People and Population

Early civilasiton; Kingdom, State and Empire in Early Civilization in Relation to Great Zimbabwe, Ancient Egypt and Kingdom of Kongo
Location of Selected Ancient Kingdoms on a Map of Africa

By the end of the lesson, the learner should be able to:
Define kingdom, state and Empire.
Identify the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom.
Draw a diagram showing the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom
Appreciate the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom.
Locate the Ancient Egypt, the Great Zimbabwe and the Kingdom of Kongo from a map.
Discuss how Africa contributed to the modern world civilization.
Draw the map of Africa and locate the Ancient Kingdom of Egypt, the Great Zimbabwe and the Kingdom of Kongo.
Appreciate the contribution of Early Civilization to the Development of Modern World.

Individually, in groups or in pairs, learners are guided to:
- Define kingdom, state and Empire.
-Identify the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom.
- Draw a diagram showing the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom
- Locate the Ancient Egypt, the Great Zimbabwe and the Kingdom of Kongo from a map.
- Discuss how Africa contributed to the modern world civilization.
- Draw the map of Africa and locate the Ancient Kingdom of Egypt, the Great Zimbabwe and the Kingdom of Kongo.

What are the factors that led to the growth of Zimbabwe, Egypt and Kongo kingdom?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 73-75
Pictures
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 75-79
Photographs
Video clips
Maps

Oral questions Oral Report Observation

People and Population

Social Organization of Selected African Communities up to 1900
Comparison of the Social Organization of the Selected African Communities up to 1900

By the end of the lesson, the learner should be able to:
Explain the Ogiek and the Zulu people.
Discuss the Ogiek and the Zulu social organization up to 1990
Draw the map of Africa and indicate areas settled by the Ogiek and the Zulu.
Appreciate the importance of social organization.
Discuss the Asante social organization up to 1900
Make a class presentation of the comparison of the Social Organization of the Selected African Communities up to 1900
Have fun and enjoy class discussion.

Individually, in groups or in pairs, learners are guided to:
- Explain the Ogiek and the Zulu people.
- Discuss the Ogiek and the Zulu social organization up to 1990
- Draw the map of Africa and indicate areas settled by the Ogiek and the Zulu.
- Discuss the Asante social organization up to 1900
- Make a class presentation of the comparison of the Social Organization of the Selected African Communities up to 1900

Who are the Ogiek people? Who are the Zulu people?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 80-83
Pictures
Video clips
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 84-86
Atlas
Photographs
Maps
Charts

Oral questions Oral Report Observation

People and Population

Kenyan And African Rich Cultural Diversity Among Communities
Human Diversity and Inclusion

By the end of the lesson, the learner should be able to:
Identify activities that promote positive interactions among various communities in Africa.
State the importance of cultural diversities in our society.
Draw pictures that show rich cultural Diversity Among African Communities.
Appreciate and promote positive interactions among various communities.
Identify personality attributes which make individuals different from others.
List different components of Human Identify in a Multicultural Society.
Design a table to categorise the desirable and undesirable personality attributes.
Appreciate different personality attributes which make individuals different from others.

Individually, in groups or in pairs, learners are guided to:
- Identify activities that promote positive interactions among various communities in Africa.
- State the importance of cultural diversities in our society.
- Draw pictures that show rich cultural Diversity Among African Communities.
- Identify personality attributes which make individuals different from others.
- List different components of Human Identify in a Multicultural Society.
- Design a table to categorise the desirable and undesirable personality attributes.

Why do you think the cultural diversities are important in our society?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 86-89
Atlas
Photographs
Pictures
Maps
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 90-93
Video clips
Charts

Oral questions Oral Report Observation

People and Population

Ways of applying Inclusion in Day
Peace and conflict and resolution

By the end of the lesson, the learner should be able to:
Identify ways in which we can apply inclusion in day to day interaction.
Discuss ways through which we can show respect to others so that we can promote social cohesion in our society.
Appreciate individual differences for social cohesion in the society.
Define conflict.
Identify contribution of peace to personal development.
Recite the in learner's book about personal peace.
Appreciate the importance of peace and conflict resolution.

Individually, in groups or in pairs, learners are guided to:
- Identify ways in which we can apply inclusion in day to day interaction.
- Discuss ways through which we can show respect to others so that we can promote social cohesion in our society.
- Define conflict.
- Identify contribution of peace to personal development.
- Recite the in learner's book about personal peace.

What can we do to empower the marginalized communities in society?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 94-98
Atlas
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 99-101
Photographs

Oral questions Oral Report Observation

People and Population

Personal characteristic that express a state of peace for mutual wellbeing

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

Identify personal characteristic that express a state of peace for mutual wellbeing.
Discuss the approaches that can promote an individual's inner peace for harmonious living.
Appreciate different approaches that can promote One's Inner peace for harmonious living.

Individually, in groups or in pairs, learners are guided to:
- Identify personal characteristic that express a state of peace for mutual wellbeing.
- Discuss the approaches that can promote an individual's inner peace for harmonious living.

Which approaches can help to promote one's inner peace for harmonious living?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 101-103
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

People and Population

Promoting peace at personal level for harmonious living
Slavery and Servitude

By the end of the lesson, the learner should be able to:
State the importance of enhancing peace at the individual level.
Discuss how individuals can promote peace at personal level for harmonious living.
Appreciate the importance of enhancing peace at the individual level.
Define slavery and servitude.
Identify the different types of slavery and servitude.
Discuss the factors that led to the development of the Indian Ocean Slave Trade.
Have a desire to learn more about slavery and servitude.

Individually, in groups or in pairs, learners are guided to:
- State the importance of enhancing peace at the individual level.
- Discuss how individuals can promote peace at personal level for harmonious living.
- Define slavery and servitude.
- Identify the different types of slavery and servitude.
- Discuss the factors that led to the development of the Indian Ocean Slave Trade.
.

What is the importance of having peace at the individual level?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 103-105
Atlas
Photographs
Pictures
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 106-109

Oral questions Oral Report Observation

People and Population

The Organization of the India Ocean slave trade in the 15th Century
Geographical extent of regions covered by the Indian Ocean Slave trade in the 15th Century

By the end of the lesson, the learner should be able to:
Explain how the Indian Ocean slave trade was organized from the slavers to collaborators.
Describe the injustices committed on the Africans during the Indian Ocean slave trade in the 15th Century.
Have a desire to learn more about slavery and servitude.
Identify the geographical regions covered by the Indian Ocean Salve trade in the 15th Century.
Write an essay on how they can promote human dignity for a just and peaceful world.
Draw a sketch map of Africa indicating the geographical extent of the regions covered by the Indian Ocean slave trade.
Have a desire to learn more about slavery and servitude.

Individually, in groups or in pairs, learners are guided to:
- Explain how the Indian Ocean slave trade was organized from the slavers to collaborators.
- Describe the injustices committed on the Africans during the Indian Ocean slave trade in the 15th Century.
- Identify the geographical regions covered by the Indian Ocean Salve trade in the 15th Century.
- Write an essay on how they can promote human dignity for a just and peaceful world.
- Draw a sketch map of Africa indicating the geographical extent of the regions covered by the Indian Ocean slave trade.

Why has slavery and servitude been existing for thousands of years?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 109-111
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 111-113

Oral questions Oral Report Observation

People and Population

Population distribution in Africa; Factors influencing population distribution in Africa
Factors influencing population distribution in Africa

By the end of the lesson, the learner should be able to:
Define population distribution.
Explain the meaning of relief, climate and soil.
Discuss how relief, climate and soil influence population distribution in Africa.
Appreciate the factors that influence population distribution in Africa
Discuss how vegetation, drainage and urbanization influence population distribution in Africa.
Make posters about the factors influencing population distribution in Africa

Individually, in groups or in pairs, learners are guided to:
- Define population distribution.
- Explain the meaning of relief, climate and soil.
- Discuss how relief, climate and soil influence population distribution in Africa.
- Discuss how vegetation, drainage and urbanization influence population distribution in Africa.
- Make posters about the factors influencing population distribution in Africa

What is population distribution?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 114-115
Photographs
Pictures
Maps
Charts
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 116-117
Realia

Oral questions Oral Report Observation

People and Population

Settlement patterns in Africa

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

Use a map and locate densely and sparsely populated areas on a map of Africa.
Explain linear, nucleated and dispersed settlements.
Draw the different types of settlements patterns.
Appreciate patterns of population settlement in Africa.

Individually, in groups or in pairs, learners are guided to:
- Use a map and locate densely and sparsely populated areas on a map of Africa.
- Explain linear, nucleated and dispersed settlements.
- Draw the different types of settlements patterns.

Why do people settle in certain places and not others?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 117-121
Pictures
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

People and Population

Field work; Types of Fieldwork in Social Studies
Methods of Data collection and recording in Fieldwork

By the end of the lesson, the learner should be able to:
Identify types of fieldwork.
Conduct a field study around their school.
Enjoy conducting a field work.
Define data collection and data recording.
Analyse various methods of data collection and data recording.
Recommend methods of recording data during different types of fieldworks.
Appreciate the methods of Data collection and recording in Fieldwork

Individually, in groups or in pairs, learners are guided to:
- Identify types of fieldwork.
- Conduct a field study around their school.
- Define data collection and data recording.
- Analyse various methods of data collection and data recording.
- Recommend methods of recording data during different types of fieldworks.

What is fieldwork?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 122-124
Pictures
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 124-126
Video clips
Charts

Oral questions Oral Report Observation

People and Population

Methods of data analysis and presentation in fieldwork
Challenges and solutions in carrying out fieldwork

By the end of the lesson, the learner should be able to:
Explain the meaning of data analysis and data presentation.
Examine the different methods of data analysis and data presentation in fieldwork.
Appreciate the methods of data analysis and presentation in fieldwork
Explore possible challenges that they are likely to encounter during fieldwork.
Suggest possible solutions to the challenges they have identified.
Have a desire to carry out field work.

Individually, in groups or in pairs, learners are guided to:
- Explain the meaning of data analysis and data presentation.
- Examine the different methods of data analysis and data presentation in fieldwork.
- Explore possible challenges that they are likely to encounter during fieldwork.
- Suggest possible solutions to the challenges they have identified.

What is data analysis? What is data presentation?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 126-129
Pictures
Video clips
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 129-130
Maps

Oral questions Oral Report Observation

People and Population

Procedures of carrying out fieldwork in Research
Significance of Fieldwork in investigating phenomena

By the end of the lesson, the learner should be able to:
Define procedure.
Identify the procedure of carrying out fieldwork in research.
Prepare a chart to illustrate the steps to be followed when planning for field work and undertaking the actual field work.
Have a desire to carrying out fieldwork.
State the importance of fieldwork in Investigating phenomena.
Prepare a chart on the importance of fieldwork.
Appreciate the importance of fieldwork in Investigating phenomena

Individually, in groups or in pairs, learners are guided to:
- Define procedure.
- Identify the procedure of carrying out fieldwork in research.
- Prepare a chart to illustrate the steps to be followed when planning for field work and undertaking the actual field work.
- State the importance of fieldwork in Investigating phenomena.
- Prepare a chart on the importance of fieldwork.

Which procedure o you use to carrying out fieldwork in Research?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 130-131
Photographs
Pictures
Video clips
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 131-133

Oral questions Oral Report Observation

Resources and Economic Activities

Early Agriculture
Methods of Irrigation used in Ancient Egypt

By the end of the lesson, the learner should be able to:
Define agriculture.
Use a map, locate the areas where early agriculture was practiced.
Draw and name the crops grown and animals kept in selected regions during early agriculture.
Appreciate the areas where agriculture was practiced.
Identify the methods of irrigation used in Ancient Egypt.
State the importance of domestication of plants and Animals.
Draw diagrams to illustrate the methods of irrigation used in ancient Egypt.
Appreciate the methods of irrigation used in Ancient Egypt.

Individually, in groups or in pairs, learners are guided to:
- Define agriculture.
- Use a map, locate the areas where early agriculture was practiced.
- Draw and name the crops grown and animals kept in selected regions during early agriculture.
.
- Identify the methods of irrigation used in Ancient Egypt.
- State the importance of domestication of plants and Animals.
- Draw diagrams to illustrate the methods of irrigation used in ancient Egypt.

What is agriculture?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 134-138
Photographs
Pictures
Video clips
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 138-141
Atlas
Maps
Charts

Oral questions Oral Report Observation

Resources and Economic Activities

Agriculture as an economic activity

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

Collect or download pictures and photographs of animals kept and crops grown during early agriculture.
Make a journal of the pictures collected.
Make a poster on animals kept and crops grown during early agriculture.
Appreciate Agriculture as an Economic Activity.

Individually, in groups or in pairs, learners are guided to:
- Collect or download pictures and photographs of animals kept and crops grown during early agriculture.
- Make a journal of the pictures collected.
- Make a poster on animals kept and crops grown during early agriculture.

What was the importance of domestication of plants and animals in Africa?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 141-142
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Resources and Economic Activities

Economic organization of selected African Communities up to 1900
Economic activities practiced by the Zulu community

By the end of the lesson, the learner should be able to:
Identify the economic activities practiced by the Ogiek Community.
Discuss the importance of economic activities carried by the Ogiek community.
Draw the map of Africa and indicate areas occupied by the Ogiek community.
Appreciate the economic activities carried by the Ogiek community.
Identify the economic activities practiced by the Zulu Community.
Discuss the importance of economic activities carried by the Zulu community.
Draw the map of Africa and indicate areas occupied by the Zulu community.
Appreciate the economic activities carried by the Zulu community.

Individually, in groups or in pairs, learners are guided to:
- Identify the economic activities practiced by the Ogiek Community.
- Discuss the importance of economic activities carried by the Ogiek community.
- Draw the map of Africa and indicate areas occupied by the Ogiek community.
- Identify the economic activities practiced by the Zulu Community.
- Discuss the importance of economic activities carried by the Zulu community.
- Draw the map of Africa and indicate areas occupied by the Zulu community.

Which economic activity was carried out by the Ogiek community?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 143-144
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 145

Oral questions Oral Report Observation

Resources and Economic Activities

Economic Activities practiced by the Asante Community
Comparison of the Economic Activities of the selected African Communities

By the end of the lesson, the learner should be able to:
Identify the economic activities practiced by the Asante Community.
Discuss the importance of economic activities carried by the Asante community.
Draw the map of Africa and indicate areas occupied by the Asante community.
Appreciate the economic activities carried by the Asante community.
Identify the similarities in Economic Activities among Ogiek, Zulu and Asante.
Discuss the differences in economic activities practiced by the Ogiek,
the Ogiek, Zulu and Asante Zulu and Asante
Make posters on the economic activities by
Appreciate the Economic Activities of the Selected African Communities

Individually, in groups or in pairs, learners are guided to:
- Identify the economic activities practiced by the Asante Community.
- Discuss the importance of economic activities carried by the Asante community.
- Draw the map of Africa and indicate areas occupied by the Asante community.
- Identify the similarities in Economic Activities among Ogiek, Zulu and Asante.
- Discuss the differences in economic activities practiced by the Ogiek, Zulu and Asante Zulu and Asante
- Make posters on the economic activities by
Appreciate the Economic

Which economic activity did the Asante practiced?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149

Oral questions Oral Report Observation

Resources and Economic Activities

Internal Dynamics and Transformation in Africa
Uses of money

By the end of the lesson, the learner should be able to:
Explain the meaning of internal dynamics.
Define money.
Discuss transformations brought about by the introduction of money in Africa.
Appreciate the uses of money.
Identify the uses of money.
Prepare a chart on the uses of money.

Individually, in groups or in pairs, learners are guided to:
- Explain the meaning of internal dynamics.
- Define money.
- Discuss transformations brought about by the introduction of money in Africa.
- Identify the uses of money.
- Prepare a chart on the uses of money.

What would you do if you had money?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 150-151
Pictures
Video clips
Maps
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 151-152

Oral questions Oral Report Observation

Resources and Economic Activities

Comparison of use of money in currency trade and Barter Trade in Africa

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

Identify the similarities between currency trade and barter trade.
Explain how the introduction of money economy promoted businesses in Africa.
Role-play currency trade and barter trade in Africa.
Have fun and enjoy role-playing.

Individually, in groups or in pairs, learners are guided to:
- Identify the similarities between currency trade and barter trade.
- Explain how the introduction of money economy promoted businesses in Africa.
- Role-play currency trade and barter trade in Africa.

What are the similarities and differences between currency trade and barter trade?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 152-154
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Resources and Economic Activities
Sustainable Use of Resources in Society

Uses of Money Wisely for Economic Gain
Sustainable Use of Resources in Society

By the end of the lesson, the learner should be able to:
Explain how they can use money wisely in our everyday life for economic gain.
Make posters on how to use money wisely for economic gain.
Appreciate the uses of money wisely for economic gain.
Explain the meaning of sustainable use of resources.
Demonstrate sustainable ways of using resources available in their community.
Appreciate the resources available in their community.

Individually, in groups or in pairs, learners are guided to:
- Explain how they can use money wisely in our everyday life for economic gain.
- Make posters on how to use money wisely for economic gain.
Learners are guided to explain the meaning of sustainable use of resources.
In groups or in pairs, learners to demonstrate sustainable ways of using resources available in their community.

What would you do if you had money?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 154-155
Video clips
Maps
Charts
Computing devices
KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Sustainable Use of Resources in Society

Applying Sustainable use of resources available in the community
Appreciating sustainable use of resources for sustenance of life

By the end of the lesson, the learner should be able to:
Identify a resource that can be sustainably used in their community.
Discuss the uses of the resource identified.
Design sustainable ways of using the resource identified in the community.
Engage in activities that ensure sustainable use of the resource.
Identify ways of appreciating sustainable use of resources for sustenance of life.
Design posters with communication messages on sustainable use of resources for sustenance of life.
Appreciate sustainable use of resources for sustenance of life.

Learners to identify a resource that can be sustainably used in their community.
In groups, learners to discuss the uses of the resource identified.
In groups, learners are guided to design sustainable ways of using the resource identified in the community
Learners are guided to identify ways of appreciating sustainable use of resources for sustenance of life.
In groups, learners are guided to design posters with communication messages on sustainable use of resources for sustenance of life

Which type of resources are found in your community?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Political development in Africa up to 1900
Political Organization of the Zulu

By the end of the lesson, the learner should be able to:
Describe the political setup of Ogiek community up to 1900
Discuss the role of the Ogiek political setup.
Draw the governance structure of the Ogiek.
Appreciate the Ogiek community.
Describe the political setup of Zulu community up to 1900
Discuss the role of the Zulu political setup.
Draw the governance structure of the Zulu.
Appreciate the Zulu community.

Learners are guided to describe the political setup of Ogiek community up to 1900
In groups, learners to discuss the role of the Ogiek political setup.
Learners are guided to draw the governance structure of the Ogiek
Learners are guided to describe the political setup of Zulu community up to 1900
In groups, learners to discuss the role of the Zulu political setup.
Learners are guided to draw the governance structure of the Zulu

Where did the Ogiek community lived?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Political Organization of the Asante
The concepts

By the end of the lesson, the learner should be able to:
Describe the political setup of Asante community up to 1900
Discuss the role of the Asante political setup.
Draw the governance structure of the Asante.
Appreciate the Asante community.
Define the concept of scramble and partition of Africa.
Discuss the various European groups that came to Africa.
Name the European explorers who came to Kenya.
Have a desire to learn more about explorers.

Learners are guided to describe the political setup of Asante community up to 1900
In groups, learners to discuss the role of the Asante political setup.
Learners are guided to draw the governance structure of the Asante
Learners to define the concept of scramble and partition of Africa.
In groups, learners to discuss the various European groups that came to Africa.
Learners are guided to name the European explorers who came to Kenya

Where did the Asante community lived?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

European Traders

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

Name various traders that came to Africa up to 1900.
Identify the factors that led to the presence of Europeans in Africa.
Discuss the role of various traders that came to Africa.
Have a desire to learn more about European Traders.

Learners are guided to name various traders that came to Africa up to 1900
Learners to identify the factors that led to the presence of Europeans in Africa.
In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Political development and Governance

Matching the Countries in Africa with their Colonial Masters
Terms of the Berlin Conference of 1884-1885 on the Partition of Africa

By the end of the lesson, the learner should be able to:
Identify the countries of Africa and their colonial masters from the map.
Match the colonial masters with the countries they colonized in Africa.
Enjoy using the map of Africa.
Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
Discuss the terms of the Berlin Conference.
Create posters on the terms of the Berlin Conference of 1884-1885
Acknowledged the Political Organisation of Selected Communities in Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.
Learners are guided to match the colonial masters with the countries they colonized in Africa
Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference.
In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

Who were colonial masters of Kenya?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

The Constitution of Kenya

The Constitution of Kenya
Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion

By the end of the lesson, the learner should be able to:
Define the term constitution.
Identify the importance of the constitution of Kenya.
Compose a song on any eight national values enshrined in the Constitution of Kenya.
Appreciate the importance of the constitution of Kenya.
Search for ways of upholding and protecting the Constitution of Kenya.
Discuss the importance of upholding and protecting the constitution.
Uphold and protect the constitution of Kenya.

Learners to define the term constitution.
Learners to identify the importance of the constitution of Kenya.
In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.
Learners to search for ways of upholding and protecting the Constitution of Kenya.
In groups, learners to discuss the importance of upholding and protecting the constitution.

What is a constitution? What is the importance of Constitution of Kenya?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Democracy

Types of Democracy practiced in Africa
Importance of Democracy in Society

By the end of the lesson, the learner should be able to:
Define democracy.
Identify types of democracy.
Role play different types of democracy.
Appreciate the use of democracy.
State the importance of democracy in society.
Discuss the role of citizens in democratic representation.
Draw the picture in learner

Learners to define democracy.
Learners are guided to identify types of democracy.
In groups, learners are guided to role play different types of democracy.
Learners to state the importance of democracy in society.
In groups, learners to discuss the role of citizens in democratic representation.
Learners to draw the picture in learner

What is democracy?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Democracy

Characteristics of Various Types of Democracy in Governance

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

Identify the characteristics of Various Types of Democracy in Governance.
Recite the poem in learner

Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner

Why should we Practise democracy?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Human Rights

Evolution of Human Rights as practiced in society
The concept of Equity and Non-Discrimination in Fostering Solidarity

By the end of the lesson, the learner should be able to:
Define Human rights.
Identify the characteristics of Human Rights in society.
Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.
Appreciate the evolution of human rights.
Brainstorm on how equity and non-discrimination foster solidarity in the society.
Explain how to promote equity and non-discrimination in society.
Respect, adhere to and promote of human rights for sanctity of life.

Learners to define human rights.
Learners to identify the characteristics of Human Rights in society.
Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments
Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society.

What are human rights? Why is it important to know our rights?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

African Diasporas
Global Citizenship

African Diasporas
Global Citizenship

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.
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.

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.
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.

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

Oral questions Oral Report Observation

Global Citizenship
Global Governance

Contribution to the Wellbeing of the international community
Organisation of African Unity (OAU)

By the end of the lesson, the learner should be able to:
Explain what they understand by the term
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 explain what they understand by the term
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

Which are the common concerns in the world today?

KLB: Top Scholar; Social Studies Learner

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

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

Oral questions Oral Report Observation