SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Meaning and Factors

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

-State the meaning of a Career Pathway
-Identify factors to consider in the selection of a pathway
-Draw a poster showing factors to consider in the selection of a pathway
-Acknowledge the factors to consider in the selection of a pathway

- The learner is guided to brainstorm the meaning of a career path
-The learner is guided to discuss factors to consider in the selection of a pathway
-Learners are guided in groups to draw a poster showing factors to consider in the selection of a pathway

Why is it important to learn about career paths?

- MENTOR Social Studies Learner's Book pg 1
-Chart
-Digital devices

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Pathways and Requirements

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

-Examine various pathways and their respective requirements
-Draw a chart showing various pathways and their respective requirements
-Appreciate various pathways and their respective requirements

- The learner is guided to identify various pathways and their respective requirements
-Learners are guided in groups to create a chart showing various pathways and their respective requirements

Why is it important to learn about career paths?

- MENTOR Social Studies Learner's Book pg 2
-Chart
-Computing devices

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Social Sciences Requirements
Pathway Choices - Possible Tracks

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

-Examine requirements for Social Sciences pathway at senior school
-Create a chart showing Social Sciences pathway and the requirements
-Appreciate requirements for Social Sciences pathway at Senior School

-Identify a possible track within a pathway at senior school
-Choose a possible track within a pathway at senior school
-Appreciate a possible track within a pathway at senior school

- The learner is guided to examine requirements for Social Sciences pathway at senior school
-In groups, learners are guided to create and display charts showing social sciences pathway and the requirements
- The learner is guided to identify a possible track within a pathway at senior school
-In groups, learners are guided to choose a possible track within a pathway at senior school

What are the requirements for Social Sciences pathway at senior school?
What is a track within a pathway at Senior School?

- MENTOR Social Studies Learner's Book pg 3
-Chart
-Computing devices
- MENTOR Social Studies Learner's Book pg 4
-Chart
-Computing devices

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Meaning and Use

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

-Define the meaning of support systems
-Explore and use support systems for pre-career and other needs
-Describe the effective use of different support systems for pre-career and other needs
-Appreciate the value of support systems for pre-career and other needs

- The learner is guided to define support systems and also use support systems for pre-career and other needs
-Learners in groups are guided to describe effective use of different support systems for pre-career and other needs

What is a support system?

- MENTOR Social Studies Learner's Book pg 8
-Computing devices
-Chart

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Challenges

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

-Identify challenges arising from existing support systems for pre-career and other needs
-Analyze challenges arising from existing support systems for pre-career and other needs
-Create a chart showing challenges arising from existing support systems for pre-career and other needs
-Desire to analyze challenges arising from existing support systems for pre-career and other needs

- The learner is guided to brainstorm on challenges arising from involvement in existing pre-career support system
-The learners in groups are guided to create charts showing challenges arising from involvement in existing pre-career support systems

What challenges arise from involvement in existing career support system?

- MENTOR Social Studies Learner's Book pg 9
-Computing devices
-Chart

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Solutions

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

-Design solutions to challenges arising from support systems
-Define solutions to challenges arising from support systems
-Appreciate solutions to challenges arising from support systems

- The learner is guided to design solutions to challenges arising from support systems
-In groups, learners are guided to search for solutions to challenges arising from pre-existing career support systems

What is the solution to challenges arising from support systems?

- MENTOR Social Studies Learner's Book pg 11
-Computing devices
-Chart

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Career Mapping

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

-Define the term pre-career mapping
-Explain the significance of pre-career mapping for individual growth
-Demonstrate the significance of pre-career mapping for individual growth
-Appreciate the value of pre-career support systems

- The learner is guided to define pre-career mapping
-In groups, learners are guided to demonstrate the significance of pre-career mapping for individual growth

What is pre-career mapping?

- MENTOR Social Studies Learner's Book pg 11
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Identification

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

-Describe the community service learning
-Identify a problem in the community
-Create a chart showing the identified problem or gap in the community
-Desire to identify a problem in the community

- Learner is guided to brainstorm and identify problem or gap in their community that need attention
-In groups, learners are guided to create a chart showing the identified problem or gap in the community

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 12
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Statement
Community Service-Learning Project - Solution Design

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

-Identify a problem in the community
-Write a statement of the problem
-Demonstrate interest in addressing community problems
-Appreciate the need to analyze problems in the community

-Design a solution to the identified problem
-Discuss the solution to the identified problem
-Appreciate the need for a well thought out solution to community problems

- Learner is guided to authenticate the problem/gap and write down the statement of the problem
-Learners in groups discuss the problem and validate its existence in the community
- Learner is guided to search, discuss and agree on an appropriate solution/way forward to address the identified problem
-Learners note down the recommended/proposed solution

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 13
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 14
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Planning

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

-Plan to solve the identified problem in the community
-Develop a planning programme for the identified problem
-Value the importance of planning in solving community problems

- Learner is guided to discuss a plan of implementing the proposed solution
-Learners note down the plan and develop a program for implementation

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 15
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Implementation I

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

-Implement the plan to solve the problem
-Execute specific tasks in the implementation plan
-Value the importance of implementation in addressing community problems

- Learner is guided to implement the plan prudently to address the identified problem
-Learners execute the project activities according to the plan and keep evidence of work done

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 16
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Implementation II
Community Service-Learning Project - Report Writing

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

-Implement the plan to solve the problem
-Execute the remaining tasks in the implementation plan
-Show commitment to community service

-Write a report on the concluded project
-Document the project implementation process
-Appreciate the importance of documentation in project implementation

- Learner is guided to continue implementing the plan to address the identified problem
-Learners document the progress of implementation
- Learner is guided to reflect on the concluded project
-Learners submit a summary report/account to the CSL teacher
-Learners organize exhibition of project outcomes

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 16
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 17
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Reflection

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

-Appreciate teamwork in addressing community problems
-Evaluate the impact of the project on the community
-Value the importance of community service

- Learner is guided to organize sharing of project outcomes for impacting others
-Learners reflect on the value of teamwork in addressing community problems

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 18
-Computing devices
-Chart

- Oral questions -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Early Stone Age Period

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

-Describe the socio-economic practices of early humans in Africa during the Early Stone Age period
-Identify the tools used by early humans during the Early Stone Age period
-Appreciate the socio-economic practices of early humans during the Early Stone Age period

- Learners are guided to brainstorm on socio-economic practices of early humans during the Early Stone Age period
-Learners use appropriate digital resources to view various types of tools used by early humans during the Early Stone Age period
-In groups, learners discuss the types of tools used by early humans during the Early Stone Age period

How do socio-economic practices of early humans impact on the modern society?

- MENTOR Social Studies Learner's Book pg. 19
-Digital devices
-Pictures of early human tools
-Charts

- Oral questions -Observation -Written tests

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Middle Stone Age Period
Socio-Economic Practices of Early Humans - Late Stone Age Period

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

-Describe the socio-economic practices of early humans in Africa during the Middle Stone Age period
-Identify the tools used by early humans during the Middle Stone Age period
-Appreciate the improvements made on tools during the Middle Stone Age period

-Describe the socio-economic practices of early humans in Africa during the Late Stone Age period
-Identify the tools used by early humans during the Late Stone Age period
-Appreciate the advancements made during the Late Stone Age period

- Learners interact with digital technology or print media as they research on socio-economic practices of early humans during the Middle Stone Age period
-Learners are guided to discuss in groups the use of fire during the Middle Stone Age period
-Learners are guided to identify various tools used during the Middle Stone Age period
- Learners are guided to research on socio-economic practices of early humans during the Late Stone Age period
-Learners are guided to identify the microliths tools used during the Late Stone Age period
-Learners discuss the improvement in shelter, agriculture and social organization during the Late Stone Age period

How did the Middle Stone Age period improve human life?
How did the Late Stone Age period contribute to human civilization?

- MENTOR Social Studies Learner's Book pg. 20
-Charts
-Digital devices
-Pictures of Middle Stone Age tools
- MENTOR Social Studies Learner's Book pg. 22
-Digital devices
-Pictures of Late Stone Age tools and settlements
-Charts

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

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Comparison of Stone Age Periods

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

-Compare the socio-economic practices of early humans during the three Stone Age periods
-Examine different types of tools used by early humans during the Stone Age periods
-Recognize the significance of the Stone Age periods to human development

- Learners are guided to create a comparative chart showing socio-economic practices during the three Stone Age periods
-Learners discuss the development of tools from simple to more advanced forms across the Stone Age periods
-Learners engage a resource person to discuss the significance of the Stone Age periods to human development

How did tools evolve through the Stone Age periods?

- MENTOR Social Studies Learner's Book pg. 23
-Digital devices
-Charts
-Resource person

- Oral questions -Observation -Written assignments

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Comparison of Stone Age Periods

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

-Compare the socio-economic practices of early humans during the three Stone Age periods
-Examine different types of tools used by early humans during the Stone Age periods
-Recognize the significance of the Stone Age periods to human development

- Learners are guided to create a comparative chart showing socio-economic practices during the three Stone Age periods
-Learners discuss the development of tools from simple to more advanced forms across the Stone Age periods
-Learners engage a resource person to discuss the significance of the Stone Age periods to human development

How did tools evolve through the Stone Age periods?

- MENTOR Social Studies Learner's Book pg. 23
-Digital devices
-Charts
-Resource person

- Oral questions -Observation -Written assignments

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Tools Illustration
Socio-Economic Practices of Early Humans - Relevance to Modern Society

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

-Illustrate the tools used by early humans during the Stone Age period
-Explain the uses of different tools during the Stone Age period
-Appreciate the technological advancement shown through the development of tools

-Debate on the importance of socio-economic practices of early humans to modern day society
-Recognize the contribution of early humans to modern civilization
-Appreciate Africa as the birthplace of human technology

- Learners are guided to draw various types of tools used by early humans during the Stone Age period
-In groups, learners discuss the uses of different tools during the Stone Age period
-Learners compose and sing songs recognizing the socio-economic practices of early humans
- Learners debate on the relevance of socio-economic practices of early humans to modern society
-Learners develop points on how early human practices influence modern society
-Learners engage a resource person to discuss why Africa is regarded as the birthplace of human technology

What were the uses of tools during the Stone Age period?
How have early human practices influenced modern society?

- MENTOR Social Studies Learner's Book pg. 25
-Drawing materials
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 27
-Digital devices
-Resource person
-Debate materials

- Illustrations -Oral presentations -Observation
- Debate evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Types and Agriculture

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

-Identify types of indigenous knowledge systems in African societies for self-identity
-Explain how indigenous knowledge systems in agriculture were used in African societies
-Appreciate the role of indigenous agricultural knowledge in African societies

- Learners brainstorm in pairs on various types of indigenous knowledge systems in African societies
-Learners use print or digital resources to research on how indigenous agricultural knowledge was applied in traditional African society
-Learners discuss the importance of indigenous agricultural knowledge in traditional African societies

How does indigenous knowledge influence the modern society?

- MENTOR Social Studies Learner's Book pg. 28
-Digital resources
-Charts
-Resource person

- Oral questions -Observation -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Medicine

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

-Identify indigenous knowledge systems in medicine in African societies
-Explain how indigenous medical knowledge was used for sustainability of life
-Appreciate the contribution of indigenous medical knowledge to modern medicine

- Learners are guided to research on indigenous medical knowledge in traditional African societies
-In groups, learners discuss how traditional medical knowledge was used for treating various ailments
-Learners discuss the relevance of indigenous medical knowledge in modern society

How has indigenous medical knowledge contributed to modern medicine?

- MENTOR Social Studies Learner's Book pg. 29
-Digital resources
-Charts
-Resource materials

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Climate
Indigenous Knowledge Systems in African Societies - Environmental Conservation

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

-Identify indigenous knowledge systems in climate prediction in African societies
-Explain how indigenous knowledge on climate prediction was used for sustainability of life
-Appreciate the role of indigenous climate knowledge in traditional societies

-Identify indigenous knowledge systems in environmental conservation in African societies
-Explain how indigenous knowledge in environmental conservation was used for sustainability of life
-Appreciate traditional environmental conservation practices

- Learners research on how indigenous societies predicted climate changes
-Learners discuss how traditional societies used environmental indicators to predict weather patterns
-Learners debate on the relevance of indigenous climate knowledge in modern society
- Learners brainstorm on indigenous environmental conservation practices
-In groups, learners discuss sacred places (e.g., Kaya forests) and their role in environmental conservation
-Learners discuss how traditional rules and taboos helped in environmental conservation

How accurate was indigenous climate prediction knowledge?
How did indigenous societies conserve their environment?

- MENTOR Social Studies Learner's Book pg. 30
-Digital resources
-Charts
-Resource materials
- MENTOR Social Studies Learner's Book pg. 31
-Digital resources
-Charts
-Resource person

- Oral questions -Group discussions -Written tests
- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Technology

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

-Identify indigenous knowledge systems in technology in African societies
-Explain how indigenous technological knowledge was used for sustainability of life
-Appreciate traditional technological innovations

- Learners research on indigenous technological innovations like iron smelting, pottery, and tool making
-Learners discuss how traditional technology was used in daily life
-Learners debate on the influence of indigenous technology on modern innovations

How has indigenous technology influenced modern innovations?

- MENTOR Social Studies Learner's Book pg. 32
-Digital resources
-Pictures of indigenous tools and technology
-Charts

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Arts and Religion

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

-Identify indigenous knowledge systems in arts and religion in African societies
-Explain how indigenous knowledge in arts and religion was used for cultural expression
-Appreciate the cultural significance of traditional arts and religion

- Learners research on indigenous arts and religious practices
-Learners discuss the role of arts in cultural expression and identity
-Learners debate on the influence of traditional religion on modern religious practices

How do indigenous arts and religion contribute to cultural identity?

- MENTOR Social Studies Learner's Book pg. 33
-Digital resources
-Pictures of indigenous art
-Charts

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Education
Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge

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

-Identify indigenous knowledge systems in education in African societies
-Explain how indigenous educational practices were used to transmit knowledge
-Appreciate the role of indigenous education in character formation

-Use indigenous and modern knowledge systems for effective decision making in life
-Explain how indigenous knowledge can be integrated with modern knowledge systems
-Appreciate the complementary nature of indigenous and modern knowledge systems

- Learners research on traditional educational practices like apprenticeship, storytelling, and proverbs
-Learners discuss how knowledge was transmitted from one generation to another
-Learners create presentations on the role of indigenous education in character formation
- Learners in pairs devise ways of using indigenous and modern knowledge systems for effective decision making
-Learners discuss areas where indigenous knowledge complements modern knowledge
-Learners create posters showing the integration of indigenous and modern knowledge systems

How was knowledge transmitted in traditional African societies?
How can we integrate indigenous and modern knowledge systems?

- MENTOR Social Studies Learner's Book pg. 33
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Charts
-Poster materials

- Oral questions -Presentations -Written assignments
- Oral questions -Group presentations -Posters evaluation

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Preservation

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

-Debate on the application of indigenous knowledge systems in various fields in Africa
-Appreciate the value of indigenous knowledge systems in modern society
-Recognize the need to preserve indigenous knowledge systems

- Learners debate on how indigenous knowledge systems are applied in various fields in Africa
-Learners discuss the importance of preserving indigenous knowledge systems
-Learners compose quotes or poems about indigenous knowledge systems

Why should indigenous knowledge systems be preserved?

- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Debate materials
-Charts

- Debate evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Preservation

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

-Debate on the application of indigenous knowledge systems in various fields in Africa
-Appreciate the value of indigenous knowledge systems in modern society
-Recognize the need to preserve indigenous knowledge systems

- Learners debate on how indigenous knowledge systems are applied in various fields in Africa
-Learners discuss the importance of preserving indigenous knowledge systems
-Learners compose quotes or poems about indigenous knowledge systems

Why should indigenous knowledge systems be preserved?

- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Debate materials
-Charts

- Debate evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Causes of Poverty
Poverty Reduction - Resource Exploitation

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

-Explain causes of poverty in Africa
-Identify the effects of poverty in society
-Develop awareness of poverty issues in Africa

-Examine the effects of overexploitation of natural resources on poverty in Africa
-Identify how resource depletion contributes to poverty
-Appreciate the need for sustainable resource use

- Learners brainstorm on the causes of poverty in Africa
-Learners are guided to discuss socio-economic and political causes of poverty
-Learners create mind maps showing the causes of poverty in Africa
- Learners discuss the effects of overexploitation of natural resources on poverty in Africa
-Learners identify examples of resource depletion in their communities
-Learners create awareness posters on the effects of overexploitation of resources

What are the measures taken by African governments to reduce poverty?
How does overexploitation of resources contribute to poverty?

- MENTOR Social Studies Learner's Book pg. 35
-Digital resources
-Charts
-Pictures showing poverty
- MENTOR Social Studies Learner's Book pg. 37
-Digital resources
-Pictures showing environmental degradation
-Charts

- Oral questions -Mind maps evaluation -Written tests
- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Economic Challenges

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

-Describe economic challenges contributing to poverty in Africa
-Identify how economic factors affect poverty levels
-Appreciate the connection between economic policies and poverty

- Learners discuss economic challenges such as inflation, unemployment and debt burden
-Learners research on how economic challenges affect different population groups
-Learners debate on the role of economic policies in poverty reduction

How do economic challenges affect poverty levels in Africa?

- MENTOR Social Studies Learner's Book pg. 38
-Digital resources
-Charts
-Newspapers with economic data

- Oral questions -Debate evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Creative Solutions

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

-Apply creative thinking skills to reduce poverty in the society
-Develop ideas for poverty reduction
-Appreciate the role of innovation in poverty reduction

- Learners illustrate in pairs problem-solving skills to reduce poverty in the community
-Learners discuss smart agricultural practices for poverty reduction
-Learners design projects that could help reduce poverty in their community

How can we creatively address poverty in our communities?

- MENTOR Social Studies Learner's Book pg. 39
-Digital resources
-Charts
-Project materials

- Oral questions -Project evaluation -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Home-Grown Solutions
Poverty Reduction - Impact of Strategies

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

-Use print or digital resources to explore home-grown practical solutions to poverty reduction
-Identify specific solutions to poverty reduction in Africa
-Appreciate local solutions to poverty challenges

-Recognize the contribution of poverty reduction strategies in society
-Explain how poverty reduction improves community well-being
-Appreciate the importance of poverty reduction efforts

- Learners interact with new technology as they use print or digital resources to explore home-grown practical solutions to poverty reduction
-Learners discuss sustainable technology approaches to poverty reduction
-Learners engage a resource person on local poverty reduction initiatives
- Learners write speeches on the importance of reducing poverty in society
-Learners compose and sing songs/recite poems on sustainable use of resources in the community
-Learners create posters on sustainable use of resources in the community

How do home-grown solutions address poverty in Africa?
How does poverty reduction improve community well-being?

- MENTOR Social Studies Learner's Book pg. 40
-Digital resources
-Resource person
-Charts
- MENTOR Social Studies Learner's Book pg. 41
-Digital resources
-Charts
-Poster materials

- Oral questions -Group presentations -Written tests
- Speech evaluation -Poem/song evaluation -Poster evaluation