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

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

- 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

What are the requirements for Social Sciences pathway at senior school?

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

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Possible Tracks

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

-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 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 is a track within a pathway at Senior School?

- 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 - 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

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

- 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

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

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

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Solution Design

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

-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 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 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

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

- Learner is guided to continue implementing the plan to address the identified problem
-Learners document the progress of implementation

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 - Report Writing

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

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

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

- 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

How did the Middle Stone Age period improve human life?

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

- Oral questions -Observation -Written assignments

PEOPLE AND RELATIONSHIPS

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 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 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 Late Stone Age period contribute to human civilization?

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

- 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

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

- 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

What were the uses of tools during the Stone Age period?

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

- Illustrations -Oral presentations -Observation

PEOPLE AND RELATIONSHIPS

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

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

-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 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

How have early human practices influenced modern society?

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

- 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

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

- 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

How accurate was indigenous climate prediction knowledge?

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

- Oral questions -Group discussions -Written tests

PEOPLE AND RELATIONSHIPS

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

- 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 did indigenous societies conserve their environment?

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

- 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

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

- 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

How was knowledge transmitted in traditional African societies?

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

- Oral questions -Presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge

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

-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 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 can we integrate indigenous and modern knowledge systems?

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

- 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

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

- 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

What are the measures taken by African governments to reduce poverty?

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

- Oral questions -Mind maps evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Resource Exploitation

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

-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 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

How does overexploitation of resources contribute to poverty?

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

- 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

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

- 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

How do home-grown solutions address poverty in Africa?

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

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Impact of Strategies

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

-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 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 does poverty reduction improve community well-being?

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

- Speech evaluation -Poem/song evaluation -Poster evaluation