Natural and Historic Built Environments

Elements of a Map

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

- identify the key elements of a map
- appreciate the use of maps in understanding the environment
- desire to learn more about maps

Learners:
- brainstorm in groups the key elements of a map (title, frame, scale, compass, key)
- locate elements of a map in groups, using a sketch map, wall map, atlas and digital maps
- discuss the various areas where maps are used in their daily lives

How do we use maps in our daily lives?

- Mentor Social Studies Learner's Book pg. 1
- Wall maps
- Digital maps
- Atlas
- Flash cards
- Pictures showing maps
- Mentor Social Studies Learner's Book pg. 3
- Manila papers
- Colored pencils
- Charts
- Digital devices

- Observation schedules - Oral questions - Written tests

Natural and Historic Built Environments

Elements of a Map
Location, Position and Size of Kenya
Location, Position and Size of Kenya

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

- interpret features in a map using the key elements
- apply knowledge of map elements in reading maps
- value the importance of map elements in interpreting maps

Learners:
- use the key to identify features represented on the map
- use the scale to determine distances between features on the map
- use the compass to determine direction of one feature from another
- identify activities shown on the map using symbols

How do we interpret maps?

- Mentor Social Studies Learner's Book pg. 5
- Various types of maps
- Plain paper
- String
- Ruler
- Digital maps
- Mentor Social Studies Learner's Book pg. 7
- Drawing materials
- Rulers
- Manila papers
- Digital devices
- Mentor Social Studies Learner's Book pg. 9
- Google Maps
- Playing cards with names of elements of maps
- Atlas
- Mentor Social Studies Learner's Book pg. 10
- Wall map of East Africa
- Mentor Social Studies Learner's Book pg. 12
- Cut-outs of countries

- Written tests - Oral questions - Observation

Natural and Historic Built Environments

Location, Position and Size of Kenya

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

- identify the size of Kenya in square kilometers
- compare the size of Kenya with neighboring countries
- appreciate Kenya's geographical size

Learners:
- study a map of Kenya and her neighbors
- identify countries that are larger and smaller than Kenya
- find out the size of Kenya and neighboring countries in square kilometers
- arrange countries from smallest to largest

How does the size of Kenya compare with that of neighboring countries?

- Mentor Social Studies Learner's Book pg. 14
- Wall map of East Africa
- Atlas
- Digital resources
- Drawing materials
- Mentor Social Studies Learner's Book pg. 15
- Resource persons
- Pictures
- Charts
- Mentor Social Studies Learner's Book pg. 16
- Digital maps
- Wall maps

- Written tests - Oral questions - Projects

Natural and Historic Built Environments

Main Physical Features in Kenya

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

- identify the main physical features in Kenya
- classify physical features into relief and drainage features
- appreciate the diversity of physical features in Kenya

Learners:
- take a nature walk to identify physical features in the local area
- identify main physical features in Kenya from word search puzzles
- classify physical features into relief features (mountains, plateaus, plains, hills, valleys) and drainage features (lakes, rivers, oceans, swamps)
- take pictures or videos of physical features in the local area

Why are physical features important?

- Mentor Social Studies Learner's Book pg. 17
- Pictures of physical features
- Digital cameras/devices
- Word search puzzles
- Charts
- Mentor Social Studies Learner's Book pg. 20
- Atlas
- Wall map of Kenya
- Digital maps
- Manila paper
- Local materials for modeling
- Mentor Social Studies Learner's Book pg. 23
- Digital resources
- Resource persons

- Observation schedules - Oral questions - Written tests

Natural and Historic Built Environments

Weather and Climate

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

- differentiate between weather and climate
- identify elements of weather in the environment
- appreciate different weather conditions

Learners:
- observe and describe current weather conditions outside the classroom
- study pictures showing different weather conditions
- discuss the differences between weather and climate
- identify elements of weather (rainfall, wind, temperature, cloud cover)

What is the difference between weather and climate?

- Mentor Social Studies Learner's Book pg. 25
- Pictures showing different weather conditions
- Weather instruments
- Digital resources
- Charts
- Mentor Social Studies Learner's Book pg. 27
- Weather charts
- Pictures
- Weather recording instruments

- Observation schedules - Oral questions - Written tests

Natural and Historic Built Environments

Weather and Climate

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

- identify the main climatic regions in Kenya
- locate climatic regions on a map of Kenya
- value different climatic regions in Kenya

Learners:
- use an atlas to locate the main climatic regions in Kenya
- identify the number of climatic regions in Kenya
- draw a map of Kenya showing climatic regions
- discuss the distribution of climatic regions in Kenya

Why do we experience different climatic conditions in Kenya?

- Mentor Social Studies Learner's Book pg. 29
- Atlas
- Wall map of Kenya showing climatic regions
- Digital maps
- Drawing materials
- Mentor Social Studies Learner's Book pg. 30
- Wall map showing climatic regions
- Digital resources
- Flashcards

- Projects - Written assignments - Observation schedules

Natural and Historic Built Environments

Weather and Climate
The Built Environments

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

- explain effects of extreme weather conditions
- discuss how weather and climate influence economic activities
- show concern for areas affected by extreme weather

Learners:
- find out from parents/guardians about effects of extreme weather conditions
- discuss economic activities associated with different climatic conditions
- recite poems about climate and economic activities
- watch video clips on climatic regions in Kenya

How does climate influence economic activities?

- Mentor Social Studies Learner's Book pg. 32
- Digital resources
- Pictures
- Resource persons
- Video clips
- Mentor Social Studies Learner's Book pg. 33
- Weather forecasts
- Charts
- Mentor Social Studies Learner's Book pg. 34
- Pictures of historic built environments

- Written assignments - Oral presentations - Observation schedules

Natural and Historic Built Environments

The Built Environments

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

- show the main historic built environments in Kenya on a map
- identify the location of various historic built environments
- value the preservation of historic built environments

Learners:
- study a map showing the location of main historic built environments in Kenya
- identify historic built environments shown on the map
- draw a map locating historic built environments in Kenya
- discuss the distribution of historic built environments across Kenya

Where are historic built environments located in Kenya?

- Mentor Social Studies Learner's Book pg. 36
- Map of Kenya showing historic built environments
- Atlas
- Digital maps
- Drawing materials
- Mentor Social Studies Learner's Book pg. 37
- Pictures
- Digital resources
- Resource persons
- Manila papers

- Projects - Written assignments - Observation schedules

Natural and Historic Built Environments
People, Population and Social Organisations
People, Population and Social Organisations
People, Population and Social Organisations
People, Population and Social Organisations

The Built Environments
Language Groups in Kenya
Language Groups in Kenya
Language Groups in Kenya
Language Groups in Kenya

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

- explain the importance of conserving historic built environments
- participate in conserving historic built environments
- appreciate the need for conserving historic built environments

Learners:
- discuss the importance of conserving historic built environments
- prepare posters on the importance of conserving historic built environments
- visit a historic built environment in the locality
- participate in collecting rubbish and cleaning the environment

Why is it important to conserve historic built environments?

- Mentor Social Studies Learner's Book pg. 39
- Historic built environment in locality
- Digital cameras
- Manila papers
- Charts
- Mentor Social Studies Learner's Book pg. 43
- Pictures of people from different communities
- Digital resources
- Maps
- Mentor Social Studies Learner's Book pg. 45
- Digital devices
- Atlas
- Resource persons
- Mentor Social Studies Learner's Book pg. 47
- Pictures
- Mentor Social Studies Learner's Book pg. 48

- Field reports - Observation schedules - Projects

People, Population and Social Organisations
Resources and Economic Activities

Language Groups in Kenya
Population Distribution in Kenya
Population Distribution in Kenya
Population Distribution in Kenya
Resources in Kenya - Types of resources

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

- demonstrate understanding of cultural expressions from different language groups
- create cultural expressions showing interdependence
- show appreciation for cultural diversity

Learners:
- compose poems and songs that depict interdependence during cultural events
- narrate African stories on the origin of various language groups in Kenya
- listen keenly and actively to cultural expressions from different communities
- create communication messages on benefits of interdependence

How do we benefit by interacting with different language groups in Kenya?

- Mentor Social Studies Learner's Book pg. 49
- Resource persons
- Audio-visual materials
- Digital resources
- Traditional artifacts
- Mentor Social Studies Learner's Book pg. 50
- Maps showing population distribution
- Atlas
- Charts
- Mentor Social Studies Learner's Book pg. 52
- Map of Kenya showing population distribution
- Drawing materials
- Digital maps
- Mentor Social Studies Learner's Book pg. 53
- Pictures
- Mentor Social Studies Learner's Book pg. 69
- Pictures of different resources
- Digital devices
- Resource person

- Oral presentations - Performance assessment - Observation

Resources and Economic Activities

Resources in Kenya - Prudent use of resources
Resources in Kenya - Conservation strategies
Mining in Kenya - Major minerals found in Kenya
Mining in Kenya - Locating mineral deposits on maps
Mining in Kenya - Contribution to economy

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

- Explain ways of using resources prudently
- Use available resources prudently for conservation
- Value the importance of conserving resources

- Learners brainstorm on prudent use of available resources for conservation
- Learners contribute to group decision making as they discuss how to use resources prudently
- Learners find out how resources are cared for within the locality

How can we conserve resources in our society?

- Mentor Social Studies Learner's Book pg. 71
- Digital devices
- Charts
- Resource person
- Mentor Social Studies Learner's Book pg. 72
- Tree seedlings
- Mentor Social Studies Learner's Book pg. 74
- Pictures of minerals
- Mentor Social Studies Learner's Book pg. 75
- Map of Kenya
- Atlas
- Mentor Social Studies Learner's Book pg. 76

- Observation - Written assignments - Projects

Resources and Economic Activities

Fishing in Kenya - Main inland fishing grounds
Fishing in Kenya - Mapping fishing grounds
Fishing in Kenya - Contribution to the economy
Fishing in Kenya - Fishing as an economic activity

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

- Identify the main inland fishing grounds in Kenya
- Describe locations of major fishing grounds
- Recognize fishing as an economic activity

- Learners brainstorm on the main inland fishing grounds (Lake Victoria, Lake Turkana, Lake Naivasha, River Tana and River Athi) in Kenya
- Learners use digital resources/print media to identify the main inland fishing grounds in Kenya
- Learners read and discuss stories about fishing in Kenya

Why is fishing important in our country?

- Mentor Social Studies Learner's Book pg. 79
- Map of Kenya
- Digital devices
- Pictures of fishing grounds
- Mentor Social Studies Learner's Book pg. 80
- Manila paper
- Colored papers
- Mentor Social Studies Learner's Book pg. 81
- Resource person
- Charts
- Mentor Social Studies Learner's Book pg. 82

- Observation - Oral questions - Written tests

Resources and Economic Activities

Wildlife and Tourism in Kenya - Main tourist attractions
Wildlife and Tourism in Kenya - Game reserves vs. national parks

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

- Identify the main tourist attractions in Kenya
- Categorize different tourist attractions in Kenya
- Appreciate the diversity of tourist attractions in Kenya

- Learners discuss and share on who a tourist is
- Learners brainstorm on main tourist attractions in Kenya (Wildlife, Historical Sites, Natural Sceneries)
- Learners cut pictures of main tourist attractions in Kenya and paste them in their scrapbook or notebook

Why is wildlife important?

- Mentor Social Studies Learner's Book pg. 84
- Pictures of tourist attractions
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 86
- Map of Kenya
- Pictures of wildlife

- Observation - Oral questions - Written assignments

Resources and Economic Activities

Wildlife and Tourism in Kenya - Mapping parks and reserves
Wildlife and Tourism in Kenya - Contribution of wildlife to the economy
Wildlife and Tourism in Kenya - Contribution of tourism to the economy

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

- Locate the main game reserves and national parks in Kenya
- Draw a map showing the main game reserves and national parks
- Show interest in conservation of wildlife

- Learners study a map showing the location of national parks and game reserves in Kenya
- Learners draw a map of Kenya and locate and label national parks and game reserves
- Learners trace paths to different game parks on a map

Where are the main game reserves and national parks located in Kenya?

- Mentor Social Studies Learner's Book pg. 87
- Map of Kenya
- Atlas
- Digital devices
- Mentor Social Studies Learner's Book pg. 88
- Resource person
- Charts
- Mentor Social Studies Learner's Book pg. 89

- Projects - Written assignments - Observation

Resources and Economic Activities

Development of Transport - Early forms of transport
Development of Transport - Modern forms of transport

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

- Identify main forms of early transport
- Describe characteristics of early forms of transport
- Appreciate evolution of transport

- Learners discuss the meaning of transport
- Learners use digital or print resources to find out the main early forms of transport (human porterage, pack animals, log boats and rafts)
- Learners sketch the early forms of transport and present in class

How were people and goods transported in the past?

- Mentor Social Studies Learner's Book pg. 92
- Pictures of early forms of transport
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 94
- Pictures of modern forms of transport
- Charts

- Observation - Oral questions - Projects

Resources and Economic Activities

Development of Transport - Road safety measures
Development of Transport - Road safety practice
Development of Transport - Role in national development

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

- Explain ways of maintaining road safety in society
- Draw and interpret road signs in Kenya
- Apply safety precautions in using means of transport

- Learners find out ways of observing road safety in Kenya
- Learners explain the meaning of different road signs
- Learners draw traffic lights and show red, green and amber colors with their meanings

Why is it important to observe road safety?

- Mentor Social Studies Learner's Book pg. 95
- Pictures of road signs
- Digital devices
- Charts
- Resource person
- Mentor Social Studies Learner's Book pg. 98
- Traffic park (if available)
- Mentor Social Studies Learner's Book pg. 99
- Manila paper

- Observation - Written assignments - Projects

Resources and Economic Activities

Development of Communication - Early forms of communication
Development of Communication - Modern means of communication

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

- Identify main early forms of communication
- Describe characteristics of early forms of communication
- Value the evolution of communication

- Learners identify early forms of communication shown in pictures
- Learners discuss early forms of communication such as ululations, drumming, fire signals and smoke signals
- Learners outline other forms of early communication in their notebooks

Why is communication important?

- Mentor Social Studies Learner's Book pg. 101
- Pictures of early forms of communication
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 103
- Pictures of modern means of communication

- Observation - Oral questions - Written assignments

Resources and Economic Activities

Development of Communication - Illustrating means of communication
Development of Communication - Role in society
Resources in Kenya - Types of resources

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

- Illustrate modern means of communication used in community
- Draw different modern means of communication
- Show creativity in illustrating means of communication

- Learners tick or cross the modern means of communication used in their community
- Learners draw the modern means of communication used in their community
- Learners exchange the drawings and peer assess each other's work

Which modern means of communication are used in our community?

- Mentor Social Studies Learner's Book pg. 104
- Pictures of modern means of communication
- Drawing materials
- Digital devices
- Mentor Social Studies Learner's Book pg. 106
- Resource person
- Mentor Social Studies Learner's Book pg. 69
- Pictures of different resources

- Projects - Observation - Peer assessment

Resources and Economic Activities

Resources in Kenya - Prudent use of resources
Resources in Kenya - Conservation strategies
Mining in Kenya - Major minerals found in Kenya
Mining in Kenya - Locating mineral deposits on maps
Mining in Kenya - Contribution to economy

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

- Explain ways of using resources prudently
- Use available resources prudently for conservation
- Value the importance of conserving resources

- Learners brainstorm on prudent use of available resources for conservation
- Learners contribute to group decision making as they discuss how to use resources prudently
- Learners find out how resources are cared for within the locality

How can we conserve resources in our society?

- Mentor Social Studies Learner's Book pg. 71
- Digital devices
- Charts
- Resource person
- Mentor Social Studies Learner's Book pg. 72
- Tree seedlings
- Mentor Social Studies Learner's Book pg. 74
- Pictures of minerals
- Mentor Social Studies Learner's Book pg. 75
- Map of Kenya
- Atlas
- Mentor Social Studies Learner's Book pg. 76

- Observation - Written assignments - Projects

Resources and Economic Activities

Fishing in Kenya - Main inland fishing grounds
Fishing in Kenya - Mapping fishing grounds
Fishing in Kenya - Contribution to the economy
Fishing in Kenya - Fishing as an economic activity

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

- Identify the main inland fishing grounds in Kenya
- Describe locations of major fishing grounds
- Recognize fishing as an economic activity

- Learners brainstorm on the main inland fishing grounds (Lake Victoria, Lake Turkana, Lake Naivasha, River Tana and River Athi) in Kenya
- Learners use digital resources/print media to identify the main inland fishing grounds in Kenya
- Learners read and discuss stories about fishing in Kenya

Why is fishing important in our country?

- Mentor Social Studies Learner's Book pg. 79
- Map of Kenya
- Digital devices
- Pictures of fishing grounds
- Mentor Social Studies Learner's Book pg. 80
- Manila paper
- Colored papers
- Mentor Social Studies Learner's Book pg. 81
- Resource person
- Charts
- Mentor Social Studies Learner's Book pg. 82

- Observation - Oral questions - Written tests

Resources and Economic Activities

Wildlife and Tourism in Kenya - Main tourist attractions
Wildlife and Tourism in Kenya - Game reserves vs. national parks

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

- Identify the main tourist attractions in Kenya
- Categorize different tourist attractions in Kenya
- Appreciate the diversity of tourist attractions in Kenya

- Learners discuss and share on who a tourist is
- Learners brainstorm on main tourist attractions in Kenya (Wildlife, Historical Sites, Natural Sceneries)
- Learners cut pictures of main tourist attractions in Kenya and paste them in their scrapbook or notebook

Why is wildlife important?

- Mentor Social Studies Learner's Book pg. 84
- Pictures of tourist attractions
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 86
- Map of Kenya
- Pictures of wildlife

- Observation - Oral questions - Written assignments

Resources and Economic Activities

Wildlife and Tourism in Kenya - Mapping parks and reserves
Wildlife and Tourism in Kenya - Contribution of wildlife to the economy
Wildlife and Tourism in Kenya - Contribution of tourism to the economy

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

- Locate the main game reserves and national parks in Kenya
- Draw a map showing the main game reserves and national parks
- Show interest in conservation of wildlife

- Learners study a map showing the location of national parks and game reserves in Kenya
- Learners draw a map of Kenya and locate and label national parks and game reserves
- Learners trace paths to different game parks on a map

Where are the main game reserves and national parks located in Kenya?

- Mentor Social Studies Learner's Book pg. 87
- Map of Kenya
- Atlas
- Digital devices
- Mentor Social Studies Learner's Book pg. 88
- Resource person
- Charts
- Mentor Social Studies Learner's Book pg. 89

- Projects - Written assignments - Observation

Resources and Economic Activities

Development of Transport - Early forms of transport
Development of Transport - Modern forms of transport

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

- Identify main forms of early transport
- Describe characteristics of early forms of transport
- Appreciate evolution of transport

- Learners discuss the meaning of transport
- Learners use digital or print resources to find out the main early forms of transport (human porterage, pack animals, log boats and rafts)
- Learners sketch the early forms of transport and present in class

How were people and goods transported in the past?

- Mentor Social Studies Learner's Book pg. 92
- Pictures of early forms of transport
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 94
- Pictures of modern forms of transport
- Charts

- Observation - Oral questions - Projects

Resources and Economic Activities

Development of Transport - Road safety measures
Development of Transport - Road safety practice
Development of Transport - Role in national development

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

- Explain ways of maintaining road safety in society
- Draw and interpret road signs in Kenya
- Apply safety precautions in using means of transport

- Learners find out ways of observing road safety in Kenya
- Learners explain the meaning of different road signs
- Learners draw traffic lights and show red, green and amber colors with their meanings

Why is it important to observe road safety?

- Mentor Social Studies Learner's Book pg. 95
- Pictures of road signs
- Digital devices
- Charts
- Resource person
- Mentor Social Studies Learner's Book pg. 98
- Traffic park (if available)
- Mentor Social Studies Learner's Book pg. 99
- Manila paper

- Observation - Written assignments - Projects

Resources and Economic Activities

Development of Communication - Early forms of communication
Development of Communication - Modern means of communication

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

- Identify main early forms of communication
- Describe characteristics of early forms of communication
- Value the evolution of communication

- Learners identify early forms of communication shown in pictures
- Learners discuss early forms of communication such as ululations, drumming, fire signals and smoke signals
- Learners outline other forms of early communication in their notebooks

Why is communication important?

- Mentor Social Studies Learner's Book pg. 101
- Pictures of early forms of communication
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 103
- Pictures of modern means of communication

- Observation - Oral questions - Written assignments

Resources and Economic Activities
Political Systems and Governance
Political Systems and Governance

Development of Communication - Illustrating means of communication
Development of Communication - Role in society
Traditional Leaders in Kenya - Leadership qualities
Traditional Leaders in Kenya - Contributions

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

- Illustrate modern means of communication used in community
- Draw different modern means of communication
- Show creativity in illustrating means of communication

- Learners tick or cross the modern means of communication used in their community
- Learners draw the modern means of communication used in their community
- Learners exchange the drawings and peer assess each other's work

Which modern means of communication are used in our community?

- Mentor Social Studies Learner's Book pg. 104
- Pictures of modern means of communication
- Drawing materials
- Digital devices
- Mentor Social Studies Learner's Book pg. 106
- Resource person
- Mentor Social Studies Learner's Book pg. 109
- Pictures of traditional leaders
- Mentor Social Studies Learner's Book pg. 111

- Projects - Observation - Peer assessment

Political Systems and Governance

Traditional Leaders in Kenya - Role in communities
Traditional Leaders in Kenya - Creative displays
Early Forms of Government in Kenya - Traditional governance
Early Forms of Government in Kenya - The Maasai
Early Forms of Government in Kenya - The Ameru

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

- Identify roles of traditional leaders in the community
- Discuss how traditional leaders executed their roles
- Recognize the role of traditional leaders in the community

- Learners write the roles of different traditional leaders in a community
- Learners find out the role of traditional leaders from their parents or guardians
- Learners talk about the contributions of traditional leaders in their community

How did traditional leaders influence their communities?

- Mentor Social Studies Learner's Book pg. 112
- Resource person
- Digital devices
- Charts
- Pictures of traditional leaders
- Drawing materials
- Manila paper
- Mentor Social Studies Learner's Book pg. 113
- Mentor Social Studies Learner's Book pg. 114
- Pictures of Maasai leaders
- Mentor Social Studies Learner's Book pg. 116
- Pictures of Ameru council of elders

- Oral questions - Written assignments - Projects

Political Systems and Governance

Early Forms of Government in Kenya - Comparison
Early Forms of Government in Kenya - Role play
Early Forms of Government in Kenya - Best practices

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

- Compare early forms of government of the Maasai and Ameru
- Identify similarities and differences between governance systems
- Show interest in learning about different governance systems

- Learners talk about similarities and differences between the Maasai and the Ameru traditional forms of government
- Learners identify differences and similarities between the Maasai and Ameru forms of government from a journal
- Learners write other similarities and differences among the Ameru and the Maasai early forms of government

What were the similarities and differences between the Maasai and Ameru governance systems?

- Mentor Social Studies Learner's Book pg. 117
- Charts
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 118
- Traditional attire (if available)
- Props for role play
- Mentor Social Studies Learner's Book pg. 119

- Oral questions - Written assignments - Projects

Political Systems and Governance

Citizenship in Kenya - Becoming a citizen
Citizenship in Kenya - Dual citizenship

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

- State how one becomes a citizen in Kenya
- Identify different ways of acquiring Kenyan citizenship
- Appreciate the value of citizenship

- Learners talk about the country they belong to and give reasons
- Learners discuss who a Kenyan citizen is
- Learners use a digital device to find out ways in which one can become a Kenyan citizen

How can one become a Kenyan citizen?

- Mentor Social Studies Learner's Book pg. 120
- Digital devices
- Resource person
- Charts
- Mentor Social Studies Learner's Book pg. 122

- Oral questions - Written assignments - Observation

Political Systems and Governance

Citizenship in Kenya - Good citizenship
National Unity in Kenya - National symbols
National Unity in Kenya - Factors promoting unity

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

- Demonstrate good citizenship for personal and social wellbeing
- Identify qualities of a good citizen
- Show willingness to be a good citizen

- Learners discuss the qualities of a good Kenyan citizen
- Learners discuss how one can demonstrate good citizenship at school and home
- Learners discuss why good citizenship is important
- Learners create a poster with a message on good citizenship

How can we promote responsible citizenship?

- Mentor Social Studies Learner's Book pg. 123
- Manila paper
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 125
- Pictures of national symbols
- Mentor Social Studies Learner's Book pg. 127
- Charts

- Observation - Projects - Written assignments

Political Systems and Governance

National Unity in Kenya - Illustrating symbols
Human Rights - Basic human rights

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

- Illustrate the national symbols using locally available materials
- Create models of national symbols
- Embrace a sense of nationhood and patriotism

- Learners discuss the national symbols with their friends
- Learners illustrate the national symbols in their drawing book
- Learners collect locally available materials and create models of national symbols

How can we show respect for our national symbols?

- Mentor Social Studies Learner's Book pg. 128
- Colored papers
- Glue
- Paint and brushes
- Manila paper
- Mentor Social Studies Learner's Book pg. 132
- Pictures
- Digital devices
- Resource person

- Projects - Observation - Peer assessment

Political Systems and Governance

Human Rights - Importance in society
Human Rights - Creating awareness
Human Rights - Assertiveness

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

- Explain the importance of human rights in society
- Write a report on the importance of human rights
- Appreciate the role of human rights in society

- Learners look at pictures and talk about what is happening in each picture
- Learners identify human rights represented in the pictures
- Learners discuss the importance of human rights shown in each picture
- Learners write a report on the importance of human rights

How does respecting human rights benefit society?

- Mentor Social Studies Learner's Book pg. 133
- Pictures
- Digital devices
- Resource person
- Mentor Social Studies Learner's Book pg. 134
- Manila paper
- Mentor Social Studies Learner's Book pg. 136
- Props for skit

- Oral questions - Written reports - Observation

Political Systems and Governance

Democracy in Society - Types of democracy
Democracy in Society - Benefits
Democracy in Society - Practicing democracy
National Government - Three arms

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

- Identify types of democracy in Kenya
- Distinguish between direct and indirect democracy
- Value democratic processes

- Learners discuss how their parents or guardians make decisions at home
- Learners discuss how teachers make decisions at school
- Learners use the internet to find out the meaning of democracy and types of democracy in Kenya

How can we practice democracy in our society?

- Mentor Social Studies Learner's Book pg. 138
- Digital devices
- Resource person
- Charts
- Mentor Social Studies Learner's Book pg. 139
- Manila paper
- Mentor Social Studies Learner's Book pg. 140
- Voting materials
- Mentor Social Studies Learner's Book pg. 142

- Oral questions - Written assignments - Observation