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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Opening and reporting of learners |
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| 1 | 2 |
Political Development and Governance
|
Human Rights - Classification
|
By the end of the
lesson, the learner
should be able to:
- Define human rights - Classify human rights as stipulated in human rights instruments - Value human rights in society |
In groups, learners are guided to:
- Research the concept of human rights - Create posters showing human rights classifications |
Why is it important to know our rights?
|
Distinction Social Studies Learner's Book pg. 126-128
- Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 3 |
Political Development and Governance
|
Human Rights - Classification
|
By the end of the
lesson, the learner
should be able to:
- Define human rights - Classify human rights as stipulated in human rights instruments - Value human rights in society |
In groups, learners are guided to:
- Research the concept of human rights - Create posters showing human rights classifications |
Why is it important to know our rights?
|
Distinction Social Studies Learner's Book pg. 126-128
- Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 4 |
Political Development and Governance
|
Human Rights - Characteristics
|
By the end of the
lesson, the learner
should be able to:
- Explain characteristics of human rights - Identify how human rights are manifested - Show interest in human rights protection |
In groups, learners are guided to:
- Research characteristics of human rights - Study a summary on characteristics of human rights - Discuss the characteristics identified - Create a tree model showing characteristics of human rights - Display models at the Social Studies learning corner |
What are the key characteristics of human rights?
|
Distinction Social Studies Learner's Book pg. 128-129
- Human rights documents - Digital resources - Art materials |
- Observation
- Model assessment
- Written assignments
|
|
| 2 |
Opener assessment |
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| 3 | 1 |
Political Development and Governance
|
Human Rights - Equity and non-discrimination
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of equity and non-discrimination - Identify examples of equity in society - Value fair treatment of all people |
In groups, learners are guided to:
- Study pictures showing examples of equity - Discuss observations about equity and non-discrimination - Read a story about equity and discuss its message - Read a poem about non-discrimination and discuss its message - Discuss benefits of equity and non-discrimination |
How can we promote equity and non-discrimination in society?
|
Distinction Social Studies Learner's Book pg. 130-132
- Pictures showing equity - Digital resources - Reference materials |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 2 |
Political Development and Governance
|
Human Rights - Equity and non-discrimination
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of equity and non-discrimination - Identify examples of equity in society - Value fair treatment of all people |
In groups, learners are guided to:
- Study pictures showing examples of equity - Discuss observations about equity and non-discrimination - Read a story about equity and discuss its message - Read a poem about non-discrimination and discuss its message - Discuss benefits of equity and non-discrimination |
How can we promote equity and non-discrimination in society?
|
Distinction Social Studies Learner's Book pg. 130-132
- Pictures showing equity - Digital resources - Reference materials |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 3 |
Political Development and Governance
|
Human Rights - Promoting equity
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of promoting equity and non-discrimination - Create materials advocating for equity - Show commitment to promoting equality |
In groups, learners are guided to:
- Research ways of promoting equity and non-discrimination - Study posters showing ways to promote equity - Create posters on equity and non-discrimination - Display posters within the school environment - Organize a "Peaceful Walk" to educate the community |
How can we take action to promote equity and non-discrimination?
|
Distinction Social Studies Learner's Book pg. 132-134
- Poster materials - Digital resources - Reference materials |
- Observation
- Poster assessment
- Participation assessment
|
|
| 3 | 4 |
Political Development and Governance
|
Human Rights - Promoting equity
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of promoting equity and non-discrimination - Create materials advocating for equity - Show commitment to promoting equality |
In groups, learners are guided to:
- Research ways of promoting equity and non-discrimination - Study posters showing ways to promote equity - Create posters on equity and non-discrimination - Display posters within the school environment - Organize a "Peaceful Walk" to educate the community |
How can we take action to promote equity and non-discrimination?
|
Distinction Social Studies Learner's Book pg. 132-134
- Poster materials - Digital resources - Reference materials |
- Observation
- Poster assessment
- Participation assessment
|
|
| 4 | 1 |
Political Development and Governance
|
Human Rights - Valuing human rights
|
By the end of the
lesson, the learner
should be able to:
- Explain ways to promote respect for human rights - Identify actions that support human dignity - Value the importance of human rights |
In groups, learners are guided to:
- Research ways to promote respect for human rights - Study a chart on promoting respect for human rights - Discuss ways of promoting respect for human rights - Organize a debate on "Value human rights for promotion of human dignity" - Note down main points from the debate |
How can we promote respect for human rights in our community?
|
Distinction Social Studies Learner's Book pg. 134-135
- Human rights documents - Digital resources - Reference materials |
- Observation
- Debate assessment
- Written assignments
|
|
| 4 | 2 |
Political Development and Governance
|
Human Rights - Valuing human rights
|
By the end of the
lesson, the learner
should be able to:
- Explain ways to promote respect for human rights - Identify actions that support human dignity - Value the importance of human rights |
In groups, learners are guided to:
- Research ways to promote respect for human rights - Study a chart on promoting respect for human rights - Discuss ways of promoting respect for human rights - Organize a debate on "Value human rights for promotion of human dignity" - Note down main points from the debate |
How can we promote respect for human rights in our community?
|
Distinction Social Studies Learner's Book pg. 134-135
- Human rights documents - Digital resources - Reference materials |
- Observation
- Debate assessment
- Written assignments
|
|
| 4 | 3 |
Political Development and Governance
|
African Diasporas - Concept
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of African Diasporas - Identify key characteristics of diasporas - Show interest in diaspora communities |
In groups, learners are guided to:
- Research the concept of African Diasporas - Read messages about African Diasporas from African Union documents - Compare research findings with the messages - Read articles about African Diasporas - Discuss the concept with peers |
How can we promote collaboration between continental Africans and African Diasporas?
|
Distinction Social Studies Learner's Book pg. 138-139
- Digital resources - Reference materials |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 4 |
Political Development and Governance
|
African Diasporas - Contributing factors
|
By the end of the
lesson, the learner
should be able to:
- Identify factors that contributed to African Diasporas - Explain historical and modern diaspora movements - Show interest in diaspora history |
In groups, learners are guided to:
- Read articles about factors contributing to African Diasporas - Identify factors that contributed to the presence of African Diasporas - Study profiles of diaspora individuals - Identify factors that led to their diaspora status - Create a mind map of diaspora contributing factors |
What factors led to the formation of African Diasporas?
|
Distinction Social Studies Learner's Book pg. 139-140
- Digital resources - Reference materials |
- Observation
- Mind map assessment
- Written assignments
|
|
| 5 | 1 |
Political Development and Governance
|
African Diasporas - Geographic locations
|
By the end of the
lesson, the learner
should be able to:
- Locate countries inhabited by African Diasporas by 1960 - Identify major diaspora settlements - Value the global presence of African descendants |
In groups, learners are guided to:
- Research locations of the United States, Brazil, and France on a world map - Study a map showing countries inhabited by African Diasporas by 1960 - Name countries that were inhabited by African Diasporas by 1960 - Give the direction of these countries in relation to Africa - Draw a map indicating diaspora locations |
Where are African Diasporas located globally?
|
Distinction Social Studies Learner's Book pg. 140-141
- World maps - Atlas - Digital resources |
- Observation
- Map work
- Written assignments
|
|
| 5 | 2 |
Political Development and Governance
|
African Diasporas - Geographic locations
|
By the end of the
lesson, the learner
should be able to:
- Locate countries inhabited by African Diasporas by 1960 - Identify major diaspora settlements - Value the global presence of African descendants |
In groups, learners are guided to:
- Research locations of the United States, Brazil, and France on a world map - Study a map showing countries inhabited by African Diasporas by 1960 - Name countries that were inhabited by African Diasporas by 1960 - Give the direction of these countries in relation to Africa - Draw a map indicating diaspora locations |
Where are African Diasporas located globally?
|
Distinction Social Studies Learner's Book pg. 140-141
- World maps - Atlas - Digital resources |
- Observation
- Map work
- Written assignments
|
|
| 5 | 3 |
Political Development and Governance
|
African Diasporas - Geographic locations
|
By the end of the
lesson, the learner
should be able to:
- Locate countries inhabited by African Diasporas by 1960 - Identify major diaspora settlements - Value the global presence of African descendants |
In groups, learners are guided to:
- Research locations of the United States, Brazil, and France on a world map - Study a map showing countries inhabited by African Diasporas by 1960 - Name countries that were inhabited by African Diasporas by 1960 - Give the direction of these countries in relation to Africa - Draw a map indicating diaspora locations |
Where are African Diasporas located globally?
|
Distinction Social Studies Learner's Book pg. 140-141
- World maps - Atlas - Digital resources |
- Observation
- Map work
- Written assignments
|
|
| 5 | 4 |
Political Development and Governance
|
African Diasporas - Political development
|
By the end of the
lesson, the learner
should be able to:
- Assess the role of diasporas in political development in Africa - Identify ways diasporas influence African politics - Value diaspora contributions |
In groups, learners are guided to:
- Research the role of African diasporas in political development in Africa - Watch videos on diaspora contributions to African politics - Debate on "African Diasporas have supported political development in Africa" - Study a researcher's notes on diaspora contributions - Create posters highlighting diaspora contributions |
How have African Diasporas influenced political development in Africa?
|
Distinction Social Studies Learner's Book pg. 141-142
- Digital resources - Reference materials - Debate materials |
- Observation
- Debate assessment
- Written assignments
|
|
| 6 | 1 |
Political Development and Governance
|
African Diasporas - Promoting unity
|
By the end of the
lesson, the learner
should be able to:
- Develop slogans promoting African unity - Explain ways to strengthen diaspora-continent connections - Value African unity and cooperation |
In groups, learners are guided to:
- Study slogans on African Diasporas in promoting African unity - Discuss the importance of each message to African diasporas - Create slogans on African diasporas and promotion of African unity - Write slogans on manila paper - Display work in the school - Research ways to promote collaboration between continental Africans and diasporas |
How can we promote African unity in society today?
|
Distinction Social Studies Learner's Book pg. 142-143
- Digital resources - Manila papers - Art materials |
- Observation
- Slogan assessment
- Research findings
|
|
| 6 | 2 |
Political Development and Governance
|
African Diasporas - Promoting unity
|
By the end of the
lesson, the learner
should be able to:
- Develop slogans promoting African unity - Explain ways to strengthen diaspora-continent connections - Value African unity and cooperation |
In groups, learners are guided to:
- Study slogans on African Diasporas in promoting African unity - Discuss the importance of each message to African diasporas - Create slogans on African diasporas and promotion of African unity - Write slogans on manila paper - Display work in the school - Research ways to promote collaboration between continental Africans and diasporas |
How can we promote African unity in society today?
|
Distinction Social Studies Learner's Book pg. 142-143
- Digital resources - Manila papers - Art materials |
- Observation
- Slogan assessment
- Research findings
|
|
| 6 | 3 |
Political Development and Governance
|
Citizenship - Interconnectedness
|
By the end of the
lesson, the learner
should be able to:
- Explain interconnectedness among countries - Identify ways countries connect and depend on each other - Value global interconnectedness |
In groups, learners are guided to:
- Study images showing connections between countries - Identify how people in different countries are connected - Discuss a billboard message about interconnectedness - Read articles about connections between countries - Create a mind map showing ways countries are interconnected |
How do countries connect and depend on each other in the world today?
|
Distinction Social Studies Learner's Book pg. 144-145
- Digital resources - Reference materials |
- Observation
- Mind map assessment
- Oral questions
|
|
| 6 | 4 |
Political Development and Governance
|
Citizenship - Interconnectedness
|
By the end of the
lesson, the learner
should be able to:
- Explain interconnectedness among countries - Identify ways countries connect and depend on each other - Value global interconnectedness |
In groups, learners are guided to:
- Study images showing connections between countries - Identify how people in different countries are connected - Discuss a billboard message about interconnectedness - Read articles about connections between countries - Create a mind map showing ways countries are interconnected |
How do countries connect and depend on each other in the world today?
|
Distinction Social Studies Learner's Book pg. 144-145
- Digital resources - Reference materials |
- Observation
- Mind map assessment
- Oral questions
|
|
| 7 | 1 |
Political Development and Governance
|
Citizenship - Globalization effects
|
By the end of the
lesson, the learner
should be able to:
- Define globalization - Examine effects of globalization at national and global levels - Show interest in global connections |
In groups, learners are guided to:
- Research the meaning of globalization and its effects - Study a poster showing effects of globalization - Categorize effects as positive or negative - Create a wheel diagram showing effects of globalization - Display the wheel at the Social Studies corner |
Which are the common concerns in the world today?
|
Distinction Social Studies Learner's Book pg. 145-147
- Digital resources - Reference materials - Art materials |
- Observation
- Wheel assessment
- Written assignments
|
|
| 7 | 2 |
Political Development and Governance
|
Citizenship - Globalization effects
|
By the end of the
lesson, the learner
should be able to:
- Define globalization - Examine effects of globalization at national and global levels - Show interest in global connections |
In groups, learners are guided to:
- Research the meaning of globalization and its effects - Study a poster showing effects of globalization - Categorize effects as positive or negative - Create a wheel diagram showing effects of globalization - Display the wheel at the Social Studies corner |
Which are the common concerns in the world today?
|
Distinction Social Studies Learner's Book pg. 145-147
- Digital resources - Reference materials - Art materials |
- Observation
- Wheel assessment
- Written assignments
|
|
| 7 | 3 |
Political Development and Governance
|
Citizenship - Global citizen qualities
|
By the end of the
lesson, the learner
should be able to:
- Describe qualities of a global citizen - Identify behaviors of responsible global citizens - Value global citizenship principles |
In groups, learners are guided to:
- Read a story about expectations of global citizens - Identify qualities of a good citizen from the story - Research qualities of a global citizen in modern society - Study a list of qualities of a global citizen - Create posters highlighting global citizen qualities |
What qualities should a global citizen possess?
|
Distinction Social Studies Learner's Book pg. 147-149
- Digital resources - Reference materials - Poster materials |
- Observation
- Poster assessment
- Written assignments
|
|
| 7 | 4 |
Political Development and Governance
|
Citizenship - International contribution
|
By the end of the
lesson, the learner
should be able to:
- Explain ways of contributing to the international community - Identify actions that maintain national loyalty while being global - Value balanced global and national citizenship |
In groups, learners are guided to:
- Research ways of contributing to the international community while maintaining loyalty to own country - Read poems about balanced citizenship - Study messages related to international contributions - Discuss ways of contributing internationally while maintaining national loyalty - Compose songs or poems on balanced citizenship |
How can we contribute to the international community while maintaining loyalty to our country?
|
Distinction Social Studies Learner's Book pg. 149-151
- Digital resources - Reference materials - Creative materials |
- Observation
- Creative work assessment
- Oral questions
|
|
| 8-9 |
End of term assessment |
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