People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Deduct the impact of introduction of money in Africa
-Design a poster indicating the impact of introduction of money in Africa
-Appreciate medium of trade for sustainability

-Learner is guided to deduce the impact of introduction of money in Africa
-Learners in groups are guided to design a poster indicating the impact of introduction of money in Africa

What is the impact of introduction of money in Africa

-Courses book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Identify the term human diversity
-Create a poster on human diversities among African community
-Identify factors that determines human diversity in the society-Appreciate factors that determine human diversity

-Learner is guided to define the term human diversity
-Learners in groups are guided to create a poster showing human diversities among African community
-Individually, learner is guided to identify factors that determine human diversity in the society

How do varied personality shape society?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions -Observation

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Identify personal attributes which make individuals different from others
-Classify the desirable and undesirable personality attributes
-Appreciate different personality attribute which make individual different from others

-The learner is guided to identify personality attributes which make individual different from others

What personality attributes makes an individual

-Course book
-Chars
-Computing devices

-Oral questions -Oral report Observation

People and Relationships

Slavery and Servitude

By the end of the lesson, the learner should be able to:
Describe the injustices committed on the Africans during the Indian ocean slave trade
-Debate on various social injustices committee to the Africans during the Indian Ocean Slave trade
-Desire to learn more on various social injustices committed on Africans during the Indian Ocean slave trade

The learner is guided to use print resource to describe injustices committed on the Africans during the Indian ocean slave trade
-The learners in groups are guided to debate on various social injustices committed on Africans during the Indian ocean slave trade

What injustices were committed on the Africans during the Indian ocean slave trade?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Slavery and servitude

By the end of the lesson, the learner should be able to:
-Identify the geographical regions covered by the Indian Ocean slave trade
-Sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa
-Desire to learn more on geographical regions covered by the Indian Ocean slave trade

-The learner is guided to identify the geographical regions covered by the Indian Ocean slave trade
-Individually, the learner is guided to sketch geographical extent of the regions covered by Indian Ocean slave trade in Africa

Which geographical regions were covered by the Indian Ocean slave trade

-Course book
-charts
-Computing devices

-Oral questions -Oral report -Written questions

People and Relationships

Developments in medium of trade

By the end of the lesson, the learner should be able to:
-Define the term batter trade and currency trade in Africa
-Appreciate the use of currency trade in Africa

-The learner is guided to define the term barter trade and currency trade
-In groups, learners are guided to compare barter trade and use of currency trade in Africa

-What is barter trade?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

People and Relationships

Diversity and interpersonal relationships

By the end of the lesson, the learner should be able to:
-Outline the importance of building healthy relationships in multicultural Society-Use a poster to show the importance of building healthy relationships in a multicultural society
-Appreciate the importance of building healthy relationships in a multicultural society

Learner is guided to outline the importance of building healthy relationships in multicultural society
-In groups learners are guided to role play the importance of building healthy relationships in a multicultural society

How do varied personalities shape society?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Peaceful coexistence

By the end of the lesson, the learner should be able to:
-Define the term peace
-Outline qualities of a peaceful person in the community
Role play on personal characteristics that show a state of peace
-Value the qualities of a peaceful person in the community

-Learner is guided to brainstorm on qualities of a peaceful person in the community
-In groups learners are guided to role play on personal characteristics that show a state of peace

What is peace?

-Course book
-charts
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Explore factors that promote peaceful co-existence
-Create a chart showing factors that promote peaceful co-existence
-Value the factors that promote peaceful co-existence

-The learner is guided to explore factors that promote peaceful co-existence
- In groups, learners are guided to create a chat showing factors that promote peaceful co-existence

What factors promote peaceful co-existence

-Course book
-Charts
-Computing devices

-Oral questions -Written questions-Observations

People and Relationships

Peaceful coexistence
Peaceful co-existence

By the end of the lesson, the learner should be able to:
-Assess peaceful conflict resolution process in day-to-day life
-Illustrate peaceful conflict resolution process in day-to-day life
-Value the importance of peaceful conflict resolution process in day-to-day life

-The learner is guided to define the term conflict resolution and to assess peaceful conflict resolution process in-day-to-day life
-In groups learners are guided to illustrate peaceful conflict resolution process in day-to-day life

How can we promote peace for mutual social well-being?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Explain the meaning of key terms used in community service (CSL) and community service learning projects
-Create a chart showing the meaning of key terms used in community service and community service learning projects
-Desire to learn more on the key terms used in community service learning and community service learning projects

-Learner is guided to brainstorm on the meaning of the terms community, community services, community service learning (CSL) project, (activities outside class), problem (gaps or opportunities) solution remedy, plan of activity implementation, written report of a project

What is a community? What is community service learning?

-Course book
-Charts
-Computing devices

-Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the activities in their community which people engage in
-Create a chart on various activities carried out in their community
-Appreciate the activities people engage in their community

-The learner is guided to identify the activities in their community which people engage in
-In groups, learners are guided to create a chart on various activities carried out in their community

What activities do people in the community engage in?

-Course book
-Computing devices
-Charts

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Desire what is a case study
-Read the case study in learner’s book
-

-The learner is guided to describe what is a case study
-The learner is guided to read the case study in learner’s book and relate the case study and the community problem

What is a case study?

-Course book
-Computing devices
-Written questions

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Describe the importance of community service learning
-Create a poster on importance of community services learning
-Acknowledge the importance of community service learning

-The learner is guided to describe the importance of community service learning

What is the importance of community service learning?

-Course book
-Computing devices
-Written questions
-Computing devices

-Oral questions -Written questions -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify ways to determine the gaps or needs in the community
-Create a poster on ways to determine the gaps or needs in the community
-Acknowledge the gaps or needs in the community

-Learner is guided to identify ways to determine the gaps or need in the community
-In groups learners are guided to create a poster on ways to determine the gaps or needs in the community

What ways can you use to determine the gaps or needs in the community?

-Course book
-Chars
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Verify and adopt one problem they intend to solve for the group project
-Create a poster on the procedure to choose one problem to solve through community service learning project
-Desire to adopt one problem to solve for the group project

-Learner is guided to verify and adopt one problem they intend to solve for the group project
-in groups learners are guided to create a poster on the procedure to choose one problem to solve through community service learning project

What problem do they intend to solve for the groups project?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Outline benefits and consequences of solving the identified problem or gap
-Debate on the benefits and consequences of solving the identified problem
-Acknowledge on the benefits and consequence of solving the identified problem

-Learner is guided to outline benefits and consequences of solving the identified problem or gap

What are the benefits of solving the identified problem or gap?

-Course book
-Charts
-Computing devices

-Oral report -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Propose titles for the project
-Compose proposed title for the project
-Develop a title for the project
-Appreciate the developed title for the project

-Learner is guided to propose titles for the project
-Learner is guided to compose proposed titles for the project and develop a title for the project

What is a project title?

-Course book
-Charts
-Computing devices
-Charts
-Course boo
-Computing devices

-Oral questions -Written questions -Oral questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Designing solutions to the identified problem
-Debate on the methods to be used to solve the problems
-Appreciate the solutions to the identified problem

-Thea learner is guided to design solutions to the identified problem
-In pairs learners are guided to debate on the methods to be used to solve the problem identified

What are the solutions to the identified problem?

-Charts
-course book
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Debate on the advantage and disadvantages of the methods used to solve the identified problem
-Create a checklist showing the advantages and disadvantages of the methods used to solve the identified problem

-The learner is guided to debate on the advantages and disadvantage of the methods used to solve the identified problems
-In groups learners are guided to create a checklist showing the advantages of the methods used to solve the identified problem

What are advantages and disadvantages of the methods used to solve the identified problem?

-Charts
-Course book
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Prepare a work plan that is required to follow when implementing solution to the identified problem
-Create a chart showing resources required to implement the solution to the identified problem
-Desire to follow the implementation plan

-The learner is guided to prepare a work plan that is required to follow the implementing solution to the identified problem solution to the identified problem
-In groups learners are guided to create a chart showing resources required to implement the solution to the identified problem

What is a work plan?

-Course cook
-Books
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-Create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the them

-In groups learners are guided to identified challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem
-In groups learners are guided to create a poster showing challenges likely to be encountered when implementing solutions to the identified problem and how to overcome the problem

What challenges are likely to be encountered when implementing solutions to the identified problem?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Describe the procedure of implementing the planned solution to the community problem

-In groups learners are guided to describe the procedure of implementing the planned solution to the community problem
-Execute a class community service learning project
-Desire to implement the community service learning project

What is the procedure of implementing the planned solution to the community problem? -Learners are guided to execute a class community service learning project

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Create a poster showing the effects of the project to the community
-Acknowledge the effects of the project to the community

-learners are guided to identify the effects of the project to the community
-Learners to create a poster showing the effects of the project to the community

What is the effect of the project to the community?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Written questions

Community service learning

Community service learning

By the end of the lesson, the learner should be able to:
-Search for information on how to report on a community service learning project
-Prepare a report on the concluded community service learning project
-Desire to prepare a report on the conclude community service learning project

-Learners are guided to search for information on how to report on a community service learning project
-Learners are guided in groups to prepare a report on the concluded community service learning project

What is a community service learning project?

-Course book
-Charts
-Computing devices

-Oral Questions-Oral report -Written questions

Community service learning
Natural and historic built environments in Africa

Community service learning
Methods of data analysis

By the end of the lesson, the learner should be able to:
-Report on the concluded project
-Analyse the report on the concluded project
-Appreciate the report on the concluded project

-Learners are guided to report on the concluded project
-In groups learners are guided to analyse the report on the concluded project

What is a report?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Written questions

Natural and historic built environments in Africa

Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Define data presentation
-Identify methods of data presentation in field work
-Appreciate the methods of data presentation

-Individually, learners are guided to define data presentation
-In groups, learners are guided to identify methods of data presentation in field work

What is data presentation

-Course book
-Charts

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Explore possible challenges in carrying out field work
-Create a chart showing possible challenges in carrying out field work

-Individually, learner is guided to explore possible challenges in carrying out field work
-In groups, learners are guided to create a chart showing possible challenges in carrying out field work

What challenges do you face during field work?

-Course book
-Charts

-Course book -Charts

Natural and historic built environments in Africa

Possible solutions to challenges experienced during field work

By the end of the lesson, the learner should be able to:
-Suggest possible solutions to challenges experienced when carrying out field work
-Create a poster showing possible solutions to challenges experienced when carrying out field work
-Desire to carry out field work

-Individually, learner is guided to suggest possible solutions to challenges experienced when carrying out field work
-In groups learners are guided to create a poster showing possible solutions to challenges experienced when carrying out field work

What challenges do you face during fieldwork?

-Course book
-Charts

-Oral questions -Oral report -Observafion

Natural and historic built environments in Africa

Significance of field work on investigating Phenomena
Procedures of carrying out field work in research

By the end of the lesson, the learner should be able to:
-State the significance of field work on investigating phenomena
-Prepare a chart on importance of field work
-Appreciate the importance of field work

-The learner is guided to state the significance of field work on investigating phenomena
-In groups, learners are guided to prepare a chart on importance of field work

What is the importance of field work?

-Course book
-Charts

-Oral questions -Oral report -Observations

Natural and historic built environments in Africa

Understanding the actual field work

By the end of the lesson, the learner should be able to:
-Assemble all materials required for the field work
-Carry out field work to investigate phenomena in the immediate environment
-Desire to carry out field work to investigate phenomena in the immediate environment

- The Learner is guided to assemble all materials required for the field work
-In groups learners, are guided to carry out field work to investigate phenomena in the immediate environment

Why is it important to study field work?

-Course book
-Charts
-Computing devices

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 setups of Ogiek Community up to 1900
-Discuss the role of Ogiek community

-Learners in groups are guided to to describe the political setup of Ogiek community up to 1900 in groups, discuss political set up of Ogiek community up to 1900 in groups, discuss political set up
-Learner is guided to draw the governance structure of Ogiek

Where did the Ogiek community live?

-Course book
-Chart

-Oral questions -Oral report -Observation

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’s Book Grade 7 pg. 164-166
Atlas
Photographs
Pictures
Maps
Realia
Computing devices

Oral questions Oral Report Observation

Political Development and governance

Political Organization of the Asante
The concepts “Scramble for and Partition” of Africa

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’s Book Grade 7 pg. 166-167
Atlas
Photographs
Pictures
Video clips
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170
Charts

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’s Book Grade 7 pg. 170-171
Photographs
Pictures
Video clips
Maps
Computing devices

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 172
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 173-175
Atlas
Photographs
Pictures
Maps
Charts
Realia
Computing devices

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.

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.

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

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
Atlas
Photographs
Pictures
Maps
Charts
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181
Video clips
Realia

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 182-184
Photographs
Pictures
Video clips
Computing devices

Oral questions Oral Report Observation

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’s book 7
Appreciate the importance of democracy in society.

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’s book 7 pg. 186

How can we ensure that democracy is practiced in our society? What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Photographs
Pictures
Maps
Charts
Computing devices

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’s book 7
Apply democratic values in interactions with others in the community.
Promote democratic values in the community.

Learners to identify the characteristics of Various Types of Democracy in Governance.
Learners to recite the poem in learner’s book 7 pg. 189

Why should we Practise democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190
Pictures
Charts
Realia
Computing devices

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.

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

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

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196
Pictures
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 200-204
Video clips
Charts
Computing devices

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 205-208
Pictures
Video clips
Charts
Realia
Computing devices

Oral questions Oral Report Observation

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 ‘common humanity’
Identify how they can develop a sense of belonging to a common humanity for harmonious living.
Develop a sense of belonging to a common humanity for harmonious living.

Learners to explain what they understand by the term ‘common humanity’
Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

Which are the common concerns in the world today?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Pictures
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation

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.

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

Why was the OAU formed?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs
Pictures
Video clips
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220

Oral questions Oral Report Observation

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’s Book Grade 7 pg. 221-223
Photographs
Pictures
Video clips
Realia
Computing devices

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’s Book Grade 7 pg. 223-226
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices

Oral questions Oral Report Observation