Grade 7 Social Studies Free CBC Schemes of Work {Updated Version)

GRADE 7 SOCIAL STUDIES SCHEME OF WORKTERM

TEACHERS NAME……………………………………..SCHOOL……………………………….TERM  THREE                YEAR  

Week Lesson Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 Sustainable Use of Resources in Society Sustainable Use of Resources in Society By the end of the lesson, the learner should be able to:

 

a)     Explain the meaning of sustainable use of resources.

b)     Demonstrate sustainable ways of using resources available in their community.

c)      Appreciate the resources available in their community.

Learners are guided to explain the meaning of sustainable use of resources.

 

In groups or in pairs, learners to demonstrate sustainable ways of using resources available in their community.

What are resources?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 156-157

 

Pictures

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Sustainable Use of Resources in Society Applying Sustainable use of resources available in the community By the end of the lesson, the learner should be able to:

 

a)     Identify a resource that can be sustainably used in their community.

b)     Discuss the uses of the resource identified.

c)      Design sustainable ways of using the resource identified in the community.

d)     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’s Book Grade 7 pg. 158-159

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Sustainable Use of Resources in Society Appreciating sustainable use of resources for sustenance of life By the end of the lesson, the learner should be able to:

 

a)     Identify ways of appreciating sustainable use of resources for sustenance of life.

b)     Design posters with communication messages on sustainable use of resources for sustenance of life.

c)      Appreciate sustainable use of resources for sustenance of life.

 

Learners are guided to identify ways of appreciating sustainable use of resources for sustenance of life.

 

In groups, learners are guided to design posters with communication messages on sustainable use of resources for sustenance of life

How will you appreciate sustainable use of resources for sustenance of life? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 160-161

 

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
2 1 Political development and Governance Political development in Africa up to 1900 By the end of the lesson, the learner should be able to:

 

a)     Describe the political setup of Ogiek community up to 1900

b)     Discuss the role of the Ogiek political setup.

c)      Draw the governance structure of the Ogiek.

d)     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’s Book Grade 7 pg. 162-164

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance Political Organization of the Zulu By the end of the lesson, the learner should be able to:

 

a)     Describe the political setup of Zulu community up to 1900

b)     Discuss the role of the Zulu political setup.

c)      Draw the governance structure of the Zulu.

d)     Appreciate the Zulu community.

Learners are guided to describe the political setup of Zulu community up to 1900

 

In groups, learners to discuss the role of the Zulu political setup.

 

Learners are guided to draw the governance structure of the Zulu

Where did the Zulu community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166

 

Atlas

Photographs

Pictures

Maps

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Political Organization of the Asante By the end of the lesson, the learner should be able to:

 

a)     Describe the political setup of Asante community up to 1900

b)     Discuss the role of the Asante political setup.

c)      Draw the governance structure of the Asante.

d)     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

 

Oral questions Oral Report Observation

 

 
3 1 Political development and Governance The concepts “Scramble for and Partition” of Africa By the end of the lesson, the learner should be able to:

 

a)     Define the concept of scramble and partition of Africa.

b)     Discuss the various European groups that came to Africa.

c)      Name the European explorers who came to Kenya.

d)     Have a desire to learn more about explorers.

Learners to define the concept of scramble and partition of Africa.

 

In groups, learners to discuss the various European groups that came to Africa.

 

Learners are guided to name the European explorers who came to Kenya

What is the meaning of scramble?

 

What is the meaning of partition?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170

 

Atlas

Pictures

Video clips

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance European Traders By the end of the lesson, the learner should be able to:

 

a)     Name various traders that came to Africa up to 1900.

b)     Identify the factors that led to the presence of Europeans in Africa.

c)      Discuss the role of various traders that came to Africa.

d)     Have a desire to learn more about European Traders.

 

Learners are guided to name various traders that came to Africa up to 1900

 

Learners to identify the factors that led to the presence of Europeans in Africa.

 

In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171

 

Photographs

Pictures

Video clips

Maps

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Matching the Countries in Africa with their Colonial Masters By the end of the lesson, the learner should be able to:

 

a)     Identify the countries of Africa and their colonial masters from the map.

b)     Match the colonial masters with the countries they colonized in Africa.

c)      Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.

 

Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
4 1 Political development and Governance Terms of the Berlin Conference of 1884-1885 on the Partition of Africa By the end of the lesson, the learner should be able to:

 

a)     Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

b)     Discuss the terms of the Berlin Conference.

c)      Create posters on the terms of the Berlin Conference of 1884-1885

d)     Acknowledged the Political Organisation of Selected Communities in Africa.

 

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

 

In groups, learners to discuss the terms of the Berlin Conference.

 

In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

 

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175

 

Atlas

Photographs

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 The Constitution of Kenya The Constitution of Kenya By the end of the lesson, the learner should be able to:

 

a)     Define the term constitution.

b)     Identify the importance of the constitution of Kenya.

c)      Compose a song on any eight national values enshrined in the Constitution of Kenya.

d)     Appreciate the importance of the constitution of Kenya.

 

 

Learners to define the term constitution.

 

Learners to identify the importance of the constitution of Kenya.

 

In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.

 

What is a constitution?

 

What is the importance of Constitution of Kenya?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

 

Atlas

Photographs

Pictures

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 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:

 

a)     Search for ways of upholding and protecting the Constitution of Kenya.

b)     Discuss the importance of upholding and protecting the constitution.

c)      Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.

 

In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
5 1 Democracy Types of Democracy practiced in Africa By the end of the lesson, the learner should be able to:

 

a)     Define democracy.

b)     Identify types of democracy.

c)     Role play different types of democracy.

d)     Appreciate the use of democracy.

Learners to define democracy.

 

Learners are guided to identify types of democracy.

 

In groups, learners are guided to role play different types of democracy.

 

What is democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184

 

Photographs

Pictures

Video clips

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Democracy Importance of Democracy in Society By the end of the lesson, the learner should be able to:

 

a)     State the importance of democracy in society.

b)     Discuss the role of citizens in democratic representation.

c)     Draw the picture in learner’s book 7

d)     Appreciate the importance of democracy in society.

 

Learners to state the importance of democracy in society.

 

In groups, learners to discuss the role of citizens in democratic representation.

 

Learners to draw the picture in learner’s book 7 pg. 186

 

How can we ensure that democracy is practiced in our society?

 

What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187

 

Photographs

Pictures

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Democracy Characteristics of Various Types of Democracy in Governance By the end of the lesson, the learner should be able to:

 

a)     Identify the characteristics of Various Types of Democracy in Governance.

b)     Recite the poem in learner’s book 7

c)     Apply democratic values in interactions with others in the community.

d)     Promote democratic values in the community.

 

Learners to identify the characteristics of Various Types of Democracy in Governance.

 

Learners to recite the poem in learner’s book 7 pg. 189

 

Why should we Practise democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190

 

Pictures

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
6 1 Human Rights Evolution of Human Rights as practiced in society By the end of the lesson, the learner should be able to:

 

a)     Define Human rights.

b)     Identify the characteristics of Human Rights in society.

c)     Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.

d)     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

 

Oral questions Oral Report Observation

 

 
  2 Human Rights The concept of Equity and Non-Discrimination in Fostering Solidarity By the end of the lesson, the learner should be able to:

 

a)     Brainstorm on how equity and non-discrimination foster solidarity in the society.

b)     Explain how to promote equity and non-discrimination in society.

c)     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’s Book Grade 7 pg. 196-199

 

Pictures

Computing devices

 

Oral questions Oral Report Observation

 

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

 

a)     Define diaspora.

b)     Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

c)     Examine the role of diasporas in the political development in Africa.

d)     Acknowledged African diasporas for promotion of African Unity in society today.

 

Learners to define diaspora.

 

Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

 

Learners are guided to examine the role of diasporas in the political development in Africa.

 

What is the role of industrial revolution in Europe in the development of African diasporas?

 

How can we promote African unity in the society today?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204

 

Video clips

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
7 1 Global Citizenship Global Citizenship By the end of the lesson, the learner should be able to:

 

a)     Define global interconnectedness and interdependence.

b)     Identify positive and negative effects of globalization at local and national levels.

c)     Discuss the qualities of a global citizen.

d)     Appreciate the qualities of a global citizen.

 

Learners to define global interconnectedness and interdependence.

 

Learners to identify positive and negative effects of globalization at local and national levels.

 

In groups, learners to discuss the qualities of a global citizen.

What is global interconnectedness?

 

What is interdependence?

 

What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208

 

Pictures

Video clips

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Global Citizenship Contribution to the Wellbeing of the international community By the end of the lesson, the learner should be able to:

 

a)     Explain what they understand by the term ‘common humanity’

b)     Identify how they can develop a sense of belonging to a common humanity for harmonious living.

c)     Develop a sense of belonging to a common humanity for harmonious living.

 

Learners to explain what they understand by the term ‘common humanity’

 

Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

Which are the common concerns in the world today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211

 

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Global Governance Organisation of African Unity (OAU) By the end of the lesson, the learner should be able to:

 

a)     Identify the founding member countries of OAU.

b)     Discuss the achievements of OAU.

c)     State the challenges affected by OAU

d)     Draw the organizational structure of the OAU.

e)     Appreciate the importance of OAU.

 

Learners to identify the founding member countries of OAU.

 

In groups, learners to discuss the achievements of OAU.

 

Learners to state the challenges affected by OAU

 

Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
8 1 Global Governance African Union (AU) By the end of the lesson, the learner should be able to:

 

a)     Describe the formation of African Union (AU)

b)     Discuss the achievements of AU.

c)     State the challenges affected by AU

d)     Sing the African Union Anthem.

e)     Appreciate the importance of AU

 

Learners to describe the formation of African Union (AU)

 

In groups, learners to discuss the achievements of AU.

 

Learners to state the challenges affected by AU

the challenges affected by AU

 

Learners are guided to sing the African Union Anthem.

 

What are the achievements of African Union (AU)?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220

 

Photographs

Pictures

Video clips

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Global Governance Member countries of the African Union By the end of the lesson, the learner should be able to:

 

a)     Identify the AU member states from an atlas.

b)     Draw a map of Africa showing member countries of African Union (AU)

c)     Appreciate the importance of AU

Learners are guided to identify the AU member states from an atlas.

 

Learners are guided to draw a map of Africa showing member countries of African Union (AU)

 

How should leadership and integrity be promoted in the society today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Global Governance Organizational structures of the African Union By the end of the lesson, the learner should be able to:

 

a)     Identify various organs that run the AU.

b)     Identify the factors which can promote continental interconnectedness and interdependence.

c)     Draw the organizational structure of African Union (AU)

d)     Appreciate the importance of AU

Learners to identify various organs that run the AU.

 

Learners are guided to identify the factors which can promote continental interconnectedness and interdependence.

 

Learners are guided to draw the organizational structure of African Union (AU)

How can we promote continental interconnectedness and interdependence in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
9       ASSESSMENT          

 

2023 SCHEME OF WORK

SOCIAL STUDIES

GRADE SEVEN

TERM 3

SCHOOL GRADE LEARNING AREA TERM YEAR
  GRADE 7 SOCIAL STUDIES 3 2023

 

Week Lesson Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 Sustainable Use of Resources in Society Sustainable Use of Resources in Society By the end of the lesson, the learner should be able to:

 

d)     Explain the meaning of sustainable use of resources.

e)      Demonstrate sustainable ways of using resources available in their community.

f)      Appreciate the resources available in their community.

 

Learners are guided to explain the meaning of sustainable use of resources.

 

In groups or in pairs, learners to demonstrate sustainable ways of using resources available in their community.

What are resources?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 156-157

 

Pictures

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Sustainable Use of Resources in Society Applying Sustainable use of resources available in the community By the end of the lesson, the learner should be able to:

 

e)      Identify a resource that can be sustainably used in their community.

f)      Discuss the uses of the resource identified.

g)     Design sustainable ways of using the resource identified in the community.

h)     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’s Book Grade 7 pg. 158-159

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Sustainable Use of Resources in Society Appreciating sustainable use of resources for sustenance of life By the end of the lesson, the learner should be able to:

 

d)     Identify ways of appreciating sustainable use of resources for sustenance of life.

e)      Design posters with communication messages on sustainable use of resources for sustenance of life.

f)      Appreciate sustainable use of resources for sustenance of life.

 

Learners are guided to identify ways of appreciating sustainable use of resources for sustenance of life.

 

In groups, learners are guided to design posters with communication messages on sustainable use of resources for sustenance of life

How will you appreciate sustainable use of resources for sustenance of life? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 160-161

 

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
2 1 Political development and Governance Political development in Africa up to 1900 By the end of the lesson, the learner should be able to:

 

e)      Describe the political setup of Ogiek community up to 1900

f)      Discuss the role of the Ogiek political setup.

g)     Draw the governance structure of the Ogiek.

h)     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’s Book Grade 7 pg. 162-164

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance Political Organization of the Zulu By the end of the lesson, the learner should be able to:

 

e)      Describe the political setup of Zulu community up to 1900

f)      Discuss the role of the Zulu political setup.

g)     Draw the governance structure of the Zulu.

h)     Appreciate the Zulu community.

Learners are guided to describe the political setup of Zulu community up to 1900

 

In groups, learners to discuss the role of the Zulu political setup.

 

Learners are guided to draw the governance structure of the Zulu

Where did the Zulu community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166

 

Atlas

Photographs

Pictures

Maps

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Political Organization of the Asante By the end of the lesson, the learner should be able to:

 

e)      Describe the political setup of Asante community up to 1900

f)      Discuss the role of the Asante political setup.

g)     Draw the governance structure of the Asante.

h)     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

 

Oral questions Oral Report Observation

 

 
3 1 Political development and Governance The concepts “Scramble for and Partition” of Africa By the end of the lesson, the learner should be able to:

 

e)      Define the concept of scramble and partition of Africa.

f)      Discuss the various European groups that came to Africa.

g)     Name the European explorers who came to Kenya.

h)     Have a desire to learn more about explorers.

Learners to define the concept of scramble and partition of Africa.

 

In groups, learners to discuss the various European groups that came to Africa.

 

Learners are guided to name the European explorers who came to Kenya

What is the meaning of scramble?

 

What is the meaning of partition?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170

 

Atlas

Pictures

Video clips

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance European Traders By the end of the lesson, the learner should be able to:

 

e)      Name various traders that came to Africa up to 1900.

f)      Identify the factors that led to the presence of Europeans in Africa.

g)     Discuss the role of various traders that came to Africa.

h)     Have a desire to learn more about European Traders.

 

Learners are guided to name various traders that came to Africa up to 1900

 

Learners to identify the factors that led to the presence of Europeans in Africa.

 

In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171

 

Photographs

Pictures

Video clips

Maps

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Matching the Countries in Africa with their Colonial Masters By the end of the lesson, the learner should be able to:

 

d)     Identify the countries of Africa and their colonial masters from the map.

e)      Match the colonial masters with the countries they colonized in Africa.

f)      Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.

 

Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
4 1 Political development and Governance Terms of the Berlin Conference of 1884-1885 on the Partition of Africa By the end of the lesson, the learner should be able to:

 

e)      Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

f)      Discuss the terms of the Berlin Conference.

g)     Create posters on the terms of the Berlin Conference of 1884-1885

h)     Acknowledged the Political Organisation of Selected Communities in Africa.

 

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

 

In groups, learners to discuss the terms of the Berlin Conference.

 

In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

 

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175

 

Atlas

Photographs

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 The Constitution of Kenya The Constitution of Kenya By the end of the lesson, the learner should be able to:

 

e)      Define the term constitution.

f)      Identify the importance of the constitution of Kenya.

g)     Compose a song on any eight national values enshrined in the Constitution of Kenya.

h)     Appreciate the importance of the constitution of Kenya.

 

 

Learners to define the term constitution.

 

Learners to identify the importance of the constitution of Kenya.

 

In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.

 

What is a constitution?

 

What is the importance of Constitution of Kenya?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

 

Atlas

Photographs

Pictures

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 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:

 

d)     Search for ways of upholding and protecting the Constitution of Kenya.

e)      Discuss the importance of upholding and protecting the constitution.

f)      Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.

 

In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181

 

Atlas

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Maps

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Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
5 1 Democracy Types of Democracy practiced in Africa By the end of the lesson, the learner should be able to:

 

e)     Define democracy.

f)      Identify types of democracy.

g)     Role play different types of democracy.

h)     Appreciate the use of democracy.

Learners to define democracy.

 

Learners are guided to identify types of democracy.

 

In groups, learners are guided to role play different types of democracy.

 

What is democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184

 

Photographs

Pictures

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Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Democracy Importance of Democracy in Society By the end of the lesson, the learner should be able to:

 

e)     State the importance of democracy in society.

f)      Discuss the role of citizens in democratic representation.

g)     Draw the picture in learner’s book 7

h)     Appreciate the importance of democracy in society.

 

Learners to state the importance of democracy in society.

 

In groups, learners to discuss the role of citizens in democratic representation.

 

Learners to draw the picture in learner’s book 7 pg. 186

 

How can we ensure that democracy is practiced in our society?

 

What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187

 

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Oral questions Oral Report Observation

 

 
  3 Democracy Characteristics of Various Types of Democracy in Governance By the end of the lesson, the learner should be able to:

 

e)     Identify the characteristics of Various Types of Democracy in Governance.

f)      Recite the poem in learner’s book 7

g)     Apply democratic values in interactions with others in the community.

h)     Promote democratic values in the community.

 

Learners to identify the characteristics of Various Types of Democracy in Governance.

 

Learners to recite the poem in learner’s book 7 pg. 189

 

Why should we Practise democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190

 

Pictures

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Computing devices

 

Oral questions Oral Report Observation

 

 
6 1 Human Rights Evolution of Human Rights as practiced in society By the end of the lesson, the learner should be able to:

 

e)     Define Human rights.

f)      Identify the characteristics of Human Rights in society.

g)     Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.

h)     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

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Oral questions Oral Report Observation

 

 
  2 Human Rights The concept of Equity and Non-Discrimination in Fostering Solidarity By the end of the lesson, the learner should be able to:

 

d)     Brainstorm on how equity and non-discrimination foster solidarity in the society.

e)     Explain how to promote equity and non-discrimination in society.

f)      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’s Book Grade 7 pg. 196-199

 

Pictures

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Oral questions Oral Report Observation

 

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

 

e)     Define diaspora.

f)      Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

g)     Examine the role of diasporas in the political development in Africa.

h)     Acknowledged African diasporas for promotion of African Unity in society today.

 

Learners to define diaspora.

 

Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

 

Learners are guided to examine the role of diasporas in the political development in Africa.

 

What is the role of industrial revolution in Europe in the development of African diasporas?

 

How can we promote African unity in the society today?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204

 

Video clips

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
7 1 Global Citizenship Global Citizenship By the end of the lesson, the learner should be able to:

 

e)     Define global interconnectedness and interdependence.

f)      Identify positive and negative effects of globalization at local and national levels.

g)     Discuss the qualities of a global citizen.

h)     Appreciate the qualities of a global citizen.

 

Learners to define global interconnectedness and interdependence.

 

Learners to identify positive and negative effects of globalization at local and national levels.

 

In groups, learners to discuss the qualities of a global citizen.

What is global interconnectedness?

 

What is interdependence?

 

What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208

 

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Oral questions Oral Report Observation

 

 
  2 Global Citizenship Contribution to the Wellbeing of the international community By the end of the lesson, the learner should be able to:

 

d)     Explain what they understand by the term ‘common humanity’

e)     Identify how they can develop a sense of belonging to a common humanity for harmonious living.

f)      Develop a sense of belonging to a common humanity for harmonious living.

 

Learners to explain what they understand by the term ‘common humanity’

 

Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

Which are the common concerns in the world today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211

 

Pictures

Maps

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Oral questions Oral Report Observation

 

 
  3 Global Governance Organisation of African Unity (OAU) By the end of the lesson, the learner should be able to:

 

f)      Identify the founding member countries of OAU.

g)     Discuss the achievements of OAU.

h)     State the challenges affected by OAU

i)      Draw the organizational structure of the OAU.

j)      Appreciate the importance of OAU.

 

Learners to identify the founding member countries of OAU.

 

In groups, learners to discuss the achievements of OAU.

 

Learners to state the challenges affected by OAU

 

Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217

 

Photographs

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Oral questions Oral Report Observation

 

 
8 1 Global Governance African Union (AU) By the end of the lesson, the learner should be able to:

 

f)      Describe the formation of African Union (AU)

g)     Discuss the achievements of AU.

h)     State the challenges affected by AU

i)      Sing the African Union Anthem.

j)      Appreciate the importance of AU

 

Learners to describe the formation of African Union (AU)

 

In groups, learners to discuss the achievements of AU.

 

Learners to state the challenges affected by AU

the challenges affected by AU

 

Learners are guided to sing the African Union Anthem.

 

What are the achievements of African Union (AU)?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220

 

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Oral questions Oral Report Observation

 

 
  2 Global Governance Member countries of the African Union By the end of the lesson, the learner should be able to:

 

d)     Identify the AU member states from an atlas.

e)     Draw a map of Africa showing member countries of African Union (AU)

f)      Appreciate the importance of AU

Learners are guided to identify the AU member states from an atlas.

 

Learners are guided to draw a map of Africa showing member countries of African Union (AU)

 

How should leadership and integrity be promoted in the society today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223

 

Photographs

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Oral questions Oral Report Observation

 

 
  3 Global Governance Organizational structures of the African Union By the end of the lesson, the learner should be able to:

 

e)     Identify various organs that run the AU.

f)      Identify the factors which can promote continental interconnectedness and interdependence.

g)     Draw the organizational structure of African Union (AU)

h)     Appreciate the importance of AU

Learners to identify various organs that run the AU.

 

Learners are guided to identify the factors which can promote continental interconnectedness and interdependence.

 

Learners are guided to draw the organizational structure of African Union (AU)

How can we promote continental interconnectedness and interdependence in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
9 ASSESSMENT

 

                                                                 

                                                                   

 

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