If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Resources and Economic Activities
|
Early Agriculture
|
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. |
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. . |
What is agriculture?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 134-138
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Resources and Economic Activities
|
Early Agriculture
|
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. |
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. . |
What is agriculture?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 134-138
Photographs Pictures Video clips Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Resources and Economic Activities
|
Methods of Irrigation used in Ancient Egypt
|
By the end of the lesson, the learner should be able to:
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:
- 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. |
Which methods of irrigation is used in ancient Egypt?
Why do people keep animals and grow plants?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 138-141
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Resources and Economic Activities
|
Methods of Irrigation used in Ancient Egypt
|
By the end of the lesson, the learner should be able to:
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:
- 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. |
Which methods of irrigation is used in ancient Egypt?
Why do people keep animals and grow plants?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 138-141
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
Resources and Economic Activities
|
Economic organization of selected African Communities up to 1900
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Resources and Economic Activities
|
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 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 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 did the Zulu practiced?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 145
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Resources and Economic Activities
|
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 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 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 did the Zulu practiced?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 145
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Resources and Economic Activities
|
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 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 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 did the Zulu practiced?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 145
Atlas Photographs Pictures Video clips Maps Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Resources and Economic Activities
|
Economic Activities practiced by the Asante Community
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
|
By the end of the lesson, the learner should be able to:
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 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 |
What are the differences between Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149
Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
|
By the end of the lesson, the learner should be able to:
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 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 |
What are the differences between Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149
Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
|
By the end of the lesson, the learner should be able to:
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 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 |
What are the differences between Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149
Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
|
By the end of the lesson, the learner should be able to:
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 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 |
What are the differences between Ogiek, Zulu and Asante?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 146-149
Photographs Pictures Video clips Maps Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Resources and Economic Activities
|
Internal Dynamics and Transformation in Africa
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Resources and Economic Activities
|
Internal Dynamics and Transformation in Africa
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Resources and Economic Activities
|
Uses of money
|
By the end of the lesson, the learner should be able to:
Identify the uses of money. Prepare a chart on the uses of money. Appreciate the uses of money. |
Individually, in groups or in pairs, learners are guided to:
- Identify the uses of money. - Prepare a chart on the uses of money. |
Why do we need money?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 151-152
Pictures Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Resources and Economic Activities
|
Uses of money
|
By the end of the lesson, the learner should be able to:
Identify the uses of money. Prepare a chart on the uses of money. Appreciate the uses of money. |
Individually, in groups or in pairs, learners are guided to:
- Identify the uses of money. - Prepare a chart on the uses of money. |
Why do we need money?
|
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 151-152
Pictures Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Resources and Economic Activities
|
Uses of Money Wisely for Economic Gain
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Resources and Economic Activities
|
Uses of Money Wisely for Economic Gain
|
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. |
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. |
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 |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Political development and Governance
|
Political development in Africa up to 1900
|
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. |
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 |
Where did the Ogiek community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Political development and Governance
|
Political development in Africa up to 1900
|
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. |
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 |
Where did the Ogiek community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Political development and Governance
|
Political development in Africa up to 1900
|
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. |
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 |
Where did the Ogiek community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Political development and Governance
|
Political Organization of the Zulu
|
By the end of the lesson, the learner should be able to:
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 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 Zulu community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Political development and Governance
|
Political Organization of the Asante
|
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. |
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 |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Political development and Governance
|
Political Organization of the Asante
|
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. |
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 |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Political development and Governance
|
Political Organization of the Asante
|
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. |
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 |
Where did the Asante community lived?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Political development and Governance
|
The concepts
|
By the end of the lesson, the learner should be able to:
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 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 |
What is the meaning of scramble?
What is the meaning of partition?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 10 | 1 |
Political development and Governance
|
Matching the Countries in Africa with their Colonial Masters
|
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. |
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 |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Political development and Governance
|
Matching the Countries in Africa with their Colonial Masters
|
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. |
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 |
Who were colonial masters of Kenya?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Political development and Governance
|
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 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 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 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Political development and Governance
|
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 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 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 |
What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
Your Name Comes Here