Natural and the Built Environments

1.1 Position and Size of Countries in Eastern Africa - Countries of Eastern Africa
1.1 Position and Size of Countries in Eastern Africa - Latitudes and Longitudes
1.2 Main Physical Features in Eastern Africa - Mountains (Volcanic mountains)
1.2 Main Physical Features in Eastern Africa - Mountains (Block mountains) and Rift Valley

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

-Identify the countries of Eastern Africa on a map
-Describe the position of countries in Eastern Africa
-Show interest in learning about Eastern Africa

-Draw, color and display the map of Eastern Africa in class
-Use latitudes and longitudes to locate places on a map
-Value the Eastern African countries

-Brainstorm countries in Eastern Africa on a map, and share in class
-Contribute to group decision making as they locate in groups, the position of countries in Eastern Africa using an atlas/appropriate media
-Use digital devices to establish the sizes in square kilometres of countries in Eastern Africa

-Draw, color and display the map of Eastern Africa in class
-In pairs, identify latitudes and longitudes of Eastern Africa using appropriate media
-Practice locating places on a map using latitudes and longitudes using appropriate media
-Sing the East African Community Anthem

How would we determine the position of countries in Eastern Africa?

-KLB Social Studies pg. 2-4
-Maps of Eastern Africa
-Digital resources
-Internet access
-Atlases
-KLB Social Studies pg. 5-8
-Maps with latitudes and longitudes
-Digital resources
-Internet access
-Atlases
-KLB Social Studies pg. 14-20
-Maps of Eastern Africa
-Pictures of physical features
-KLB Social Studies pg. 21-24

-Observation -Oral questions -Written assignments
-Observation -Oral questions -Written tests

Natural and the Built Environments

1.2 Main Physical Features in Eastern Africa - Lakes (Rift Valley, Crater, Downwarping)
1.2 Main Physical Features in Eastern Africa - Plains (Formation and conservation)
1.3 Climatic Regions in Eastern Africa - Equatorial Climate

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

-Describe the formation of lakes in Eastern Africa
-Draw a map of Eastern Africa and label the main physical features
-Value the physical features within the locality

-Use digital devices to describe the formation of lakes in Eastern Africa
-Draw a map of Eastern Africa, locate the main physical features, and display in class
-Discuss ways of conserving the physical features within the locality to promote environmental education

1. How can we conserve physical features that are found in our locality? -2. Why are physical features important?

-KLB Social Studies pg. 25-30
-Maps of Eastern Africa
-Digital resources
-Internet access
-Pictures of lakes
-Pictures of plains
-KLB Social Studies pg. 31-34
-Maps of climatic regions
-Photographs of different climatic regions

-Observation -Project work -Written tests

Natural and the Built Environments

1.3 Climatic Regions in Eastern Africa - Tropical and Sub-tropical Climate
1.3 Climatic Regions in Eastern Africa - Mountain and Desert Climate
1.3 Climatic Regions in Eastern Africa - Climate and Human Activities
1.4 Vegetation in Eastern Africa - Tropical Rainforest and Savanna Grassland
1.4 Vegetation in Eastern Africa - Desert and Mountain Vegetation
1.4 Vegetation in Eastern Africa - Conservation of Vegetation
1.5 Historic Built Environments - Museums

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

-Describe characteristics of the tropical and sub-tropical climatic regions in Eastern Africa
-Draw a map showing tropical and sub-tropical climatic regions
-Acknowledge the main climatic regions in Eastern Africa

-Describe the characteristics of desert and mountain vegetation in Eastern Africa
-Draw a map of Eastern Africa and label the main types of vegetation
-Value vegetation found at home and school

-Discuss the characteristics of tropical and sub-tropical climate regions in Eastern Africa, and do class presentations
-Draw maps showing tropical and sub-tropical climatic regions
-Observe safety precautions and practices as they use digital devices/print resources to learn about climatic regions

-Discuss the characteristics of desert and mountain vegetation in Eastern Africa
-Draw a map of Eastern Africa indicating desert and mountain vegetation types
-Plan and carry out activities on conservation of vegetation within the locality

How can climate influence our day-to-day activities?
How can we conserve vegetation in our environment?

-KLB Social Studies pg. 35-37
-Maps of climatic regions
-Digital resources
-Photographs of different climatic regions
-KLB Social Studies pg. 38-40
-Photographs of mountain and desert climates
-Internet access
-Reference books
-KLB Social Studies pg. 41-45
-Maps of vegetation
-Pictures of vegetation
-KLB Social Studies pg. 46-50
-Maps of vegetation
-Digital resources
-Internet access
-Pictures of vegetation
-Reference books
-Local vegetation
-KLB Social Studies pg. 52-55
-Pictures of historic built environments
-Resource person

-Observation -Written assignments -Project work
-Observation -Project work -Written tests

Natural and the Built Environments

1.5 Historic Built Environments - Monuments
1.5 Historic Built Environments - Historic Buildings
1.5 Historic Built Environments - Conservation of Historic Built Environments

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

-Identify monuments as historic built environments in Eastern Africa
-Describe the importance of monuments in Eastern Africa
-Value historic built environments in Eastern Africa

-Use digital/print resources to identify monuments in Eastern Africa
-Discuss the importance of monuments in Eastern Africa
-Practice self-drive as they compose and recite poems on the importance of monuments in Eastern Africa

Why should we conserve the historic built environments?

-KLB Social Studies pg. 56-58
-Digital resources
-Internet access
-Pictures of monuments
-KLB Social Studies pg. 59-61
-Pictures of historic buildings
-Pictures of historic built environments
-Local artefacts

-Observation -Oral questions -Written assignments

People, Population and Social Organisations

2.1 Language Groups in Eastern Africa - Classification of Communities
2.1 Language Groups in Eastern Africa - Reasons for Migration (Bantu and Nilotes)
2.1 Language Groups in Eastern Africa - Reasons for Migration (Cushites and Semites)
2.1 Language Groups in Eastern Africa - Movement and Settlement
2.1 Language Groups in Eastern Africa - Effects of Migration and Settlement
2.2 Population Distribution in Eastern Africa - Factors Influencing Population

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

-Describe the classification of communities in Eastern Africa according to language groups
-Identify communities belonging to different language groups in Eastern Africa
-Appreciate the language groups in Eastern Africa

-Illustrate the movement and settlement of the selected language groups in Eastern Africa on a map
-Trace routes of migration on a map
-Appreciate unity of language groups in Eastern Africa

-Brainstorm the classification of communities in Eastern Africa according to language groups
-Use digital/print resources to identify communities belonging to different language groups
-Sort communities according to their language groups through class activities
-Know their language groups

-Use digital/print resources to establish the movement and settlement of selected language groups into Eastern Africa
-Draw the movement routes followed by the selected language groups on a map of Eastern Africa
-Discuss the movement of language groups using maps

Why do people migrate?

-KLB Social Studies pg. 64-67
-Pictures of people from different language groups
-Digital resources
-Internet access
-Charts
-KLB Social Studies pg. 68-70
-Reference books
-KLB Social Studies pg. 71-73
-Maps
-KLB Social Studies pg. 74-76
-Maps showing migration routes
-Digital resources
-Internet access
-KLB Social Studies pg. 76-78
-Resource persons
-KLB Social Studies pg. 80-83
-Maps showing population distribution
-Photographs and pictures

-Observation -Oral Questions -Teacher-made tests
-Observation -Project Work -Written assignments

People, Population and Social Organisations

2.2 Population Distribution in Eastern Africa - Areas of High and Low Population
2.2 Population Distribution in Eastern Africa - Effects of High Population
2.3 Culture and Social Organisation - Age-groups and Age-sets

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

-Locate areas of high and low population density in Eastern Africa on a map
-Identify reasons for population distribution patterns
-Acknowledge population distribution in Eastern Africa

-Draw a map of Eastern Africa and locate areas of high and low population density using digital/print resources
-Identify and label areas of high and low population density on a map
-Compare population distribution across Eastern African countries

Why are some parts of Eastern Africa more populated than others?

-KLB Social Studies pg. 83-85
-Maps showing population distribution
-Digital resources
-Internet access
-Atlas
-KLB Social Studies pg. 85-87
-Photographs of areas with high population density
-KLB Social Studies pg. 88-90
-Resource persons
-Reference books

-Observation -Project Work -Written assignments

People, Population and Social Organisations
People, Population and Social Organisations
Resources and Economic Activities in Eastern Africa
Resources and Economic Activities in Eastern Africa

2.3 Culture and Social Organisation - Functions of a Clan
2.3 Culture and Social Organisation - Traditional Culture to Preserve
2.4 School and Community - Ways of Collaboration
2.4 School and Community - Benefits of Collaboration
2.4 School and Community - Demonstrating Collaboration
3.1 Beef Farming - Meaning and Factors Influencing
3.1 Beef Farming - Areas Where Practiced

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

-Explain the functions of a clan in traditional African society
-Identify the role of clans in maintaining social order
-Desire to uphold aspects of African traditional culture that ought to be preserved

-Explain the benefits of collaboration between school and the community
-Identify mutual benefits to both the school and community
-Appreciate the collaboration between the school and community

-Discuss the functions of a clan in traditional African society
-Interview resource persons on the functions of clans
-Use digital/print resources to research the roles of clans

-Discuss benefits of collaboration between the school and the community and present in class
-Interview school and community leaders about collaborative benefits
-Use digital/print resources to research successful school-community partnerships

How would we preserve positive aspects of African traditional culture?
How can the school collaborate with the community?

-KLB Social Studies pg. 90-92
-Digital resources
-Internet access
-Resource persons
-Reference books
-KLB Social Studies pg. 92-94
-Pictures of cultural items
-Cultural artifacts
-KLB Social Studies pg. 95-97
-Photographs and pictures
-KLB Social Studies pg. 98-99
-Digital resources
-Internet access
-Resource persons
-Newspaper cuttings
-KLB Social Studies pg. 100-101
-Local environment
-KLB Social Studies pg. 103-105
-Pictures of beef farming
-KLB Social Studies pg. 106-107
-Maps of Eastern Africa

-Observation -Oral Questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.1 Beef Farming - Contribution to Economy
3.1 Beef Farming - Challenges
3.2 Fishing in Eastern Africa - Marine and Inland Fishing Grounds

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

-Identify the contribution of beef farming to the economy of Eastern Africa
-Explain the benefits of beef farming
-Acknowledge beef farming as an economic activity in Eastern Africa

-Engage with an Agricultural extension officer to find out the contributions of beef farming to the economy of Eastern Africa
-Discuss contributions of beef farming to the economy of Eastern Africa
-Match contributions of beef farming to the economy with correct descriptions

How could we benefit from large-scale farming?

-KLB Social Studies pg. 108-109
-Digital resources
-Internet access
-Resource person
-KLB Social Studies pg. 110-111
-Pictures showing challenges
-KLB Social Studies pg. 112-114
-Maps of Eastern Africa
-Pictures of fishing grounds

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.2 Fishing in Eastern Africa - Methods of Marine Fishing
3.2 Fishing in Eastern Africa - Challenges
3.2 Fishing in Eastern Africa - Solutions to Challenges
3.3 Wildlife and Tourism in Eastern Africa - Factors Promoting Tourism
3.3 Wildlife and Tourism in Eastern Africa - Game Reserves and National Parks
3.3 Wildlife and Tourism in Eastern Africa - Challenges

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

-Describe methods of marine fishing in Eastern Africa
-Identify different fishing techniques
-Value fishing as an economic activity

-Explain factors that promote tourism in Eastern Africa
-Identify tourism attractions
-Value tourism as an economic activity

-Discuss the marine methods of fishing in Eastern Africa and present in class
-Use digital devices/print resources to research methods of marine fishing in Eastern Africa
-Draw diagrams showing different methods of marine fishing

-Brainstorm factors that promote tourism in Eastern Africa
-Use digital devices/print resources to research factors promoting tourism
-Watch videos on factors that promote tourism in Eastern Africa

Why is fishing important to us?
How can we promote tourism in our country?

-KLB Social Studies pg. 115-116
-Digital resources
-Internet access
-Pictures of fishing methods
-KLB Social Studies pg. 117-118
-Resource person
-KLB Social Studies pg. 119-120
-KLB Social Studies pg. 138-139
-Digital resources
-Internet access
-Pictures of tourist attractions
-KLB Social Studies pg. 140-145
-Maps of Eastern Africa
-Atlas
-KLB Social Studies pg. 146-147
-Pictures showing tourism challenges

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.3 Wildlife and Tourism in Eastern Africa - Solutions to Challenges
3.3 Wildlife and Tourism in Eastern Africa - Economic Importance
3.4 Transport in Eastern Africa - Road Network

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

-State possible solutions to challenges facing tourism in Eastern Africa
-Propose sustainable tourism practices
-Value tourism as an economic activity

-Engage a Game Ranger on possible solutions to the challenges facing tourism in Eastern Africa
-Role-play conversations about solutions to challenges facing tourism
-Create posters and charts on challenges and solutions facing tourism

How can we promote tourism in our country?

-KLB Social Studies pg. 148-150
-Digital resources
-Internet access
-Resource person
-KLB Social Studies pg. 151-153
-Charts and posters
-KLB Social Studies pg. 195-202
-Maps of Eastern Africa
-Pictures of roads

-Observation -Oral questions -Written assignments

Resources and Economic Activities in Eastern Africa

3.4 Transport in Eastern Africa - Railway and Air Transport
3.4 Transport in Eastern Africa - Water Transport
3.4 Transport in Eastern Africa - Challenges
3.4 Transport in Eastern Africa - Solutions and Economic Importance
3.5 Communication in Eastern Africa - Modes of Communication
3.5 Communication in Eastern Africa - Challenges

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

-Identify the main railway and air transport networks in Eastern Africa on a map
-Locate major railways and airports
-Appreciate the transport network in economic development

-State possible solutions to challenges facing transport networks in Eastern Africa
-Explain the role of transport in economic development
-Appreciate the transport network in economic development

-Locate the main railway and air transport networks in Eastern Africa
-Draw a map of Eastern Africa showing railway and air transport networks
-Complete tables showing international airports in Eastern Africa

-Brainstorm the possible solutions to challenges facing transport network in Eastern Africa
-Make posters on the role of transport network in economic development
-Participate in clean-up activities of road reserves within their locality observing safety and security

Why do we need transport networks in our country?

-KLB Social Studies pg. 203-209
-Maps of Eastern Africa
-Digital resources
-Internet access
-Pictures of railways and airports
-KLB Social Studies pg. 210-215
-Pictures of ports
-KLB Social Studies pg. 216-220
-Pictures showing transport challenges
-KLB Social Studies pg. 221-228
-Digital resources
-Internet access
-Charts and posters
-KLB Social Studies pg. 290-295
-Pictures of communication devices
-KLB Social Studies pg. 296-300
-Local communication center

-Observation -Project work -Written assignments

Resources and Economic Activities in Eastern Africa

3.5 Communication in Eastern Africa - Solutions to Challenges
3.5 Communication in Eastern Africa - Demonstration and Economic Importance
3.6 Mining in Eastern Africa - Minerals and Locations
3.6 Mining in Eastern Africa - Methods of Extraction

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

-State possible solutions to challenges facing communication networks in Eastern Africa
-Propose ways to improve communication
-Appreciate the role of communication networks in Eastern Africa

-Discuss solutions to challenges facing communication networks in Eastern Africa, and share in class
-Create posters on solutions to communication challenges
-Use digital/print resources to research solutions

How could communication networks influence the development of a country?

-KLB Social Studies pg. 301-304
-Digital resources
-Internet access
-Posters
-KLB Social Studies pg. 305-310
-Communication devices
-KLB Social Studies pg. 348-355
-Maps of Eastern Africa
-Pictures of minerals
-KLB Social Studies pg. 356-365
-Pictures of mining activities

-Observation -Project work -Written assignments

Resources and Economic Activities in Eastern Africa
Political Systems and Governance

3.6 Mining in Eastern Africa - Effects on Environment
3.6 Mining in Eastern Africa - Solutions and Conservation
4.1 Traditional forms of Government in Eastern Africa - Introduction
4.1 Traditional forms of Government in Eastern Africa - Buganda Kingdom
4.1 Traditional forms of Government in Eastern Africa - Buganda governance structure
4.1 Traditional forms of Government in Eastern Africa - Nyamwezi Chiefdom

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

-Explain the effects of mining on the environment in Eastern Africa
-Identify environmental impacts
-Desire to conserve areas affected by mining activities in Eastern Africa

-Describe the traditional form of government of the Buganda
-Identify the symbols of office in the Buganda Kingdom
-Show interest in the study of the Buganda Kingdom

-Brainstorm the effects of mining on the environment and do class presentation
-Complete a table on effects of mining on the environment
-Use digital/print resources to research environmental impacts

-Use digital devices to establish the traditional form of government of the Buganda
-Discuss the governance structure of the Buganda Kingdom
-Identify symbols of governance in the Buganda Kingdom from pictures
-Share findings in class

How can we reclaim areas affected by mining in our environment?
How was the Buganda Kingdom governed in the past?

-KLB Social Studies pg. 366-373
-Digital resources
-Internet access
-Pictures showing mining effects
-KLB Social Studies pg. 374-381
-Video clips
-Mining site (if available)
-KLB Social Studies Grade 6 pg. 211-213
-Digital resources
-Reference books
-Pictures of traditional leaders
-KLB Social Studies Grade 6 pg. 214-216
-Digital resources
-Pictures of traditional Buganda Kingdom symbols
-Charts
-KLB Social Studies Grade 6 pg. 216-218
-Charts showing governance structure
-Manila papers
-KLB Social Studies Grade 6 pg. 219-221
-Maps
-Pictures

-Observation -Oral questions -Written assignments
-Observation -Oral questions -Written assignments

Political Systems and Governance

4.1 Traditional forms of Government in Eastern Africa - Comparison and good governance
4.2 Regional cooperations - East African Community formation
4.2 Regional cooperations - EAC objectives

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

-Compare the traditional forms of government between the Buganda and Nyamwezi
-Identify similarities and differences between the governance systems
-Value aspects of good governance in traditional societies

-Discuss similarities and differences between the traditional forms of government of the Buganda and Nyamwezi
-Complete a comparison table
-Identify aspects of good governance in traditional societies
-Role-play scenarios depicting aspects of good governance

What were the similarities and differences between the Buganda and Nyamwezi forms of government?

-KLB Social Studies Grade 6 pg. 222-228
-Digital resources
-Comparison charts
-Previous lesson notes
-KLB Social Studies Grade 6 pg. 229-232
-Map of East Africa
-Atlas
-Digital resources
-KLB Social Studies Grade 6 pg. 233-235
-Manila papers
-EAC documents

-Observation -Oral questions -Written tests

Political Systems and Governance

4.2 Regional cooperations - EAC benefits
4.2 Regional cooperations - EAC challenges and solutions
4.3 Citizenship - Meaning and identification
4.3 Citizenship - Rights of citizens

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

-Describe the benefits of the East African Community to member states
-Recite a poem on benefits of the East African Community
-Value the benefits of regional cooperation

-Explain the meaning of citizenship
-Identify documents that verify Kenyan citizenship
-Appreciate the importance of citizenship documents

-Use digital or print resources to research on the benefits of the East African Community
-Discuss the benefits of the East African Community
-Recite a poem on the benefits of the East African Community
-Share experiences on benefits of regional cooperation

-Analyze pictures of citizenship documents
-Discuss the meaning of citizenship
-Identify documents that verify Kenyan citizenship
-Share experiences on citizenship documents

How do countries benefit from the East African Community?
What makes someone a citizen of Kenya?

-KLB Social Studies Grade 6 pg. 236-238
-Digital resources
-Poem text
-Charts
-KLB Social Studies Grade 6 pg. 239-245
-Pictures
-EAC anthem
-Audio equipment
-KLB Social Studies Grade 6 pg. 246-248
-Sample citizenship documents (pictures)
-Digital resources
-Charts
-KLB Social Studies Grade 6 pg. 249-251
-Constitution of Kenya
-Charts on rights

-Observation -Oral questions -Written assignments -Poem recitation

Political Systems and Governance

4.3 Citizenship - Responsibilities of citizens
4.3 Citizenship - Qualities, values and patriotism

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

-Identify responsibilities of a Kenyan citizen
-Analyze pictures showing responsibilities of citizens
-Show willingness to fulfill citizen responsibilities

-Analyze pictures showing responsibilities of Kenyan citizens
-Discuss responsibilities of Kenyan citizens
-Use digital devices to identify other responsibilities
-Create posters on responsibilities of citizens

What responsibilities do Kenyan citizens have?

-KLB Social Studies Grade 6 pg. 252-254
-Digital resources
-Pictures
-Manila papers
-Constitution of Kenya
-KLB Social Studies Grade 6 pg. 255-258
-National anthem

-Observation -Oral questions -Written tests -Poster evaluation

Political Systems and Governance

4.4 Human rights - Meaning and categories
4.4 Human rights - Political rights
4.4 Human rights - Social and economic rights

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

-Explain the meaning of human rights
-Identify categories of human rights
-Show interest in learning about human rights

-Explain political rights as applied in society
-Role-play scenarios depicting political rights
-Value political rights in society

-Analyze pictures showing human rights
-Discuss the meaning of human rights
-Identify categories of human rights (political, social, economic)
-Share experiences related to human rights

-Listen to a presentation on political rights
-Discuss political rights as applied in society
-Role-play scenarios depicting political rights
-Create a chart on political rights

What are human rights and why are they important?
What political rights do people have in society?

-KLB Social Studies Grade 6 pg. 259-262
-Digital resources
-Pictures
-Charts
-Constitution of Kenya
-KLB Social Studies Grade 6 pg. 263-265
-Digital resources
-Charts
-Constitution of Kenya
-KLB Social Studies Grade 6 pg. 266-268
-Manila papers

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

Political Systems and Governance

4.4 Human rights - Upholding human rights

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

-Describe ways in which human rights are upheld in society
-Demonstrate ways in which human rights are upheld
-Value respect for human rights

-Read a story about upholding human rights
-Discuss ways in which human rights are upheld
-Watch a video clip on upholding human rights
-Role-play scenarios depicting respect for human rights

How could respect for human rights promote unity in society?

-KLB Social Studies Grade 6 pg. 269-271
-Digital resources
-Video clips
-Story text

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

Political Systems and Governance

4.5 Peace and Conflict Resolution - Peace and conflict
4.5 Peace and Conflict Resolution - Peaceful methods
4.5 Peace and Conflict Resolution - Promoting peace

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

-Explain the meaning of peace and conflict
-Identify causes of conflicts in society
-Value peaceful coexistence in society

-Illustrate ways of promoting peace in society
-Create posters on ways of promoting peace
-Value peace in society

-Discuss the meaning of peace and conflict
-Brainstorm causes of conflicts in society
-Read information from a poster on causes of conflicts
-Share experiences on conflicts in society

-Read a scroll on ways of promoting peace
-Discuss ways of promoting peace in society
-Create posters on ways of promoting peace
-Read messages on posters about peace

Why do conflicts occur in society?
Why should we embrace peace in society?

-KLB Social Studies Grade 6 pg. 272-274
-Digital resources
-Posters
-Pictures
-Charts
-KLB Social Studies Grade 6 pg. 275-277
-Passage text

-KLB Social Studies Grade 6 pg. 278-280
-Digital resources
-Posters
-Manila papers
-Charts

-Observation -Oral questions -Written assignments
-Observation -Oral questions -Written tests -Poster evaluation

Political Systems and Governance

4.5 Peace and Conflict Resolution - Peace and unity
4.6 Government Revenue and Expenditure - Revenue meaning and sources

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

-Compose songs and poems on peace
-Create communication messages on peace
-Value peaceful ways of resolving conflicts

-Create communication messages on peace
-Display messages in strategic places
-Compose and sing songs on peace
-Recite poems on peace

How could we live peacefully with others in society?

-KLB Social Studies Grade 6 pg. 281-282
-Digital resources
-Manila papers
-Song texts
-Poem texts
-KLB Social Studies Grade 6 pg. 283-285
-Charts
-Diagrams

-Observation -Oral questions -Performance assessment

Political Systems and Governance

4.6 Government Revenue and Expenditure - Government spending
4.6 Government Revenue and Expenditure - Importance of paying taxes
4.6 Government Revenue and Expenditure - Participation in revenue generation

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

-Explain ways in which the National and County Governments spend their revenue
-Analyze pictures showing government expenditure
-Appreciate government expenditure

-Identify ways of participating in generating revenue
-Describe benefits from taxes paid to the government
-Value the importance of taxes

-Analyze pictures showing government expenditure
-Discuss ways in which governments spend revenue
-Study a diagram showing budget allocation
-List ways in which governments spend revenue

-Analyze a picture on participating in revenue generation
-Discuss ways of participating in generating revenue
-Recite a poem on importance of paying taxes
-Share experiences on benefits from government revenue

How do governments spend their revenue?
How can we participate in generating revenue? -How do we benefit from taxes paid to the government?

-KLB Social Studies Grade 6 pg. 286-288
-Digital resources
-Pictures
-Budget documents
-Charts
-KLB Social Studies Grade 6 pg. 289-291
-Posters
-Manila papers

-KLB Social Studies Grade 6 pg. 292-294
-Digital resources
-Pictures
-Poem text

-Observation -Oral questions -Written assignments
-Observation -Oral questions -Written assignments -Poem recitation

Political Systems and Governance

4.7 The Preamble of the Constitution of Kenya - Meaning and importance
4.7 The Preamble of the Constitution of Kenya - Key words
4.7 The Preamble of the Constitution of Kenya - Upholding the Constitution

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

-Explain the meaning of a constitution
-Describe the importance of the Constitution of Kenya
-Value the Constitution of Kenya

-Analyze a picture of the Constitution of Kenya
-Discuss the meaning of a constitution
-Use digital devices to find information about the Constitution
-Explain the importance of the Constitution

What is the importance of the Constitution of Kenya?

-KLB Social Studies Grade 6 pg. 295-297
-Digital resources
-Pictures
-Constitution of Kenya
-KLB Social Studies Grade 6 pg. 298-300
-Word puzzles
-Charts
-Constitution of Kenya
-Resource person
-KLB Social Studies Grade 6 pg. 301-303

-Observation -Oral questions -Written assignments