Personal Development

Self-Exploration

By the end of the lesson, the learner should be able to:
-Define the terms ability and interests
-Explore personal abilities and interest for holistic development
-Demonstrate personal abilities and interests for holistic development
-Appreciate personal abilities and interests for holistic development

The learner is guided to reflect and journal personal abilities and interest share with a friend in class
-In groups learners are guided to demonstrate personal abilities and interests for holistic development

What are abilities and interests?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Personal Development

Self-Exploration
Self-exploration
Self-exploration

By the end of the lesson, the learner should be able to:
-Describe how to use personal abilities and interests for holistic development
-Create a poster showing personal abilities and interests for holistic development
-Appreciate personal abilities and interest for holistic development

The learner is guided to brainstorm on how to use personal abilities and interests for holistic development and make presentations in class
-In groups learners are guided to create posters showing personal abilities and interest for holistic development

How do we use personal abilities for holistic development?

-Course book
-Charts
-Computing devices
-Curse book

-Oral questions -Oral report -Observation

Personal Development

Self-exploration
Entrepreneurial Opportunities in social studies
-Entrepreneurial Opportunities in Social Studies
Entrepreneurial opportunities in social studies

By the end of the lesson, the learner should be able to:
-Describe how personal abilities and interests influence career choices
-Demonstrate how personal abilities and interest influence career choices
-Demonstrate how personal abilities and interests influence career choices
-Appreciate how personal abilities and interests influences career choices

The learner is guided to describe how personal abilities and interests influence career choices
-In groups , learners are guided to demonstrate how personal abilities and interests influence career choices

How can personal abilities and interests influence career choices?

How can personal abilities and interests influence career choices?
-Course book
-Charts
-Computing devices

-Course book Charts -Computing devices

People and Relationships

Human origin
Human Origin

By the end of the lesson, the learner should be able to:
-Describe the term human origin
-Explore traditional stories of human origin from Africa communities
-Create a chart showing traditional stories of human origin from African communities
-Appreciate traditional stories of human origin from African communities

-The learner is guided to describe the term human origin
-In groups learners are guided to create a chart showing traditional stories of human origin from African communities

How did human beings came to be?

-Course book
-Charts
-Computing devices
-Charts

-Oral questions -Oral report -Observation

People and Relationships
Community service learning

Human Origin
Human origin
Community service learning

By the end of the lesson, the learner should be able to:
-Discuss ways of recording traditional stories about the origin of human kind in society
-Create a poster show showing ways of recording traditional stories about the origin of human kind in society
-Make a poster showing of rewarding traditional stories about the origin of human kind in society

The learner is guided to discuss ways of recording traditional stories about the origin of human kind in society
-In groups learners ae guided to create poster showing ways of recording traditional stories about the origin of human kind I society

How did human beings came to be?

-Course book
-Charts
-Computing devices
-Course
Book
-computing
Devices.
-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 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
-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:
-Outline steps of a community service learning project
-Prepare a chart showing the steps of a community service learning project

The learner is guided to outline steps of a community service learning project

What steps are followed in community service learning project?

-Course book
-Computing devices
-Written questions
-Chars
-Computing devices
-Charts
-Charts

-Oral questions -Written questions -Oral report

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:
-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
-Course cook
-Books
-Course book

-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 steps of a community service learning project or activity
-Write down the procedure of implementing the community service learning project or activity
-Desire to carry out the community service project

-In groups learners are guided to outline steps of a community service learning project or activity
-Individually, learners is guided to write down the procedure of implementing the community service learning service project or activity

What are the steps of a community service learning project or activity?

-Course book
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Community service learning
Natural and historic build environments
Natural and historic built environments

Community service learning
Historical information sources of historical information in the society
Primary and secondary sources of Historical information

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

Natural and historic built environments
Natural and historical built environments in Africa

How various sources of historical information have been preserved over the years
Sources of historical information in understanding past human accounts
Locating areas where early agriculture was practiced in selected geographical reigns in Africa

By the end of the lesson, the learner should be able to:
-Identify ways of preserving sources of historical information
-Debate on how the sources of historical information can be preserved
-Discuss the significance of various sources of historical information
-Appreciate the Importance of various sources of historical information

-Learner is guided to identify ways of preserving sources of historical information and to explain how the sources of historical information can be preserved
-In groups, learners are guided to discuss the significance of various sources of historical information

What are the ways of preserving sources of historical information

-Course book
-Charts
-Computing devices
-Chart

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Historical development of Agricultures -Crops grown animals kept during early Agriculture
Methods of irrigation used in Ancient Egypt
Contributions of the Nile Valley Agriculture to world civilization

By the end of the lesson, the learner should be able to:
- Explore crops grown and animals kept in selected regions during early Agriculture
-Draw and name the animals kept and types of crops grown in Egypt, Nubia and in Rift Valley of Eastern Africa

-Learner is guided to carry our research in groups on animals kept and types of crops which were grown during early Agriculture in Egypt, Nubia and in Rift Valley of the Eastern African region and report the findings to the class

Which crops were grown in the selected regions during early Agriculture?

-Course book
-Chart
-Computing devices
-Chart
-Charts

-Oral questions -Written questions -Oral report

Natural and historic built environments in Africa
National and Historic built Environments in Africa
Natural and historic built environments in Africa

Possible careers in Agriculture
Field work Types of fieldwork in social studies
Field work methods of Data collection

By the end of the lesson, the learner should be able to:
-Define the term career
-Explore possible careers in Agriculture
-Appreciate possible careers in Agriculture

-The learner is guided to define the term career
-In groups learners are guided to explore possible careers in Agriculture

What is career?

-Course book
-Charts
-Computing devices
-Chart
-Chart
-Computing devices

-Oral questions -Oral work -Assessment

Natural and historic built environments in Africa

Methods of data recording
Methods of data analysis
Methods of data presentation in field work
Methods of data presentation in field work

By the end of the lesson, the learner should be able to:
-Define data recording
-Examine methods of recording data
-Recommend methods of recording data during different types of field work
-Appreciate methods of data recording data

-The learner is guided to define data recording
-In groups, learners are guided to examine methods of recording data

What is data recording?

-Course book
-Chart
-Computing devices
-Charts
-Computing devices

-Oral questions -Oral report -Observation

Natural and historic built environments in Africa

Possible solutions to challenges experienced during field work
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:
-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
Political Development and governance
Political Development and governance

Understanding the actual field work
Political development in Africa up to 1900
Political Organization of the Zulu

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
-Chart
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166
Atlas
Photographs
Pictures
Maps
Realia
Computing devices

Political Development and governance

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

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Maps

Oral questions Oral Report Observation

Political Development and governance
The Constitution of Kenya
The Constitution of Kenya

Matching the Countries in Africa with their Colonial Masters
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 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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181

Oral questions Oral Report Observation

Human Rights
African Diasporas
Global Citizenship
Global Citizenship

Evolution of Human Rights as practiced in society
The concept of Equity and Non-Discrimination in Fostering Solidarity
African Diasporas
Global Citizenship
Contribution to the Wellbeing of the international community

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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204
Video clips
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211

Oral questions Oral Report Observation