Social Studies

Career and Entrepreneurial Opportunities in Social Studies

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

State the importance of Social Studies for Personal Development and Service to Humanity.

Individually, in groups or in pairs, learners are guided to:
- State the importance of Social Studies for Personal Development and Service to Humanity.
- Identify appropriate strategies for addressing gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies.
-Make a poster on entrepreneurial opportunities related to Social Studies in our society.

What is the importance of Social Studies in personal development and service to humanity?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Social Studies

Biological Differences Devoid of Stereotypes in Career Choices and Entrepreneurial Opportunities in Social Studies
Role of Social Studies for Promotion of Social Cohesion

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

Identify biological differences devoid of stereotypes in career choices and entrepreneurial opportunities in Social Studies.
Create posters on respect for one

Individually, in groups or in pairs, learners are guided to:
-Identify biological differences devoid of stereotypes in career choices and entrepreneurial opportunities in Social Studies.
-Create posters on respect for one

Which careers are related to Social Studies in Kenya and Globally?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Maps and Map Work
Countries that Make Up the African Continent

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

Define the term map.
Identify on the position of Africa in relation to other continents in the world.
Brainstorm on the shape and size of Africa.
Draw or trace the map of Africa.
Appreciate the position, shape and size of Africa.

Individually, in groups or in pairs, learners are guided to:
-Define the term map.
-Identify on the position of Africa in relation to other continents in the world.
-Brainstorm on the shape and size of Africa.
-Draw or trace the map of Africa.

How would you describe the shape of Africa?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Using Latitudes and Longitudes to locate Places and Features on a Map
Calculating Time of Different Places in the World Using Longitudes

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

Define the terms Latitudes and Longitudes.
Describe the location of different cities in Africa.
Demonstrate using Latitudes and Longitudes to locate Places and Features on a Map.
Appreciate the use of Latitudes and Longitudes to locate Places and Features on a Map.

Individually, in groups or in pairs, learners are guided to:
- Define the terms Latitudes and Longitudes.
-Describe the location of different cities in Africa.
-Use an atlas map or a wall map with latitudes and longitudes, describe the location of the different features of Africa, such as, Mt. Kilimanjaro, Lake Victoria

How do we locate places and features on a map?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Pictures, Plans and Maps as used in Social Studies
Types of Maps Used in Social Studies

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

Define the term picture, plans and a map.
Draw and colour a picture of their classroom.
Draw a plan or a map of their classroom.
Appreciate the uses of maps.

Individually, in groups or in pairs, learners are guided to:
-Define the term picture, plans and a map.
-Draw and colour a picture of their classroom.
-Draw a plan or a map of their classroom.

What is a plan?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

The Earth and the Solar System
The Size of the Earth

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

Explain the origin of the earth according the Luhya folklore.
Explain the theories on the origin of the earth.
Draw the Passing Star theory and the Nebula Cloud theory.
Enjoy sharing stories on the origin of the earth from their communities.

Individually, in groups or in pairs, learners are guided to:
- Explain the origin of the earth according the Luhya folklore.
-Explain the theories on the origin of the earth.
-Draw the Passing Star theory and the Nebula Cloud theory.
-Share experiences on the origin of the earth from their communities.

How did the earth come into being?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

The shape of the Earth in the Solar System
The position of the Earth in the Solar System
Effects of Rotation of the Earth on Human Activities

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

Take a balloon (circular balloon) that is circular and inflatable.
Blow air into the balloon and mark it the North and South poles.
Press the top of the balloon (north pole) with one finger lightly.
Relate it to the shape of the earth.

Individually, in groups or in pairs, learners are guided to:
-Take a balloon (circular balloon) that is circular and inflatable.
-Blow air into the balloon and mark it the North and South poles.
-Press the top of the balloon (north pole) with one finger lightly.
-Relate it to the shape of the earth.

What shape does it make?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Effects of Revolution of the Earth on Human Activities
Internal Structure of the Earth in the Solar System

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

Distinguish between the rotation and revolution of the earth.
Identify the effects of Revolution of the Earth on Human Activities.
Discuss how differences in length of the day and night influence human activities.
Appreciate the effects of Revolution of the Earth on Human Activities.

Individually, in groups or in pairs, learners are guided to:
- Distinguish between the rotation and revolution of the earth.
-Identify the effects of Revolution of the Earth on Human Activities.
-Discuss how differences in length of the day and night influence human activities.

What are the effects of Revolution of the Earth on Human Activities?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Appreciate the Effects of Rotation and Revolution of the Earth on Human Activities
Weather; Elements of Weather in the Environment

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

Identify the importance of rotation and revolution of the earth influence day-to-day life.
Create posters on effects of Rotation and Revolution of the Earth on Human Activities.
Appreciate the Effects of Rotation and Revolution of the Earth on Human Activities.

Individually, in groups or in pairs, learners are guided to:
- Identify the importance of rotation and revolution of the earth influence day-to-day life.
-Create posters on effects of Rotation and Revolution of the Earth on Human Activities.

How does the rotation and revolution of the earth influence day-to-day life?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Analysing and Interpreting Data on Weather Condition in the Environment
Factors considered when siting a Weather Station

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

Define the term data.
Analyse and interpret data on rainfall.
Analyse and interpret data on temperature.
Analysing and Interpreting Data on Weather Condition in the Environment

Individually, in groups or in pairs, learners are guided to:
- Define the term data.
-Analyse and interpret data on rainfall.
-Analyse and interpret data on temperature.
-Analysing and Interpreting Data on Weather Condition in the Environment.

How can we use data on weather to make informed decisions?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Constructing a rain gauge
Constructing a wind vane

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

Outline the procedure of constructing a rain gauge.
Construct a rain gauge.
Appreciate the importance of a rain gauge.
Enjoy constructing a rain gauge.

Individually, in groups or in pairs, learners are guided to:
- Outline the procedure of constructing a rain gauge.
-Construct a rain gauge.

What is the procedure of constructing a rain gauge?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Constructing a wind sock
The significance of Weather to Human Environment
Historical Information; Sources of Historical Information in the Society

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

Outline the procedure of constructing a wind sock.
Construct a wind sock.
Appreciate the importance of a wind sock.
Enjoy constructing a wind sock.

Individually, in groups or in pairs, learners are guided to:
- Outline the procedure of constructing a wind sock.
-Construct a wind sock.

What is the procedure of constructing a wind sock?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Primary and Secondary Sources of Historical Information
How Various Sources of Historical Information have been preserved Over the Years

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

Distinguish between primary and secondary sources of historical information.
Design a poster on primary and secondary sources of historical information.
Appreciate the importance of primary and secondary sources of historical information.

Individually, in groups or in pairs, learners are guided to:
- Distinguish between primary and secondary sources of historical information.
-Design a poster on primary and secondary sources of historical information.

How are primary and secondary sources of historical information acquired?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Natural and Historical Built Environments in Africa

Sources of Historical Information in Understanding Past Human Accounts
The Use of Various Sources of Historical Information in the Study of the Past

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

Explain how sources of historical information help us to understand past human accounts.
Prepare journals on sources of historical information.
Appreciate the sources of Historical Information in Understanding Past Human Accounts

Individually, in groups or in pairs, learners are guided to:
- Explain how sources of historical information help us to understand past human accounts.
-Prepare journals on sources of historical information.

How significant are sources of historical information in understanding past human accounts?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

People and Population

Human Origin; Traditional Stories of Human Origin from Selected African Communities
Early civilasiton; Kingdom, State and Empire in Early Civilization in Relation to Great Zimbabwe, Ancient Egypt and Kingdom of Kongo

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

Define the term origin.
Describe any five traditional stories of human origin from African communities.
Compare the traditional stories about the origin of humankind by looking at the similarities and differences.
Enjoy reading and listening to traditional stories about the origin of humankind.

Individually, in groups or in pairs, learners are guided to:
- Define the term origin.
-Describe any five traditional stories of human origin from African communities.
-Compare the traditional stories about the origin of humankind by looking at the similarities and differences.

What are traditional stories? Who was the creator of humankind according to the Zulu traditional story human origin?

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

Oral questions Oral Report Observation

People and Population

Location of Selected Ancient Kingdoms on a Map of Africa
Social Organization of Selected African Communities up to 1900

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

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:
- 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 contribution of Early African Civilization to the Development of Modern World?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 75-79
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 80-83

Oral questions Oral Report Observation

People and Population

Comparison of the Social Organization of the Selected African Communities up to 1900
Kenyan And African Rich Cultural Diversity Among Communities

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

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:
- 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

What are th similarities in social organization among the Ogiek, Zulu and Asante?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 84-86
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 86-89
Realia

Oral questions Oral Report Observation

People and Population

Human Diversity and Inclusion
Ways of applying Inclusion in Day
Peace and conflict and resolution

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

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 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.

What are personality attributes?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 90-93
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 94-98
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 99-101

Oral questions Oral Report Observation

People and Population

Personal characteristic that express a state of peace for mutual wellbeing
Promoting peace at personal level for harmonious living

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
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 103-105

Oral questions Oral Report Observation

People and Population

Slavery and Servitude
The Organization of the India Ocean slave trade in the 15th Century

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

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:
- 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 slavery? What are the forms of slavery and servitude in Traditional African society?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 106-109
Atlas
Photographs
Pictures
Maps
Charts
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 109-111
Video clips
Realia

Oral questions Oral Report Observation

People and Population

Geographical extent of regions covered by the Indian Ocean Slave trade in the 15th Century
Population distribution in Africa; Factors influencing population distribution in Africa

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

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:
- 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.

How does slave trade and servitude undermine human rights?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 111-113
Atlas
Photographs
Pictures
Video clips
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 114-115

Oral questions Oral Report Observation

People and Population

Factors influencing population distribution in Africa
Settlement patterns in Africa

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

Discuss how vegetation, drainage and urbanization influence population distribution in Africa.
Make posters about the factors influencing population distribution in Africa
Appreciate the factors that influence population distribution in Africa

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

What are the factors that influence population distribution in Africa?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 116-117
Pictures
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 117-121
Maps

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.

Individually, in groups or in pairs, learners are guided to:
- Identify types of fieldwork.
- Conduct a field study around their school.

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
Procedures of carrying out fieldwork in Research

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

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.

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
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 130-131
Photographs

Oral questions Oral Report Observation

People and Population
Resources and Economic Activities

Significance of Fieldwork in investigating phenomena
Early Agriculture

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

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:
- State the importance of fieldwork in Investigating phenomena.
- Prepare a chart on the importance of fieldwork.

Why is it important to study fieldwork?

KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 131-133
Photographs
Pictures
Video clips
Computing devices
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 134-138
Realia

Oral questions Oral Report Observation

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.

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
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 141-142

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.

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
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.

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
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.

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
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 151-152

Oral questions Oral Report Observation

Resources and Economic Activities
Sustainable Use of Resources in Society

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

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
KLB: Top Scholar; Social Studies Learner's Book Grade 7 pg. 154-155
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.

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

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.

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

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.

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

Political development and Governance

European Traders
Matching the Countries in Africa with their Colonial Masters

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
The Constitution of Kenya
The Constitution of Kenya

Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
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:

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

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.

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

Democracy
Human Rights

Characteristics of Various Types of Democracy in Governance
Evolution of Human Rights as practiced in society

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
African Diasporas

The concept of Equity and Non-Discrimination in Fostering Solidarity
African Diasporas

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

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 brainstorm on how equity and non-discrimination foster solidarity in the society.
Learners to explain how to promote equity and non-discrimination in society.

How can we promote equity and non- discrimination in society?

KLB: Top Scholar; Social Studies Learner

Oral questions Oral Report Observation

Global Citizenship

Global Citizenship
Contribution to the Wellbeing of the international community

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

Global Governance

Organisation of African Unity (OAU)
African Union (AU)
Member countries of the African Union
Organizational structures of the African Union

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

Oral questions Oral Report Observation