introduction to History and Government
|
Linguistics
Ethnology
Resources person
|
By the end of the lesson, the learner should be able to:
Explain linguistics ethnology and resource persons A source of information on History and Government State advantages and limitations of linguistics |
Explanations on content Discussions Asking and answering questions Note taking |
Students book Charts maps
|
Evolving world Bk 1 page 12-15
K.L.B History and Government Bk 1 page 2-6 |
|
| 3 | 2 |
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 |
|
| 3 | 3 |
Introduction to History and Government
|
Importance of studying history
Importance of studying Government
|
By the end of the lesson, the learner should be able to:
Explain the importance of studying History and Government |
Explaining the importance of studying history and Government Note taking Discussions Asking questions Answering questions |
Students book Charts maps
|
Evolving world Bk 1 page 4-5
K.L.B History and Government Bk 1 page 6-7 |
|
| 4 | 1 |
Early Man
|
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 origin of man as given in the mythical theory, creation and evolution theory |
Discussions on the origin of man Asking and answering questions Note taking |
Students book Teachers guide book
Charts maps |
Evolving world Bk 1 page 16
K.L.B History and Government Bk 1 page 8-9 |
|
| 4 | 2 |
Early Man
|
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 origin of man as given in the mythical theory, creation and evolution theory |
Discussions on the origin of man Asking and answering questions Note taking |
Students book Teachers guide book
Charts maps |
Evolving world Bk 1 page 16
K.L.B History and Government Bk 1 page 8-9 |
|
| 4 | 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 |
|
| 5 | 1 |
Early Man
|
Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)
Australopithecus
|
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 |
Explaining the stages of evolution Discussing Describing Answering questions Asking questions |
Charts
Students book Photographs Pictures |
Evolving world Bk 1 page 19-22
K.L.B History and Government Bk 1 page 11-16 |
|
| 5 | 2 |
Early Man
|
Evolution of man
Homohabilis (handy man)
Homo Erectures (upright man)
|
By the end of the lesson, the learner should be able to:
Explain the stages through which man evolved i.e homohabilis and erectus |
Explanation Discussing Describing Questions and answers |
Chart
Pictures Students book Teachers book |
K.L.B History and Government Bk 1 page 11-14
|
|
| 5 | 3 |
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 | 1 |
Early Man
|
Evolution of man
Homo sapiens
|
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 |
Drawing a picture of Homo sapiens sapiens Note taking Explaining the characteristics of Homo Sapiens Sapiens |
Maps
Photographs Students book Teachers guide Revision |
Evolving world Bk 1 page 23-24
K.L.B History and Government Bk 1 page 16 |
|
| 6 | 2 |
Early Man
|
Evolution of man
Homo sapiens
|
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 |
Drawing a picture of Homo sapiens sapiens Note taking Explaining the characteristics of Homo Sapiens Sapiens |
Maps
Photographs Students book Teachers guide Revision |
Evolving world Bk 1 page 23-24
K.L.B History and Government Bk 1 page 16 |
|
| 6 | 3 |
Early Man
|
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 cultural and economic practices of man during the milestone age |
Explanations 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 16-20 |
|
| 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
|
The late stone age/upper Paleolithic 15,000-8,000 years ago
|
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 |
Explanation Discussions Note taking Asking questions 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 | 2-3 |
Early Man
|
The late stone age/upper Paleolithic 15,000-8,000 years ago
|
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 |
Explanation Discussions Note taking Asking questions and answering questions |
Students book Charts maps
|
Evolving world Bk 1 page 27
K.L.B History and Government Bk 1 page 19-21 |
|
| 8 |
MID-TERM BREAK |
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| 9 | 1 |
Development of Agriculture
|
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:
State factors that contribute to the beginning of crop growing State factors that led to domestication of animals |
Discussions Explanations Demonstrations Drawing Asking and answering questions Note taking |
Students book Charts maps
|
Evolving world Bk 1 page 30-33
K.L.B History and Government Bk 1 page 22-24 |
|
| 9 | 2 |
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 |
|
| 9 | 3 |
Development of Agriculture
|
Early Agriculture in Mesopotamian
Characteristic of early Agriculture in Mesopotamia
Impacts of early Agriculture in Mesopotamia
|
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 |
Explanation Discussions Asking and answering questions Note taking |
Maps
Photographs Students book Teachers guide Pictures |
Evolving world Bk 1 page 34-35
K.L.B History and Government Bk 1 page 25-26 |
|
| 10 | 1 |
Development of Agriculture
|
The Agricultural Revolution
|
By the end of the lesson, the learner should be able to:
Define the term Agrarian Revolution Explain the farming methods in Britain after the Agrarian Revolution |
Discussions Explanations Asking and answering questions Writing down important points Demonstrating |
Students book Charts maps
|
Evolving world Bk 1 page 39-41
K.L.B History and Government Bk 1 page 25-26 |
|
| 10 | 2 |
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 | 3 |
Development of Agriculture
|
Effects of Agrarian Revolution in Britain
Agrarian Revolution in U.S.A
|
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 |
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 |
Students book Charts maps
|
Evolving world Bk 1 page 42-44
K.L.B History and Government Bk 1 page 30-33 |
|
| 11 | 1 |
Development of Agriculture
|
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:
State the effects of Agrarian period from U.S.A Explain the food situation in Africa and the rest of the world |
Explanations Discussions Asking and answering questions Note taking |
Students book Charts maps
|
Evolving world Bk 1 page 45-46
K.L.B History and Government Bk 1 page 33 |
|
| 11 | 2 |
Development of Agriculture
|
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:
State the effects of Agrarian period from U.S.A Explain the food situation in Africa and the rest of the world |
Explanations Discussions Asking and answering questions Note taking |
Students book Charts maps
|
Evolving world Bk 1 page 45-46
K.L.B History and Government Bk 1 page 33 |
|
| 11 | 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 |
|
| 12 | 1 |
The people of Kenya up to the 19th Century
|
Early inhabitants
Origin, migration and settlement of people of Kenya
|
By the end of the lesson, the learner should be able to:
Trace the origin, migration and settlement of the people of Kenya |
Discussions Drawing the map of Kenya showing the early inhabitants Explanations Asking and answering questions Note taking |
Students book Maps Chart Pattern handouts |
Evolving world Bk 1 page 51-52
K.L.B History and Government Bk 1 page 38-39 |
|
| 12 | 2 |
The people of Kenya up to the 19th Century
|
Origin, migration and settlement of the Eastern cushites
Rendile
Somali
|
By the end of the lesson, the learner should be able to:
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 Explanations Asking and answering questions Note taking |
Maps Charts Students book Hand-outs pictures |
Evolving world Bk 1 page 52-53
K.L.B History and Government Bk 1 page 48 |
|
| 12 | 3 |
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 |
|
| 13 | 1 |
The people of Kenya up to the 19th Century
|
Origin, migration and settlement of Bantu
Factors that led to the migration if 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 for their settlements |
Explanations Discussions Asking and answering questions Note taking Demonstration |
Students book Charts maps
|
Evolving world Bk 1 page 53-56
K.L.B History and Government Bk 1 page 40-42 |
|
| 13 | 2 |
The people of Kenya up to the 19th Century
|
Origin, migration and settlement of Bantu
Factors that led to the migration if 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 for their settlements |
Explanations Discussions Asking and answering questions Note taking Demonstration |
Students book Charts maps
|
Evolving world Bk 1 page 53-56
K.L.B History and Government Bk 1 page 40-42 |
|
| 13 | 3 |
The people of Kenya up to the 19th Century
|
Origin, migration and settlement of
Abaluhya
Abagusii
Abakuria
|
By the end of the lesson, the learner should be able to:
State the causes of migration of Abaluhya, Abagusiii and Abakuria Explain the origin and settlement of Abaluhya, Abagusii and Abakuria |
explaining the origin, migration and settlement of Abagusii, Abaluhya and Abakuria discussions demonstrating drawing of maps showing migration patterns |
students book teachers guide maps charts pictures |
Evolving world Bk 1 page 55-56
K.L.B History and Government Bk 1 page 40-42 |
|
| 14 |
CLOSING AND EXAMINATIONS |
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