Social Studies and Career Development

Pathway Choices - Understanding career pathways

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

- Explain the meaning of a career path
- Identify different pathways available at senior school
- Appreciate the importance of early career planning

- Brainstorm the meaning of career path
- Write answers and share with peers
- Discuss factors to consider in the selection of a pathway

What do you understand by the term career path?

- KLB Social Studies Grade 9 (pg. 1)
- Digital resources
- Charts showing career pathways

- Observation - Oral questions - Written assignments

Social Studies and Career Development

Pathway Choices - Factors for selection
Pathway Choices - Social Sciences pathway requirements

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

- Identify factors to consider when selecting a pathway
- Evaluate the importance of interests and skills in career selection
- Show commitment to personal values in pathway selection

- Engage with a resource person discussing factors to consider when selecting a pathway
- Use digital or print resources to research on factors
- Discuss findings in groups

Why is it important to consider various factors when selecting a career pathway?

- KLB Social Studies Grade 9 (pg. 3)
- Digital resources
- Resource person
- KLB Social Studies Grade 9 (pg. 4)
- Charts on pathway requirements

- Observation - Group discussions - Written exercises

Social Studies and Career Development

Pathway Choices - Choosing tracks within pathways
Pre-career Support Systems - Understanding support systems

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

- Choose a possible track within a pathway at senior school
- Analyze how tracks align with personal interests and strengths
- Demonstrate willingness to explore different tracks

- Role-play conversations about choosing tracks
- Journal possible tracks for academic growth
- Engage in discussions with parents/guardians about pathway tracks

How can we choose the right track within our preferred pathway?

- KLB Social Studies Grade 9 (pg. 6)
- Learning journals
- Digital resources
- KLB Social Studies Grade 9 (pg. 9)
- Digital resources
- Print resources

- Observation - Role-play assessment - Journals

Social Studies and Career Development

Pre-career Support Systems - Pre-career mapping
Pre-career Support Systems - Using support systems

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

- Explain the significance of pre-career mapping for individual growth
- Identify steps in pre-career mapping
- Value planning in career development

- Use digital or print resources to research on pre-career mapping
- Discuss the significance of pre-career mapping
- Create personal pre-career maps

How can pre-career mapping contribute to individual growth?

- KLB Social Studies Grade 9 (pg. 11)
- Digital resources
- Career mapping templates
- KLB Social Studies Grade 9 (pg. 13)
- School clubs and societies
- Resource persons

- Observation - Project work - Personal maps assessment

Social Studies and Career Development
Community Service-Learning

Pre-career Support Systems - Challenges and solutions
Community Service-Learning Project - Problem identification

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

- Design solutions to challenges arising from use of support systems
- Identify common challenges in using support systems
- Show resilience when facing challenges in career development

- Brainstorm on challenges arising from use of support systems
- Research on solutions to identified challenges
- Complete a table on challenges and their solutions

How can we overcome challenges in using support systems?

- KLB Social Studies Grade 9 (pg. 17)
- Digital resources
- Case studies
- KLB Social Studies Grade 9 (pg. 20)
- Community resources

- Observation - Written exercises - Problem-solving tasks

Community Service-Learning

Community Service-Learning Project - Problem statement
Community Service-Learning Project - Designing solutions
Community Service-Learning Project - Implementation planning

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

- Authenticate the identified problem
- Write a clear problem statement
- Show commitment to addressing community problems

- Study and authenticate the identified problem
- Write down a statement of the identified problem (a small description of the identified problem)
- Discuss the impact of the problem on the community

How can we clearly define a community problem?

- KLB Social Studies Grade 9 (pg. 22)
- Digital resources
- Problem statement templates
- KLB Social Studies Grade 9 (pg. 23)
- Case studies
- KLB Social Studies Grade 9 (pg. 24)
- Planning templates
- Digital resources

- Observation - Written work - Group discussions

Community Service-Learning

Community Service-Learning Project - Resource mobilization
Community Service-Learning Project - Implementation

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

- Mobilize resources needed for project implementation
- Identify potential sources of project resources
- Value effective resource management

- Identify resources needed for the project
- Mobilize resources needed to create their intervention
- Develop a resource mobilization strategy

How can we effectively mobilize resources for our project?

- KLB Social Studies Grade 9 (pg. 26)
- Digital resources
- Resource planning templates
- KLB Social Studies Grade 9 (pg. 28)
- Project materials

- Observation - Resource plans - Oral presentations

Community Service-Learning

Community Service-Learning Project - Showcasing/Exhibition
Community Service-Learning Project - Reflection and reporting

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

- Showcase project outcomes to the community
- Present project achievements effectively
- Demonstrate pride in project accomplishments

- Organize exhibition or sharing of project outcomes
- Showcase learners' project items to the community
- Gather feedback from community members

How can we effectively share our project outcomes with the community?

- KLB Social Studies Grade 9 (pg. 30)
- Project artifacts
- Presentation materials
- KLB Social Studies Grade 9 (pg. 33)
- Digital resources
- Report templates

- Observation - Exhibition assessment - Feedback analysis

People and Relationships

Population Structure - Sources of population data
Population Structure - Population maps

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

- Identify sources of population data in a country
- Categorize different sources of population data
- Appreciate the importance of population data collection

- Research on sources of population data
- Study charts showing sources of population data
- Discuss primary and secondary sources of data

Why is population structure of a country important?

- KLB Social Studies Grade 9 (pg. 60)
- Digital resources
- Charts on data sources
- KLB Social Studies Grade 9 (pg. 62)
- World maps
- Atlas
- Digital resources

- Observation - Oral questions - Written assignments

People and Relationships

Population Structure - Kenya's population factors
Population Structure - Germany's population factors

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

- Explain factors determining population structure in Kenya
- Analyze the impact of fertility, mortality and migration
- Value understanding of demographic patterns

- Study pictures showing factors influencing population
- Analyze case studies on population factors
- Discuss Kenya's population characteristics

How do fertility, mortality, and migration shape Kenya's population?

- KLB Social Studies Grade 9 (pg. 64)
- Digital resources
- Population charts
- KLB Social Studies Grade 9 (pg. 66)

- Observation - Case study analysis - Group discussions

People and Relationships

Population Structure - Constructing pyramids
Population Structure - Developing countries' pyramids

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

- Construct age-sex population pyramids
- Analyze steps in constructing population pyramids
- Value data visualization skills

- Study steps for constructing age-sex population pyramids
- Practice pyramid construction with provided data
- Analyze features of completed pyramids

Why do countries have differently shaped population pyramids?

- KLB Social Studies Grade 9 (pg. 68)
- Graph paper
- Population data
- Digital resources
- KLB Social Studies Grade 9 (pg. 70)
- Kenya's population data

- Observation - Pyramid construction - Drawing assessment

People and Relationships

Population Structure - Developed countries' pyramids
Population Structure - Resource distribution
Peaceful Conflict Resolution - Forms of peace

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

- Construct age-sex population pyramids for developed countries
- Compare different pyramid shapes and structures
- Appreciate demographic differences across countries

- Construct Germany's population pyramid
- Compare Kenya's and Germany's pyramids
- Analyze differences between the pyramids

What does Germany's population pyramid reveal about its development?

- KLB Social Studies Grade 9 (pg. 72)
- Germany's population data
- Graph paper
- Digital resources
- KLB Social Studies Grade 9 (pg. 74)
- Digital resources
- Charts and diagrams
- KLB Social Studies Grade 9 (pg. 80)
- Pictures showing peace

- Observation - Pyramid construction - Comparative analysis

People and Relationships

Peaceful Conflict Resolution - Nurturing peace
Peaceful Conflict Resolution - Promoting fairness

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

- Nurture forms of peace for a happy and safe society
- Analyze ways to promote peaceful coexistence
- Show commitment to peace-building

- Role-play conversations about nurturing peace
- Read scenarios about promoting peace
- Complete tables on nurturing different forms of peace

What are effective ways of nurturing peace in our society?

- KLB Social Studies Grade 9 (pg. 82)
- Digital resources
- Role-play scenarios
- KLB Social Studies Grade 9 (pg. 84)

- Observation - Role-play assessment - Table completion

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 in promoting integrity
- Analyze the link between emotions and integrity
- Value emotional self-regulation

- Read conversations on emotional intelligence
- Engage with resource persons on emotional intelligence
- Role-play scenarios applying emotional intelligence

How can emotional intelligence help promote integrity in society?

- KLB Social Studies Grade 9 (pg. 86)
- Digital resources
- Resource person
- KLB Social Studies Grade 9 (pg. 88)
- Pictures of peace initiatives

- Observation - Role-play assessment - Oral presentations

People and Relationships

Peaceful Conflict Resolution - Non-violent resolution
Peaceful Conflict Resolution - Digital resources

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

- Compose songs/poems on non-violent conflict resolution
- Create messages promoting peaceful resolution
- Show commitment to non-violent approaches

- Recite poems on non-violent conflict resolution
- Compose songs about peace
- Participate in school peace activities

How can artistic expression promote peaceful conflict resolution?

- KLB Social Studies Grade 9 (pg. 89)
- Digital resources
- Music/poetry materials
- KLB Social Studies Grade 9 (pg. 90)
- Video clips
- Internet resources

- Observation - Song/poem assessment - Performance evaluation

People and Relationships

Peaceful Conflict Resolution - Assessment
Healthy Relationships - Understanding relationships

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

- Demonstrate understanding of peaceful conflict resolution
- Apply knowledge of peace-building strategies
- Value peaceful approaches to conflict

- Complete assessment activities on conflict resolution
- Apply peace concepts to case studies
- Reflect on personal conflict resolution strategies

How can we apply peaceful conflict resolution in everyday situations?

- KLB Social Studies Grade 9 (pg. 92)
- Assessment materials
- Case studies
- KLB Social Studies Grade 9 (pg. 90)
- Digital resources
- Pictures of relationships

- Written assessment - Case study analysis - Self-reflection

People and Relationships

Healthy Relationships - Sustaining relationships
Healthy Relationships - Barriers
Healthy Relationships - Overcoming barriers

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

- Explain ways of sustaining healthy relationships
- Analyze strategies for relationship maintenance
- Show commitment to building healthy connections

- Watch videos on sustaining healthy relationships
- Study charts showing ways of sustaining relationships
- Discuss findings from guidance counselors

What strategies help maintain healthy relationships over time?

- KLB Social Studies Grade 9 (pg. 92)
- Digital resources
- Video clips
- Relationship charts
- KLB Social Studies Grade 9 (pg. 93)
- Diagrams
- Video clips
- KLB Social Studies Grade 9 (pg. 95)
- Role-play materials
- Debate materials

- Observation - Chart analysis - Group discussions

Natural and Historic Built Environments

Topographical Maps - Human activities on topographical maps
Topographical Maps - Mining and transportation representation

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

- Identify various human activities represented on topographical maps
- Describe how human activities are represented on a topographical map
- Appreciate the importance of representing human activities on topographical maps

- Take a short tour around the school neighborhood to identify human activities
- Brainstorm on human activities that may be represented on a topographical map
- Use print or digital resources to find out how human activities are represented in topographical maps

What are the various human activities that may be represented in a topographical map?

- KLB Top Scholar Social Studies (pg. 96)
- Digital resources
- Print resources
- Topographical maps
- Charts
- KLB Top Scholar Social Studies (pg. 98)
- Charts showing map symbols

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Topographical Maps - Agricultural and tourism activities
Topographical Maps - Processing and trade

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

- Identify symbols used to represent agricultural and tourism activities on topographical maps
- Interpret agricultural and tourism features from topographical maps
- Appreciate the significance of these activities represented on maps

- Study topographical maps showing agricultural and tourism features
- Identify symbols used to represent plantation farming, fishing, forestry, and tourism facilities
- Draw and label symbols for various agricultural and tourism activities
- Discuss evidence of these activities shown on topographical maps

How are agricultural and tourism activities represented on topographical maps?

- KLB Top Scholar Social Studies (pg. 100)
- Topographical maps
- Digital resources
- Charts showing agricultural and tourism symbols
- KLB Top Scholar Social Studies (pg. 102)
- Chart showing industrial symbols

- Observation - Oral questions - Drawing and labeling exercises - Written assignments

Natural and Historic Built Environments

Topographical Maps - Enlarging parts of maps
Topographical Maps - Reducing parts of maps

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

- Describe the process of enlarging parts of topographical maps
- Apply creative thinking skills to enlarge a selected part of a topographical map
- Show creativity in enlarging parts of topographical maps

- Demonstrate the process of enlarging parts of topographical maps
- Practice enlarging selected parts of topographical maps
- Draw an enlarged section of a topographical map showing human activities
- Present their enlarged maps for peer assessment

How can we enlarge parts of topographical maps to show specific details?

- KLB Top Scholar Social Studies (pg. 104)
- Topographical maps
- Drawing materials
- Graph papers
- Rulers
- KLB Top Scholar Social Studies (pg. 106)

- Observation - Practical assessment - Peer assessment - Portfolio assessment

Natural and Historic Built Environments

Topographical Maps - Drawing cross-sections
Topographical Maps - Human activities in cross-sections

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

- Explain the concept of cross-sections from topographical maps
- Illustrate cross-sections from topographical maps
- Show interest in drawing cross-sections from topographical maps

- Demonstrate the process of drawing cross-sections from topographical maps
- Identify contour lines and understand their significance for cross-sections
- Practice drawing cross-sections from topographical maps
- Present their cross-sections for peer assessment

Why is it important to draw cross-sections from topographical maps?

- KLB Top Scholar Social Studies (pg. 110)
- Topographical maps
- Drawing materials
- Graph papers
- Rulers
- KLB Top Scholar Social Studies (pg. 112)
- Sample cross-sections

- Observation - Practical assessment - Peer assessment - Portfolio assessment

Natural and Historic Built Environments

Internal Land Forming Processes - Types and causes of earth movements
Internal Land Forming Processes - Types of faults

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 in the environment
- Appreciate the dynamic nature of the earth's crust

- Brainstorm on the types and causes of earth movements
- Use digital or print resources to research on types of earth movements in the environment
- Discuss findings on types and causes of earth movements and present in class

How do landforms influence human activities?

- KLB Top Scholar Social Studies (pg. 114)
- Digital resources
- Print resources
- Charts
- Pictures on earth movements
- KLB Top Scholar Social Studies (pg. 118)
- Library resources
- Charts showing different types of faults
- Diagrams

- Observation - Oral questions - Written assignments - Presentations

Natural and Historic Built Environments

Internal Land Forming Processes - Continental drift theory
Internal Land Forming Processes - Plate tectonics theory
Internal Land Forming Processes - Features formed by faulting

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

- Explain the theory of continental drift
- Describe the evidence supporting continental drift theory
- Develop interest in theories explaining earth's formation

- Use digital or print resources to research on the theory of continental drift
- Make short notes on continental drift theory
- Discuss evidence supporting the continental drift theory
- Use diagrams to illustrate continental drift theory

How does the theory of continental drift explain the formation of continents?

- KLB Top Scholar Social Studies (pg. 122)
- Digital resources
- Print resources
- World maps
- Charts showing continental drift
- KLB Top Scholar Social Studies (pg. 126)
- Charts showing plate tectonics
- KLB Top Scholar Social Studies (pg. 130)
- Video clips/documentaries
- Atlas
- Drawing materials
- Charts showing rift valley formation

- Observation - Oral questions - Written assignments - Diagram interpretation

Natural and Historic Built Environments

Internal Land Forming Processes - Block mountains formation
Internal Land Forming Processes - Effects of faulting on human activities

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

- Explain the formation of block mountains due to faulting
- Illustrate the formation of block mountains
- Appreciate diversity of landforms created by faulting

- View video clips/documentaries on the formation of block mountains
- Draw sketches illustrating the formation of block mountains
- Use an atlas to locate examples of block mountains
- Display the sketches for peer assessment

How are block mountains formed through the process of faulting?

- KLB Top Scholar Social Studies (pg. 134)
- Video clips/documentaries
- Atlas
- Drawing materials
- Charts showing block mountain formation
- KLB Top Scholar Social Studies (pg. 136)
- Pictures showing effects of faulting
- Digital resources
- Print resources
- Maps

- Observation - Drawing assessment - Peer assessment - Written assignments

Natural and Historic Built Environments

Internal Land Forming Processes - Hazards associated with faulting
Multipurpose River Projects in Africa - Introduction and location

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

- Identify hazards associated with faulting
- Develop posters to create awareness on disasters relating to faulting
- Show concern for disaster risks associated with faulting

- Discuss hazards associated with faulting such as earthquakes and volcanic eruptions
- Develop posters to create awareness on disasters relating to faulting
- Display posters at strategic locations within the school
- Discuss disaster risk reduction measures related to faulting

What are the hazards associated with faulting and how can they be mitigated?

- KLB Top Scholar Social Studies (pg. 138)
- Digital resources
- Print resources
- Materials for poster creation
- Pictures showing faulting disasters
- KLB Top Scholar Social Studies (pg. 140)
- Atlas
- Internet resources
- Map of Africa

- Observation - Poster assessment - Oral presentations - Written assignments

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Conditions for River Tana projects
Multipurpose River Projects in Africa - Conditions for Aswan High Dam

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

- Outline physical conditions that led to establishment of River Tana projects
- Explain socio-economic conditions for River Tana projects
- Show interest in the development of River Tana projects

- Discuss the physical conditions that led to the establishment of multipurpose river projects along River Tana
- Research on the socio-economic conditions that favored the development of River Tana projects
- Create a chart showing conditions favorable for River Tana projects
- Present findings to the class

What conditions led to the establishment of multipurpose river projects along River Tana?

- KLB Top Scholar Social Studies (pg. 142)
- Digital resources
- Print resources
- Pictures of River Tana projects
- Charts
- KLB Top Scholar Social Studies (pg. 144)
- Pictures of Aswan High Dam

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Economic importance
Multipurpose River Projects in Africa - Social and political importance

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

- Examine the economic importance of multipurpose river projects in Africa
- Explain the benefits of multipurpose river projects to local communities
- Appreciate the role of multipurpose river projects in economic development

- Carry out research on the economic importance of multipurpose river projects in Africa
- Write short notes and share with peers
- Discuss how multipurpose river projects benefit local communities
- Create a chart showing economic benefits of multipurpose river projects

What are the economic benefits of multipurpose river projects in Africa?

- KLB Top Scholar Social Studies (pg. 146)
- Digital resources
- Print resources
- Pictures showing economic activities around river projects
- Charts
- KLB Top Scholar Social Studies (pg. 148)
- Pictures showing social benefits
- Materials for poster creation

- Observation - Oral presentations - Written assignments - Chart assessment

Natural and Historic Built Environments

Multipurpose River Projects in Africa - Challenges
Multipurpose River Projects in Africa - Solutions to challenges
Multipurpose River Projects in Africa - Future prospects

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

- Assess challenges facing multipurpose river projects in Africa
- Categorize challenges as environmental, social, economic and political
- Show concern for challenges facing multipurpose river projects

- Brainstorm on challenges facing multipurpose river projects in Africa
- Categorize challenges as environmental, social, economic and political
- Discuss how these challenges affect the effectiveness of multipurpose river projects
- Create a mind map of challenges and their interconnections

What challenges face multipurpose river projects in Africa?

- KLB Top Scholar Social Studies (pg. 149)
- Digital resources
- Print resources
- Pictures showing challenges
- Charts
- KLB Top Scholar Social Studies (pg. 150)
- Resource person
- KLB Top Scholar Social Studies (pg. 151)
- Materials for vision board creation

- Observation - Oral questions - Written assignments - Mind map assessment

Natural and Historic Built Environments

Management and Conservation of the Environment - Factors leading to degradation
Management and Conservation of the Environment - Effects of degradation

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

- Explore factors that lead to degradation of the environment
- Categorize factors leading to environmental degradation
- Show concern for degradation of the environment

- Research on factors that lead to degradation of the environment in the community
- View video clips or documentaries on environmental degradation
- Write an essay on factors that lead to degradation of the environment
- Discuss and categorize factors as natural and human-induced

Why is it important to conserve degraded environment?

- KLB Top Scholar Social Studies (pg. 152)
- Digital resources
- Print resources
- Video clips/documentaries
- Pictures showing environmental degradation
- KLB Top Scholar Social Studies (pg. 154)
- Pictures showing effects of environmental degradation
- Charts

- Observation - Essay assessment - Oral questions - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Difference between management and conservation
Management and Conservation of the Environment - Measures for management

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

- Distinguish between management and conservation of the environment
- Explain principles of environmental management and conservation
- Value sustainable approaches to environmental management

- Brainstorm on the difference between management and conservation of the environment
- Research on principles of environmental management and conservation
- Create a Venn diagram showing similarities and differences between management and conservation
- Share findings with peers

What is the difference between management and conservation of the environment?

- KLB Top Scholar Social Studies (pg. 156)
- Digital resources
- Print resources
- Charts
- Pictures showing management and conservation activities
- KLB Top Scholar Social Studies (pg. 158)
- Materials for poster creation
- Pictures showing environmental management

- Observation - Venn diagram assessment - Oral questions - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Measures for conservation
Management and Conservation of the Environment - Practical conservation activities

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

- Design measures to conserve the environment for sustainability
- Explain strategies for environmental conservation
- Show commitment to environmental conservation

- Discuss measures for conserving the environment
- Research on successful conservation strategies
- Design a poster with messages on how to creatively conserve the environment
- Present and display the posters in class

What measures can be taken to conserve the environment?

- KLB Top Scholar Social Studies (pg. 159)
- Digital resources
- Print resources
- Materials for poster creation
- Pictures showing conservation activities
- KLB Top Scholar Social Studies (pg. 160)
- Tree seedlings
- Gardening tools
- Clean-up equipment
- Digital cameras for documentation

- Observation - Poster assessment - Oral presentations - Written assignments

Political Developments and Governance

The Constitution of Kenya - Stages in constitution-making process
The Constitution of Kenya - Role of parliament

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

- Identify the stages in the constitution-making process in Kenya
- Explain the sequence of events in constitution-making
- Appreciate the structured approach to constitution-making

- Carry out research on the stages in constitution-making process in Kenya
- Discuss steps involved in constitution-making
- Create posters on the stages of the constitution-making process
- Study the chart showing processes involved in constitution-making process in Kenya

Why is constitution-making process in Kenya important?

- KLB Top Scholar Social Studies (pg. 172)
- Digital resources
- Print resources
- Charts on constitution-making process
- Manilla papers
- KLB Top Scholar Social Studies (pg. 174)
- Video clips of parliamentary debates
- Charts

- Observation - Oral questions - Written assignments - Poster assessment

Political Developments and Governance

The Constitution of Kenya - Role of citizens in constitution-making
The Constitution of Kenya - Citizens' participation
The Constitution of Kenya - Participating in constitution-making

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

- Explore the role of citizens in constitution-making process
- Explain how citizens participate in constitution review
- Recognize the importance of citizen participation in constitution-making

- Use digital devices to watch a video showing citizens participating in constitution-making process
- Study pictures showing citizens participating in constitution-making process
- Discuss the roles of citizens in constitution-making
- Write points and share with group members

How do citizens participate in the constitution-making process?

- KLB Top Scholar Social Studies (pg. 176)
- Digital resources
- Print resources
- Pictures showing citizen participation
- Video clips
- KLB Top Scholar Social Studies (pg. 178)
- Role-play materials
- KLB Top Scholar Social Studies (pg. 180)
- Writing materials

- Observation - Oral questions - Written assignments - Discussion assessment

Political Developments and Governance

The Constitution of Kenya - Defending the constitution
The Constitution of Kenya - Promoting the constitution

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

- Explain ways of defending the Constitution of Kenya
- Identify roles of citizens in defending the constitution
- Show commitment to defending the Constitution of Kenya

- Brainstorm on meaning of "defend" the Constitution of Kenya
- Discuss ways of defending the Constitution of Kenya
- Study pictures showing people defending the Constitution of Kenya
- Share stories on how they have defended the Constitution of Kenya

How can citizens defend the Constitution of Kenya?

- KLB Top Scholar Social Studies (pg. 180)
- Digital resources
- Print resources
- Pictures showing constitution defense
- The Constitution of Kenya
- KLB Top Scholar Social Studies (pg. 181)
- Musical instruments

- Observation - Oral questions - Written assignments - Story assessment

Political Developments and Governance

The Constitution of Kenya - Implementing the constitution
Civic Engagement in Governance - Individual civic activities

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

- Describe how the constitution is implemented
- Explain the role of different institutions in implementing the constitution
- Appreciate the importance of constitutional implementation

- Research on how the constitution is implemented in Kenya
- Discuss the role of different institutions in implementing the constitution
- Create a chart showing institutions responsible for implementing the constitution
- Present findings to the class

How is the Constitution of Kenya implemented?

- KLB Top Scholar Social Studies (pg. 182)
- Digital resources
- Print resources
- The Constitution of Kenya
- Charts
- Pictures showing civic engagement activities

- Observation - Oral presentations - Written assignments - Chart assessment

Political Developments and Governance

Civic Engagement in Governance - Collective civic activities
Civic Engagement in Governance - Political parties requirements

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

- Identify collective civic engagement activities in Kenya
- Explain the importance of collective civic actions
- Appreciate the value of collective civic engagement

- Research using digital devices or print materials to identify collective civic engagement activities in Kenya
- Discuss in groups different collective civic activities
- Create posters on collective civic engagement activities
- Display posters in class and school notice boards

What collective civic engagement activities exist in Kenya?

- KLB Top Scholar Social Studies (pg. 184)
- Digital resources
- Print resources
- Pictures showing collective civic activities
- Materials for poster creation
- KLB Top Scholar Social Studies (pg. 186)
- The Constitution of Kenya
- Charts

- Observation - Poster assessment - Oral questions - Written assignments

Political Developments and Governance

Civic Engagement in Governance - Role of political parties
Civic Engagement in Governance - Elective positions

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 enhance democracy
- Recognize the importance of political parties in governance

- Discuss the meaning of democracy and democratic governance
- Research on the role of political parties in democratic governance
- Create a chart on the role of political parties in democratic governance
- Recite a poem on the role of political parties in democratic governance

What is the role of political parties in democratic governance?

- KLB Top Scholar Social Studies (pg. 188)
- Digital resources
- Print resources
- Charts
- Poems
- KLB Top Scholar Social Studies (pg. 190)
- Charts showing elective positions
- Drawing materials

- Observation - Oral presentations - Written assignments - Poem assessment

Political Developments and Governance

Civic Engagement in Governance - Values for ethical civic engagement
Kenya's Bill of Rights - Introduction and structure

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

- Identify values that promote ethical civic engagement
- Exhibit values that promote ethical civic engagement
- Appreciate the importance of values in civic engagement

- Brainstorm on values needed during civic engagements
- Role-play scenarios demonstrating values that promote ethical civic engagement
- Discuss how values have helped promote ethical civic engagements
- Create a chart on values that promote ethical civic engagement

What values promote ethical civic engagement in the community?

- KLB Top Scholar Social Studies (pg. 192)
- Digital resources
- Print resources
- Role-play materials
- Charts
- KLB Top Scholar Social Studies (pg. 195)
- The Constitution of Kenya

- Observation - Role-play assessment - Oral questions - Written assignments

Political Developments and Governance

Kenya's Bill of Rights - Importance and application
Kenya's Bill of Rights - Rights of the elderly
Kenya's Bill of Rights - Rights of refugees

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

- Explore Kenya's Bill of Rights for mutual social well-being
- Explain the importance of the Bill of Rights
- Show appreciation for the Bill of Rights in protecting individuals

- Read an article on the purpose of Kenya's Bill of Rights
- Discuss the importance of the Bill of Rights for mutual social wellbeing
- Study an excerpt of the Constitution of Kenya on application of the Bill of Rights
- Create a chart showing the importance of Kenya's Bill of Rights

What is the importance of Kenya's Bill of Rights for mutual social wellbeing?

- KLB Top Scholar Social Studies (pg. 198)
- Digital resources
- Print resources
- The Constitution of Kenya
- Charts
- KLB Top Scholar Social Studies (pg. 200)
- Pictures of elderly persons
- KLB Top Scholar Social Studies (pg. 202)
- Pictures of refugees

- Observation - Oral presentations - Written assignments - Chart assessment

Political Developments and Governance

Kenya's Bill of Rights - Rights of migrants
Kenya's Bill of Rights - Application for harmonious living

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

- Examine human rights of migrants
- Explain special provisions for migrants in the Bill of Rights
- Show empathy towards migrants in society

- Study pictures of migrants
- Research on the human rights of migrants
- Role-play a scenario highlighting the rights of migrants
- Develop posters on the rights of migrants

What are the human rights of migrants as a special group?

- KLB Top Scholar Social Studies (pg. 204)
- Digital resources
- Print resources
- Pictures of migrants
- Materials for poster creation
- KLB Top Scholar Social Studies (pg. 206)
- The Constitution of Kenya
- Charts

- Observation - Role-play assessment - Oral questions - Poster assessment

Political Developments and Governance

Kenya's Bill of Rights - Assertiveness in standing up for rights
Kenya's Bill of Rights - Empathy and solidarity

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

- Develop assertiveness necessary in standing up for human rights
- Demonstrate techniques for assertively defending rights
- Show confidence in standing up for human rights

- Research on the meaning of assertiveness and individual rights
- Role-play scenarios that demonstrate assertiveness in standing up for individual rights
- Discuss how assertiveness has been developed in standing up for individual rights
- Complete a table on applying assertiveness in standing up for individual rights

How can assertiveness help in standing up for individual rights?

- KLB Top Scholar Social Studies (pg. 208)
- Digital resources
- Print resources
- Role-play materials
- Charts
- KLB Top Scholar Social Studies (pg. 210)
- Materials for card making
- Pictures showing empathy and solidarity

- Observation - Role-play assessment - Oral questions - Written assignments

Political Developments and Governance

Cultural Globalisation - Introduction and meaning
Cultural Globalisation - The Kiondo

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

- Define the concept of cultural globalisation
- Identify factors that have accelerated cultural globalisation
- Show interest in understanding cultural globalisation

- Research on the meaning of cultural globalisation
- Discuss factors that have accelerated cultural globalisation
- Use digital or print resources to research on cultural elements
- Brainstorm on examples of cultural globalisation

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

- KLB Top Scholar Social Studies (pg. 209)
- Digital resources
- Print resources
- Pictures showing cultural globalisation
- Charts
- KLB Top Scholar Social Studies (pg. 211)
- Pictures of Kiondo
- Sample Kiondo (if available)

- Observation - Oral questions - Written assignments - Discussion assessment

Political Developments and Governance

Cultural Globalisation - The Maasai Kikoi
Cultural Globalisation - Safari
Cultural Globalisation - African cultural practices
Cultural Globalisation - Preservation of cultural elements

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

- Identify the Maasai Kikoi as a cultural element with global status
- Explain how the Maasai Kikoi gained global recognition
- Value the cultural significance of the Maasai Kikoi

- Study pictures of the Maasai Kikoi
- Discuss the uses of the Maasai Kikoi
- Role-play a conversation about how the Maasai Kikoi gained global status
- Write notes on the global status of the Maasai Kikoi

What makes the Maasai Kikoi a globally recognized cultural element?

- KLB Top Scholar Social Studies (pg. 213)
- Digital resources
- Print resources
- Pictures of Maasai Kikoi
- Sample Maasai Kikoi (if available)
- KLB Top Scholar Social Studies (pg. 215)
- Pictures related to safari
- Travel brochures
- KLB Top Scholar Social Studies (pg. 217)
- Stories about African cultural practices
- Video clips
- KLB Top Scholar Social Studies (pg. 219)
- Pictures of cultural elements
- Case studies

- Observation - Role-play assessment - Oral questions - Written assignments