PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Forms of Peace
Peaceful Conflict Resolution - Barriers to Resolution

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

-Explain forms of peace in a society
-Identify different levels of peace
-Appreciate the importance of peace in society

- Learners brainstorm forms of peace (inner peace, family peace, friendship peace, and community peace)
-Learners discuss peace quotes and their meanings
-Learners search for peace quotes from various sources

How can we promote peace in the community?

- MENTOR Social Studies Learner's Book pg. 56
-Digital resources
-Peace quotes
-Charts
- MENTOR Social Studies Learner's Book pg. 57
-Case studies

- Oral questions -Quote interpretation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Physical and Cultural Barriers
Peaceful Conflict Resolution - Managing Emotions

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

-Identify physical and cultural barriers to conflict resolution
-Explain the impact of these barriers on peaceful coexistence
-Appreciate the importance of overcoming these barriers

- Learners discuss physical barriers such as distance and infrastructure
-Learners analyze cultural barriers like language differences and customs
-Learners create posters illustrating ways to overcome these barriers

How do physical and cultural barriers affect conflict resolution?

- MENTOR Social Studies Learner's Book pg. 57
-Digital resources
-Case studies
-Poster materials
- MENTOR Social Studies Learner's Book pg. 58
-Mood journal templates
-Charts

- Oral questions -Poster evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Emotional Intelligence
Peaceful Conflict Resolution - Peace Initiatives

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

-Apply emotional intelligence for peaceful conflict resolution in the community
-Identify components of emotional intelligence
-Appreciate the role of emotional intelligence in conflict resolution

- Learners discuss components of emotional intelligence such as self-awareness, self-regulation, empathy, and effective communication
-Learners role play scenarios demonstrating the application of emotional intelligence
-Learners fill in tables showing how they applied emotional intelligence for conflict resolution

How can emotional intelligence resolve conflicts?

- MENTOR Social Studies Learner's Book pg. 59
-Digital resources
-Role play scenarios
-Charts
- MENTOR Social Studies Learner's Book pg. 60
-Poster materials

- Oral questions -Role play evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Community Peace Building
Peaceful Conflict Resolution - Conflict Resolution Strategies

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

-Role play community activities on cultivating peace initiatives
-Demonstrate peace-building skills
-Appreciate the role of community engagement in peace initiatives

- Learners role play community activities on cultivating peace initiatives and agreements
-Learners discuss the role of dialogue, reconciliation, and amnesty in peace-building
-Learners plan their participation in community peace initiatives

What role can individuals play in community peace initiatives?

- MENTOR Social Studies Learner's Book pg. 61
-Digital resources
-Role play materials
-Charts
-Role play scenarios
-Chart materials

- Role play evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Sustaining Relationships
Healthy Relationships - Barriers to Relationships

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

-Explain ways of sustaining healthy relationships in the community
-Identify characteristics of healthy relationships
-Appreciate the importance of healthy relationships

- Learners brainstorm in pairs ways of sustaining healthy relationships such as effective communication, mutual respect, and trust
-Learners discuss scenarios demonstrating healthy relationships
-Learners identify other ways of promoting healthy relationships

How can we promote healthy relationships in the community?

- MENTOR Social Studies Learner's Book pg. 62
-Digital resources
-Scenario cards
-Charts
- MENTOR Social Studies Learner's Book pg. 64
-Video clips

- Oral questions -Scenario analysis -Written tests

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Overcoming Barriers
Healthy Relationships - Communication Skills

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

-Design strategies to overcome barriers to healthy relationships
-Apply relationship improvement strategies
-Appreciate the need for healthy relationships in the community

- Learners use digital or print resources to research on strategies to overcome barriers to healthy relationships
-Learners design cards with strategies to overcome barriers
-Learners write essays on how these strategies help build healthy relationships

How can we overcome barriers to healthy relationships?

- MENTOR Social Studies Learner's Book pg. 65
-Digital resources
-Card materials
-Charts
- MENTOR Social Studies Learner's Book pg. 66
-Role play scenarios
-Poster materials

- Oral questions -Card evaluation -Essay evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities

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

-Identify human activities on topographical maps
-Describe how human activities are represented on topographical maps
-Appreciate the representation of human activities on topographical maps

- Learners study various map symbols and identify the human activities they represent
-Learners examine topographical map extracts to identify human activities
-In groups, learners discuss how human activities are represented on topographical maps

Why are topographical maps important?

- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts
-Topographical map symbols
-Digital devices

- Oral questions -Written assignments -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities on Maps
Topographical Maps - Enlarging Maps

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

-Analyze human activities on different topographical maps
-Describe how forestry and trading activities are represented on maps
-Value the importance of representing human activities on maps

- Learners study topographical map extracts of Oyugis and Kijabe
-In pairs, learners identify and describe human activities shown on the maps
-Learners discuss the ways human activities can be represented on topographical maps

How are human activities represented on topographical maps?

- MENTOR Social Studies Learner's Book pg. 69
-Topographical map extracts
-Chart paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 70
-Rulers
-Graph paper

- Oral questions -Written tests -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Reducing Maps
Topographical Maps - Cross-sections

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

-Explain the process of reducing parts of a topographical map
-Use creative thinking skills to reduce parts of topographical maps
-Value the importance of map reduction

- Learners study the steps followed when reducing a section of a topographical map
-Learners measure the width and length of map areas to be reduced
-Learners practice reducing sections of topographical maps using a scale factor

How do we reduce sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 71
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 72
-Straight edge papers

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Cross-sections with Human Activities
Topographical Maps - Practical Applications

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

-Illustrate cross-sections showing human activities from topographical maps
-Indicate human activities along cross-sections
-Value the importance of showing human activities on cross-sections

- Learners study topographical map extracts and identify human activities
-Learners draw cross-sections from topographical maps showing both physical features and human activities
-Learners display their cross-sections for peer assessment

How do we show human activities on cross-sections?

- MENTOR Social Studies Learner's Book pg. 73
-Topographical map extracts
-Graph paper
-Drawing materials
-Digital devices
- MENTOR Social Studies Learner's Book pg. 74
-Local area map
-Rulers

- Practical assessment -Cross-section evaluation -Peer assessment

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Representation of Activities
Internal Land Forming Processes - Earth Movements

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

-Represent human activities on sketch maps
-Describe the human activities on topographical maps
-Appreciate the importance of mapping human activities

- Learners study how human activities are represented on topographical maps
-Learners visit a library or survey office to examine topographical maps
-Learners describe how human activities are represented on the maps examined

Why is representation of human activities on maps important?

- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Oral questions -Written reports -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical Earth Movements

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

-Describe horizontal earth movements
-Explain how tensional, compressional, and shear forces affect crustal rocks
-Appreciate how horizontal movements shape the landscape

- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces
-Learners identify natural environments formed as a result of horizontal earth movements

What causes horizontal earth movements?

- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 81

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Causes of Earth Movements
Internal Land Forming Processes - Continental Drift Theory

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

-Identify causes of earth movements
-Explain how different factors lead to earth movements
-Appreciate the role of earth movements in landscape formation

- Learners study diagrams showing causes of earth movements such as molten magma, isostatic movement, and gravitational force
-In groups, learners draw diagrams showing causes of earth movements
-Learners match causes of earth movements with their explanations

What factors lead to earth movements?

- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 85
-Flow charts
-World maps

- Oral questions -Diagram evaluation -Matching exercise

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Plate Tectonics Theory

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

-Explain the theory of plate tectonics
-Describe the formation of continents according to plate tectonics theory
-Recognize the importance of plate tectonics in shaping the earth's surface

- Learners research on the plate tectonics theory using digital or print resources
-Learners make cut-outs from manila or cardboards to demonstrate plate tectonics theory
-Learners study a world map showing positions of major world plates

How does the plate tectonics theory explain the formation of continents?

- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper
-Digital resources
-Drawing materials

- Oral questions -Demonstration evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Rift Valley
Internal Land Forming Processes - Formation of Block Mountains

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

-Describe the formation of Rift Valley by tensional forces
-Illustrate the formation of Rift Valley
-Appreciate the role of faulting in the formation of Rift Valley

- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley
-Learners discuss how Rift Valley is formed by tensional forces

How is the Rift Valley formed by tensional forces?

- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Drawing materials
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers

- Oral questions -Diagram evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Tilt Blocks
Internal Land Forming Processes - Formation of Escarpments

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

-Describe the formation of tilt blocks
-Illustrate the formation of tilt blocks
-Recognize the importance of faulting in the formation of tilt blocks

- Learners study diagrams showing the formation of tilt blocks
-Learners use the diagrams to illustrate the formation of tilt blocks
-Learners draw diagrams of tilt blocks to describe their formation

How are tilt blocks formed?

- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks
-Drawing materials
-Clay or plasticine
-Diagrams showing formation of escarpments

- Oral questions -Diagram evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Types of Faults
Internal Land Forming Processes - Effects of Faulting

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

-Identify different types of faults
-Describe the formation of normal faults, reverse faults, and anticlinal faults
-Appreciate the role of faulting in landscape formation

- Learners collect wooden blocks and demonstrate the formation of normal faults
-Learners use clay or plasticine to model different types of faults
-Learners watch video clips on the process of faulting in the environment

How are different types of faults formed?

- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks
-Clay or plasticine
-Digital devices
-Video clips
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials

- Oral questions -Model evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Landscape and Human Activities
Multi-purpose River Projects in Africa - Identification

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

-Describe the landscape in their locality
-Explain how the landscape affects human activities
-Create awareness on conservation of features formed by faulting

- Learners discuss how the landscape in their locality affects human activities
-Learners create posters or charts on the conservation of features formed as a result of faulting
-Learners take walks in their locality to identify the shape of the landscape

How does the landscape influence human activities in our locality?

- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Pictures of dams

- Oral questions -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - River Tana Projects
Multi-purpose River Projects in Africa - Aswan High Dam

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

-Outline the conditions that led to the establishment of multi-purpose river projects along River Tana
-Explain how these conditions favored the establishment of the project
-Value the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of River Tana Development project
-Learners draw or trace the map of Africa and locate the River Tana Development Project
-In pairs, learners discuss the conditions that led to the establishment of the multi-purpose river project along River Tana

What conditions led to the establishment of River Tana Projects?

- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of River Tana
-Pictures of Aswan High Dam

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Economic Importance

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

-Examine the economic importance of multi-purpose river projects in Africa
-Identify the benefits of multi-purpose river projects
-Appreciate the contribution of river projects to economic development

- Learners study pictures showing the usefulness of multi-purpose river projects
-Learners discuss how multi-purpose river projects contribute to fishing, hydroelectric power, industrialization, and agriculture
-Learners complete a table showing the economic importance of multi-purpose river projects

What are the economic benefits of multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Digital resources
-Chart paper

- Oral questions -Table completion assessment -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Challenges
Multi-purpose River Projects in Africa - Solutions to Challenges

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

-Assess challenges facing multi-purpose river projects in Africa
-Explain how factors like flooding, siltation, drought affect river projects
-Recognize the need to address challenges facing river projects

- Learners discuss what happens to local communities when governments plan to build dams
-Learners explain the effects of flooding, siltation, and drought on dams
-In pairs, learners identify challenges facing River Tana Projects and Aswan High Dam

What challenges face multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Chart paper
-Pictures showing challenges
- MENTOR Social Studies Learner's Book pg. 101
-Pictures of dredgers

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS
POLITICAL DEVELOPMENTS AND GOVERNANCE

Multi-purpose River Projects in Africa - Importance to Society
The Constitution of Kenya - Stages in Constitution-Making

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

-Recognize the contribution of multi-purpose river projects to society
-Write speeches on the importance of multi-purpose river projects
-Appreciate the overall value of river projects in development

- Learners write short speeches on the importance of multi-purpose river projects in society
-Learners read their speeches during Environment Day in school
-Learners sing songs to recognize the importance of multi-purpose river projects

Why are multi-purpose river projects important to society?

- MENTOR Social Studies Learner's Book pg. 102
-Speech writing materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya

- Speech evaluation -Oral questions -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages Arrangement
The Constitution of Kenya - Importance of Understanding

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

-Arrange the stages of constitution-making process in correct order
-Create a poster on the stages of the constitution-making process
-Value the importance of following proper procedures in constitution-making

- Learners arrange stages of constitution-making process in correct order
-Learners create posters on the stages of the constitution-making process
-Learners display their posters in class

What is the correct sequence of stages in constitution-making?

- MENTOR Social Studies Learner's Book pg. 119
-Poster materials
-Digital devices
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 120
-Resource person

- Poster evaluation -Oral questions -Sequence arrangement

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Role of Parliament
The Constitution of Kenya - Role of Citizens

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

-Examine the role of parliament in constitution-making process
-Explain how parliamentary debates contribute to constitution-making
-Value the importance of parliament in democratic governance

- Learners study pictures showing parliamentary sessions
-Learners watch video clips on parliamentary debates about constitution-making process
-Learners discuss the role of parliament in constitution-making

How does the parliament contribute to constitution-making?

- MENTOR Social Studies Learner's Book pg. 121
-Digital devices
-Video clips
-Pictures of parliamentary sessions
- MENTOR Social Studies Learner's Book pg. 122
-Pictures of citizens' participation

- Oral questions -Written assignments -Video analysis

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Citizen Participation
The Constitution of Kenya - Participating in Process

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

-Debate on the role of citizens in the constitution-making process
-Create charts on the role of citizens in constitution-making
-Value active citizenship in democratic processes

- Learners debate on the role of citizens in the constitution-making process
-Learners create charts on the role of citizens in the constitution-making process
-Learners display their charts in the classroom

What responsibilities do citizens have in constitution-making?

- MENTOR Social Studies Learner's Book pg. 123
-Chart materials
-Digital devices
-Debate materials
-Role-play materials
-The Constitution of Kenya

- Debate evaluation -Chart assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Class Constitution
The Constitution of Kenya - Defending the Constitution

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

-Plan for a class constitution-making session
-Discuss class rules to be followed by members
-Value the importance of consensual rule-making

- Learners plan for a class constitution-making session
-Learners discuss class rules that will be followed by members of the class
-Learners display the new class rules on the school noticeboard

How can we apply constitution-making principles in our class?

- MENTOR Social Studies Learner's Book pg. 124
-Writing materials
-Chart paper
-Display board
-The Constitution of Kenya
-Digital devices

- Process evaluation -Rules assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Individual Activities

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

-Identify individual civic engagement activities in Kenya
-Explain how individual activities promote democracy
-Appreciate the importance of individual civic participation

- Learners read slogans about individual civic engagement activities
-Learners explain individual civic engagement activities from the slogans
-Learners write essays on individual civic engagement activities in their community

How does civic engagement promote good governance in the country?

- MENTOR Social Studies Learner's Book pg. 125
-Slogans on civic engagement
-Digital devices
-The Constitution of Kenya

- Oral questions -Essay evaluation -Written tests

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Collective Activities
Civic Engagement - Creating Awareness

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

-Identify collective civic engagement activities in Kenya
-Explain how collective activities promote democracy
-Value collaborative efforts in civic participation

- Learners study pictures showing collective civic engagement activities
-Learners discuss how activities like voting, maintaining peace, and seeking justice promote democracy
-Learners write points in their notebooks

How can citizens collectively engage in civic activities?

- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 127
-Poster materials
-Internet resources
-Civic journals

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Political Parties
Civic Engagement - Democratic Governance

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

-Illustrate the role of political parties in democratic governance
-Explain how political parties promote democratic values
-Appreciate the contribution of political parties to governance

- Learners read a conversation about the role of political parties in democratic governance
-Learners identify how political parties promote national unity and democracy
-In groups, learners name political parties in Kenya and discuss how they promote democratic governance

How do political parties contribute to democratic governance?

- MENTOR Social Studies Learner's Book pg. 128
-Digital devices
-Newspapers
-Political party manifestos
- MENTOR Social Studies Learner's Book pg. 129
-Debate materials
-Political party information

- Oral questions -Group presentations -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Elective Positions
Civic Engagement - Electoral Positions

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

-Outline positions vied for in a general election in Kenya
-Identify leaders holding different elective positions
-Appreciate the electoral system in Kenya

- Learners study pictures showing voting activities
-Learners identify positions being vied for as shown in ballot boxes
-Learners read articles about elective positions in Kenya
-Learners name leaders holding different elective positions

What are the elective positions in Kenya's governance system?

- MENTOR Social Studies Learner's Book pg. 130
-Pictures of ballot boxes
-Digital devices
-Newspaper articles
- MENTOR Social Studies Learner's Book pg. 131
-Diagram templates
-The Constitution of Kenya

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - School Elections
Civic Engagement - Promoting Values

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

-Exhibit values that promote ethical civic engagement in the community
-Participate in mock school elections
-Appreciate democratic processes in school governance

- Learners study pictures showing students promoting civic engagement in their school
-Learners carry out mock elections of Students' Government
-Learners participate in the process including campaigns, manifestos, and voting

How can students practice civic engagement in school?

- MENTOR Social Studies Learner's Book pg. 132
-Election materials
-Ballot boxes
-Campaign materials
-Poem composition materials
-Digital devices
-Community resources

- Election participation assessment -Observation -Written reports

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Understanding
Kenya's Bill of Rights - Research

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

-Explore Kenya's Bill of Rights for mutual social well-being
-Identify human rights and freedoms in the Constitution
-Appreciate the importance of the Bill of Rights

- Learners look at the Constitution of Kenya and identify Chapter Four
-Learners study pictures showing different human rights and freedoms
-Learners identify human rights and freedoms shown in the pictures

How can we protect the special groups in the community?

- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights
-Digital devices
- MENTOR Social Studies Learner's Book pg. 134
-Chart paper

- Oral questions -Rights identification assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Special Groups
Kenya's Bill of Rights - Protection of Special Groups

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

-Examine human rights of special groups for promotion of social justice and inclusivity
-Identify rights of elderly, refugees, and migrants
-Appreciate the importance of protecting special groups

- Learners study pictures showing special groups like elderly, refugees, and migrants
-Learners discuss what makes these people special
-Learners identify the human rights of special groups promoted in the pictures

What special protections do vulnerable groups need?

- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups
-The Constitution of Kenya
-Digital devices
- MENTOR Social Studies Learner's Book pg. 136
-Chart paper

- Oral questions -Written assignments -Group presentations

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Application

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

-Apply the bill of rights for harmonious living
-Identify ways to promote equality and respect for all
-Value the application of the Bill of Rights in daily life

- Learners read passages about application of the Bill of Rights in school settings
-Learners identify ways in which rights are applied for harmonious living
-Learners discuss other ways human rights of special groups are applied in their community

How can we apply the Bill of Rights in our daily lives?

- MENTOR Social Studies Learner's Book pg. 137
-The Constitution of Kenya
-Digital devices
-Case studies

- Oral questions -Case study analysis -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Assertiveness
Kenya's Bill of Rights - Empathy for Special Groups

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

-Develop assertiveness necessary in standing up for human rights
-Role play situations demonstrating assertiveness
-Value the importance of standing up for rights

- Learners role play situations that bring out assertiveness in standing up for human rights
-Learners compose poems or songs that bring out assertiveness in standing up for human rights
-Learners create declarations to stand up for human rights

How can we develop assertiveness in defending human rights?

- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Digital devices
-Song/poem composition materials
- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy
-Chart paper

- Role play assessment -Song/poem evaluation -Declaration quality

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Strategies for Protection
Kenya's Bill of Rights - Practical Application

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

-Complete tables showing strategies for promoting protection of special groups
-Devise practical ways to help special groups
-Value empathy and protection for special groups

- Learners read statements on promoting empathy and solidarity among special groups
-Learners complete tables showing strategies for promoting protection of special groups
-Learners share their ideas with classmates

What strategies can protect and support special groups?

- MENTOR Social Studies Learner's Book pg. 140
-Table templates
-Digital devices
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram
-Nearby homes for elderly

- Table completion assessment -Oral questions -Peer feedback

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Global Recognition
Cultural Globalisation - Kenyan Cultural Items

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

-Identify cultural elements and practices that have acquired a global recognition and status
-Explain how cultural elements make Kenya globally recognized
-Appreciate Kenya's cultural contributions globally

- Learners discuss how aspects like Kenyan athletes, tea, beaches, wildlife, and cultural items make Kenya famous
-Learners identify cultural items in Kenya which have acquired global status
-Learners share their answers in class

How can we preserve aspects of cultural globalisation in the community?

- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 143
-Pictures of cultural items
-Cultural artifacts

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - African Cultural Practices
Cultural Globalisation - African Philosophies

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

-Examine African cultural practices in promoting a common humanity
-Identify practices that enhance cultural globalisation
-Appreciate how cultural practices promote common humanity

- Learners study pictures showing African cultural practices
-Learners examine how the practices enhance cultural globalisation and common humanity
-Learners discuss how they promote humanity in school, home, and community

How do African cultural practices promote common humanity?

- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices
-Digital devices
-Cultural artifacts
- MENTOR Social Studies Learner's Book pg. 145
-Research materials
-Cultural information

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Cultural Preservation
Cultural Globalisation - Healthy Relationships

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

-Explore ways of preserving cultural elements that promotes global citizenship
-Plan for preservation of cultural elements
-Value the importance of cultural preservation

- Learners visit local cultural centers with teacher guidance
-Learners prepare materials to preserve cultural elements that promote global citizenship
-Learners establish cultural museum centers in class

How can we preserve cultural elements that promote global citizenship?

- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Digital devices
-Local cultural centers
- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities
-Chart paper

- Oral questions -Museum quality assessment -Participation observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Speeches on Cultural Relationships
Cultural Globalisation - Global Citizenship

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

-Analyze speeches on factors promoting healthy cultural relationships
-Identify factors that promote cultural interconnectedness
-Value the importance of positive cultural exchange

- Learners read speeches by Grade 9 learners on factors promoting healthy cultural relationships
-Learners identify additional factors that promote cultural relationships
-Learners research and create charts on these factors

How can speeches promote cultural understanding?

- MENTOR Social Studies Learner's Book pg. 148
-Speech texts
-Chart materials
-Digital devices
-Research materials
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams
-Poster materials

- Speech analysis assessment -Chart quality -Research evaluation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - International Cultural Exchange

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

-Debate on the role of international cultural exchange in promoting global citizenship
-Document key points from the debate
-Value international cultural exchange

- Learners organize class debates on the role of international cultural exchange in promoting global citizenship
-Learners appoint secretaries to document key points during the debate
-Learners share documented points at the end of the debate

What is the role of international cultural exchange in promoting global citizenship?

- MENTOR Social Studies Learner's Book pg. 150
-Debate materials
-Documentation materials
-Digital devices

- Debate quality assessment -Documentation evaluation -Oral questions