Community Service-Learning

Community Service Learning - Meaning of key terms used in CSL
Community Service Learning - Importance of CSL in the community

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

- Define key terms used in CSL and CSL projects
- Use key CSL terms correctly in sentences
- Show interest in learning about CSL

In groups, learners are guided to:

- Use a dictionary to find meanings: community, problem, solution, project, implementation, plan of activity, written report
- Match CSL terms with their correct meanings
- Write terms on flashcards and present to classmates

What is Community Service Learning and why does it matter?

- Moran Social Studies Grade 7 pg. 66
- Dictionary
- Flashcards
- Digital resources
- Internet access

- Oral questions - Observation

Community Service-Learning

Community Service Learning - Steps of a CSL project

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

- Outline the steps of carrying out a CSL project
- Arrange CSL project steps in the correct order
- Value following steps in a CSL project

In groups, learners are guided to:

- Brainstorm the steps followed while working on a CSL project
- Arrange the steps (identification, planning, designing, implementing, reflecting, reporting) in correct order
- Write steps on flashcards and explain each step to classmates

What steps should be followed to carry out a successful CSL project?

- Moran Social Studies Grade 7 pg. 67
- Flashcards
- Chart paper

- Oral questions - Observation

Community Service-Learning

Community Service Learning - Identifying a community problem

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

- Identify a problem or gap in the community
- Describe the identified problem clearly
- Show concern for addressing problems in the community

In groups, learners are guided to:

- Identify a problem in the school or community environment
- Discuss appropriate ways of collecting information about the identified problem
- Present a description of the problem to the class

What problems exist in our community that we could help to solve?

- Moran Social Studies Grade 7 pg. 68
- Notebooks
- Digital devices

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Designing solutions to a problem
Community Service Learning - Planning to implement the solution

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

- Suggest and analyse solutions to an identified community problem
- Choose the best solution to a problem
- Appreciate the importance of designing practical solutions

In groups, learners are guided to:

- Suggest and analyse possible solutions to the identified problem
- Evaluate each solution and select the most appropriate one
- Present the chosen solution and justification to classmates

How do we decide on the best solution to a community problem?

- Moran Social Studies Grade 7 pg. 68
- Chart paper
- Markers
- Notebooks

- Observation - Written assignments

Community Service-Learning

Community Service Learning - Implementing the CSL plan

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

- Begin implementation of the agreed plan
- Demonstrate teamwork during implementation
- Show responsibility in executing assigned roles

In groups, learners are guided to:

- Carry out the first phase of CSL project implementation based on the plan
- Monitor progress and discuss challenges faced
- Record observations and actions taken during implementation

Are we following our plan effectively to solve the community problem?

- Moran Social Studies Grade 7 pg. 68
- Project materials
- Notebooks

- Observation - Peer assessment

Community Service-Learning

Community Service Learning - Implementing the CSL plan

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

- Continue implementation of the CSL project plan
- Adapt the plan based on challenges encountered
- Demonstrate perseverance and commitment

In groups, learners are guided to:

- Continue carrying out the CSL project activities
- Discuss and resolve emerging challenges as a team
- Update records of activities and outcomes

How have we adjusted our plan to overcome challenges encountered?

- Moran Social Studies Grade 7 pg. 68
- Project materials
- Notebooks

- Observation - Peer assessment

Community Service-Learning

Community Service Learning - Implementing the CSL plan

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

- Carry out the core activities of the CSL project
- Collaborate effectively with all team members
- Show dedication to helping the community

In groups, learners are guided to:

- Execute the main activities of the CSL project
- Support each other in completing assigned tasks
- Document progress and achievements

What impact are our CSL project activities having on the community?

- Moran Social Studies Grade 7 pg. 68
- Project materials
- Notebooks

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Implementing the CSL plan

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

- Complete the implementation of the CSL project
- Evaluate the effectiveness of the plan during implementation
- Appreciate the collective effort in executing a CSL project

In groups, learners are guided to:

- Finalise the implementation activities of the CSL project
- Evaluate how well the plan was executed
- Celebrate achievements and note areas for improvement

How successfully have we implemented our CSL project?

- Moran Social Studies Grade 7 pg. 68
- Project materials
- Notebooks

- Observation - Written assignments

Community Service-Learning

Community Service Learning - Community engagement in CSL

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

- Engage community members in the CSL project
- Communicate effectively with community members about the project
- Value the role of community participation in CSL

In groups, learners are guided to:

- Interact with relevant community members during implementation
- Explain the objectives and importance of the project to community stakeholders
- Record feedback from community members

How does engaging the community improve the impact of a CSL project?

- Moran Social Studies Grade 7 pg. 66–68
- Community resource persons
- Notebooks

- Observation - Oral questions

Community Service-Learning

Community Service Learning - Reviewing and adjusting the CSL plan

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

- Review the progress of the CSL project
- Make appropriate adjustments to the plan based on findings
- Demonstrate flexibility in addressing implementation challenges

In groups, learners are guided to:

- Review the project's progress against the original plan
- Identify areas requiring adjustment and make necessary changes
- Document revisions and reasons for changes

What adjustments do we need to make to improve our project outcomes?

- Moran Social Studies Grade 7 pg. 68
- Project records
- Notebooks

- Observation - Written assignments

Community Service-Learning

Community Service Learning - Reviewing and adjusting the CSL plan

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

- Review the progress of the CSL project
- Make appropriate adjustments to the plan based on findings
- Demonstrate flexibility in addressing implementation challenges

In groups, learners are guided to:

- Review the project's progress against the original plan
- Identify areas requiring adjustment and make necessary changes
- Document revisions and reasons for changes

What adjustments do we need to make to improve our project outcomes?

- Moran Social Studies Grade 7 pg. 68
- Project records
- Notebooks

- Observation - Written assignments

Community Service-Learning

Community Service Learning - Completing the CSL project

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

- Finalise all CSL project activities as per the plan
- Ensure all project goals have been addressed
- Show pride in completing a community project

In groups, learners are guided to:

- Complete all remaining project activities
- Verify that all project objectives have been met
- Prepare for project reporting and reflection

Have we achieved all the goals we set for our CSL project?

- Moran Social Studies Grade 7 pg. 68
- Project records
- Notebooks

- Observation - Peer assessment

Community Service-Learning

Community Service Learning - Reporting on the CSL project

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

- Write a report on the completed CSL project
- Present the project report to classmates
- Appreciate the importance of documenting CSL project outcomes

In groups, learners are guided to:

- Think about the completed project and write a comprehensive report
- Include: problem identified, solution designed, implementation process and outcomes
- Share the report with classmates through a class presentation

How do we document and communicate what we have done in our CSL project?

- Moran Social Studies Grade 7 pg. 71
- Notebooks
- Manila paper

- Written assignments - Oral questions

Community Service-Learning

Community Service Learning - Reporting on the CSL project

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

- Write a report on the completed CSL project
- Present the project report to classmates
- Appreciate the importance of documenting CSL project outcomes

In groups, learners are guided to:

- Think about the completed project and write a comprehensive report
- Include: problem identified, solution designed, implementation process and outcomes
- Share the report with classmates through a class presentation

How do we document and communicate what we have done in our CSL project?

- Moran Social Studies Grade 7 pg. 71
- Notebooks
- Manila paper

- Written assignments - Oral questions

Community Service-Learning

Community Service Learning - Reflecting on the CSL project

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

- Reflect on experiences and lessons learnt from the CSL project
- Assess the impact of the project on the community
- Desire to conduct more CSL projects in the community

In groups, learners are guided to:

- Discuss experiences encountered during the CSL project
- Evaluate the impact of the project on the community
- Identify lessons learnt and areas of improvement for future projects

What did we learn from our CSL project and how did it help our community?

- Moran Social Studies Grade 7 pg. 71
- Project reports
- Notebooks

- Oral questions - Observation

Community Service-Learning

Community Service Learning - Assessment: CSL project presentation

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

- Present the completed CSL project to an audience
- Explain each step followed during the CSL project
- Appreciate the importance of sharing CSL project findings

In groups, learners are guided to:

- Present the CSL project report to the class
- Explain the activities shown in assessment task pictures in relation to CSL project steps
- Receive and respond to feedback from classmates and teacher

How effectively did our CSL project address the identified community problem?

- Moran Social Studies Grade 7 pg. 71–72
- Project reports
- Charts

- Oral questions - Written assignments - Observation

Community Service-Learning

Community Service Learning - Executing a CSL project at home

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

- Identify a problem at home with the help of a parent or guardian
- Apply the steps of a CSL project to solve the home problem
- Show initiative in conducting CSL projects beyond school

In groups, learners are guided to:

- With the help of a parent or guardian, identify a problem at home
- Follow the steps of a CSL project to solve the identified problem
- Write a report about how the problem was solved

How can we apply CSL skills to solve problems in our homes?

- Moran Social Studies Grade 7 pg. 71
- Parent/guardian guidance
- Notebooks

- Written assignments - Oral questions

Community Service-Learning

Community Service Learning - Executing a CSL project at home

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

- Identify a problem at home with the help of a parent or guardian
- Apply the steps of a CSL project to solve the home problem
- Show initiative in conducting CSL projects beyond school

In groups, learners are guided to:

- With the help of a parent or guardian, identify a problem at home
- Follow the steps of a CSL project to solve the identified problem
- Write a report about how the problem was solved

How can we apply CSL skills to solve problems in our homes?

- Moran Social Studies Grade 7 pg. 71
- Parent/guardian guidance
- Notebooks

- Written assignments - Oral questions

Community Service-Learning

Community Service Learning - Sharing the home CSL project

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

- Present the home CSL project report in class
- Compare the home project experience with the class project
- Value the transferability of CSL skills to different settings

In groups, learners are guided to:

- Share the home CSL project report in class
- Discuss similarities and differences between the home project and class project
- Discuss how to replicate CSL projects in various community settings

How can CSL skills learned in school be applied in different community settings?

- Moran Social Studies Grade 7 pg. 71
- Home CSL reports
- Notebooks

- Oral questions - Observation

Natural and Historic Built Environments

Historical Information - Sources of historical information

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

- Identify various sources of historical information in society
- Use reference books and digital resources to find information about historical sources
- Show interest in learning about historical information sources

In groups, learners are guided to:

- Brainstorm where families and government store historical information
- Study pictures of sources of historical information (newspapers, artefacts, music, oral history, photographs, plays, novels, government documents) and identify what they represent
- Use reference books or digital resources to find other sources and share findings

Where can we find historical information about our community?

- Moran Social Studies Grade 7 pg. 73
- Digital devices
- Reference books

- Oral questions - Observation

Natural and Historic Built Environments

Historical Information - Primary and secondary sources

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

- Distinguish between primary and secondary sources of historical information
- Classify given sources as primary or secondary
- Appreciate the difference between primary and secondary sources

In groups, learners are guided to:

- Find the meanings of primary and secondary sources using textbooks or online resources
- Classify a list of sources (letters, folktales, artefacts, biographies, interviews) as primary or secondary
- Create a poster showing classified sources and present in class

What is the difference between primary and secondary sources of historical information?

- Moran Social Studies Grade 7 pg. 75
- Textbooks
- Chart paper

- Written assignments - Observation

Natural and Historic Built Environments

Historical Information - Preservation of historical information

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

- Explore how various sources of historical information have been preserved over the years
- Identify places in Kenya and Africa where historical information is preserved
- Appreciate the need to preserve sources of historical information

In groups, learners are guided to:

- Identify places in Kenya where historical information is preserved (Nairobi National Museum, Bomas of Kenya, Uhuru Gardens, August 7th Memorial Park, Kigali Genocide Memorial, Namugongo Shrines)
- Match types of historical information with how they are preserved (fossils in cases, photographs laminated, books on shelves, legends passed orally)
- Watch documentaries or video clips on preservation of historical information

How have sources of historical information been preserved over the years?

- Moran Social Studies Grade 7 pg. 77
- Digital devices
- Reference books

- Oral questions - Written assignments

Natural and Historic Built Environments

Historical Information - Significance of sources of historical information
Historical Development of Agriculture - Areas of early agriculture in Africa

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

- Explain the significance of various sources of historical information
- Debate on the importance of historical information in providing evidence of past human accounts
- Appreciate the significance of historical information in understanding the past

In groups, learners are guided to:

- Use digital devices or textbooks to find the significance of historical information sources
- Recite the poem on the importance of sources of historical information
- Debate the motion: "Is historical information important in providing evidence of past human accounts?"

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

- Moran Social Studies Grade 7 pg. 80
- Digital devices
- Reference books
- Moran Social Studies Grade 7 pg. 82
- Atlas
- Wall maps
- Digital devices

- Oral questions - Observation - Written assignments

Natural and Historic Built Environments

Historical Development of Agriculture - Factors favouring early agriculture

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

- Explore factors that favoured growing of crops and rearing of animals in Ancient Egypt, Nubia and the Rift Valley during early agriculture
- Design flashcards showing these factors
- Value the natural factors that made early agriculture possible

In groups, learners are guided to:

- Use reference books or digital devices to find factors favouring early agriculture in each region
- Study pictures of canal irrigation, River Nile flooding, and domesticated animals and explain how they favoured agriculture
- Design and display flashcards showing factors that favoured early agriculture in each region

How did agriculture begin in Africa?

- Moran Social Studies Grade 7 pg. 84
- Reference books
- Digital devices
- Flashcards

- Oral questions - Observation

Natural and Historic Built Environments

Historical Development of Agriculture - Nile Valley contributions to world civilisation
Historical Development of Agriculture - Importance of domestication of plants and animals

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

- Assess the contributions of the Nile Valley agriculture to world civilisation
- Match agricultural practices in Ancient Egypt with their contributions to world civilisation
- Appreciate the lasting impact of Nile Valley agriculture on the modern world

In groups, learners are guided to:

- Use reference books or digital devices to find contributions of Nile Valley agriculture to world civilisation
- Match practices in Ancient Egypt with contributions (irrigation → irrigation globally; hieroglyphics → record keeping; pyramids → modern architecture)
- Design a chart showing contributions of Nile Valley agriculture and display it

How did Nile Valley agriculture contribute to world civilisation?

- Moran Social Studies Grade 7 pg. 86
- Reference books
- Digital devices
- Chart paper
- Moran Social Studies Grade 7 pg. 89

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Types of maps and position of Africa

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

- Identify the three types of maps (sketch map, topographical map, atlas map)
- Describe the position of Africa in relation to other continents
- Appreciate the location of Africa on the world map

In groups, learners are guided to:

- Brainstorm the types of maps and share findings in class
- Use an atlas to find the position of Africa in relation to other continents
- Identify water bodies bordering Africa (Atlantic Ocean, Mediterranean Sea, Indian Ocean, Red Sea) and describe Africa's position using compass directions

How are maps used?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Digital devices
- Wall maps

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Shape and size of Africa

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

- Describe the shape and size of Africa
- Draw an outline map of Africa and indicate its countries
- Appreciate the diversity of countries that make up Africa

In groups, learners are guided to:

- Study a sketch map of Africa and identify its shape
- Use an atlas to find out the size of Africa
- Draw an outline map of Africa, indicate countries, and display in class

How large is Africa compared to other continents?

- Moran Social Studies Grade 7 pg. 90
- Atlas
- Blank paper
- Pencils

- Observation - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Using latitudes and longitudes to locate places
Maps and Map Work - Practice using latitudes and longitudes

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

- Locate places and features using latitudes and longitudes on a map
- Follow steps to locate a place using its coordinates
- Show interest in using latitude and longitude for navigation

In groups, learners are guided to:

- Identify latitudes and longitudes on the map of Africa
- Use the four-step method to locate places on a map using coordinates
- Locate Kenya, Angola, Nairobi, and Cairo on the map of Africa using latitudes and longitudes

How do we use latitudes and longitudes to find a place on a map?

- Moran Social Studies Grade 7 pg. 94
- Atlas
- Map of Africa
- Digital devices
- Moran Social Studies Grade 7 pg. 95
- Map of Africa

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Calculating time using longitudes

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

- Calculate the time of different places in the world using longitudes
- Explain why time is different in various locations
- Appreciate the relationship between longitude and time

In groups, learners are guided to:

- Research how to calculate time in different places using longitudes
- Study a worked example (Mogadishu vs Accra) and follow the calculation steps
- Calculate time differences for given places (e.g. Nairobi and Accra; Rio de Janeiro and Los Angeles)

Why is time different in various locations?

- Moran Social Studies Grade 7 pg. 97
- Atlas
- Calculators
- Reference books

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Practice calculating time differences

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

- Calculate time differences accurately for various places using longitudes
- Present time calculation steps clearly on a chart
- Show interest in understanding time zones

In groups, learners are guided to:

- Calculate time in Antananarivo when Tunis time is known
- Calculate local time in Wajir given Greenwich Meridian time
- Work out the time in Algiers given the time in Marsabit and present steps on a chart

How does the position of a place on a longitude affect its local time?

- Moran Social Studies Grade 7 pg. 98
- Atlas
- Calculators

- Written assignments - Oral questions

Natural and Historic Built Environments

Maps and Map Work - Key features in Africa: mountains and rivers
Maps and Map Work - Key features in Africa: lakes, islands and waterfalls

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

- Locate key mountain and river features in Africa using latitudes and longitudes
- Explain the importance of key mountain and river features in Africa
- Appreciate the significance of key physical features in Africa

In groups, learners are guided to:

- Brainstorm key features in Africa in terms of mountains and rivers
- Use latitudes and longitudes to locate River Nile and Sahara Desert on the map of Africa
- Use textbooks or digital devices to find the importance of these key features

What are the key physical features in Africa and why are they important?

- Moran Social Studies Grade 7 pg. 100
- Atlas
- Wall maps
- Digital devices

- Oral questions - Observation

Natural and Historic Built Environments

Maps and Map Work - Key features: Great Rift Valley and Congo Basin

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

- Locate the Great Rift Valley and Congo Basin on a map of Africa
- Explain the significance of the Great Rift Valley and Congo Basin
- Appreciate the importance of Africa's key geographical features

In groups, learners are guided to:

- Locate the Great Rift Valley and Congo Basin on the map using latitudes and longitudes
- Discuss the importance of these features to Africa and the world
- Draw a map of Africa showing all key features studied

Why are the Great Rift Valley and Congo Basin significant geographical features in Africa?

- Moran Social Studies Grade 7 pg. 100
- Atlas
- Wall maps
- Reference books

- Observation - Written assignments

Natural and Historic Built Environments

Earth and the Solar System - Origin of the earth
Earth and the Solar System - Size, shape and position of the earth

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

- Describe the origin of the earth according to the Passing Star theory and the Nebula Cloud theory
- Draw and explain diagrams of the stages of each theory
- Show interest in theories explaining the origin of the earth

In groups, learners are guided to:

- Use reference books and online resources to find information about the Passing Star theory and Nebula Cloud theory
- Study and draw the diagrams showing stages of the Passing Star theory
- Rearrange pictures showing stages of the Nebula Cloud theory and dramatise it

How was the earth formed?

- Moran Social Studies Grade 7 pg. 105
- Reference books
- Digital devices
- Drawing paper
- Moran Social Studies Grade 7 pg. 107
- Atlas
- Clay/plasticine

- Oral questions - Observation

Natural and Historic Built Environments

Earth and the Solar System - Effects of rotation on human activities

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

- Explain the meaning of rotation of the earth
- Examine the effects of the rotation of the earth on human activities
- Appreciate how rotation of the earth influences everyday life

In groups, learners are guided to:

- Discuss the meanings of rotation and revolution of the earth
- Use reference books and online resources to research effects of the earth's rotation on human activities
- Study pictures and identify human activities affected by rotation (fishing, transport, tourism)

How does the rotation of the earth affect human activities?

- Moran Social Studies Grade 7 pg. 109
- Reference books
- Digital devices

- Oral questions - Written assignments

Natural and Historic Built Environments

Earth and the Solar System - Effects of revolution on human activities

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

- Explain the meaning of revolution of the earth
- Examine the effects of revolution of the earth on human activities
- Appreciate the influence of the earth's revolution on agriculture and climate

In groups, learners are guided to:

- Discuss what happens when the earth revolves around the sun
- Create a chart showing effects of revolution of the earth on human activities (agriculture, climate, seasons)
- Display the chart and present findings in class

How does the revolution of the earth around the sun affect human activities?

- Moran Social Studies Grade 7 pg. 110
- Reference books
- Chart paper

- Written assignments - Oral questions

Natural and Historic Built Environments

Earth and the Solar System - Internal structure of the earth

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

- Illustrate the internal structure of the earth
- Describe the layers of the earth (crust, mantle, core)
- Appreciate the effects of rotation and revolution of the earth on human activities

In groups, learners are guided to:

- Study the picture of the internal structure of the earth and describe it
- Complete a table describing the layers of the earth (crust, mantle, core)
- Draw, label, and display a diagram of the internal structure of the earth

What is the earth made of inside?

- Moran Social Studies Grade 7 pg. 113
- Reference books
- Drawing paper
- Clay

- Observation - Written assignments - Oral questions

Political Development and Governance

Political Development in Africa - Roles of European groups in the 'Scramble for and Partition' of Africa

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

- Define scramble for and partition of Africa
- Identify European groups that participated in scramble for Africa
- Show interest in learning about African political history

In groups, learners are guided to:

- Brainstorm on the terms "Scramble for and Partition of Africa" and make presentations
- Discuss the roles of European groups in the 'Scramble for and Partition' of Africa
- Use textbooks or digital devices to search for information on roles played by European groups

How did developments in Europe influence the scramble and partition of Africa?

- Moran Social Studies Learner's Book pg. 141
- Digital resources
- Approved textbooks
- Maps of Africa

- Oral questions - Observation - Written tests

Political Development and Governance

Political Development in Africa - How European powers performed roles in scramble and partition

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

- Explain roles played by European powers in scramble for Africa
- Describe how European powers conquered African territories
- Demonstrate understanding of colonial exploitation

In groups, learners are guided to:

- Find out roles played by Britain, Germany, Belgium, Portugal, Spain and Italy
- Discuss how European powers conquered territories, signed treaties, and exploited resources
- Role-play the roles of European groups in scramble for and partition of Africa

What methods did European powers use to acquire African territories?

- Moran Social Studies Learner's Book pg. 142
- Digital resources
- Role-play materials
- Charts and posters

- Role-play assessment - Written tests - Oral presentations

Political Development and Governance

Political Development in Africa - How European powers performed roles in scramble and partition

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

- Explain roles played by European powers in scramble for Africa
- Describe how European powers conquered African territories
- Demonstrate understanding of colonial exploitation

In groups, learners are guided to:

- Find out roles played by Britain, Germany, Belgium, Portugal, Spain and Italy
- Discuss how European powers conquered territories, signed treaties, and exploited resources
- Role-play the roles of European groups in scramble for and partition of Africa

What methods did European powers use to acquire African territories?

- Moran Social Studies Learner's Book pg. 142
- Digital resources
- Role-play materials
- Charts and posters

- Role-play assessment - Written tests - Oral presentations

Political Development and Governance

Political Development in Africa - Terms of the Berlin Conference 1884-1885 on partitioning of Africa

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

- Identify terms of the Berlin Conference
- Explain the significance of Berlin Conference in partition of Africa
- Appreciate the historical context of African partition

In groups, learners are guided to:

- Use textbooks or digital devices to search for information on terms of Berlin Conference
- Design posters showing terms of Berlin Conference of 1884-1885
- Role-play the terms of the Berlin Conference

Why was the Berlin Conference held?

- Moran Social Studies Learner's Book pg. 144
- Digital resources
- Video clips
- Poster materials

- Posters - Role-play - Oral questions