People, Population and Relationships

Peace and Non-violent Conflict Resolution - Family conflicts

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

-Identify situations that lead to conflicts in the family
-Discuss and present situations that may lead to conflicts in a family
-Appreciate the culture of peace in a society

- Learners speak clearly as they discuss and present situations that may lead to conflicts in a family
-Learners identify situations that lead to conflicts in the family

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 63
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Peaceful resolution

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

-Apply peaceful ways of resolving conflicts in the family
-Role play peace building scenarios in class
-Appreciate the culture of peace in a society

- Learners work together harmoniously as they role play peace building scenarios in class (negotiation, mediation, arbitration)
-Learners discuss ways of resolving conflicts peacefully

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 64
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Experiences
Peace and Non-violent Conflict Resolution - Communication

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

-Resolve differences amicably as they discuss experiences from role play scenarios
-Discuss the experiences from the role play scenarios
-Show empathy with survivors of conflicts in the family

- Learners resolve differences amicably as they discuss the experiences from the role play scenarios
-Learners discuss experiences from the role play scenarios

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 65
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 66
-Manila papers
-Marker pens

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Empathy

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

-Show empathy with survivors of conflicts in the family
-Role play a scenario in the family where empathy is shown
-Appreciate the culture of peace in a society

- Learners exchange new ideas as they role play a scenario in the family where empathy is shown
-Learners undertake group activities

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 67
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Healthy relationships

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

-Build healthy relationships to promote peace in the family
-Research ways of building healthy relationships
-Appreciate the culture of peace in a society

- Learners use digital or print resources to research ways of building healthy relationships
-Learners discuss ways of building healthy relationships

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 68
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Empathetic moments

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

-Reflect on past empathetic moments
-Journal in their books and share
-Show empathy with survivors of conflicts in the family

- Learners reflect on past empathetic moments, journal in their books and share
-Learners discuss past empathetic moments

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 69
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Peace in the family

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

-Compose poems on the importance of peace in the family
-Present the poems in class
-Appreciate the culture of peace in a society

- Learners display team spirit as they work in groups to compose poems on the importance of peace in the family
-Learners present the poems in class

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 70
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Peace and Non-violent Conflict Resolution - Conflict triggers

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

-Identify triggers of conflict in the family
-Discuss how to avoid conflict triggers
-Appreciate the culture of peace in a society

- Learners identify triggers of conflict in the family
-Learners discuss how to avoid conflict triggers

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 71
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships
Community Service Learning Project

Peace and Non-violent Conflict Resolution - Peace culture
Community Service Learning Project - Problem identification

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

-Discuss ways of promoting a culture of peace in the family
-Identify benefits of a peaceful family
-Appreciate the culture of peace in a society

- Learners discuss ways of promoting a culture of peace in the family
-Learners identify benefits of a peaceful family

How can resolving conflicts help us live peacefully in the community?

- MENTOR Social Studies Learner's Book pg. 72
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 13

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Project title

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

-Discuss and adapt one identified problem for the class/group project
-State the project title
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners speak engagingly when discussing and adapting one identified problem for the class/group project
-Learners state the project title

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 14
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Problem statement

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

-Authenticate the problem/gap
-Write down the statement of the problem
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners authenticate the problem/gap
-Learners write down the statement of the problem (a small description of the identified problem)

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 15
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Solution design

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

-Design a solution(s) to the identified problem
-Discuss and agree on an appropriate solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem
-Learners note down the recommended/proposed solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 16
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation plan

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

-Plan to implement the solution to the identified problem
-Draw a plan for implementing the proposed solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss and draw a plan for implementing the proposed solution
-Learners share their implementation plan

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 17
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation

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

-Implement the plan for solving the identified problem
-Implement the plan prudently
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners implement the plan prudently to address the identified problem
-Learners carry out the implementation of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 18
-Locally available materials
-Digital resources

- Oral questions -Observation -Project work

Community Service Learning Project

Community Service Learning Project - Reflection

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

-Reflect on the concluded project
-Write a summary report on the concluded project
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners reflect on the concluded project
-Learners submit a summary account/report to the CSL teacher

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 18
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project
Natural and Historic Built Environments
Natural and Historic Built Environments

Community Service Learning Project - Appreciation
Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales

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

-Appreciate the need to be part of the solution to the gaps/challenges in the community
-Discuss the importance of being part of the solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss the importance of being part of the solution to the gaps/challenges in the community
-Learners appreciate the need to be part of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 19
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 75
-Maps
- MENTOR Social Studies Learner's Book pg. 76

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Scale conversions
Map Reading and Interpretation - Measuring distances

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

-Practice scale conversions on a topographical map
-Convert scales from one form to another
-Apply critical thinking skills in map reading and interpretation

- Learners collaborate with others to practice scale conversions on a topographical map
-Learners critique each other's work

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 77
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 78

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Calculating areas
Map Reading and Interpretation - Drainage features

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

-Calculate the area of different places on a topographical map
-Use scales to determine areas
-Apply critical thinking skills in map reading and interpretation

- Learners calculate the area of different places on a topographical map
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 79
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 80

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Relief features
Map Reading and Interpretation - Vegetation
Map Reading and Interpretation - Drawing diagrams

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

-Describe methods of representing relief features on topographical maps
-Identify relief features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing relief features
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 81
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 82
- MENTOR Social Studies Learner's Book pg. 83

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Critical thinking

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

-Apply critical thinking skills in map interpretation
-Identify critical thinking skills necessary for map interpretation
-Apply critical thinking skills in map reading and interpretation

- Learners use digital or print resources to search for essential critical thinking skills necessary for map interpretation (observation, analysis, communication, inference)
-Learners discuss how to apply critical thinking in map interpretation

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 84
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Application

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

-Apply knowledge of map reading in practical situations
-Interpret maps with different scales
-Apply critical thinking skills in map reading and interpretation

- Learners interpret different types of maps
-Learners apply their knowledge in practical map reading exercises

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 85
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Practical application

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

-Apply map reading skills in real-life situations
-Identify how maps are used in everyday life
-Appreciate the use of marginal information to interpret maps

- Learners discuss real-life applications of map reading
-Learners identify how maps are used in areas like transportation, emergency services, and urban planning

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 86
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing weather

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

-Examine the factors influencing weather in Africa
-Identify factors that affect day-to-day weather conditions
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing weather in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 94
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing climate

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

-Examine the factors influencing climate in Africa
-Distinguish between weather and climate factors
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing climate in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 95
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Climatic regions
Weather and Climate - Desert regions

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

-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 97
-Video clips

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Weather and Climate - Semi-desert regions

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

-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions
-Learners make short notes on the semi-desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Tropical regions

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

-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mediterranean regions

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

-Illustrate the characteristics of mediterranean regions in Africa
-Identify mediterranean regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mediterranean regions
-Learners make short notes on the mediterranean regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mountain regions

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

-Illustrate the characteristics of mountain regions in Africa
-Identify mountain regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mountain regions
-Learners make short notes on the mountain regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 101
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management

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

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Causes of climate change
Weather and Climate - Effects of climate change

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

-Identify causes of climate change
-Brainstorm on the causes of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the causes of climate change
-Learners share their findings in class

- How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 103
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 104

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Problem solving

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

-Apply problem solving skills to address effects of climate change
-Perform a skit on problem solving skills to address effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change
-Learners discuss problem solving approaches

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 105
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Political Developments and Governance

The Constitution of Kenya - Components of the Constitution
The Constitution of Kenya - Three arms of government

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

-Identify the components of the Constitution of Kenya (knowledge)
-Describe the structure of the Constitution of Kenya (skill)
-Show interest in understanding the Constitution of Kenya (attitude)

-Engage in a jigsaw learning activity where learners are assigned different chapters of the Constitution to study and then teach others
-Create a mind map showing the main components of the Constitution
-Conduct a gallery walk where groups display their mind maps and other groups provide feedback using sticky notes

Why do we need a constitution?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 128-130
-Flip charts/manila papers
-Mentor Social Studies Learner's Book pg. 131-132

-Observation -Oral questions -Written assignments

Political Developments and Governance

The Constitution of Kenya - Guiding principles of leadership
The Constitution of Kenya - Assertiveness in leadership
The Constitution of Kenya - Interrelationships of the arms of government

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

-Outline the guiding principles of leadership and integrity (knowledge)
-Examine how the principles apply in governance (skill)
-Value the importance of integrity in leadership (attitude)

-Engage in a "Leadership Values Hunt" where learners search through Chapter 6 of the Constitution to identify leadership principles
-Create artistic "Leadership Principle Cards" with illustrations and examples of each principle in action
-Conduct mock interviews where learners take turns being "journalists" interviewing "government officials" about how they uphold leadership principles

What are the key principles of good leadership?

-The Constitution of Kenya (Chapter 6)
-Digital resources
-Mentor Social Studies Learner's Book pg. 133
-Manila papers
-The Constitution of Kenya
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 132-133
-Flip charts

-Observation -Written tests -Group work assessment

Political Developments and Governance

The Constitution of Kenya - Constitutional responsibilities
Human Rights - Introduction to Human Rights

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

-Identify citizens' constitutional responsibilities (knowledge)
-Demonstrate ways of fulfilling constitutional responsibilities (skill)
-Exhibit good leadership as intended in chapter six of the Constitution (attitude)

-Create a "Citizenship Pledge" where learners craft personal statements of how they will fulfill their constitutional responsibilities
-Design and perform a "Constitutional Responsibilities Anthem" that captures key citizen duties
-Develop a "Constitution Week" campaign for the school with posters, slogans, and activities to promote constitutional awareness

What are our responsibilities as citizens according to the Constitution?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 134-135
-Manila papers
-Mentor Social Studies Learner's Book pg. 135-136

-Observation -Written assignments -Project work

Political Developments and Governance

Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights

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

-Identify ways of protecting human rights (knowledge)
-Explore how human rights can be protected in the community (skill)
-Show concern for protection of human rights (attitude)

-Conduct "Human Rights Protection Interviews" with school leaders and community members about how they protect rights
-Design a "Human Rights Protection Toolkit" with practical strategies for ensuring rights are respected
-Create a "Rights Protectors Hall of Fame" featuring people or organizations that champion human rights

What can we do to ensure human rights are protected?

-Digital resources
-Mentor Social Studies Learner's Book pg. 137-138
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios
-Manila papers

-Observation -Oral questions -Group presentation

Political Developments and Governance

Human Rights - Children's Rights
Human Rights - Protection of Children's Rights
Human Rights - Societal Responsibility

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

-List children's rights in Kenya (knowledge)
-Outline the Children's Rights in Kenya (skill)
-Desire to promote children's rights (attitude)

-Create a "Children's Rights Quilt" where each learner decorates a square representing a specific children's right
-Produce a "Child-Friendly Rights Guide" in simple language to explain children's rights to younger students
-Organize a "Rights Awareness Day" with activities, games, and presentations focused on children's rights

How can we ensure children's rights are respected?

-Digital resources
-Mentor Social Studies Learner's Book pg. 140-141
-Children's Act
-African Charter on the Rights and Welfare of the Child
-Mentor Social Studies Learner's Book pg. 141-142
-Manila papers
-Mentor Social Studies Learner's Book pg. 142-143
-Manila papers
-Markers

-Observation -Written tests -Project work

Political Developments and Governance

Human Rights - Human Rights Violations
Human Rights - Human Rights Organizations

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

-Identify human rights violations (knowledge)
-Analyze causes and effects of human rights violations (skill)
-Show concern for human rights violations (attitude)

-Engage in a "Case Study Investigation" where groups analyze real examples of human rights violations and present findings
-Create a "Causes and Effects Web" showing the interconnections between different factors in human rights violations
-Develop "Rights Violation Early Warning Signs" posters to help identify potential rights abuses before they escalate

What are the consequences of human rights violations?

-Digital resources
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Global Citizen
Citizenship - Responsibilities of a Global Citizen

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

-Define a global citizen (knowledge)
-Describe qualities of a global citizen in the world today (skill)
-Aspire to be a good global citizen (attitude)

-Create "Global Citizen ID Cards" where learners identify key qualities and responsibilities of global citizens
-Engage in a "Global Issues Carousel" where learners rotate through stations exploring different global challenges
-Design a "Global Citizenship Compass" showing how local actions connect to global impacts

How can we promote global citizenship?

-Digital resources
-Mentor Social Studies Learner's Book pg. 144-145
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers

-Observation -Oral questions -Written assignments

Political Developments and Governance

Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship
Citizenship - Nobel Prize Nominees

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

-Identify factors for harmonious coexistence (knowledge)
-Discuss factors for harmonious coexistence among citizens in East Africa and Africa (skill)
-Value harmonious coexistence (attitude)

-Create a "Harmony Garden" where learners plant symbolic "flowers" representing different factors that promote coexistence
-Design a "Coexistence Cookbook" with "recipes" for harmonious living among diverse groups
-Develop a "Peace Bridge" model showing how different factors connect communities across divides

What promotes harmonious coexistence among citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 146-147
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 147-148
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 148-149

-Observation -Oral questions -Group presentation

Political Developments and Governance

Citizenship - Response to Injustice
Citizenship - Goal Setting

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

-Identify ways Nobel Prize nominees responded to injustice (knowledge)
-Compare how different Nobel Prize nominees responded to injustice (skill)
-Show respect for different approaches to addressing injustice (attitude)

-Engage in a "Nobel Response Comparison Matrix" where learners analyze different strategies used by nominees
-Create and perform "Injustice Response Tableaux" where groups physically recreate pivotal moments from nominees' lives
-Develop "Modern Day Applications" of nominees' strategies for addressing contemporary injustices

What can we learn from Nobel Prize nominees' responses to injustice?

-Digital resources
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees
-Manila papers
-Mentor Social Studies Learner's Book pg. 150-151
-Manila papers
-Magazines for vision boards

-Observation -Oral questions -Debate assessment

Political Developments and Governance

Citizenship - Empathy
Citizenship - Regional Anthems

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

-Define empathy (knowledge)
-Show empathy to personalities who volunteer for addressing injustices in the society (skill)
-Value the importance of empathy (attitude)

-Participate in "Empathy Glasses" activities where learners attempt to see situations from others' perspectives
-Create "Empathy Maps" that explore the thoughts, feelings, needs, and motivations of people facing injustice
-Develop "Empathy in Action" plans with concrete ways to demonstrate empathy in school and community

How can we show empathy as global citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 151-152
-Pictures of volunteers addressing injustices
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 152-153
-EAC and AU anthems
-Audio equipment

-Observation -Oral questions -Essay assessment

Political Developments and Governance

Citizenship - East African Community (EAC)

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

-Name the member states of the East African Community (knowledge)
-Explain the benefits of regional integration (skill)
-Value regional cooperation (attitude)

-Create a 3D "EAC Integration Map" showing connections between member states
-Participate in an "EAC Cultural Exchange" where groups research and share aspects of culture from different member states
-Design "Unity in Diversity" collaborative art pieces incorporating elements from all EAC countries

How does regional integration benefit citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 153-154
-Maps of Africa
-Manila papers

-Observation -Written tests -Project work