DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of the history of Pan-Africanism
3. SPECIFIC COMPETENCE
1.1 Demonstrate an understanding of the concept of Pan-Africanism and its origins in the 15th Century
4. MAIN ACTIVITY
Examine the concept of Pan-Africanism (meaning, objectives and importance)
5. SPECIFIC ACTIVITY
Meaning of Pan-Africanism
6. TEACHING/LEARNING RESOURCE
Written texts and written texts in braille on the concept of Pan-Africanism
TEACHING STRUCTURE
REFERENCES: T.I.E (2024) History for Advance Level Secondary Schools Student's Book Form Five, Dar-es-Salaam
|
Stage |
Time |
Teachers Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 |
Use brainstorming/questions to activate prior knowledge. |
Share ideas and respond to questions. |
Learners correctly identify the concept of Pan-Africanism from prior knowledge. |
|
Competence Development |
30 |
Guide learners through explanations and discussions on meaning of pan-africanism. |
Take notes, ask questions and participate in discussions. |
Learners accurately explain the meaning of Pan-Africanism. |
|
Design |
20 |
Organize group work, presentations or debates related to the activity. |
Collaborate in groups and present findings. |
Learners effectively discuss and present the meaning of Pan-Africanism. |
|
Realizations |
20 |
Use portfolios, performance assessments, oral questions and assignments. |
Complete assessment tasks and demonstrate competencies. |
Learners correctly demonstrate understanding of the meaning of Pan-Africanism through assessment activities. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |
DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
1. CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. MAIN COMPETENCE
1.0 Demonstrate mastery of the history of Pan-Africanism
3. SPECIFIC COMPETENCE
1.1 Demonstrate an understanding of the concept of Pan-Africanism and its origins in the 15th Century
4. MAIN ACTIVITY
Examine the concept of Pan-Africanism (meaning, objectives and importance)
5. SPECIFIC ACTIVITY
Objectives of Pan-Africanism
6. TEACHING/LEARNING RESOURCE
Written texts and written texts in braille on the concept of Pan-Africanism
TEACHING STRUCTURE
REFERENCES: T.I.E (2024) History for Advance Level Secondary Schools Student's Book Form Five, Dar-es-Salaam
|
Stage |
Time |
Teachers Activities |
Learning Activities |
Assessment Criteria |
|
Introduction |
10 |
Use brainstorming/questions to activate prior knowledge. |
Share ideas and respond to questions. |
Learners identify prior ideas related to objectives of Pan-Africanism. |
|
Competence Development |
30 |
Guide learners through explanations and discussions on objectives of pan-africanism. |
Take notes, ask questions and participate in discussions. |
Learners accurately explain objectives of Pan-Africanism. |
|
Design |
20 |
Organize group work, presentations or debates related to the activity. |
Collaborate in groups and present findings. |
Learners effectively discuss and present objectives of Pan-Africanism. |
|
Realizations |
20 |
Use portfolios, performance assessments, oral questions and assignments. |
Complete assessment tasks and demonstrate competencies. |
Learners correctly demonstrate understanding of objectives of Pan-Africanism through assessment activities. |
REMARKS :
--REMARKS TO WRITTEN HERE-- |