NATURAL AND HISTORIC BUILT ENVIRONMENTS

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

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
- MENTOR Social Studies Learner's Book pg. 69
-Chart paper
-Drawing materials

- Oral questions -Written assignments -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Enlarging Maps

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

-Explain the process of enlarging parts of a topographical map
-Use creative thinking skills to enlarge parts of topographical maps
-Appreciate the importance of map enlargement

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

How do we enlarge sections of topographical maps?

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

- Practical assessment -Observation -Written assignments

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

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

- Oral questions -Written reports -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

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

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

-Explore the types of earth movements in the environment
-Identify causes of earth movements
-Recognize the importance of earth movements in shaping landscapes

- Learners study pictures showing different types of earth movements
-In pairs, learners use blocks of wood to demonstrate horizontal and vertical movements
-Learners discuss what happens when these movements occur on the earth's surface

How do landforms influence human activities?

- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources
- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements
-Clay or plasticine

- Oral questions -Observation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Vertical Earth Movements

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

-Describe vertical earth movements
-Explain how uplifting and downwarping forces affect crustal rocks
-Appreciate how vertical movements shape the landscape

- Learners study diagrams showing forces causing vertical movements of crustal rocks
-Learners discuss the effect of vertical forces on the crustal rock layers
-Learners identify natural environments formed as a result of vertical earth movements

What causes vertical earth movements?

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

- 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
Internal Land Forming Processes - Formation of Rift Valley

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
- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Clay or plasticine

- Oral questions -Demonstration evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Block Mountains

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

-Describe the formation of block mountains
-Illustrate the formation of block mountains
-Appreciate the role of faulting in the formation of block mountains

- Learners model the formation of block mountains using old carton boxes, papers, or manila papers
-Learners use the steps to describe the formation of block mountains
-Learners illustrate the formation of block mountains in their notebooks

How are block mountains formed?

- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers
-Drawing materials
-Clay or plasticine

- Oral questions -Model evaluation -Illustration assessment

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

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

- Oral questions -Model evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Effects of Faulting
Internal Land Forming Processes - Landscape and Human Activities

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

-Examine the effects of faulting to human activities
-Explain how faulting affects tourism, mining, economy, energy, and trading
-Appreciate the significance of faulting to human activities

- Learners research on the effects of faulting to human activities from internet or other relevant sources
-Learners role play presenting speeches on the significance of faulting to human activities
-Learners plan for Environmental Walk to create awareness on the significance of faulting

How does faulting affect human activities?

- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials
- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials

- Oral questions -Role play evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Identification
Multi-purpose River Projects in Africa - River Tana Projects

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

-Identify selected multi-purpose river projects on a map of Africa
-Locate major multi-purpose river projects in Africa
-Appreciate the importance of multi-purpose river projects

- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa
-Learners draw a sketch map of Africa and locate various multi-purpose river projects

How useful are multi-purpose river projects in society?

- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Drawing materials
-Pictures of dams
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Pictures of River Tana

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

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 Aswan High Dam
-Compare the establishment conditions of River Tana Projects and Aswan High Dam
-Appreciate the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of Aswan High Dam
-Learners draw or trace the map of Africa and locate the Aswan High Dam
-In groups, learners compare the conditions that led to the establishment of Aswan High Dam and River Tana Projects

What conditions led to the establishment of Aswan High Dam?

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

- Oral questions -Comparison charts -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Economic Importance
Multi-purpose River Projects in Africa - Challenges

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
- MENTOR Social Studies Learner's Book pg. 100
-Pictures showing challenges

- Oral questions -Table completion assessment -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Solutions to Challenges

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

-Design solutions to challenges facing multi-purpose river projects in Africa
-Explain how dredging and other interventions help address challenges
-Appreciate efforts to address challenges facing river projects

- Learners study pictures showing a dredger machine in a dam
-Learners discuss the role of dredgers in reducing siltation in multi-purpose river projects
-Learners analyze solutions proposed to address challenges facing river projects

How can challenges facing multi-purpose river projects be addressed?

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

- Oral questions -Written assignments -Solution evaluation

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

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

- Oral questions -Written assignments -Video analysis

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Role of Citizens
The Constitution of Kenya - Citizen Participation

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

-Explore the role of citizens in constitution-making process
-Identify ways citizens participate in constitution-making
-Appreciate the importance of citizen participation in governance

- Learners study pictures showing citizens' participation in constitution-making process
-Learners use digital devices to watch videos on citizen participation
-Learners discuss the roles of citizens in constitution-making

How do citizens participate in constitution-making?

- MENTOR Social Studies Learner's Book pg. 122
-Digital devices
-Pictures of citizens' participation
-Video clips
- MENTOR Social Studies Learner's Book pg. 123
-Chart materials
-Debate materials

- Oral questions -Written assignments -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Participating in Process

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

-Participate in the constitution-making process in community
-Role-play constitution-making process
-Appreciate the importance of active participation in civic processes

- Learners study pictures showing citizens participating in constitution-making
-Learners role-play a constitution-making process with some playing citizens and others playing commissioners
-Learners give views on issues they need addressed in the constitution

How can we actively participate in constitution-making?

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

- Role-play evaluation -Oral questions -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
Civic Engagement - Collective 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
- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Chart paper

- Oral questions -Essay evaluation -Written tests

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Creating Awareness

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

-Create posters on personal and collective civic engagement activities
-Display posters for community awareness
-Appreciate the role of civic education in democracy

- Learners search from internet, civic journals, or newspapers on civic engagement activities
-Learners create posters on personal and collective civic engagement activities
-Learners display their posters in class for feedback

How can we promote civic awareness in our community?

- MENTOR Social Studies Learner's Book pg. 127
-Poster materials
-Digital devices
-Internet resources
-Civic journals

- Poster evaluation -Oral questions -Peer feedback

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

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

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Electoral Positions
Civic Engagement - School Elections

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

-Complete diagrams showing various elective positions in Kenya
-Explain the roles of different elective positions
-Value the democratic electoral system

- Learners complete diagrams showing various elective positions in Kenya
-Learners discuss the roles of different elected officials
-Learners file completed diagrams in their portfolios

How are elective positions structured in Kenya?

- MENTOR Social Studies Learner's Book pg. 131
-Diagram templates
-Digital devices
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 132
-Election materials
-Ballot boxes
-Campaign materials

- Diagram completion assessment -Oral questions -Portfolio review

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Promoting Values
Kenya's Bill of Rights - Understanding

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

-Compose poems on promoting values in school
-Recite poems during school events
-Value integrity, peace, and social justice

- Learners compose poems on promoting values like integrity, peace, and social justice
-Learners recite poems during school events
-Learners take part in local civic engagement activities

How can we promote civic values in our community?

- MENTOR Social Studies Learner's Book pg. 132
-Poem composition materials
-Digital devices
-Community resources
- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights

- Poem evaluation -Recitation assessment -Participation observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Research

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

-Research on Kenya's Bill of Rights
-Classify human rights and freedoms
-Value the protection of rights and freedoms

- Learners use digital devices, textbooks, or Constitution to search for information on Kenya's Bill of Rights
-Learners write notes of their findings
-Learners classify human rights and freedoms in a table

What rights and freedoms are guaranteed in Kenya's Bill of Rights?

- MENTOR Social Studies Learner's Book pg. 134
-The Constitution of Kenya
-Digital devices
-Chart paper

- Research quality assessment -Classification accuracy -Oral questions

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

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

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Kenyan Cultural Items
Cultural Globalisation - African Cultural Practices

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

-Examine Kenyan cultural items that have acquired global status
-Explain the significance of these items to communities
-Value Kenya's cultural heritage

- Learners study pictures of cultural items like Kiondo and Maasai Kikoi
-Learners identify the communities associated with these items
-Learners discuss the uses and global significance of these cultural items

What Kenyan cultural elements have global recognition?

- MENTOR Social Studies Learner's Book pg. 143
-Pictures of cultural items
-Digital devices
-Cultural artifacts
- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices

- Oral questions -Written assignments -Item identification

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - African Philosophies

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

-Explain African cultural philosophies like African Socialism, Ujamaa, and Ubuntu
-Examine how these philosophies promote common humanity
-Value African cultural philosophies

- Learners research on African cultural practices like African Socialism, Ujamaa, and Ubuntu
-Learners discuss how these practices promote common humanity
-Learners present their findings in class

How do African philosophies contribute to global cultural understanding?

- MENTOR Social Studies Learner's Book pg. 145
-Research materials
-Digital devices
-Cultural information

- Research quality assessment -Oral questions -Presentation evaluation

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