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Social Studies Lesson Plan

This social studies lesson plan outlines a lesson on the introduction to social studies. The 80-minute lesson will define social studies, discuss how social studies can be learned, and why social studies is important to learn. The teacher will use exposition and lead class discussions to engage the students. Key learning outcomes are for students to understand social studies as a subject, describe ways of learning it, and appreciate its value.

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VAANI PUBLIC SCHOOL CHETTIYAPPANUR VELLORE TN R.O. CHENNAI

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100% found this document useful (2 votes)

331 views60 pages

Social Studies Lesson Plan

Uploaded by

VAANI PUBLIC SCHOOL CHETTIYAPPANUR VELLORE TN R.O. CHENNAI

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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SOCIAL STUDIES LESSON PLAN

TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....

SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Introduction to Social Studies CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Social Studies SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about Social Studies as a subject
(ii) To teach pupils on how and why we can learn Social Studies
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 1 on Introduction to Social studies
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand Social Studies as a subject
(ii) To describe the ways of learning Social Studies
(iii) To appreciate why we learn Social Studies
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know Social Studies as a Subject from grade 1&7
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 01
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the narration of Social Studies
experience from grade 1 to 7
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at narrates the experience
experience of learning social studies random to narrate the experience of learning social
from grade 1 to 7. of learning social studies from studies from grade 1 to
grade 1 to 7. 7.
Lesson 1. What is Social Studies? TEACHER EXPOSITION Pupils participate by
Development
It is the subject that studies the past, The teacher ask pupils to define trying to define social
(60 minutes)
human beings and the earth. Social social studies studies
studies is made up of Civics, History
and Geography.
2. How can we learn social
studies? GROUP/CLASS DISCUSSION Class discuss how we
i. By reading books, newspapers, The teacher initiate class discuss can learn social studies
novels and magazines on how we can learn social studies
ii. By listening to radio and TV
station
iii. By reading news on internet
iv. By visiting historical sites such as
1
museum
v. By learning in class GROUP/CLASS DISCUSSION The class listens
vi. By studying pictures and maps The teacher initiate class discuss attentively to the
3. Why do we learn Social on why we can learn social studies discussion
Studies?
i. To learn about the past
ii. To learn about the earth
iii. To learn about how life began on
earth
iv. To learn about civic education
which include elections, citizenship,
political party and system of
governments?
v. To learn on how to take care of
our environment

Conclusion SUMMARY OF LESSONS POINTS TEACHER EXPOSITION

(10 minutes) The lesson will be summarized The teacher pupils to explain what Pupils participate by
using the following points they have learnt today mentioning what they
1.Definition of Social Studies have learnt.
2.How we learn social studies
3.Why we learn social studies

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Mention any five common methods used to learn about the past in History.

EXPECTED ANSWERS

i. Oral tradition
ii. Written records
iii. Archaeology
iv. Anthropology
v. Linguistic evidence

2
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Learning about the past SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on how and why we can learn about the past
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the ways of learning the past
(iii) To project our future by using the past
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how and why we learn social studies
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 01 to 02
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pupils to tell narrate on
the experience of writing grade 7 examinations for the first time.
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at narrates the experience
experience of writing grade 7 random to narrate the experience of writing grade 7
examinations of writing grade 7 examinations. examinations
Lesson LEARNING ABOUT THE PAST TEACHER EXPOSITION Pupils participate by
Development
History is the study of the past The teacher ask pupils to define trying to define History
(60 minutes)
activities of a society. The word History
History comes from a Greek word
‘historia’ which means to ‘inquire’
1. METHODS OF LEARNING
ABOUT THE PAST GROUP/CLASS DISCUSSION Class discuss how we
(a)Oral tradition The teacher initiate class discuss can learn history
-this is history passed on from one on methods of learning history
generation to the other by the word
of mouth
(b)Written records
-this is history learnt from a written
source, i.e books and magazines.
3
(c)Archaeology GROUP/CLASS DISCUSSION
-this is the study of ancient remains. The teacher initiate class discuss The class listens
2. Reasons for learning about the on the reasons for learning history attentively to the
past discussion
i. By studying history you can know
your family tree.
ii. To understand the origin and
development of human beings.
iii. To understand other people’s
culture
iv. It reveals to us the mistakes that
our ancestors made.
v. Understanding history makes us
know the causes and effects of
events and avoid conflicts.

SUMMARY OF LESSONS POINTS TEACHER EXPOSITION

Conclusion
(10 minutes) The lesson will be summarized The teacher pupils to explain what
using the following points they have learnt today Pupils participate by
1.Definition of History mentioning what they
2.How we learn History have learnt.
3.Why we learn History

TEACHER EVALUATION: __________________________________________________________________________________________________

i. Which part of Africa do we find Zambia?

ii. How many countries surround Zambia?

EXPECTED ANSWERS

i. Central Southern Africa

ii. Zambia is completely surrounded by 8 neighbouring countries namely Tanzania, Malawi,
Mozambique, Zimbabwe, Botswana, Namibia, Angola and Democratic Republic of Congo (DRC)

4
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Physical and Cultural features of Zambia CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Position of Zambia SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Physical and Cultural features of Zambia
(ii) To help pupils describe and differentiate the position of Zambia from other countries
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 4 on Physical and Cultural features of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Physical and Cultural features of Zambia
(ii) To describe the position of Zambia
(iii) To differentiate the position of Zambia
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how to draw map of Zambia
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 03 to 04
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pupils to draw the blank
map of Zambia
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to draw the The teacher point at any pupil at attempt to draw the
blank sketch map of Zambia random to draw the blank sketch blank sketch map of
map of Zambia Zambia
Lesson 1. POSITION OF ZAMBIA TEACHER EXPOSITION Pupils participate by
Development
A.LOCATION OF ZAMBIA The teacher ask pupils to state attempting to locate
(60 minutes)
Zambia is located in the Central Zambia’s location in Africa Zambia
Southern Africa.
E.ZAMBIA AND HER NEIGHBOURS
Zambia is completely surrounded by
8 neighbouring countries GROUP/CLASS DISCUSSION
F. What is a land locked country? The teacher initiate class discuss Class discuss Zambia’s
It is a country surrounded by other on Zambia’s location location
countries and has no sea coast.
List down the advantages of
Zambia’s land locked country
position
i. It is easy to import and export
5
goods to and from neighbouring GROUP/CLASS DISCUSSION
countries The teacher initiate class discuss
ii. Zambia’s tourism is promoted on the advantages and The class listens
through package tours arrangement disadvantages of Zambia’s location attentively to the
in collaboration with countries. Eg discussion
Zimbabwe
List down the disadvantages of
Zambia’s land locked country
position
i. Zambia hosts a lot of refugees due
to war in the neighbouring countries
ii. Zambia has to pay tax for using
other countries’ ports and other
transport networks
.
SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by
The lesson will be summarized The teacher pupils to explain what mentioning what they
Conclusion
(10 minutes) using the following points they have learnt today have learnt.
1.Zambia’s location
2.Advantage of Zambia’s location
3.Disadvantage of Zambia’s location

TEACHER EVALUATION: __________________________________________________________________________________________________

i. How can citizens learn more about current affairs of Zambia?

EXPECTED ANSWERS

i. Through Civic Education

6
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Political Development of Zambia (1890 to 1964) CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Civic Education SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Civic Education
(ii) To help pupils analyse and appreciate Civic Education
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 2 on Political Development of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand Civic Education as a subject
(ii) To describe the issues taught in Civic Education
(iii) To appreciate the importance of Civic Education
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how to draw map of Zambia
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 04
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pupils to narrate the
recent happenings about Zambia observed/heard/read through the media
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate The teacher point at any pupil at attempt to narrate the
recent happenings in Zambia random to narrate the recent recent happenings in
happenings in Zambia Zambia
Lesson A. What is Civic education TEACHER EXPOSITION Pupils participate by
Development
It is the study of political, social, The teacher ask pupils to define attempting to define
(60 minutes)
cultural and economic issues. For Civic Education Civic Education
example the following topics
address these issues
Political organization
Constitution GROUP/CLASS DISCUSSION
Elections The teacher initiate class discuss Class discuss cross
Governance on cross cutting issues taught in cutting issues taught in
Corruption Civic education Civic education
House of chiefs
Human rights
Conflicts
Budget
7
Name the importance of civic GROUP/CLASS DISCUSSION
education The teacher initiate class discuss The class listens
i. It promotes good democratic on the importance of Civic attentively to the
values in people such as tolerance Education discussion
for divergent views.
ii. It creates awareness of civic
duties and responsibilities in
citizens
iii. It equips citizen with the civic
knowledge needed for one to
participate effectively in governance
issues
iv. It develops a crop of citizens who
understand and appreciate different
tribal groupings
v. It prepares learners to fit in
society and be able to handle cross
cutting issues such as corruption,
violence and drug abuse

SUMMARY OF LESSONS POINTS TEACHER EXPOSITION

Conclusion The lesson will be summarized The teacher pupils to explain what Pupils participate by
(10 minutes) using the following points they have learnt today mentioning what they
1.definition of Civic Education have learnt.
2.Cross Cutting issues in Civic
education
3.Impotance of Civic Education

TEACHER EVALUATION: __________________________________________________________________________________________________

i. Why does rain water from one point to another when it is raining?

EXPECTED ANSWERS

ii. Because the land is not evenly distributed. Other areas are high, medium and low
8
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Physical and Cultural features of Zambia CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Relief of Zambia SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Physical and Cultural features of Zambia
(ii) To help pupils describe and differentiate the relief of Zambia
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 2 of 4 on Physical and Cultural features of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Physical and Cultural features of Zambia
(ii) To describe the relief of Zambia
(iii) To differentiate the relief of Zambia
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know that land is not equally levelled in Zambia
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 05
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the immediate land surrounding the
school
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction CLASS OBSERVATION TEACHER EXPOSITION The pupils to observe
(10minutes)
The class to observe the shape of the The teacher asks the class to the shape of the land
land surrounding the school observe the shape of the land surrounding the school
through the windows and describe surrounding the school through through the windows
it. the windows and describe it. and describe it.
Lesson A. What is relief? TEACHER EXPOSITION Pupils participate by
Development
It is the height of the land above or The teacher ask pupils to define attempting to define
(60 minutes)
below sea level. It is high or low land relief relief
is
B. Name the relief levels of
Zambia
Zambia is divided into three (3) GROUP/CLASS DISCUSSION
three levels as follows The teacher initiate class discuss Class discuss Zambia’s
(i). Land above 1200 metres on Zambia’s relief relief
(High Veld)
This is the highest land in Zambia.
(ii). Land between 900 and 1200
metres (Middle Veld)
9
This is the second highest land in
Zambia.
(iii). Land below 900 metres (Low
Veld)
This is the lowest land in Zambia
C. Describe the relationship
between Relief and Temperature GROUP/CLASS DISCUSSION The class listens
There are two types of temperature The teacher initiate class discuss attentively to the
regions influenced by relief. on the relationship between relief discussion
(i). Low land and Hot region and temperature
This region covers the Luangwa and
Zambezi valleys. The temperature in
these regions goes as high as in
summer.
(ii). Highland and Warm region
This region covers the rest of the
country. It is neither too hot nor
Conclusion cold but with normal hotness and
(10 minutes) coldness.
SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by
The lesson will be summarized The teacher pupils to explain what mentioning what they
using the following points they have learnt today have learnt.
1.definition of relief
2.Levels of Zambia’s relief
3.Relationship between relief and
temperature

TEACHER EVALUATION: __________________________________________________________________________________________________

i. Mention how long you have stayed at Libala Stage III Primary school

EXPECTED ANSWERS

i. Days, weeks, months and years

10
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Times and Dates in History SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on how we can measure time and date in history
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 2 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the ways of learning times in history
(iii) To appreciate the teaching dates in history
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how and why we learn the past in history
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 05 to 06
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pupils to tell calculate
how old they are in grade 8
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to calculate The teacher point at any pupil at calculate how old
how old they are in grade 8 random to calculate how old he/she is in grade 8
he/she is in grade 8
Lesson TIMES AND DATES IN HISTORY TEACHER EXPOSITION Pupils participate by
Development
*Time can be defined as the passing The teacher ask pupils to define trying to define time
(60 minutes)
of seconds, minutes, hours, days, time
weeks, months, and years.
*Time can also refer to the past time
(time that is gone)
EXPLANATION OF TIMINGS GROUP/CLASS DISCUSSION Class discuss how we
Decade………period of 10years The teacher initiate class discuss can measure time
Generation……period of 30years on time measurements
Jubilee……….period of 50years
Century………….period of 100years
Millennium…..period of 1000years
*Time charts and timelines are one
way in which we can write history.
11
*Chronological order is the order
which shows events in the sequence
in which they happened from birth
to death.
*A.D (Anno Domini) is a Greek word
which means ‘the year of our Lord’
Anno Domini is sometimes referred
to as Common Era, Christian Era or GROUP/CLASS DISCUSSION The class listens
Current Era. The teacher initiate class discuss attentively to the
*B.C (Before Christ)-these are on the dates and centuries in discussion
events which happened before the history
birth of Jesus Christ. The years in
B.C are counted backwards.
How to calculate centuries?
i. Centuries are calculated by simply
adding one (1) to the hundreds.
ii. Divide a year given by 100
iii. Add 1 to the answer found,
ignoring the decimal point
iv. The first century is from 0 to 99.
The second century extended from
AD 100 to 199. e.g A.D 1892+1
=19th century
SUMMARY OF LESSONS POINTS Pupils participate by
Conclusion The lesson will be summarized TEACHER EXPOSITION mentioning what they
(10 minutes) using the following points The teacher pupils to explain what have learnt.
1.how to calculate time they have learnt today
2.how to calculate dates
3.how to calculate centuries

TEACHER EVALUATION: __________________________________________________________________________________________________

i. What category of time taught in history has Zambia clocked since independence?
ii. In which century did Zambia became independent?

EXPECTED ANSWERS

i. Jubilee
ii. 21st Century

12
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Political Development of Zambia (1890 to 1964) CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Civic Education SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Political Development of Zambia (1890 to 1964)
(ii) To help pupils analyse and appreciate Political Development of Zambia (1890 to 1964)
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 2 of 2 on Political Development of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Political Development of Zambia (1890 to 1964)
(ii) To describe the Political Development of Zambia (1890 to 1964)
(iii) To appreciate the Political Development of Zambia (1890 to 1964)
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how to when Zambia gained independence
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 04
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pupils to narrate the
activities that takes place during independence celebrations in Zambia
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at attempt to narrate the
independence day activities in random to narrate the independence day
Zambia independence day activities in activities in Zambia
Zambia
Lesson
Development
A.DESCRIBE ZAMBIA’S PATH TO
(60 minutes)
INDEPENDENCE
1.1890: Before 1890 the people
who lived in this country called
Zambia today were ruled by the GROUP/CLASS DISCUSSION The class listens
Chiefs or Kings. The Chiefs or Kings The teacher initiate class discuss attentively to the
with their people formed kingdoms on the political development of discussion
such as the Bemba, Lozi, Tonga and Zambia( 1890-1964)
Lunda kingdom.
2.1890: In this year Litunga
Lewanika signed mineral loyalty
treaty with the British South Africa
13
Company (B.S.A.co) called
Lonchner concession.
3.1895: The British South Africa
Company (B.S.A.co) began to rule
North Western Rhodesia which was
under Litunga Lewanika.
4.1897: The British South Africa
Company (B.S.A.co) begin to rule
North Eastern Rhodesia after
defeating the Ngoni people under
chief Mpezeni.
5.1911: The British South Africa
Company (B.S.A.co) joined north
western Rhodesia and north eastern
Rhodesia to form a large colony
called northern Rhodesia.

SUMMARY OF LESSONS POINTS

Conclusion The lesson will be summarized TEACHER EXPOSITION Pupils participate by
(10 minutes)
using the following points The teacher pupils to explain what mentioning what they
1.the key years and events from they have learnt today have learnt.
1890 to 1964

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Ask your parents about how they used to be treated during colonial days by whites

EXPECTED ANSWERS

1. Moving with a pass

2. Separate schools
3. Separate residents
4. No living with families
5. Hatch system

14
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………..
SCHOOL: …………………………………………......................... TIME ……………………………………...
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Physical and Cultural features of Zambia CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Drainage of Zambia SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Physical and Cultural features of Zambia
(ii) To help pupils describe and differentiate the drainage of Zambia
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 4 on Physical and Cultural features of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Physical and Cultural features of Zambia
(ii) To describe the drainage of Zambia
(iii) To differentiate the drainage of Zambia
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know that land is not equally levelled in
Zambia hence the running off rain water in man-made drainage moves in various direction depending on the
slope
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 09-10
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the immediate land surrounding the
school
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction STORY TELLING TEACHER EXPOSITION The pupils listen to the
(10minutes)
The class shall listen to the The teacher asks/point at any narration from the
narration of how rain water moves pupil to describe how rain water fellow pupils.
off the land surface after raining moves off the surface after it has
from fellow pupils rained.
Lesson A. What is drainage? TEACHER EXPOSITION Pupils participate by
Development
(60 minutes) This is the movement of water over The teacher ask pupils to define attempting to define
the earth’s surface or down in the drainage drainage
soil.
B.Name the types of drainage
patterns GROUP/CLASS DISCUSSION Class discuss Zambia’s
There are many different types of The teacher initiate class discuss drainage
drainage patterns or systems on Zambia’s drainage
however, the most three common
ones are Dendritic, Trellis and

15
Radial drainage.
i.DENDRITIC DRAINAGE
The word Dendritic is a Greek
word Dendron meaning Tree. It is
a tree like pattern.
ii.TRELLIS DRAINAGE
This pattern is rectangular in shape.
The tributaries join the main river
(consequent) at right angles as
subsequent streams.
iii.RADIAL DRAINAGE
This pattern develops on a dome
or volcanic cone. The river flows
outwards forming a pattern like the
spokes of a wheel.

Conclusion
(10 minutes)
SUMMARY OF LESSONS POINTS
The lesson will be summarized TEACHER EXPOSITION Pupils participate by
using the following points The teacher pupils to explain mentioning what they
1.definition of drainage what they have learnt today have learnt.
2.types of drainage

TEACHER EVALUATION: __________________________________________________________________________________________________

i. The Millennium Challenge Account Zambia Limited is constructing the drainage in Lusaka. What is
the name of the drainage being constructed? Where does the drainage start and end?

EXPECTED ANSWERS

ii. Bombay (Ngwerere) Drainage System

iii. Libala via Kabwata- Kamwala-Garden to Ngwerere Stream (Mazyopa Compound)

16
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on origin and development of man
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the origin and development of man
(iii) To appreciate the origin and development
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know biblically how God created a man in his
own image and later created a woman from the man.
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 10 to 11
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pupils to tell how God
created man according to the bible
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate how The teacher point at any pupil at narrate how God
God created man random to narrate how God created man
created man
Lesson ORIGIN AND DEVELOPMENT OF MAN
Development 1. Scientific Theory GROUP/CLASS DISCUSSION Class discuss how man
(60 minutes)
According to scientists, the earth The teacher initiate class discuss originated
was once part of the sun but at on the origin and development of
about five hundred thousand man
million years ago (500,000,000)
earth separated from the sun (Big
bang theory) and after millions of
years the earth began to cool and
rocks began to appear.
2. Evolution of plants
-Scientifically life began in the sea

17
or water.
3. Invertebrates and vertebrates
-Invertebrates were soft bodied
animals that evolved in the water
like sponges.
4. Amphibians
-These evolved about 300,000
years ago.
5. Reptiles
-These were animals which lived on
the land.
6. Mammals
-These are animals which are warm
blooded and controlled their body
temperatures.
7. BIBILICAL THEORY
According to the Bible in the book
of Genesis everything was created
by a supreme being called God.
Creation took six days and he
rested on the seventh day.
SUMMARY OF LESSONS POINTS
TEACHER EXPOSITION Pupils participate by
Conclusion The lesson will be summarized
(10 minutes) The teacher pupils to explain what mentioning what they
using the following points
they have learnt today have learnt.
1. scientific theory
2. evolution of plants
3. Invertebrates and vertebrates

TEACHER EVALUATION: __________________________________________________________________________________________________

i. Which of the theories of origin and development of man do you believe in?

EXPECTED ANSWERS

ii. scientific theory

iii. evolution of plants
iv. Invertebrates and vertebrates
18
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Political Development in Zambia CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Symbols of National identity SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Political Development in Zambia
(ii) To help pupils analyse and appreciate symbols national identity
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 3 on Political Development in Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Political Development in Zambia
(ii) To describe the Symbols of National identity
(iii) To appreciate the Symbols of National identity
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how to when Zambia gained independence
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 11-15
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the national flag
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at attempt to mention the
four national colours random to mention the four four colours
national colours
Lesson THE SYMBOLS OF NATIONAL
Development
IDENTITY
(60 minutes)
There are four symbols of national GROUP/CLASS DISCUSSION The class listens
identity namely National Flag, The teacher initiate class discuss attentively to the
Nation Anthem, Independence Day on the symbols of national discussion
and Coat Of Arms. identity
A. NATIONAL FLAG
It is a sign of independence. It flies
in all government institution such
as schools, hospitals, colleges,
universities and government offices.
B. THE NATIONAL ANTHEM
It is a sign of independence. It is
sung in public meetings such as

19
sports and school assemblies. It
is a sung either at the beginning
or at the end of the public
meetings. The tunes for our
national anthem is copied from
South Africa song called
Nkosikelele Africa which means
God Bless Africa. It was written
by Enock Sontonga in 1897.
3.THE COAT OF ARMS
It is a sign of equality between
men and women in Zambia.
D. INDEPENDENCE DAY
Zambia got its independence on
24th October, 1964. Therefore
Conclusion
(10 minutes) every 24th October of every year
Zambia celebrate its
independence.
SUMMARY OF LESSONS POINTS
TEACHER EXPOSITION Pupils participate by
The lesson will be summarized
The teacher pupils to explain mentioning what they
using the following points
what they have learnt today have learnt.
1.the national flag
2. national anthem
3. coat of arms
4. independence

TEACHER EVALUATION: __________________________________________________________________________________________________

i. Practice the singing of national anthem from verse 1 to 3 including the chorus

EXPECTED ANSWERS
1. Verse 1
2. Verse 2
3. Verse 3
4. Chorus
20
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………..
SCHOOL: …………………………………………......................... TIME ……………………………………...
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Physical and Cultural features of Zambia CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Rivers, Lakes and Swamps of Zambia SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Physical and Cultural features of Zambia
(ii) To help pupils describe and differentiate the Rivers, Lakes and Swamps of Zambia of Zambia
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 4 of 4 on Physical and Cultural features of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Physical and Cultural features of Zambia
(ii) To describe the Rivers, Lakes and Swamps of Zambia
(iii) To differentiate the Rivers, Lakes and Swamps of Zambia
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the Rivers, Lakes and Swamps of
Zambia
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 16-19
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the map of Zambia showing swamps,
rivers and lakes
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
(10minutes)
The class shall listen to the The teacher asks/point at any narration from the
narration of how on some of the pupil to describe how the river or fellow pupils.
rivers or lakes pupils had an lake visited is
opportunity to visit.
Lesson A. Main rivers of Zambia
Development
(60 minutes) 1. Zambezi 3. Luangwa GROUP/CLASS DISCUSSION Class discuss Rivers,
2. Kafue 4. Luangwa The teacher initiate class Lakes and Swamps of
B. Main lakes of Zambia discussion on Rivers, Lakes and Zambia
1. Bangweulu 2. Tanganyika Swamps of Zambia
3. Mweru 4. Kariba
5. Mweru-wa-Ntipa
C. Types of Lakes of Zambia
1. Depression
2. Rift valley
3. Man-made or artificial

21
D. Main uses of rivers and lakes in
Zambia GROUP/CLASS DISCUSSION Class discuss on uses of
1. Farming The teacher initiate class Rivers, Lakes and
2. Hydro Electric power discussion on uses Rivers, Lakes Swamps of Zambia
3. Tourism and Swamps of Zambia
4. Water supply
5. Fishing
E. Main swamps of Zambia
1. Bangweulu
2. Busanga
3. Lukanga
4. Mweru-wa-ntipa
5. Kafue flats
F. mportance of swamps in
Zambia
1. Supports the well growth of
plants
2. Home to many wild animals
and birds
3. Traps water from reaching
human settlement which can
cause floods

Conclusion SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by

(10 minutes)
The lesson will be summarized The teacher pupils to explain mentioning what they
using the following points what they have learnt today have learnt.
1.Swamps, Rivers and lakes
2.Uses of Rivers, swamps and lakes

TEACHER EVALUATION: __________________________________________________________________________________________________

iv. Mention the name of the swamp, stream, dam, river or dam in your area.

EXPECTED ANSWERS

1. Will depend on pupil’s locality

22
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on the stages in the development of man
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 4 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the stages in the development of man
(iii) To appreciate the stages in the development of man
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know biblically how God created a man in his
own image and later created a woman from the man.
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 20 to 21
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the samples of pictures of early creatures
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to mention any The teacher point at any pupil at mention any early man
early man creatures they heard of random to mention any early man creatures they heard of
creatures they heard of
Lesson Discuss the stages in the
Development
development of man GROUP/CLASS DISCUSSION Class discuss on the
(60 minutes)
1 Proconsul Africanus The teacher initiate class discuss early man creatures
are known as dental apes because on the early man creatures
their teeth and jaw look like those
of apes.
2. Kenyapithecus means Kenyan
Ape. Kenyapithecus lived 13 to
20 million years ago and he was
named by Dr Louis Leakey in
1961.
3. Australopithecus means

23
“Southern Ape” was discovered
by Louis Leakey at Olduvai
Gorge in Tanzania in 1959.
4. Zinjanthropus was discovered
in 1959 by Dr. Louis Leakey and
his wife Mary in East Africa at
Olduvai Gorge.
5. Homo- habilis existed in the
early Stone Age period between
50,000 – 40,000 years ago.
Homo is a Latin word meaning
human or man and habilis
means handy or skillful.

SUMMARY OF LESSONS POINTS

Conclusion The lesson will be summarized
(10 minutes) TEACHER EXPOSITION Pupils participate by
using the following points
The teacher pupils to explain what mentioning what they
1. Proconsul Africanus
they have learnt today have learnt.
2. Kenyapithecus
3. Australopithecus
4. Zinjanthropus
5. Homo- habilis

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Which of the following early man creatures is closer to man?

EXPECTED ANSWERS

1. Proconsul Africanus
2. Kenyapithecus
3. Australopithecus
4. Zinjanthropus
5. Homo- habilis

24
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Governance SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance in Zambia
(ii) To help pupils analyse and appreciate Governance
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 8 on Governance in Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance in Zambia
(ii) To describe governance
(iii) To appreciate governance
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how to choose and rule by leaders
REFERENCE BOOKS: Our Khetiwe Social Studies Study Teaching and Learning notes on page 22-24
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at attempt to narrate the
how they have been choosing class random to narrate the how they how they have been
monitors have been choosing class monitors choosing class monitors
Lesson a. What is governance?
Development
It is the way people are ruled GROUP/CLASS DISCUSSION The class listens
(60 minutes)
with or without their consent. The teacher initiate class discuss attentively to the
on governance discussion
b.Name the types of governance
1.Good governance (based on
democratic principles)
2. Name the Characteristics of
good governance.
3. Bad governance (based on
dictatorship principles).
4. Characteristics of bad
governance
c. Name the Systems of

25
governance
1. Democracy
1.Types of democracy
DIRECT and INDIRECT
democracy
2.Examples of democracies
governments
a. Limited monarchy
b. Republic
2.DICTATORSHIP
Examples of dictatorship
governments
Oligarchy, Autocracy
Unlimited Monarchy (Absolute
monarchy)
Conclusion
(10 minutes) d.Name the institutions that
promote- good governance in
Zambia.
The Anti-Corruption
Commission (ACC).
SUMMARY OF LESSONS POINTS
The lesson will be summarized
using the following points TEACHER EXPOSITION Pupils participate by
1.Governance The teacher pupils to explain mentioning what they
2. Types of governance what they have learnt today have learnt.
3. Systems of governance
4. Institutions of governance

TEACHER EVALUATION: __________________________________________________________________________________________________

ii. What type of governance is used to rule you in class monitor, at home and church?

EXPECTED ANSWERS
i. Good or bad governance
26
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………..
SCHOOL: …………………………………………......................... TIME ……………………………………...
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Physical and Cultural features of Zambia CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Cultural Features of Zambia SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Physical and Cultural features of Zambia
(ii) To help pupils describe and differentiate the Cultural features of Zambia
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 5 of 5 on Physical and Cultural features of Zambia
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Physical and Cultural features of Zambia
(ii) To describe the Cultural features of Zambia
(iii) To differentiate the Cultural features of Zambia
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the Cultural features of Zambia
such as roads, buildings and so on.
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 25-28
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the map of Zambia showing Cultural
features
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
(10minutes)
The class shall listen to the The teacher asks/point at any differentiation from the
narration of how on some of the pupil to differentiate the two fellow pupils.
difference between Physical
Features and Cultural Features
Lesson A. What are cultural features of
Development
(60 minutes) Zambia? GROUP/CLASS DISCUSSION Class discuss the

These are man-made cultural The teacher initiate class Cultural Features of
discussion on Cultural features of Zambia.
features that are made by the
Zambia
Zambians such as road and
railway network, bridges,
plantations and settlement
patterns.
B. Name the cultural features of
Zambia

27
1. Road and Railway network
a. Roads network
b. Railway network
2. Bridges
The following are some of the
bridges in Zambia
- i.The Victoria Falls Bridge
- ii.The Chirundu Bridge
3. Plantations
Zambia has several plantations
that are divided into five
categories as follows.
4. Settlement Patterns of Zambia
It is place where people live.
Conclusion
(10 minutes) The settlements in Zambia vary
in size from cities, big towns,
small towns, villages and
isolated homesteads in rural
areas.

SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by

The lesson will be summarized The teacher pupils to explain mentioning what they
using the following points what they have learnt today have learnt.
Cultural features
1. Roads and Railways
2. Bridges
3. Plantations
4. Settlement

TEACHER EVALUATION: __________________________________________________________________________________________________

EXPECTED ANSWERS

2. The answer will depend on the allocation

28
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on the early stone age
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 4 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the early Stone Age
(iii) To appreciate the early Stone Age
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know the stages in the development of man
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 29
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the early Stone Age tools
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of a pupil to bring a The teacher point at any pupil at mention any uses of the
stone from outside. random to mention any uses of the stones in the
stones in the community community
Lesson TOPIC 16: THE EARLY STONE
Development
AGE (55,000-40,000) GROUP/CLASS DISCUSSION Class discuss on the
(60 minutes)
The Stone Age is the name we The teacher initiate class discuss early stone age
on the early stone age
use for the early prehistoric
period when humans used
stones to make tools with sharp
edges. The stone period is
divided into three stages called
eras: Early, Middle and Late
Stone Age.
TOOLS
The earliest tool made by these
men was the pebble tool which

29
could have been used for
crushing roots and pounding.
FIRE IS DISCOVERED
In the world, fire was first
discovered in China towards the
end of the early Stone Age.
FOOD
The food of the early Stone Age
man included meat which he
hunted fish, wild fruits, roots,
leaves and edible grasses.
ENVIRONMENT
These creatures lived near rivers
and waterfalls, particularly the
victoria and Kalambo Falls, for
three reasons
SUMMARY OF LESSONS POINTS

Conclusion The lesson will be summarized

(10 minutes) using the following points TEACHER EXPOSITION Pupils participate by
Early Stone Age The teacher pupils to explain what mentioning what they
1. Tools they have learnt today have learnt.
2. Fire discovered
3. Food
4. Environment

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Mention any stone tools being used in your community

EXPECTED ANSWERS

1. Bathing tool
2. Tools Sharpener

30
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………......................... TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Constitution SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance
(ii) To help pupils analyse and appreciate the Constitution
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 2 of 8 on Governance
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance of Zambia
(ii) To describe the constitution
(iii) To appreciate the constitution
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know how to choose and rule by leaders
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 30
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and a chat on school rules
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction SAMPLE OF PUPILS TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to read the The teacher point at any pupil at attempt to read the
school rules in class. random to read parts of school school rules
rules
Lesson A. What is a constitution?
Development It is a set of fundamental rules GROUP/CLASS DISCUSSION The class listens
(60 minutes) and laws by which a nation,
state, society or other organized The teacher initiate class discuss attentively to the
group is governed. on governance discussion
B. Name the type of constitution
There are two types of the
constitution namely
i. Written Constitution
This is a type of constitution
where rules and laws are written
down in a form of a book with
several pages.
ii. Un Written Constitution
This type of constitution where
people are ruled based on
tradition, customs and beliefs.
C. What are the characteristics of
a good constitution?
1. LANGUAGE,
31
2.UPHOLD MORAL VALUES
3.COMPREHESIVE
4.DURABLE
5.CLEAR
6.BRIEF
7.HUMAN RIGHTS
D. Why is the constitution
important?
1. It guides people on what to
do and not.
2. It limits the powers of
government.
3. It protects human rights .
It describes the law making
procedures in parliament.
4. It distributes power among
the three organs of government
namely , the Executive,
legislature and judiciary.
5. It establishes the government
structure.
It makes sure that the
government looks after the
affairs of its people.

SUMMARY OF LESSONS POINTS

TEACHER EXPOSITION Pupils participate by
Conclusion The lesson will be summarized
(10 minutes) The teacher pupils to explain mentioning what they
using the following points
what they have learnt today have learnt.
1. Constitution
2. Types of governance
3. Characteristics of constitution
4. Importance of constitution

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Write down the rules being used at home by our parents

EXPECTED ANSWERS
1. Eating at the same
2. No bringing visitors
3. Cleaning of the house
4. Going to church

32
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………..
SCHOOL: ……………………………………….. TIME ……………………………………...
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Weather and Climate CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Weather SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Weather and Climate
(ii) To help pupils describe and differentiate weather elements
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 5 on Weather and Climate
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Weather and Climate
(ii) To describe the Weather
(iii) To differentiate the element of Weather
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the elements of weather such as
rainfall.
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 31
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the diagram on instruments weather
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
(10minutes)
The class shall observe the The teacher asks to look outside description of the
atmospheric conditions of the day the windows and describe the atmospheric conditions
at particular atmospheric conditions outside
Lesson A. WEATHER
Development
(60 minutes) 1. What is Weather? GROUP/CLASS DISCUSSION Class discuss the
It is the atmospheric conditions
of a particular place over a short The teacher initiate class weather
period of time. discussion on Weather
2. What is Meteorology?
Is the study of weather and
making of weather forecasts?
3. Who is a
Meteorologist?
Is a person who studies weather
and make weather forecasts.
4. What is Weather
Forecast?
Is the prediction of what kind of
weather might be expected over
the few days or months?
5. What is Weather or
33
Meteorological
Station?
It is a place where the elements
of weather are measured and
recorded.
6. What are Elements of
Weather?
These are atmospheric
conditions that make up
weather of a particular place at
a given time.
7. What are Instruments
of Weather?
These are instruments used to
measure elements of weather.
8. Name the elements
and instruments of
Conclusion weather.
(10 minutes)
ELEMENTS INSTRUMENTS
Rainfall Rain gauge
Temperature Thermometer
Humidity Hygrometer
Air pressure Barometer
Sunshine Sunshine
Recorder/Sun dial
Cloud Cover Human eye by
Observation
Wind Speed Anemometer
Wind Direction Wind Vane/
weather clock

SUMMARY OF LESSONS POINTS

TEACHER EXPOSITION Pupils participate by
The lesson will be summarized
The teacher pupils to explain mentioning what they
using the following points
what they have learnt today have learnt.
1. Terms used in weather
2. Elements of weather

TEACHER EVALUATION: __________________________________________________________________________________________________

EXPECTED ANSWERS

2. Relief, Convection and Convergence rainfall

34
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………. TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on the Middle stone age
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 5 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the Mid Stone Age
(iii) To appreciate the Mid Stone Age
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know the stages in the development of man
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 32
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the Skull of Broken hill man
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at mention what they
learner experience of early stone random to mention what they learnt under early stone
age learnt under early stone age. age.
Lesson THE MIDDLE STONE AGE
Development This period lasted between GROUP/CLASS DISCUSSION Class discuss on the
(60 minutes) 40,000-10,000 years ago. This
was a period between the early The teacher initiate class discuss Middle stone age
and the late Stone Age. on the Middle stone age
Broken hill man
He was discovered in 1921 by
miners who were digging into
kopjes or small hills in Kabwe.
Appearance
i. Broken Hill Man looked
like modern man.
ii. He had a smaller brain
compared to modern
man, but bigger than that
of the earlier creatures.
Environment
Because of the discovery of fire,
man was able to live safely in

35
the caves. Fire kept him warm
during the cooler nights.
Food
Broken Hill Man depended on
fruits, fish and wild animals for
his food..
Tools
i. Tools in this era were
improved because man
learnt how to fix stone
spear heads to a wooden
handle (shafting)
ii. Other tools were
introduced for specific
purposes such as;
chopping tools, knives,
scrapers, spear heads,
point Sangoan pick and
others.
iii. New methods of hunting
were also introduced such
as ; pitfalls, traps and
missiles (throwing stones)
iv. These tools and hunting
methods helped man to
become the master of his
environment.

SUMMARY OF LESSONS POINTS

Conclusion The lesson will be summarized TEACHER EXPOSITION Pupils participate by
(10 minutes)
using the following points The teacher pupils to explain what mentioning what they
1. Middle Stone Age they have learnt today have learnt.
2. Broken hill man
3. Appearance
4. Food
5. Environment
6. Tools

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Describe the major differences and similarities between early stone and middle stone age

EXPECTED ANSWERS

2. Broken hill man, Appearance ,Food ,Environment and Tools

36
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: …………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Citizenship SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance
(ii) To help pupils analyse and appreciate the Citizenship
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 8 on Governance
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance of Zambia
(ii) To describe the citizenship
(iii) To appreciate the citizenship
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know governance and constitution
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 33
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and sample of NRC, Birth Certificate
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to describe The teacher point at any pupil at attempt to describe the
the under-Five cards or Birth random to describe the under-five under-five card or birth
Certificates they have seen cards or birth certificates certificate
Lesson A. Who is a citizen?
Development It is a member of a national GROUP/CLASS DISCUSSION The class listens
(60 minutes) community who enjoys certain
rights and privileges that cannot The teacher initiate class discuss attentively to the
be enjoyed by a foreigner. on Citizenship discussion
B. What is citizenship?
Is a full membership of a given
country?. In other words is the
relationship that exists between
an individual and the state
through acquisition of official
citizenship documents of that
given country such as National
Registration Card (NRC).
C. What is the other name
of citizenship?
Nationality is the other name
for citizenship.
D. What is duo citizenship?
This is when a person has
37
citizenship for two different
countries
E. Name the qualification to
be a Zambian citizen
a. He / she must be born
in Zambia.
b. If he / she mother or
father was born in
Zambia.
F. Name the
disqualifications of a
Zambian citizen
a. If he / she acquires
the citizenship of
another county
secretly.
b. If he / she requests
for citizenship of
another country.
G. List the advantages of
Zambia citizenship
a. He/she enjoys the
feeling of love and
pride for his/her
country which is
known as patriotism.
SUMMARY OF LESSONS POINTS
The lesson will be summarized TEACHER EXPOSITION Pupils participate by
Conclusion using the following points The teacher pupils to explain mentioning what they
(10 minutes)
1. Citizenship what they have learnt today have learnt.
2. Qualifications
3. Advantages
4. Importance of national
documents

TEACHER EVALUATION: __________________________________________________________________________________________________

1. While at home ask for Birth Certificate, Green National Registration Card (NRC), Driver’s
license and Passport book and note differences in colour, size and shape
EXPECTED ANSWERS
1. The colour, size and shape Birth Certificate, Green National Registration Card (NRC),
Driver’s license and Passport book.

38
SOCIAL STUDIES III LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………..
SCHOOL: ………………………………………. TIME ……………………………………...
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Weather and Climate CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Weather SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Weather and Climate
(ii) To help pupils describe and differentiate types of rainfall
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 2 of 5 on Weather and Climate
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Weather and Climate
(ii) To describe the Weather
(iii) To differentiate the types of rainfall
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the elements of weather such as
rainfall.
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 33-35
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the diagram on types of rainfall
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
(10minutes)
The class shall describe how the The teacher asks pupils to describe description on how
rains begin in the area. how rains begin in the area. rains in the area.

Lesson TYPES OF RAINFALL

Development a)Relief rainfall
(60 minutes) GROUP/CLASS DISCUSSION Class discuss the
-It is also known as orographic
rainfall The teacher initiate class weather
-It is formed whenever moist air is
discussion on Weather
forced to ascend a mountain barrier
-It is common in all regions
-The side that receives rainfall is
called Windward side or wayward
side.
-The side that does not receive
rainfall is called Leeward side or
rain shadow.
b)Convectional rainfall
-This is type is formed when the
land is heated forcing evaporation
of water from rivers, plants, lakes,
seas or soil.
-It usually occurs in the afternoon
and is common in Equatorial and
39
Savannah regions
-As the warm air rises, pressure
decreases, the air expands and
cools, condensation takes place and
light showers called frontal or
cyclonic rain occurs.
c)Convergence rainfall
-It is also known Cyclonic, frontal
or depression rainfall
-This type of rainfall occurs when
large masses of air of different
temperature meet forcing the warm
moist air to rise over the cooler
moist air to form clouds.
-It is usually a very heavy rain that
lasts for few hours
-It is common in low pressure belts
(doldrums) areas
Conclusion -As the warm air rises, pressure
(10 minutes) decreases, the air expands and
cools, condensation takes place and
light showers called frontal or
cyclonic rain occurs.
-The point where the air masses
meet is called Frontal.

SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by

The lesson will be summarized The teacher pupils to explain mentioning what they
using the following points what they have learnt today have learnt.
1.Relief Rainfall
2.Convectional Rainfall
3.Convegence Rainfall

TEACHER EVALUATION: __________________________________________________________________________________________________

2. In order to act as windbreakers in rainfall formulation

40
SOCIAL STUDIES III LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on the Late stone age
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 6 of 6 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the Late Stone Age
(iii) To appreciate the Late Stone Age
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know the stages in the development of man
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 36-37
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the charts of late stone tools as well as
pictures of San people.
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to explain The teacher point at any pupil to explains why the early
why the early stone age. Mid stone explain why the early stone age. stone age. Mid stone
age and late stone age are all Mid stone age and late stone age age and late stone age
referred as to stone age era? are all referred to as stone age are all referred to as
era? stone age era?
Lesson LATE STONE AGE
Development a)Period
GROUP/CLASS DISCUSSION Class discuss on the Late
(60 minutes) The Late stone in Zambia
developed about 10, 000 years The teacher initiate class discuss stone age
ago. The San or Bushmen are the
on the late stone age
people who lived during the Late
Stone Age in Zambia.
b)Appearance
The San were short people with
fully grown male measuring about
1.5 meters. They had a yellowish
complexion and spoke with a click
sound.
c)Sites
41
The famous sites in Zambia were
the san people lived are Caves in
Chilanga, Leopard Hill Caves in
Lusaka, Kalambo falls, Mumbwa
Caves in Mumbwa, Mwela Caves
in Kasama
c)Hunting Tools
The san people used the following
tools for hunting
-Bow and arrow
-Bored stones as digging sticks
-Arrow heads, scrapers for
engravings polished axes, missile
stones, spears and clubs.
d)Methods of Hunting
The following are the methods
hunting used.
-Traps – by digging traps to trap
animals
-Encircling- by surrounding the
animal and kill it
-Chasing the animal in the direction
of hiding men
-Dress up in animal skins and
pretend to be animals
SUMMARY OF LESSONS POINTS
TEACHER EXPOSITION Pupils participate by
The lesson will be summarized
The teacher pupils to explain mentioning what they
using the following points
what they have learnt today have learnt.
1. Middle Stone Age
Conclusion
(10 minutes) 2. Period
3. Sites
4. Appearance
5. Tools
6. Methods
7. Paintings

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Describe the major differences and similarities between early stone, middle stone age and late stone age
EXPECTED ANSWERS

2. Period, Appearance ,Food ,Environment and Tools

42
SOCIAL STUDIES III LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ……………………………………………. TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Citizenship SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance
(ii) To help pupils analyse and appreciate the Citizenship
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 8 on Governance
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance of Zambia
(ii) To describe the qualities, rights, duties and responsibility of a citizen
(iii) To appreciate the qualities, rights, duties and responsibility of a citizen
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know governance and constitution
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and sample of NRC, Birth Certificate
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to describe The teacher point at any pupil at attempt to describe the
who a Zambian citizen is? random to describe who the Zambian
Zambian is?
Lesson 1. What Are The Qualities of a
Development Good Citizen?
GROUP/CLASS DISCUSSION The class listens
(60 minutes) -He/she must be a trusted citizen.
-He/she must be a honest citizen. The teacher initiate class discuss attentively to the
-He/she must have a good
on qualities, rights, duties and discussion
character.
2. What Are The Rights Of A responsibility of a citizen
Citizen?
What Is A Right?
-It is a lawful claim or benefit a
citizen gets from his/her
community.
-Right to life
-Protect from torture: torture
means to hurt someone badly.
3. What is a duty?
-It is what you must do or ought to
do.
-Paying tax
-Caring for public property
4.Name the responsibility of a

43
citizen
-What is responsibility?
-It is what he/she is supposed to do
for his/her personal family and
community
Personal responsibility
-By keeping oneself clean all times
-By going to school
Family responsibility
-By doing the work given
-By taking care of your family e.g
cooking, looking after your babies,
grandmothers, father.
Community or country
responsibility
-By participating in any community
programs e.g collecting garbage in
the area.
-By taking part in choosing leaders
e.g voting

SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by

The lesson will be summarized The teacher pupils to explain mentioning what they
using the following points what they have learnt today have learnt.
1. qualities
2. Rights
3. duties and
(Conclusion 4. responsibility of a citizen
10 minutes)

TEACHER EVALUATION: __________________________________________________________________________________________________

EXPECTED ANSWERS
1. Keep class clean all time
2. No making noise
3. No eating in class
4. Writing all school work given by teachers
5. No stealing in class

44
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………..
SCHOOL: ………………………………………. TIME ……………………………………...
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Weather and Climate CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Weather SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Weather and Climate
(ii) To help pupils describe and differentiate measurement of rainfall and temperature
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 5 on Weather and Climate
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand Weather and Climate
(ii) To describe the elements of Weather
(iii) To differentiate the measurement of rainfall and temperature
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the elements of weather such as
rainfall and temperature
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 40-43
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the diagram on instruments of rainfall
and temperature
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introductio LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
n
(10minutes) The class shall describe how the The teacher asks pupils to describe description on how the
human body temperature is how the human body human body
measured temperature is measured temperature is measured
Lesson A. Measurement of rainfall
Developme
nt i. Rainfall is measured by an GROUP/CLASS DISCUSSION Class discuss the
(60 The teacher initiate class measurement of rainfall
minutes)
instrument called Rain gauge
ii. Rainfall is usually measured in discussion on measurement of and temperature

millimetres(mm) rainfall and temperature

B. How to record rainfall

measurements
i. Daily rainfall- it is recorded in
millimetres by reading it off the
rain gauge.
ii. Monthly rainfall- the daily

45
records of rainfall are added at the
end of the month to find total
rainfall for the month.
10.Temperature
It is the degree of hotness or
coldness of a body or place.
It is measured in Degrees Celsius or
Centigrade ( ) or Degrees
Fahrenheit ( ).
a)How to measure temperature
Temperature is measured using a
thermometer.
b) Six’s thermometer
It is also called the minimum and
maximum thermometer.
It is used to show both maximum
and minimum temperatures

Conclusion c) How record temperature

(10 minutes)
1) Mean daily temperature is the
average of maximum and minimum
temperatures. The maximum and
temperatures for one day are
added together and then halved.
SUMMARY OF LESSONS POINTS
The lesson will be summarized
TEACHER EXPOSITION Pupils participate by
using the following points
The teacher pupils to explain mentioning what they
1.Measuremenf of rainfall
what they have learnt today have learnt.
2.Measurement of temperature

TEACHER EVALUATION: __________________________________________________________________________________________________

EXPECTED ANSWERS

2. To know what to wear, activities to carryout and so on.

46
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ……………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on the Iron Age
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 1 of 5 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the Iron Age
(iii) To appreciate the Iron Age
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know the stages in the development of man such
as Early, Middle and Late Stone Age.
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 43-45
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and samples of tools made out of iron such as
knives, hoe, and axe
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to mention The teacher point at any pupil to mention things they are
things they are using at home made mention things they are using at using at home made
out of metal home made out of metal out of metal
Lesson THE BEGINNING OF WORLD
Development
CIVILISATION GROUP/CLASS DISCUSSION Class discuss on the Iron
(60 minutes)
This is when the knowledge of iron The teacher initiate class discuss Age
working (Iron Age) and farming on the Iron Age
began in the world.
1). Iron Age
This was the period when
communities learnt how to smelt
Iron ore and make various tools,
utensils and weapons such as
spearheads or points, spears, axes,
pots, iron gongs and knives.

47
2). Farming
This was the period when man
started rearing animals such as
cattle, goats and sheep and
growing of crops such as rice,
wheat, barley and oats.
1). In the Middle East
The knowledge of iron working
and farming began in the Middle
East about 10,000 years ago in
Syria, Iraq and Iran.
2). In Europe
3). In Asia
4). In Africa
a). North Africa in Egypt
e). Central Southern Africa in
Zambia
The knowledge of iron smelting
and farming reached Zambia about
2000 years ago through Tanzania
Conclusion and Congo DRC.
(10 minutes)
SUMMARY OF LESSONS POINTS
The lesson will be summarized TEACHER EXPOSITION Pupils participate by
using the following points The teacher pupils to explain mentioning what they
1. Iron Age what they have learnt today have learnt.
2. Farming
3. Origin and how it spread

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Describe the major differences between early stone, middle stone age, late stone age and Iron age?

EXPECTED ANSWERS

2. In stone age era people depended on stones, hunting and food gathering while in iron age era
people depended iron tools and farming

48
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Political Organisation SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance
(ii) To help pupils analyse and appreciate the Political Organisation
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 4 of 8 on Governance
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance of Zambia
(ii) To describe political organisation
(iii) To appreciate political organisation
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know governance, constitution and citizenship
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 46-48
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and chart on famous political parties in
Zambia
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate the The teacher point at any pupil at attempt to describe the
experience of attending a political random to describe the experience experience
rally of attending a political rally

Lesson A.What is a political party?

Development
(60 minutes) It is a group of people who come GROUP/CLASS DISCUSSION The class listens
together to promote their political The teacher initiate class discuss attentively to the
agenda. on political organisation discussion

B. What is a party manifesto?

It is a document that contains the
political party’s ideas, plans, beliefs
and programs for the country.
C. Outline the structure of a
political party
In order for any political party to
perform its roles and functions,
D. What are party conferences or

49
conventions?
These are meetings held to discuss
party matters. These meetings are
held at district, provincial or
national levels.
E. Name the roles or functions of
political parties
1.To educate the public on national
issues e.g constitution making
process
F. Name the three types of party
political system
What is a party political system?
It is the classification of a country
either a one party system, two
party system or multi-party system

SUMMARY OF LESSONS POINTS

The lesson will be summarized
TEACHER EXPOSITION Pupils participate by
using the following points
The teacher pupils to explain mentioning what they
1. Definition
what they have learnt today have learnt.
(Conclusion 2. Manifesto
10 minutes)
3. Structures
4. Functions
5. Systems

TEACHER EVALUATION: __________________________________________________________________________________________________

________________________________________________________________________________________________________________________________
LEARNER EVALUATION: __________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
HOMEWORK/CLASS EXERCISE
1. Are pupils allowed to form Student Leadership Councils in schools to promote the
agenda of pupils in?
EXPECTED ANSWERS
2. The pupils are allowed to form Student Council Leadership and fill up all positions from president
to committee member. Encourage pupils to form these student councils to promote their matters

50
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Weather and Climate CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Weather SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Weather and Climate
(ii) To help pupils describe and differentiate humidity
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 4 of 5 on Weather and Climate
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand Weather and Climate
(ii) To describe the elements of Weather
(iii) To differentiate the measurement of humidity
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the elements of weather such as
rainfall and temperature
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 46-47
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the diagram on Humudity
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introductio LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
n
(10minutes) The class shall describe the wetness The teacher asks pupils to describe description of wetness
on top of the grass, object like where the wetness seen on top of on top of the grass,
vehicles in the morning. the grass, object like vehicles in object like vehicles in
the morning come from. the morning.
Lesson HUMIDITY
Developme
nt GROUP/CLASS DISCUSSION Class discuss humidity
It is the amount of water vapour
(60 The teacher initiate class
minutes) in the air.
discussion on humidity
Relationship between humidity
and temperature.
1. As temperature rises, air holds
more water vapour.
2. The higher the temperature
the more water vapour in the
air.

51
How to measure humidity
1.Humidity is measured by an
instrument called Hygrometer
2. Hygrometer is made up of
wet bulb and dry bulb
thermometers.
Storage of thermometers
Stevenson screen
1.It is a wooden box that is
suspended or supported by four
legs found at the weather
station.
Stevenson screen is used to keep
(4) four thermometers namely
maximum, minimum, dry bulb
and wet bulb thermometers.

Conclusion SUMMARY OF LESSONS POINTS

(10 minutes)
The lesson will be summarized
using the following points
TEACHER EXPOSITION Pupils participate by
1.Humidity
The teacher pupils to explain mentioning what they
2.Relationship between humidity
what they have learnt today have learnt.
and temperature
3. How to measure humidity
4. Sixth Thermometer

TEACHER EVALUATION: __________________________________________________________________________________________________

EXPECTED ANSWERS

2. Summer and winter Season. Reason being the ground has a lot of water molecules.

52
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Elections SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance
(ii) To help pupils analyse and appreciate elections
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 5 of 8 on Governance
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance of Zambia
(ii) To describe election in Zambia
(iii) To appreciate election in Zambia
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know governance, constitution and citizenship
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 51-57
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and chart on electoral process in Zambia
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to narrate The teacher point at any pupil attempt to describe
what they know about elections. at random to describe what what they know
they know about elections.
Lesson ELECTIONS
Development
(60 minutes) 1. What is to elect? GROUP/CLASS DISCUSSION The class listens
It is to choose a leader of a The teacher initiate class discuss attentively to the
community or country.
on elections discussion
2. What is an election?
It is the process of choosing a
leader of a community or
country.
3. What is franchise right?
It is the right to vote.
4. Name the types of elections
in Zambia
i. Primary elections
These are elections held by
different political parties to

53
choose candidates to stand in
presidential, parliamentary and
local government elections.
ii. Tripartite elections
These are also known as general
elections. These are elections
held to choose the president,
members of parliament,
executive mayors and councilors
every after every five years (5).
By elections
These are held to replace a
president, member of
parliament or councilor. These
Elections should be held within
(90) days of the occurrence of
the vacancy.
5. Describe the electoral process
in Zambia
1. Electoral process are stages or
phases followed in electing
leaders of our country such as
the president, members of
parliament, executive mayors
and councillors.

SUMMARY OF LESSONS POINTS

The lesson will be summarized
(Conclusion using the following points TEACHER EXPOSITION
10 minutes) 1. Definition
2. Types of elections The teacher pupils to explain Pupils participate by
3. Electoral System what they have learnt today mentioning what
4. Role of electoral commission
5. Electoral malpractice they have learnt.

TEACHER EVALUATION: __________________________________________________________________________________________________

________________________________________________________________________________________________________________________________
LEARNER EVALUATION: __________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
HOMEWORK/CLASS EXERCISE
1. Why do people against rigging of elections? Give five reasons
EXPECTED ANSWERS
2. Defeats democracy, will of people defeated, unpopular leaders win and it a form stealing etc.

54
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Weather and Climate CLASS ......................…..... No. PUPILS:..........
SUB TOPIC: Weather SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Weather and Climate
(ii) To help pupils describe and differentiate Air pressure
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 4 of 5 on Weather and Climate
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand Weather and Climate
(ii) To describe the elements of Weather
(iii) To differentiate the measurement of Air pressure
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know some of the elements of weather such as
rainfall and temperature
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 58-59
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and the diagram on instruments of air
pressure
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupils listen to the
(10minutes)
The class shall describe how they The teacher asks pupils to describe description on how
can put and measure pressure they how they can put and measure they can put and
put in bicycles/soccer ball pressure they put in measure pressure they
bicycles/soccer ball put in bicycles/soccer
ball
Lesson Air Pressure
Development It is also known as the
(60 minutes) GROUP/CLASS DISCUSSION Class discuss on
atmospheric pressure.
It the weight of the air which is The teacher initiate class humidity
exerted on the earth’s surface. discussion on humidity

Relationship between altitude

and air pressure
1.Pressure decreases with
increase in altitude
2.So the higher the altitude the
lower the air pressure.
3.So the higher the pressure the
lower the altitude
55
Relationship between
temperature and air pressure
1.The higher the temperature the
lower the pressure.
2.The higher the pressure the
lower the temperature
3.High temperature areas are
associated with low pressure
(doldrums )

How to measure air pressure

1.Air pressure is measured by an
instrument called barometer
2.Air pressure is measured in
units called millibars
3.Air pressure is measured using
two types of barometers
namely. Mercury Barometer and
Aneroid Barometer

Isobars -are lines drawn on the

map joining places with equal
amount of pressure?

Conclusion
(10 minutes)
SUMMARY OF LESSONS POINTS
TEACHER EXPOSITION Pupils participate by
The lesson will be summarized
The teacher pupils to explain mentioning what they
using the following points
what they have learnt today have learnt.
1. definition of air pressure
2.Relationship with altitude
3. Relationship with temperature
4. How to measure Humidity
5. Isobars

TEACHER EVALUATION: __________________________________________________________________________________________________

EXPECTED ANSWERS

3. Putting tyres for vehicles, bicycles, soccer fall, fridges etc.

56
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Man the Social Being CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Origin and development of man SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils about man the social being
(ii) To teach pupils on The Early Traders In Zambia: Ing’ombe Ilede
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 3 of 5 on man the social being
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand man as a social being
(ii) To describe the The Early Traders In Zambia: Ing’ombe Ilede
(iii) To appreciate the The Early Traders In Zambia: Ing’ombe Ilede
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know the stages in the development of man such
as Early, Middle, Late Stone and Iron Stage Age.
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 59-60
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and chat on the Ing’ombe Ilede
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to describe The teacher point at any pupil to describes Trade.
what Trade is describe Trade

Lesson THE EARLY TRADERS IN ZAMBIA:

Development ING’OMBE ILEDE GROUP/CLASS DISCUSSION Class discuss on the The
(60 minutes) A. Site Discovered
The teacher initiate class discuss Early Traders In
Ing’ombe Ilede was discovered in
1960 by Government Workers on the The Early Traders In Zambia: Ing’ombe
during the construction of Kariba Zambia: Ing’ombe Ilede Ilede
Dam. However, much of
archaeological remains were
excavated by J. H. Chaplin, of the
National Monuments Commission.
B. Site Location
Ing’ombe Ilede is situated between
the banks of the Zambezi and
Lusitu rivers about 48 Kilometres
from the dam walls of Kariba Dam
in Gwembe District of Sourthern
Province.
C. Why the Site is called
57
Ing’ombe Ilede?
At this site, there was a big tree
which looked like a sleeping cow;
hence, the Tonga gave this site the
name `Ing’ombe Ilede’ which is a
Tonga phrase for a `sleeping cow’
D. Site Trade activities
1.The trade was conducted
along river Zambezi
2.The most common important
local trading item was salt
E. Site burial arrangement
The poor or slaves were buried
outside the market and no
valuables were found on their
graves
F. Why was Ing’ombe
Ilede important /
preferred by many
traders?
Its nearer location to the
Zambezi river made trade
possible.
SUMMARY OF LESSONS POINTS
Conclusion
(10 minutes) The lesson will be summarized TEACHER EXPOSITION Pupils participate by
using the following points The teacher pupils to explain mentioning what they
1. Site discovered what they have learnt today have learnt.
2. Site location
3. Ing’ombe meaning
4. Site trade activities
5. Site burial arrangement
6. Importance

TEACHER EVALUATION: __________________________________________________________________________________________________

1. Why did the trade Activities stop at Ing’ombe Ilede.

EXPECTED ANSWERS

2. It is believed that the Arabs from East coast chased away Ing’ombe Ilede traders
3. It is believed that the coast began to trade with the Shona in Zimbabwe.

58
SOCIAL STUDIES LESSON PLAN
TEACHERS’ NAME: ……………………………………………… DATE ……………………………………....
SCHOOL: ………………………………………………… TIME …………………………………….....
SUBJECT: Social Studies DURATION: 80 minutes
TOPIC: Governance CLASS ......................….....… No. PUPILS:..........
SUB TOPIC: Central Government SEX: No. BOY:.............. No. GIRL:.............
RATIONALE (To be written based on (i) Content (ii) Skills and Values (iii) Methodology (iv) Position )
(i) To teach pupils on Governance
(ii) To help pupils analyse and appreciate the Central Government
(iii) Methods to be employed are teacher exposition (oral questions and answers) and group/class discussion
(iv)This is lesson number 5 of 8 on Governance
LEARNING OUTCOMES: (To be written based on (i) knowledge (ii) Skills (iii) Values of the lesson)
(i) To understand the Governance of Zambia
(ii) To describe Central Government
(iii) To appreciate Central Government
PREREQUITE SKILLS AND KNOWLEDGE: the pupils already know governance, constitution, citizenship and
political organisation
REFERENCE BOOKS: Our Sanele Social Studies Study Teaching and Learning notes on page 61-62
TEACHING/LEARNING MATERIALS/RESOURNCES: Chalkboard and chart on Central Government
STAGE LEARNING POINTS/CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
Introduction LEARNER EXPERIENCE TEACHER EXPOSITION The pupil pointed at
(10minutes)
The sample of pupils to explain The teacher point at any pupil at attempt to describe
who and how there are governed random to describe who and how who and how there are
in class there are governed in class. governed in class
Lesson CENTRAL GOVERNMENT
Development
A. What is to govern? GROUP/CLASS DISCUSSION The class listens
(60 minutes)
It is to rule The teacher initiate class discuss attentively to the
B. What is Government?
on Central Government discussion
It is a rule by a group of
people on behalf of others
in a country.
C. What is a Central
Government?
It is a group of people
chosen to run the affairs of
the country on behalf of its
citizens.
D. What are the main
functions of the central
government?
i. To defend the country

59
ii. To provide public services

iii. To make executive and enforce

law

iv. To develop the country

v. To establish international
relations with other countries
vi. To raise money

E. Name the three arms or

organs of central
government
1. Executive
2. Legislature
3. Judiciary
1. THE EXECUTIVE
This is the arm or organ of
government that carry out
decisions. It is made up of the
president, vice president, cabinet
ministers, provincial ministers and
civil servants (government
workers).

SUMMARY OF LESSONS POINTS TEACHER EXPOSITION Pupils participate by

The lesson will be summarized The teacher pupils to explain mentioning what they
(Conclusion
10 minutes) using the following points what they have learnt today have learnt.
1. Definition Central
Government
2. Roles of the Central
Government
3. The Executive

TEACHER EVALUATION: __________________________________________________________________________________________________

________________________________________________________________________________________________________________________________
LEARNER EVALUATION: __________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
HOMEWORK/CLASS EXERCISE
1. What would happen there is no central Government in a country?
EXPECTED ANSWERS
2. The country will become ungovernable
3. They will be no provision of goods and services

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