SOCIAL STUDIES AND PERSONAL MANAGEMNT
SOCIAL STUDIES AND PERSONAL MANAGEMENT

Self-improvement

By the end of the lesson, the learner should be able to:
-Describe personality traits for self-understanding
-Explore ways of identifying personality traits for self-understanding
-Appreciate personality traits for self-understanding

-Learner is guided to choose the animal that best defines their personal characteristics from a list of selected animals then discuss the outcome with the class
-Watch a video clip on personality traits and discuss

Which animal best reflects your personal characteristics?

-Course book
-Video clips
-Charts
-Course book
-Pictures
-Chairs
-Realia
-Competing devices

-Oral questions -Written questions

SOCIAL STUDIES AND PERSONAL MANAGEMENT

Self-improvement

By the end of the lesson, the learner should be able to:
-Describe the role of values in the development of personality traits
-Explore ways of using values in the development of personality traits
-Appreciate the role of values in the development of personality traits

In groups or pairs learners are guided to identify the effects of values in the development of personality traits
-Role –play a skit dream depicting values in their dream career choice in social studies

What career choices in social studies relate to you?

-Corse book
-Pictures
-Charts
-Realia
-Computing devices

-Oral interviews -Teacher made tests

SOCIAL STUDIES PERSONAL MANAGEMENT
SOCIAL STUDIES PERSONAL MANGEMENT

Self Esteem Assessment
Self-esteem Assessment

By the end of the lesson, the learner should be able to:
-Explain the contribution of self- esteem on their holistic development
-Explore ways self-esteem contribute on their holistic development
-Embrace self-esteem on their holistic development

Learner is guided to use digital or print resources to search for and discuss the relationship between self – esteem and personal productivity
-Refer to religious texts on self-love

How does self-esteem affect my holistic development?

-Course book
-Pictures
-Charts
-Realia
-Computing devices
-Pictures
-Realia
Computing devices

-Oral questions -Written questions

SOCIAL STUDIES PERSONAL MANGEMENT

Self-esteem Assessment

By the end of the lesson, the learner should be able to:
-Describe their self-esteem in social interactions
-Assess their self-esteem in social interactions
-Appreciate their self-esteem in social interactions

-The learner is guided to act out and discuss skits on examples of difficult life experiences that could severely affect self-esteem in their social lives

How does self-esteem affect social life?

-Course book
-Pictures
-Charts
-Realia
Computing devices

-Oral questions -Written questions

SOCIAL STUDIES PERSONAL MANGEMENT
Community service learning

Self-esteem Assessment
Community service learning project

By the end of the lesson, the learner should be able to:
-Describe ways of improving their self-esteem for personal productivity
-Improve their self-esteem for personal productivity
-Desire to improve their self-esteem for personal productivity

-In groups or in pairs, learaners are guided to describe ways of improving their self-esteem for personal productivity
-Discuss and share ways of seeking help to overcome low self-esteem
-Journalese actions they will take to improve their self esteem

How can we improve our self-esteem

-Course book
-Pictures
-Charts
-Realia
Computing devices
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify solutions to the identified problems
-Design solution to the identified problem
-Appreciate the need to offer solutions to the gaps or challenges in the community

-The learner is guided to search, discuss and agree on an appropriate solution or way and skills of addressing the identified problem and note down the recommended or proposed solution solution

How can we solve a problem in the community

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project
Community service learning project

By the end of the lesson, the learner should be able to:
-State the importance of making adequate preparations before starting a project
-Write down the plan required to implement a solution
-Create a check list on the plan they have developed
-Appreciate the importance of making adequate preparations before starting a project

In groups or in pairs, learners are guided to state the importance of making adequate predations before starting a project in groups or in pairs
-Learners are guided to create a check list on the plan they have developed
-In groups or in pairs they write down the plan required to implement a solution

Why is it necessary to make adequate preparations before starting a project

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Draw a poster that contain guidelines on how to implement plan for solving the identified problem
-Suggest ways they can engage the community in the project
-Appreciate ways of solving an identified problem

In groups or in pairs, learners are guided to discuss how to implement plan for solving the identified problem in groups or in pairs,
-Learners are guided to draw a poster that contain gude lines on how to implement an action plan
-Learners are guided to suggest ways of engaging the community in the project

What should we do to complete a project successfully?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

Community service learning

Community service learning project

By the end of the lesson, the learner should be able to:
-Identify the effects of the project to the community
-Discuss challenges on can face during the project
-Examine ways one can deal with the challenges
-Desire to participate in the given project

-In groups or in pairs, learners are guided to identify the effects of the project to the
Community
-In groups or in pairs learners are guided to discuss challenges one can face during the project
-In groups or in pairs, learners are guided to examine ways can deal with the challenge

What are effects of the project to the community?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Scientific Theory about Human origin

By the end of the lesson, the learner should be able to:
-Describe scientific theory about human origin
-Explore scientific theory about human origin
-Develop a sense of humanity based on common origin

The learner is guided to enhance the skill of teamwork as they discuss in groups how scientific theory is used to explain human origin and present

Why is Africa considered as the cradle of humanity?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Scientific Theory about human origin
Scientific Theory about Human origin

By the end of the lesson, the learner should be able to:
-Draw a map of Africa and locate where prehistoric, human remains were discovered
-Observe a video clip to find out the places where early human remains were discovered in Africa
-Develop a sense of humanity based on common origin

-The learner is guided to draw a map of Africa and locate where prehistoric human remains were discovered
-In the group learners are guided to observe a video clip to find out the places where early human remains were discovered in Africa

Why is the Africa considered as the cradle of humanity?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationship

Scientific Theory about Human origin

By the end of the lesson, the learner should be able to:
-Identify differences between various species of early humans and when they existed
-Explore the differences between various species of early humans

-Learner is guided to identify the differences between various species of early humans and when they existed.
-Learner in pairs or in groups are guided to write on a chart differences between various species of early humans and when they existed

What are the differences between various species of early humans?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationships

Scientific Theory about Human origin

By the end of the lesson, the learner should be able to:
-Describe the preservation of remains of early humans
-Research on preservation of remains of early humans
-Appreciate humanity based on common origin

-Learner is guided to discuss the preservation of remains of early humans and take notes
-In groups or pairs learners; are guided to research on preservation of remains of early humans

How did early humans preserve remains?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Oral report -Observation

People and Relationship

Early Civilization -Asia -Europe

By the end of the lesson, the learner should be able to:
-Locate on a map of Europe places of origin of early visitors to the East African Coast
-Appreciate early visitors to the East African Coast

-The learner is guided to locate on a map of Europe places of origin of early visitors to the East African Coast
-In groups or pairs learners are guided to draw a map of Europe showing places of origin if early visitors to the east African Coast

Which is the origin of early visitors to the East African Coast?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Written questions -Oral report -Observation

People and Relationships

Early Civilization Asia
Early Civilization -Asia -Europe

By the end of the lesson, the learner should be able to:
-Locate on a map of Asia places of origin of early visitors to the East African Coast
-draw a map of Asia showing places of origin of early visitors to the East African Coast

-The learner is guided to locate on a map of Asia places of origin of early visitors to the East African Coast

Which is the origin of early visitors to the East African Coast?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Written questions -Oral report -Observation

People and Relationship

Early Civilization -Asia -Europe

By the end of the lesson, the learner should be able to:
-Describe Swahili civilization along the East African Coast
-Create posters on
Swahili civilization along the east African Coast
-Appreciate Swahili civilization along the East African
Coast

-The learner is guided to exhibit culture awareness as they brainstorm on the Swahili civilization along the East African Coast

Why is cultural heritage important to society?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questioms

People and Relationships
People and relationship

Early Civilization -Asia -Europe
Early Civilization -Asia -Europe

By the end of the lesson, the learner should be able to:
-Discuss factors that lead to the growth of East African city states
-Demonstrate how the factors lead to the growth of East African city states
-Appreciate the growth of East African city states

The learner is guided to discuss factors that led to the growth of East African city stats
-In pairs or in groups learners are guided to demonstrate factors that led to the growth of East African city states

What are the factors that led to the growth of East African city states?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationships

Trans Sahara slave Trade

By the end of the lesson, the learner should be able to:
-Describe factors that led to development of trans Sahara slave trade in Africa
-Explore factors that lead to development of Trans-Sahara slave trade in Africa
-Desire to promote social justice in a society

-In groups or in pairs, learners are guided to describe factors that led to development of Trans-Saharan slave Trade in Africa

What is Trans-Saharan Slave Trade?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationship
People and Relationships

Trans-Saharan slave trade

By the end of the lesson, the learner should be able to:
-Outline effects of Trans-Saharan slave trade in Africa

-In groups or in pairs learners are guided to outline effects Trans-Saharan slave trade in Africa
-Research on the effects of Trans-Sahara slave trade in Africa
-Desire to promote social justice in society

What are the effects of Trans-Saharan slave trade in Africa? -The learner is guided to discuss and research on effects Trans-Saharan slave trade in Africa

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationships

Population growth in Africa

By the end of the lesson, the learner should be able to:
-Discuss causes of population growth in Africa
-Explore effects of population growth in Africa
-Appreciate causes of population growth in Africa

-The learner is guided to exhibit respect for others as they brain storm in groups causes of population growth in Africa
-In groups explore effects of population growth in Africa

What are causes of population growth in Africa?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationships

Population growth in Africa

By the end of the lesson, the learner should be able to:
-Describe types of migration in Africa
-Examine types and effects of migration in Africa
-Appreciate types and effects factors that influence migration in Africa

-Learner is guided to exchange new ideas as they research on the factors that influence migration in Africa

What causes migration in Africa

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationships

Population growth in Africa

By the end of the lesson, the learner should be able to:
-describe demographic trends in Kenya
-Illustrate demographic trends in Kenya
-Appreciate demographic trends in Kenya

The learner is guided to develop self-confidence as they draw demographic trends in Kenya using recent census data

Why is it important to study demographic changes?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationship

Population Growth in Africa

By the end of the lesson, the learner should be able to:
-Discuss ways of managing stress resulting from the effects of rapid population growth
-Explore ways of managing stress resulting from the effects of rapid population growth
-Appreciate ways of managing stress resulting from the effects of rapid population growth

-In groups or in pairs, learners are guided to discuss was of managing stress resulting from the effects of rapid population growth

How do we manage stress resulting from the effects of rapid population growth?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -observation -Written questions

People and Relationships

Diversity and interpersonal skills
Diversity and Interpersonal skills

By the end of the lesson, the learner should be able to:
-Identify social cultural diversities in Kenya
-Explore social cultural diversities in Kenya
-Appreciate social cultural diversities in Kenya

-The learner is guided to exhibit respect for fellow citizens as they discuss the social cultural diversities

How can we demonstrate respect and appreciation of social cultural diversity and inclusion?

-Course book
-Charts
-Realia
-Computing devices
-Pictures

-Oral questions -Written questions

People and Relationships

Diversity ad interpersonal skills

By the end of the lesson, the learner should be able to:
-Describe what are emotions
-Explore the impact of emotions on self and others
-Appreciate impact of emotions on self and others

-The learner is guided to describe what are emotions
-In groups learners are guided to explore the impact of emotions on self and others

What is the impact of emotions on self and others

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions

People and Relationships

Diversity and interpersonal skills

By the end of the lesson, the learner should be able to:
-Describe various ways of improving one’s self-esteem
-Research on how to improve one’s self –esteem
-Appreciate the ways of improving one’s self-esteem

The learner is guided to describe various ways of improving one’s self esteem
-In groups they use prints material to ding out how to improve one’s self-esteem

How can we improve our self-esteem?

-Course book
-Charts
-Realia
-Computing devices
-Pictures

-Oral questions -written questions

People and Relationships

Diversity and Interpersonal Skills

By the end of the lesson, the learner should be able to:
Describe peer pressure in a culturally diverse environment
-Manage peer pressure in a culturally diverse environment
-Appreciate ways of managing peer pressure in a culturally diverse environment

The learner is guided to practice inclusivity as they role play was of managing peer pressure

How can we manage peer pressure?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral question -Question written -Observation

People and Relationships

Diversity and Interpersonal Skills
Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
-Identity risky behaviors associated with road usage
-Explore ways of managing risky behaviors associated with road usage
-Appreciate ways of managing risky behaviors associated with road usage

-The learner is guided to identify risky behaviors associated with road usage
-In groups learner is guided to explore ways of managing risky behaviors associated with road usage

How can one mange risky behavior associated with road usage?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written questions -Observation

People and Relationships

Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
Describe healthy relationship that promote peace in the family
-Build healthy relationships to promote peace in the family

-The learner is guided to describe healthy relationships that promote peace in the family.
-The learner is guided to identify ways of building

How can one build healthy relationships to promote peace in the family?

-Course book
-Pictures
-Charts
-Realia
-Computing devices

-Oral questions -Written question -Observation

People and Relationships

Peaceful Conflict Resolution -Negotiation -Mediation -Arbitration
Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
-Identify ways of resolving conflicts in the family
-Apply peaceful ways of resolving conflict in the family
-Appreciate ways of resolving conflicts in the family
-Appreciate the culture of peace in a society

-The learner is guided to identify ways of resolving conflicts in the family
-In groups learners apply peaceful ways of resolving conflicts in the family while role playing healthy relationships to promote peace in the family

How can we resolve conflicts in the family?

-Course book
-Pictures
-Charts
-Realia
-Course
-Charts
-Computing devices

-Oral questions -written questions

People and Relationships

Peaceful conflict Resolution

By the end of the lesson, the learner should be able to:
-Describe importance of peace
-Compose poems on the importance of peace in the
family
-Appreciate the culture of peace in a society

-The learner is guided to describe importance of peace
-Learner is guided to display team spirit as they work in groups to compose poems on the importance of peace in the family and present in class

What is the importance of peace in the family?

-Course
-Pictures
-Realia
-Charts
-Computing devices

-Oral questions -Written questions -Observations

Political Development and governance

The concepts “Scramble for and Partition” of Africa
European Traders

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

Define the concept of scramble and partition of Africa.
Discuss the various European groups that came to Africa.
Name the European explorers who came to Kenya.
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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171
Photographs
Maps

Oral questions Oral Report Observation

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:

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

Oral questions Oral Report Observation

Political Development and governance
The Constitution of Kenya

Terms of the Berlin Conference of 1884-1885 on the Partition of Africa
The Constitution of Kenya

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

Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
Discuss the terms of the Berlin Conference.
Create posters on the terms of the Berlin Conference of 1884-1885
Acknowledged the Political Organisation of Selected Communities in Africa.

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.
In groups, learners to discuss the terms of the Berlin Conference.
In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175
Atlas
Photographs
Pictures
Maps
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

Oral questions Oral Report Observation

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:

Search for ways of upholding and protecting the Constitution of Kenya.
Discuss the importance of upholding and protecting the constitution.
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

Democracy

Types of Democracy practiced in Africa
Importance of Democracy in Society

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

Define democracy.
Identify types of democracy.
Role play different types of democracy.
Appreciate the use of democracy.

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

What is democracy?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184
Photographs
Pictures
Video clips
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187
Maps
Charts

Oral questions Oral Report Observation

Democracy

Characteristics of Various Types of Democracy in Governance

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

Identify the characteristics of Various Types of Democracy in Governance.
Recite the poem in learner’s book 7
Apply democratic values in interactions with others in the community.
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

Human Rights

Evolution of Human Rights as practiced in society
The concept of Equity and Non-Discrimination in Fostering Solidarity

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

Oral questions Oral Report Observation

African Diasporas

African Diasporas

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

Define diaspora.
Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s
Examine the role of diasporas in the political development in Africa.
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

Global Citizenship

Global Citizenship
Contribution to the Wellbeing of the international community

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

Define global interconnectedness and interdependence.
Identify positive and negative effects of globalization at local and national levels.
Discuss the qualities of a global citizen.
Appreciate the qualities of a global citizen.

Learners to define global interconnectedness and interdependence.
Learners to identify positive and negative effects of globalization at local and national levels.
In groups, learners to discuss the qualities of a global citizen.

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

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208
Pictures
Video clips
Charts
Realia
Computing devices
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211
Maps

Oral questions Oral Report Observation

Global Governance

Organisation of African Unity (OAU)

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

Identify the founding member countries of OAU.
Discuss the achievements of OAU.
State the challenges affected by OAU
Draw the organizational structure of the OAU.
Appreciate the importance of OAU.

Learners to identify the founding member countries of OAU.
In groups, learners to discuss the achievements of OAU.
Learners to state the challenges affected by OAU
Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217
Photographs
Pictures
Video clips
Realia
Computing devices

Oral questions Oral Report Observation

Global Governance

African Union (AU)
Member countries of the African Union

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

Describe the formation of African Union (AU)
Discuss the achievements of AU.
State the challenges affected by AU
Sing the African Union Anthem.
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
KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223
Realia

Oral questions Oral Report Observation

Global Governance

Organizational structures of the African Union

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

Identify various organs that run the AU.
Identify the factors which can promote continental interconnectedness and interdependence.
Draw the organizational structure of African Union (AU)
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