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Indigenous Languages — Grade 8

Official curriculum design covering 26 published strand/sub-strand section(s), sourced from the Kenya Institute of Curriculum Development (KICD).

Download official design (Indigenous Languages Grade 8 KICD Curriculum Design.pdf)

1 / 1.1.1

Gender Roles

Listening for information (2 lessons) • Gender roles • Responding to questions

Specific Learning Outcomes

  • Identify gender roles from aural texts for information,
  • Respond to questions on gender roles in the community from texts for comprehension,
  • Recognise the importance of listening purposefully for comprehension.

Suggested Learning Experiences

  • Collaborate with peers to hold a discussion forum on gender roles in communities,
  • Listen to a recording or talk on the theme,
  • Identify vocabulary related to the theme,
  • Prepare a vocabulary list with the words related to the theme,
  • Work with peers to identify the meaning of new words and words related to them (e.g. synonyms and opposites),
  • Make simple sentences using the vocabulary identified,
  • Answer direct and inferential questions from a text related to the theme,
  • Work collaboratively to conduct a debate on the theme - gender roles,
  • Team up with peers to record the debate session,
  • Organise the recorded session in a digital portfolio.

Key Inquiry Question(s)

  • How do we listen to get information from an aural text?
  • Why should some opportunities be equal among both girls and boys?

1 / 1.2.1

Gender Roles

Reading for comprehension (2 lessons) • Vocabulary • Direct and inferential questions • Tense- present and past tense

Specific Learning Outcomes

  • Answer questions from texts related to the theme for comprehension,
  • Use the vocabulary on the theme to construct sentences in appropriate tenses for communication,
  • Embrace the use of interpersonal skills to enhance positive gender roles in society.
  • Can be described in their present and past tense,

Suggested Learning Experiences

  • Conduct a reader’s theatre to read texts related to the theme,
  • Work with peers to identify vocabulary related to the theme,
  • Answer direct and inferential questions from the texts,
  • Work with peers to discuss how action (verb
  • Work as a class to create a table to differentiate between verbs in their present and past tense,
  • Display the table on the language corner and take turns to read,
  • Make sentences using the verbs in their present and past tense,
  • Use substitution tables to makes sentences related to the theme,
  • Share their sentences with peers for peer review.

Key Inquiry Question(s)

  • How can we differentiate between actions done in the past and in the present?
  • Why is it important to apply comprehension skills in reading?

1 / 1.3.1

Gender Roles

Essay writing – Expository essay

Specific Learning Outcomes

  • Research on an issue related to the theme for information,
  • Write an expository essay on gender roles for effective communication,
  • Embrace the importance of organising ideas into a coherent sequence for communication.

Suggested Learning Experiences

  • Work with peers to carry out a research on an issue related to the theme,
  • Make notes on their findings,
  • work with peers to brainstorm and write an outline of an expository essay on the theme,
  • Create a vocabulary bank using the vocabulary picked,
  • collaborate with peers to sort flashcards with ideas on gender roles in the community,
  • Organise the ideas on the gender roles into a coherent sequence,
  • Construct paragraphs from the ideas on the cards and sequence them into a meaningful expository essay,
  • Edit and review the essay for coherence and effective communication,
  • Display the best written essay in the class language wall.

Key Inquiry Question(s)

  • How do we organise information logically in writing?
  • Why is it important to understand gender roles in the community?

2 / 2.1.1

Information Communication Technology (Ict) – Netiquette

Listening for comprehension (2 lessons) • The internet • Tense- future tense

Specific Learning Outcomes

  • outline the advantages and disadvantages of the internet for information,
  • identify future tense from aural texts for information,
  • value the importance of listening attentively as a way of acquiring information.

Suggested Learning Experiences

  • Brainstorm the uses and dangers of the internet with peers,
  • List on separate charts the advantages and disadvantages of the internet and display in class,
  • Listen to a passage on the proper use of the internet and take notes,
  • Discuss the do’s and don’ts of the use of the internet with peers,
  • Create a glossary of new words related to the theme from the text listened to,
  • Conduct a discussion on how to describe actions in the future tense,
  • Work with peers to make sentences related to the theme with verbs in their future tense.

Key Inquiry Question(s)

  • How do we listen to acquire information?
  • Why is it important to observe netiquette when using the internet?

2 / 2.2.1

Information Communication Technology (Ict) – Netiquette

Extensive reading – Library skills (2 lessons) • Tracing resources • Tracking reading progress • Tense- future tense

Specific Learning Outcomes

  • Trace specific reading materials from online or print sources,
  • Track their reading progress by creating a reading log,
  • Embrace safe use of the internet as a source of information for lifelong learning.

Suggested Learning Experiences

  • Search for texts related to technology, social media or the internet, using digital devices or the library,
  • Collaborate with peers to conduct a silent reading session,
  • List down the vocabulary identified from the read texts,
  • Pick out names of digital devices from the texts, read and write them on charts for display,
  • Prepare a reading log on the resources read including key details (e.g. title, author, main idea, vocabulary),
  • Identify sentences written in future tense and note them down,
  • Create a reading club with peers and exchange reading resources.

Key Inquiry Question(s)

  • How do we get information on something we want to understand more?
  • Why is it important to use the internet safely and cautiously?

2 / 2.3.1

Information Communication Technology (Ict) – Netiquette

Social writing – Cards (2 lessons) • Invitation card • Appreciation card • Congratulatory card

Specific Learning Outcomes

  • Identify the key components of a card for information,
  • Design a card (invitation card, appreciation card, congratulatory card) for effective communication,
  • Advocate for the role of social writing in enhancing communication.

Suggested Learning Experiences

  • Work with peers to collect sample cards from online and print sources,
  • Study the cards to identify the key message passed,
  • Identify the features of the cards,
  • Work with peers to design a thank-you card, congratulatory card and invitation card,
  • Display the cards in the class gallery for peer review,
  • Use a digital device to create a variety of e-cards (invitation, appreciation, congratulatory cards),
  • present the designed e-cards to the class for peer review.

Key Inquiry Question(s)

  • Why do we present cards to people?
  • How can we make cards more appealing when designing them?

3 / 3.1.1

Wildlife

Attentive listening (2 lessons) • Common conversation al errors • Responding to questions

Specific Learning Outcomes

  • identify common conversational errors for information,
  • respond to questions from an aural text for comprehension,
  • acknowledge the role of conversational skills in day-to-day communication.

Suggested Learning Experiences

  • Discuss with peers the common conversational errors among speakers,
  • Listen to a conversation on human-wildlife conflict between a game warden and a farmer (complaining about wild animals destroying crops in his or her farm),
  • Identify conversational errors that may occur as a result of poor turn-taking and interrupting impolitely,
  • role play the conversation again while correcting the conversational errors made,
  • Respond to questions from texts.

Key Inquiry Question(s)

  • Why is it important to interrupt politely in a conversation?
  • How do we avoid conflict with wild animals?

3 / 3.2.1

Wildlife

Extensive Reading (2 lessons) Grade Appropriate Texts • Vocabulary building • Paraphrasing main idea

Specific Learning Outcomes

  • Explain vocabulary related to the theme for effective communication,
  • Paraphrase the main idea from a text for comprehension,
  • Embrace reading as a source of acquiring information.

Suggested Learning Experiences

  • Read texts related to safety of wild animals on our roads (for example, road signs, being cautious, animal ambulance),
  • Identify vocabulary related to the theme- wildlife,
  • Team up with peers to play a language game to match the vocabulary identified to their meaning,
  • Work with peers to construct sentences using the vocabulary identified,
  • Paraphrase the main idea from the text,
  • Share the summary with peers for review,
  • Collaborate with peers to prepare a creative mosaic of a wild animal of choice and display during the interclass exhibitions.

Key Inquiry Question(s)

  • Why should we read extensively?
  • Why is it important to take care of wildlife?
  • What can be done to avoid road accidents involving wild animals?

3 / 3.3.1

Wildlife

Writing for information – Paragraphs

Specific Learning Outcomes

  • Identify the features of a well-developed paragraph,
  • Compose two well sequenced paragraphs on the theme for information,
  • Acknowledge writing as a channel for addressing pertinent issues and ideas.

Suggested Learning Experiences

  • Brainstorm with peers the features of a well-developed paragraph,
  • Work with peers to study a collection of paragraphs,
  • Collaborate with peers to review the paragraphs and identify whether they are well developed and written,
  • Prepare a sketch of ideas related to the theme,
  • Use the sketched ideas to compose a paragraph on the theme,
  • Share their paragraphs with peers for review,
  • Display the best written paragraphs in the class gallery,
  • Conduct a writing contest to identify well-developed paragraphs from the class.

Key Inquiry Question(s)

  • How do we write paragraphs?
  • Why is it important to preserve wildlife?

4 / 4.1.1

Safety At School

Public speaking – Impromptu speech (2 lessons) • Non-verbal cues • Presentation

Specific Learning Outcomes

  • Identify the non- verbal cues in communication,
  • Present a short talk on the theme using appropriate non- verbal cues for effective communication,
  • Recognise the value of non-verbal cues in enhancing communication. Used in the presentation of the story,
  • Listen keenly to a talk on how to give first aid in case of a school emergency,

Suggested Learning Experiences

  • Watch and listen to a video recording of a story on safety at school,
  • Identify the non-verbal cues (e.g. gestures, facial expressions, movement)
  • Discuss how the cues help to enhance understanding in speaking,
  • Present the short talk using appropriate non-verbal cues at a class assembly or during club activities,
  • Visit an institution that provides first aid services (hospital or the Kenya Police)
  • Conduct a discussion forum in clubs and societies on safety measures to be taken in school to avoid accidents.

Key Inquiry Question(s)

  • Red Cross, St. John’s Ambulance 1. How do non- verbal cues enhance understanding?
  • Why is it important to follow the appropriate steps of first aid in case of an accident?

4 / 4.2.1

Safety At School

Reading for information – Poetry (2 lessons) • Responding to questions • Vocabulary building • Sentence construction

Specific Learning Outcomes

  • Respond to questions from texts for information,
  • Create a glossary with words related to the theme for information,
  • Construct sentences using the new vocabulary for effective communication,
  • Appreciate the role of reading as a way of acquiring information.

Suggested Learning Experiences

  • Surf the internet or check the library for poems on safety at school,
  • Conduct a reader’s theatre to read the poems,
  • Discuss some of the safety precautions that should be taken to ensure safety in school,
  • Answer direct and inferential questions from the poems read,
  • Create a collection of new vocabulary related to safety in school from the poems read,
  • Infer meaning of the vocabulary from the context of the poems,
  • Construct sentences using the vocabulary identified,
  • Recite the poems read during club activities.

Key Inquiry Question(s)

  • Why should there be security measures in school?

4 / 4.3.1

Safety At School

Writing to give information (2 lessons) • Connectors of sequence • Composition writing

Specific Learning Outcomes

  • Outline the steps of responding to an emergency in school, using connectors of sequence,
  • Write a composition on the process of responding to an emergency in school,
  • Recognise process writing as a way of passing information.

Suggested Learning Experiences

  • Watch a short video or read a passage on the process of responding to an emergency,
  • Work with peers to summarise what happens in the video or passage,
  • Outline the main steps taken in responding to the emergency in the video or passage,
  • Compile a list of connectors of sequence used to sequence ideas in paragraphs (e.g. first, second, then, finally),
  • Write a composition laying out the process of responding to an emergency based on the main steps outlined using the connectors of sequence,
  • Present the composition to other members of class for peer review,
  • Organise their best compositions in a portfolio.

Key Inquiry Question(s)

  • Why is it important to understand how to respond to an emergency?

5 / 5.1.1

Common Community Values (Unity, Respect And Hard Work)

Storytelling (2 lessons) • Proverbs and wise sayings • Re-telling stories • Lessons learnt

Specific Learning Outcomes

  • re-tell a short story on the theme for expression,
  • explain proverbs and wise sayings used in oral presentations for information,
  • embrace the common community values for lifelong learning.

Suggested Learning Experiences

  • Listen to a story from a good narrator or a digital or electronic device on the African community values (respect, unity and hard work),
  • Discuss the lessons learnt from the story,
  • Identify the features that made the storytelling session interesting,
  • Work with peers to put together a collection of proverbs and wise sayings,
  • Discuss the meaning of the proverbs and wise sayings,
  • Write the proverbs and wise sayings on sentence strips and display them in class,
  • Create proverbs and sayings [[PAGE:37]] 26 baskets and randomly pick the proverbs to explain the meaning to peers,
  • Create short stories using proverbs and wise sayings focusing on good values of their community and narrate during community events, drama and music festivals.

Key Inquiry Question(s)

  • Why is it important to pass culture from one generation to another?

5 / 5.2.1

Common Community Values (Unity, Respect And Hard Work)

Reading for information (2 lessons) • Vocabulary building • Responding to questions

Specific Learning Outcomes

  • Identify vocabulary related to the theme for information,
  • Respond to questions from texts for comprehension,
  • Acknowledge the role of reading for acquisition of information.

Suggested Learning Experiences

  • Surf the internet or read books with texts related to the theme,
  • Identify meaning of vocabulary in the texts,
  • Answer direct and inferential questions from the texts,
  • Make a summary of the key ideas from the texts,
  • Identify specific details from the texts (e.g. characters, vocabulary),
  • Discuss the importance of each of the values mentioned from the context of the text,
  • Prepare a skit on community values and roleplay during club activities or school events.

Key Inquiry Question(s)

  • Why are community values important?

5 / 5.3.1

Common Community Values (Unity, Respect And Hard Work)

Creative writing – Poetry (2 lessons) • Features of poems • Aspects of style

Specific Learning Outcomes

  • Identify features of a poem for information,
  • Write a simple poem on the theme for creative expression,
  • Advocate for the use of poetry in the promotion of community values.

Suggested Learning Experiences

  • Work collaboratively to discuss aspects of poetry (e.g. theme, diction, line, stanza, imagery and persona),
  • Watch a presentation of, or read a simple poem on the theme,
  • Explain the main message from the poem,
  • Identify aspects of style (e.g. repetition, rhyme, imagery, symbolism, and rhythm),
  • Compose simple poems on community values,
  • Recite the verses for peer review,
  • Discuss how language is used in poetry,
  • Compare language use in poetry with ordinary language.

Key Inquiry Question(s)

  • Why are poems important in transmitting culture?

6 / 6.1.1

Indigenous Trade

Self-expression –interviews (2 lessons) •Characteristics of a good presentation •Audience awareness •Turn taking and interrupting politely

Specific Learning Outcomes

  • a) identify the characteristics of a good oral presentation for information,
  • b) apply audience awareness in a mock interview session for expression,
  • c) observe the skills of turn-taking and interrupting politely in a dialogue for expression,
  • d) value the need for confidence in oral presentation for self- expression.

Suggested Learning Experiences

  • Work with peers to listen to a recording of an interview panel on the theme,
  • Identify vocabulary used in the interview,
  • Work in partnership with peers to find out the meaning of the new words identified,
  • Conduct a mock interview with peers on a topic related to the theme,
  • Apply turn-taking and interrupting politely in the mock interview,
  • Review peers’ performance,
  • Discuss with peers on effects of poor turn-taking or interruption modes in an interview,
  • Role-play two contrasting panel interviews and establish the distinguishing factors regarding turn-taking and interrupting politely.

Key Inquiry Question(s)

  • How do we apply audience awareness in an oral presentation?
  • Why is it important to take tu rns and interrupt politely in dialogues?

6 / 6.2.1

Indigenous Trade

Reading for comprehension – Play (2 lessons) • Vocabulary building • Summarising main ideas • Responding to questions

Specific Learning Outcomes

  • Identify vocabulary on indigenous trade from a play for information,
  • Summarise the main ideas from a play for comprehension,
  • Respond to questions from a play for comprehension,
  • Acknowledge relating events and ideas to real life for life-long learning.

Suggested Learning Experiences

  • Conduct a reader’s theatre to read an excerpt of a play on indigenous languages,
  • Identify vocabulary related to indigenous trade from the plays read,
  • Conduct a spelling bee mini- contest to spell out and read the vocabulary related to the theme,
  • Work together to match the new words to their meaning,
  • Make notes on the key details from the play,
  • Team up to discuss the characteristics of a play with examples from the plays read,
  • Write down a summary of the main events from the plays,
  • Answer direct and inferential questions from the plays,
  • Role-play a skit on an occurrence in an Indigenous market setting.

Key Inquiry Question(s)

  • How can we enhance comprehension when reading a play?
  • How does indigenous trade differ from modern trade?

6 / 6.3.1

Indigenous Trade

Writing to give information – Dialogue

Specific Learning Outcomes

  • Examine the features of a dialogue for effective writing,
  • Create a dialogue on the theme for information,
  • Acknowledge the importance of dialogue writing in communication.

Suggested Learning Experiences

  • Collaborate with peers to discuss the features of a dialogue,
  • Role-play a dialogue with peers on a topic related to the theme of indigenous trade,
  • Sketch an outline of a simple dialogue on a topic related to the theme,
  • Share their sketch with peers for review,
  • Compose the dialogue based on the reviewed outline,
  • Exchange their dialogues with peers and identify the main ideas in the dialogues,
  • Organise their well written dialogues in the class portfolio.

Key Inquiry Question(s)

  • What are the key features of a dialogue?
  • Why are values important when engaging in any business transaction?

7 / 7.1.1

Sports And Games

Presentation skills – Debate (2 lessons) • Vocabulary • Organising ideas logically • Audience awareness skills

Specific Learning Outcomes

  • Identify vocabulary related to sports and games for information,
  • Organise ideas logically for comprehension,
  • Apply appropriate audience awareness skills during debate for expression,
  • Acknowledge audience awareness skills in effective public presentations.

Suggested Learning Experiences

  • Work with peers to make a list of vocabulary related to sports and games,
  • Work jointly to organise ideas based on the theme for a debate session,
  • Prepare a mind map with supporting details for their position on the topic for debate,
  • Discuss with peers the words and phrases used to introduce contrasting ideas in oral communication,
  • Conduct a debating session on a topic related to the theme while applying appropriate audience awareness skills,
  • Peer assess each other’s presentation for feedback. 1. 2.

Key Inquiry Question(s)

  • How do we ensure that the audience follows a presentation?
  • Why are sports and games important in modern living?

7 / 7.2.1

Sports And Games

Reading for information (2 lessons) • Responding to questions • Vocabulary building • Summarising ideas

Specific Learning Outcomes

  • Answer questions from texts for information,
  • Create a personal collection of vocabulary related to the theme for comprehension,
  • Summarise the key ideas from texts for information,
  • Embrace the acquisition of knowledge on sports and games through reading.

Suggested Learning Experiences

  • Search from online and offline sources for short passages on sports and games,
  • Conduct a silent reading session to read short passages related to the theme,
  • Answer direct and inferential questions on the short passages read,
  • Work collaboratively to prepare flashcards with the vocabulary identified from the passage,
  • Display the flashcards for peers to read aloud,
  • Make notes on the main ideas from texts.

Key Inquiry Question(s)

  • How do we read to find information from texts efficiently?
  • Why should we engage in sports and games?

7 / 7.3.1

Sports And Games

Essay writing – Descriptive composition (2 lessons) • Descriptive composition • Adjectives

Specific Learning Outcomes

  • Identify descriptive words from a text on sports and games,
  • Write a descriptive composition on a topic related to the theme for information,
  • Advocate for use of appropriate descriptive words in communication, as used in the text,
  • Describing a sport or game of choice,

Suggested Learning Experiences

  • Read a text on sports and games from online or print sources,
  • Collaborate with peers to identify descriptive words (adjectives)
  • Take turns to play a language game where they describe an object using non-verbal cues and have their peers guess what object it is,
  • Write an outline of a descriptive composition on a sport or game of their choice,
  • Make a list of words that can be used to describe things, people, events or feelings related to the sport or game,
  • Write a composition (240 – 280 words)
  • Share their composition with peers for review,
  • Conduct a writing contest to establish the best descriptive compositions on sports and games,

Key Inquiry Question(s)

  • How do we present information in descriptive writing?
  • Why is it important to consider personal interests when choosing a sport or game?

8 / 8.1.1

Indigenous Music

Story telling – Ogre narrative (2 lessons) • Characteristics of a good storyteller • Moral lessons

Specific Learning Outcomes

  • Explain the characteristics of a good story teller for information,
  • Retell an ogre narrative from the community for effective communication,
  • Acknowledge the role of ogre narratives in the preservation of culture.

Suggested Learning Experiences

  • Work with peers to collect a variety of ogre stories from the community and organise in a class portfolio,
  • Collaborate with peers to identify features that make a story telling session interesting (e.g. gestures, audience involvement, tonal variation, dramatization),
  • Work with peers to draw ogres based on their mental perception,
  • Team up to prepare traditional attire, ornaments or instruments that can be used in a storytelling session,
  • Showcase their traditional attire, ornaments or instruments during the class exhibitions, 1. 2. [[PAGE:55]] 44
  • Take turns to conduct a story telling session on ogre stories from African communities,
  • Work jointly to record the story telling session,
  • Peer assess each other’s presentation,
  • Discuss moral lessons learnt from the ogre story and relate them to real life.

Key Inquiry Question(s)

  • Why are ogre stories important?
  • How can we make a storytelling session more captivating?

8 / 8.2.1

Indigenous Music

Intensive reading – Ogre stories (2 lessons) • Features • Responding to questions • Vocabulary building

Specific Learning Outcomes

  • identify the features of ogre stories for information,
  • respond to questions from texts for comprehension,
  • use vocabulary related to the theme in sentence construction for comprehension,
  • embrace the place of ogre tales in cultural conservation.

Suggested Learning Experiences

  • Listen to ogre tales from a resource person,
  • Team up to identify the features of ogre stories,
  • Present the features discussed for peer review,
  • Collaborate with peers to find ogre stories from online and offline sources,
  • Conduct a reader’s theatre to read the stories,
  • Answer direct and inferential questions from ogre stories,
  • Identify vocabulary related to the theme from the stories,
  • Create a vocabulary tree/bank with new words from the stories,
  • Work with peers to match the new words to their meaning,
  • Work jointly with peers to fill in a word puzzle with vocabulary learnt from the theme
  • Work with peers to use the vocabulary to construct sentences,
  • Collaboratively make notes on lessons learnt from the ogre stories.

Key Inquiry Question(s)

  • How can we read to get specific information from a text?
  • How do ogre stories differ from other stories?

8 / 8.3.1

Indigenous Music

Creative writing - Songs (2 lessons) • Features • Aspects of language

Specific Learning Outcomes

  • outline the features of a song for information,
  • compose a simple song related to the theme for effective communication,
  • advocate for song writing as a way of recording indigenous knowledge.

Suggested Learning Experiences

  • Work jointly with peers to discuss the features of songs (e.g. lines, verses, refrain, and rhythm),
  • Listen to varied songs related to the theme,
  • Team up to compose simple songs on the theme,
  • Share the songs with peers for review,
  • Work with peers to record each other as they sing their own compositions,
  • Discuss prominent song writers in the society and identify unique features about their compositions,
  • Watch or listen to a song about a positive aspect of culture,
  • Identify the message that the song communicates,
  • Identify aspects of language use such as repetition, rhyme, imagery, and symbolism,
  • Compose a simple song on an aspect of a common value of your community.

Key Inquiry Question(s)

  • How do we write an interesting song?
  • Why is writing important for indigenous knowledge?

9 / 9.2.1

Inter-Ethnic Cohesion (One Kenya, One Nation)

Reading for information (2 lessons) • Vocabulary building • Responding to questions

Specific Learning Outcomes

  • identify vocabulary used in texts for information,
  • respond to texts on inter-ethnic cohesion for comprehension,
  • embrace the need for inter-ethnic cohesion for better living.

Suggested Learning Experiences

  • Work with peers to find online or offline texts on inter-ethnic cohesion,
  • Conduct a silent reading session on the texts,
  • Make notes on key ideas expressed in the texts,
  • Prepare a list of vocabulary identified from the texts read,
  • Work with peers to identify the meaning of the vocabulary identified,
  • Collaborate with peers to create mind maps on the vocabulary and generate other related words,
  • Answer direct and inferential questions from the comprehension texts.

Key Inquiry Question(s)

  • Why do we need to co-exist as a country despite our differences in culture?

9 / 9.3.1

Inter-Ethnic Cohesion (One Kenya, One Nation)

Functional Writing – Posters

Specific Learning Outcomes

  • identify features of a poster for information,
  • design a poster on the theme for effective communication,
  • acknowledge the role of posters in creating awareness for inter-ethnic cohesion.

Suggested Learning Experiences

  • Surf the internet for sample posters on inter-ethnic cohesion,
  • Work with peers to put together a collection of posters related to the theme from various sources,
  • Identify features of an ideal poster,
  • Work with peers to prepare a creative poster emphasising on the One Kenya, One Nation spirit,
  • Share their posters with peers for review,
  • Make adjustments on the posters based on feedback from peers,
  • Display their refined posters in a class gallery,
  • Publish or share the posters with friends and members of the community. 1. [[PAGE:65]] 54

Key Inquiry Question(s)

  • How can posters be used to foster cohesion among people?