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| 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
|
Methods of Irrigation used in Ancient Egypt
Agriculture as an economic activity |
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. 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:
- 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. - 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. |
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 KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 141-142 |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
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
|
|
| 1 | 4 |
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
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
Resources and Economic Activities
|
Comparison of the Economic Activities of the selected African Communities
Internal Dynamics and Transformation in Africa |
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 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:
- 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 - Explain the meaning of internal dynamics. - Define money. - Discuss transformations brought about by the introduction of money in Africa. |
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 KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 150-151 |
Oral questions Oral Report Observation
|
|
| 2 | 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
|
|
| 2 | 4 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
Sustainable Use of Resources in Society
|
Sustainable Use of Resources in Society
Applying Sustainable use of resources available in the community |
By the end of the lesson, the learner should be able to:
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. 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. |
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. 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 |
What are resources?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Sustainable Use of Resources in Society
|
Appreciating sustainable use of resources for sustenance of life
|
By the end of the lesson, the learner should be able to:
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 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 |
How will you appreciate sustainable use of resources for sustenance of life?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 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
|
|
| 4 | 4 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
Democracy
|
Types of Democracy practiced in Africa
|
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. |
Learners to define democracy.
Learners are guided to identify types of democracy. In groups, learners are guided to role play different types of democracy. |
What is democracy?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Democracy
|
Importance of Democracy in Society
|
By the end of the lesson, the learner should be able to:
State the importance of democracy in society. Discuss the role of citizens in democratic representation. Draw the picture in learner |
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 |
How can we ensure that democracy is practiced in our society?
What are democratic values?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
African Diasporas
|
African Diasporas
|
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. |
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. |
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
|
|
| 6 | 4 |
Global Citizenship
|
Global Citizenship
|
By the end of the lesson, the learner should be able to:
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 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 global interconnectedness?
What is interdependence?
What are the qualities of a global citizen in the modern society?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Global Citizenship
|
Contribution to the Wellbeing of the international community
|
By the end of the lesson, the learner should be able to:
Explain what they understand by the term |
Learners to explain what they understand by the term
|
Which are the common concerns in the world today?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Global Governance
|
Organisation of African Unity (OAU)
African Union (AU) |
By the end of the lesson, the learner should be able to:
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. 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 |
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 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. |
Why was the OAU formed?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Global Governance
|
Member countries of the African Union
|
By the end of the lesson, the learner should be able to:
Identify the AU member states from an atlas. Draw a map of Africa showing member countries of African Union (AU) Appreciate the importance of AU |
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) |
How should leadership and integrity be promoted in the society today?
|
KLB: Top Scholar; Social Studies Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 4 |
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
|
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