Social Studies and Personal Management

Self-Improvement – Personality traits

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

- Describe personality traits for self-understanding
- Identify personality traits that define their personal characteristics
- Show interest in understanding their personality

- Choose the animal that best defines their personal characteristics from a list of pre-selected animals, then discuss the outcome with the class
- Discuss the meaning of personality traits such as agreeableness, extroversion, neuroticism, openness and conscientiousness
- Describe the personality traits of classmates

Which animal best reflects your personal characteristics?

- Mentor Social Studies Learner's Book pg. 1
- Digital resources
- Video clips on personality traits
- Charts on personality traits

- Observation - Oral questions - Peer assessment

Social Studies and Personal Management

Self-Improvement – Personality traits and video analysis
Self-Improvement – Goals for self-improvement in social life
Self-Improvement – Values in development of personality traits

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

- Analyse personality traits from video clips
- Relate personality traits to real-life situations
- Appreciate different personality traits in people

- Watch a video clip on personality traits and discuss
- Describe the personality traits shown in the video clip
- Share personality traits portrayed by animals with other classmates

How do personality traits influence our behaviour?

- Mentor Social Studies Learner's Book pg. 1
- Digital resources
- Internet access
- Video clips
- Mentor Social Studies Learner's Book pg. 3
- Video clips of successful career individuals
- Mentor Social Studies Learner's Book pg. 4
- Charts on values

- Observation - Oral questions - Written assignments

Social Studies and Personal Management

Self-Esteem Assessment – Contribution of self-esteem on holistic development
Self-Esteem Assessment – Effects of unhealthy self-esteem
Self-Esteem Assessment – Assessing self-esteem in social interactions

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

- Explain the contribution of self-esteem on their holistic development
- Relate self-esteem to personal productivity
- Show interest in the study of self-esteem

- Use digital or print resources to search for and discuss the relationship between self-esteem and personal productivity
- Research using print/digital devices on the contribution of self-esteem on their holistic development
- Read and analyse stories of people who had challenging backgrounds but succeeded in life

How does self-esteem affect my holistic development?

- Mentor Social Studies Learner's Book pg. 5
- Digital resources
- Internet access
- Reference books
- Mentor Social Studies Learner's Book pg. 7
- Flashcards on effects of unhealthy self-esteem
- Mentor Social Studies Learner's Book pg. 9
- Self-assessment cards
- Case studies

- Observation - Oral questions - Written assignments

Social Studies and Personal Management
Community Service Learning
Community Service Learning

Self-Esteem Assessment – Improving self-esteem
Community Service Learning Project – Identifying a problem in the community
Community Service Learning Project – Adopting a project and writing statement of the problem

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

- Identify actions to improve self-esteem
- Design a self-esteem journal
- Desire to improve their self-esteem for personal productivity

- Journalise actions they will take to improve their self-esteem
- Complete a self-esteem journal with things they like about themselves, qualities that make them unique, and things they are grateful for
- Share about experiences that could have lowered self-esteem and advise each other

What actions can we take to improve our self-esteem?

- Mentor Social Studies Learner's Book pg. 10
- Digital resources
- Self-esteem journal templates
- Mentor Social Studies Learner's Book pg. 13
- Pictures of community problems
- Manila papers
- Mentor Social Studies Learner's Book pg. 14
- Flip charts
- Marker pens

- Observation - Oral questions - Journal assessment

Community Service Learning

Community Service Learning Project – Designing solutions to the identified problem
Community Service Learning Project – Planning to implement the solution
Community Service Learning Project – Implementing the plan (Part 1)

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

- Design solution(s) to the identified problem
- Research on ways of addressing community problems
- Value teamwork in problem-solving

- Search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem and note down the recommended/proposed solution
- Use digital devices to obtain information on solutions
- Interview members of the community to get more information on how the problem could be addressed

What solutions can address the identified problem?

- Mentor Social Studies Learner's Book pg. 15
- Digital resources
- Internet access
- Resource persons
- Mentor Social Studies Learner's Book pg. 16
- Manila papers
- Marker pens
- Mentor Social Studies Learner's Book pg. 17
- Locally available materials
- Tools and equipment
- Project resources

- Observation - Oral questions - Research findings

Community Service Learning

Community Service Learning Project – Implementing the plan (Part 2)
Community Service Learning Project – Reporting on the concluded project
Community Service Learning Project – Reflection and appreciation

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

- Continue implementing the plan for solving the identified problem
- Work collaboratively in project execution
- Value teamwork in community service

- Continue executing the project and keeping evidence of work done
- Collaborate with stakeholders in project implementation
- Document lessons learnt during project implementation

What lessons can we learn from project implementation?

- Mentor Social Studies Learner's Book pg. 17
- Locally available materials
- Tools and equipment
- Digital devices
- Mentor Social Studies Learner's Book pg. 18
- Digital resources
- Report templates
- Project evidence
- Project reports
- Reflection journals

- Observation - Checklist - Portfolio

People and Relationships

Scientific Theory about Human Origin - The Evolution Theory
Scientific Theory about Human Origin - Stages of Human Evolution
Scientific Theory about Human Origin - Changes in Humans due to Evolution

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

- Explain the scientific theory used to describe human origin
- Discuss the evolution theory developed by Charles Darwin
- Show interest in learning about human origin

- Discuss in groups how scientific theory is used to explain human origin
- Read passage about Charles Darwin's evolution theory
- Make summary notes on the scientific theory about human origin

How did Charles Darwin explain the origin of human beings?

- Mentor Social Studies Learner's Book pg. 20
- Digital devices
- Charts
- Marker pens
- Mentor Social Studies Learner's Book pg. 21
- Manila papers
- Marker pens
- Digital devices
- Pictures of human evolution stages

- Oral questions - Observation - Written tests

People and Relationships

Scientific Theory about Human Origin - Conclusions on Human Origin
Scientific Theory about Human Origin - Preservation of Early Human Remains
Scientific Theory about Human Origin - Africa as the Cradle of Humanity

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

- Draw conclusions on origin of humanity based on scientific theory
- Explain key aspects of scientific theory
- Appreciate scientific evidence on human origin

- Research on scientific theory used to explain human origin
- Make conclusions based on natural selection, variation, and survival for the fittest
- Share findings with peers

What conclusions can be drawn about human origin from scientific theory?

- Mentor Social Studies Learner's Book pg. 23
- Digital devices
- Newspapers
- Flash cards
- Mentor Social Studies Learner's Book pg. 25
- Pictures of mummified remains
- Video clips
- Resource person
- Mentor Social Studies Learner's Book pg. 27
- Map of Africa
- Atlas
- Digital devices

- Oral questions - Written tests - Observation

People and Relationships

Early Civilisation - Early Visitors to the East African Coast
Early Civilisation - Reasons for Coming to East African Coast
Early Civilisation - The Swahili Civilisation

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

- Identify the early visitors to the East African Coast up to 1500AD
- Trace the origin of early visitors
- Show interest in learning about early civilisations

- Discuss the early visitors to the East African Coast
- Use digital technology to locate places of origin on map of Europe and Asia
- Make summary notes on origins of early visitors

Who were the early visitors to the East African Coast and where did they come from?

- Mentor Social Studies Learner's Book pg. 32
- Maps of Europe and Asia
- Atlas
- Digital devices
- Maps
- Charts
- Mentor Social Studies Learner's Book pg. 33
- Digital devices
- Approved textbooks
- Maps

- Oral questions - Observation - Written tests

People and Relationships

Early Civilisation - Factors for Growth of Swahili Civilisation

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

- Explain factors that led to growth of Swahili civilisation
- Describe how trade contributed to growth of city states
- Appreciate factors that promote civilisation

- Read about factors that led to growth of Swahili civilisation
- Discuss factors such as good climate, natural harbours, and Indian Ocean trade
- Write summary notes

What factors led to the growth of Swahili civilisation along the East African Coast?

- Mentor Social Studies Learner's Book pg. 34
- Digital devices
- Charts
- Journal entries

- Oral questions - Written tests - Group discussions

People and Relationships

Early Civilisation - East African City States
Early Civilisation - Best Practices from Early Civilisations

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

- Identify the major East African city states
- Explain how Islamic religion united people in city states
- Show interest in historical urban development

- Research on major East African city states
- Discuss how migration and settlement led to establishment of urban centres
- Share findings in class

How did the East African city states develop and what united them?

- Mentor Social Studies Learner's Book pg. 34
- Maps
- Digital devices
- Reference books
- Mentor Social Studies Learner's Book pg. 35
- Pictures
- Charts

- Oral questions - Observation - Written tests

People and Relationships

Early Civilisation - Contributions to Modern World

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

- Assess contributions of early civilisation to modern world
- Explain developments in architecture, agriculture, and writings
- Appreciate historical contributions to modern life

- Assess contributions such as irrigation technology, calendar, hieroglyphics
- Role-play best practices from early civilisation
- Share findings with classmates

How have early civilisations contributed to the development of the modern world?

- Mentor Social Studies Learner's Book pg. 36
- Digital devices
- Video documentaries
- Charts

- Oral questions - Role play - Written tests

People and Relationships

Early Civilisation - Appreciating Cultural Heritage
Trans-Saharan Slave Trade - Factors for Development

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

- Compose creative works on early civilisation
- Debate on validity of early civilisation contributions
- Desire to preserve cultural heritage

- Compose and recite poem on contribution of early civilisation
- Debate on practices from early civilisation contributing to modern world
- Share poems with friends

Why is cultural heritage important to society?

- Mentor Social Studies Learner's Book pg. 37
- Manila papers
- Marker pens
- Digital devices
- Mentor Social Studies Learner's Book pg. 39
- Maps
- Digital devices
- Projector

- Oral questions - Debate - Creative writing

People and Relationships

Trans-Saharan Slave Trade - Organisation of the Trade

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

- Describe the organisation of Trans-Saharan slave trade
- Identify trade routes and trading cities
- Develop critical thinking about slave trade

- Study map showing Trans-Saharan slave trade routes
- Draw map and locate trade routes
- Discuss organisation including people involved and commodities traded

How was the Trans-Saharan slave trade organised?

- Mentor Social Studies Learner's Book pg. 40
- Maps of West Africa
- Digital devices
- Atlas

- Oral questions - Map work - Written tests

People and Relationships

Trans-Saharan Slave Trade - People and Commodities in the Trade
Trans-Saharan Slave Trade - Effects on Africa

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

- Identify people involved in Trans-Saharan slave trade
- List commodities traded besides slaves
- Analyse the role of different participants

- Read newspaper article about organisation of Trans-Saharan slave trade
- Identify sources and destinations of slaves
- Research on caravan and transport systems

Who were the main participants in Trans-Saharan slave trade and what was traded?

- Mentor Social Studies Learner's Book pg. 40
- Newspaper extracts
- Digital devices
- Reference books
- Mentor Social Studies Learner's Book pg. 42
- Pictures
- Charts
- Digital devices

- Oral questions - Written tests - Research work

People and Relationships

Trans-Saharan Slave Trade - Spread of Islam and Cultural Effects

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

- Explain how slave trade facilitated spread of Islam
- Describe cultural and religious effects of slave trade
- Analyse long-term impacts of slave trade

- Discuss cultural and religious effects of slave trade
- Explain how enslaved people converted to Islam
- Research on rise of slave raiding states

How did Trans-Saharan slave trade affect culture and religion in Africa?

- Mentor Social Studies Learner's Book pg. 43
- Digital devices
- Reference books
- Charts

- Oral questions - Written tests - Observation

People and Relationships

Trans-Saharan Slave Trade - Promoting Social Justice
Population Growth in Africa - Causes of Population Growth

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

- Demonstrate assertiveness in promotion of social justice
- Create awareness messages against modern slavery
- Desire to promote social justice in society

- Prepare slogans and posters promoting social justice
- Compose songs to promote social justice
- Participate in Freedom Walk activities

How can we demonstrate assertiveness in promoting social justice against slavery?

- Mentor Social Studies Learner's Book pg. 44
- Manila papers
- Marker pens
- Social media platforms
- Mentor Social Studies Learner's Book pg. 46
- Pictures
- Digital devices

- Oral questions - Creative work - Observation

People and Relationships

Population Growth in Africa - Effects of Population Growth

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

- Examine effects of population growth in Africa
- Explain both positive and negative effects
- Analyse impact of population growth on resources

- Use digital devices to research effects of population growth
- Read and recite poem on effects of population growth
- Debate on advantages and disadvantages of population growth

What are the effects of population growth in Africa?

- Mentor Social Studies Learner's Book pg. 48
- Digital devices
- Poems
- Charts

- Oral questions - Debate - Written tests

People and Relationships

Population Growth in Africa - Types of Migration
Population Growth in Africa - Factors Influencing Migration

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

- Identify types of migration in Africa
- Differentiate between emigration and immigration
- Appreciate reasons for human movement

- Discuss types of migration including rural-urban, emigration, immigration
- Match types of migration with their descriptions
- Share work with classmates

What are the different types of migration in Africa?

- Mentor Social Studies Learner's Book pg. 49
- Charts
- Digital devices
- Reference books
- Mentor Social Studies Learner's Book pg. 50
- Resource person

- Oral questions - Written tests - Matching exercises

People and Relationships

Population Growth in Africa - Demographic Trends in Kenya

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

- Illustrate demographic trends in Kenya
- Draw graphs representing population data
- Develop skills in data interpretation

- Research on Kenya census data of 2019
- Draw bar graph showing population growth since 1989
- Draw line graph comparing males and females by age group

How has Kenya's population changed over time?

- Mentor Social Studies Learner's Book pg. 51
- Census data
- Graph papers
- Digital devices

- Oral questions - Graph work - Written tests

People and Relationships

Population Growth in Africa - Creating Awareness on Effects
Diversity and Interpersonal Skills - Socio-cultural Diversities in Kenya

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

- Create awareness on effects of population growth in community
- Develop posters on population growth effects
- Appreciate importance of population planning

- Study poster showing effects of population growth in community
- Discuss how community can handle each effect
- Develop and display posters on effects of population growth

How can we create awareness on effects of population growth in our community?

- Mentor Social Studies Learner's Book pg. 52
- Manila papers
- Marker pens
- Noticeboard
- Mentor Social Studies Learner's Book pg. 55
- Pictures of traditional costumes
- Digital devices
- Reference books

- Oral questions - Project work - Observation

People and Relationships

Diversity and Interpersonal Skills - Cultural Practices and Beliefs

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

- Describe cultural practices and beliefs of Kenyan communities
- Compare worship practices across communities
- Respect different cultural beliefs

- Listen to radio lesson on socio-cultural diversities
- Discuss cultural practices such as worship, initiation, and marriage
- Make summary notes

How do cultural practices and beliefs differ among Kenyan communities?

- Mentor Social Studies Learner's Book pg. 56
- Radio
- Digital devices
- Charts

- Oral questions - Written tests - Group discussions

People and Relationships

Diversity and Interpersonal Skills - Celebrating Cultural Diversities
Diversity and Interpersonal Skills - Building Healthy Self-esteem

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

- Identify ways of celebrating socio-cultural diversities
- Participate in cultural activities
- Value cultural celebrations

- Study pictures of Luo traditional dancers and Maulidi festival
- Choose traditional song or dance from community and practise
- Present songs or dances in class

How do different communities celebrate their socio-cultural diversities?

- Mentor Social Studies Learner's Book pg. 57
- Pictures
- Musical instruments
- Traditional costumes
- Mentor Social Studies Learner's Book pg. 58
- Questionnaires
- Cards
- Marker pens

- Oral questions - Performance - Observation

People and Relationships

Diversity and Interpersonal Skills - Impact of Emotions

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

- Describe the impact of emotions on self and others
- Explain how emotions affect decision-making
- Manage personal emotions effectively

- Read story about Babado and discuss emotional impact
- Find out how anger, happiness, fear, and sadness affect interactions
- Use digital devices to research impact of emotions

How do emotions affect our interactions with ourselves and others?

- Mentor Social Studies Learner's Book pg. 59
- Stories
- Pictures
- Digital devices

- Oral questions - Written tests - Observation

People and Relationships

Diversity and Interpersonal Skills - Managing Peer Pressure
Diversity and Interpersonal Skills - Promoting Cultural Diversity

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

- Identify ways of managing peer pressure
- Demonstrate assertiveness in dealing with peer pressure
- Value personal principles and boundaries

- Discuss ways of managing peer pressure such as being clear with values and saying NO
- Read scenarios and discuss responses to peer pressure
- Role play situations involving peer pressure

How can we manage peer pressure in a culturally diverse environment?

- Mentor Social Studies Learner's Book pg. 60
- Scenarios
- Charts
- Role play props
- Mentor Social Studies Learner's Book pg. 61
- Pictures
- Posters
- Manila papers

- Oral questions - Role play - Observation

People and Relationships

Diversity and Interpersonal Skills - Appreciating Cultural Diversities

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

- Demonstrate appreciation of socio-cultural diversities
- Participate in inter-cultural activities
- Desire to preserve cultural heritage

- Participate in drama, music, and inter-cultural fairs
- Organise cultural week with presentations from different cultures
- Debate on respecting social cultural diversities

Why should we appreciate socio-cultural diversities in Kenya?

- Mentor Social Studies Learner's Book pg. 62
- Traditional costumes
- Digital devices
- Musical instruments

- Oral questions - Performance - Observation

People and Relationships

Peaceful Conflict Resolution - Situations Leading to Conflicts
Peaceful Conflict Resolution - Peaceful Methods of Resolving Conflicts

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

- Identify situations that lead to conflicts in the family
- Explain how different factors cause family conflicts
- Show concern for family harmony

- Study picture showing family conflict
- Research on situations that may lead to conflicts in family
- Discuss situations such as peer pressure, lack of respect, economic hardships

What situations may lead to conflicts in a family?

- Mentor Social Studies Learner's Book pg. 63
- Pictures
- Digital devices
- Mind maps
- Mentor Social Studies Learner's Book pg. 64
- Dictionary
- Charts
- Digital devices

- Oral questions - Written tests - Observation

People and Relationships

Peaceful Conflict Resolution - Applying Conflict Resolution Methods
Peaceful Conflict Resolution - Strategies for Effective Communication

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

- Apply peaceful methods to resolve family conflicts
- Compose creative works on conflict resolution
- Demonstrate skills in peaceful conflict resolution

- Discuss peaceful methods of resolving family conflicts in panel
- Compose peace poem on methods of resolving family conflicts
- Share poems in class

How can we apply peaceful methods to resolve conflicts in our families?

- Mentor Social Studies Learner's Book pg. 65
- Manila papers
- Marker pens
- Poems
- Mentor Social Studies Learner's Book pg. 66
- Props for skit

- Oral questions - Creative writing - Panel discussion

People and Relationships

Peaceful Conflict Resolution - Building Healthy Relationships

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

- Explain ways of building healthy relationships
- Differentiate between healthy and unhealthy relationships
- Desire to maintain healthy relationships

- Discuss how relationships influence individuals
- Read scenarios about Chris, Jabez, Angela, and Grace
- Identify healthy and unhealthy relationships

How can we build healthy relationships to promote peace in the family?

- Mentor Social Studies Learner's Book pg. 67
- Scenarios
- Pictures
- Charts

- Oral questions - Written tests - Observation

People and Relationships

Peaceful Conflict Resolution - Values in Building Relationships
Peaceful Conflict Resolution - Showing Empathy to Survivors

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

- Identify values that build healthy relationships
- Explain how honesty, responsibility, and kindness promote peace
- Practise values that promote family harmony

- Study pictures showing healthy relationships
- Discuss ways of building healthy relationships such as speaking truth and respecting boundaries
- Read flashcards on values that build healthy relationships

What values help build healthy relationships in the family?

- Mentor Social Studies Learner's Book pg. 69
- Pictures
- Flash cards
- Charts
- Mentor Social Studies Learner's Book pg. 70
- Props for role play
- Rescue centres

- Oral questions - Written tests - Observation

People and Relationships
Natural and Historic Built Environments

Peaceful Conflict Resolution - Appreciating Culture of Peace
Map Reading and Interpretation - Interpreting maps using marginal information

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

- Explain how family peace contributes to harmonious living
- Create personal commitments to promote peace
- Appreciate the culture of peace in society

- Read placard on promoting peaceful conflict resolution
- Listen to speech about appreciation of family peace
- Fill journal on culture of peace and debate on peace quotes

Why is it important to nurture a culture of peace in the family and society?

- Mentor Social Studies Learner's Book pg. 71
- Placards
- Journals
- Peace quotes
- Mentor Social Studies Learner's Book Grade 8 pg. 75
- Topographical maps
- Digital resources

- Oral questions - Journal writing - Debate

Natural and Historic Built Environments

Map Reading and Interpretation - Using marginal information to interpret maps
Map Reading and Interpretation - Types of scales on maps
Map Reading and Interpretation - Converting scales

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

- Explain how marginal information is used to interpret maps
- Use marginal information to measure distances and find directions
- Appreciate the role of marginal information in understanding maps

- Learners use marginal information to interpret aspects on a topographical map extract
- Practice measuring distances using scale
- Find directions of different places using the compass direction

How is marginal information used to interpret a topographical map?

- Mentor Social Studies Learner's Book Grade 8 pg. 75
- Topographical maps of Yimbo and Taita areas
- Rulers
- Compasses
- Mentor Social Studies Learner's Book Grade 8 pg. 79
- Topographical maps
- Digital resources
- Calculators

- Oral questions - Observation - Practical exercises

Natural and Historic Built Environments

Map Reading and Interpretation - Converting to linear scale
Map Reading and Interpretation - Calculating areas of regular shapes
Map Reading and Interpretation - Calculating areas of irregular shapes

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

- Convert representative fraction scale to linear scale
- Draw linear scales accurately
- Appreciate the use of linear scale in map reading

- Learners follow examples to convert representative fraction to linear scale
- Draw linear scales for different representative fractions
- Practice scale conversions on a topographical map and guide each other

How is a linear scale constructed from a representative fraction?

- Mentor Social Studies Learner's Book Grade 8 pg. 80
- Topographical maps
- Rulers
- Drawing materials
- Calculators
- Rulers
- Mentor Social Studies Learner's Book Grade 8 pg. 81
- Topographical map of Kijabe area
- Grid paper
- Calculators

- Oral questions - Observation - Practical work

Natural and Historic Built Environments

Map Reading and Interpretation - Measuring distances on maps
Map Reading and Interpretation - Methods of representing relief on maps

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

- Measure straight and curved distances on topographical maps
- Convert map distances to actual ground distances
- Demonstrate skill in measuring distances using different tools

- Learners measure distance of a road and railway line section on a map
- Use string, edge of paper or dividers to measure curved distances
- Watch video clip on measuring distances using a string
- Share work in class through demonstrations

How are distances measured on a topographical map?

- Mentor Social Studies Learner's Book Grade 8 pg. 82
- Topographical maps
- String
- Paper strips
- Pair of dividers
- Rulers
- Mentor Social Studies Learner's Book Grade 8 pg. 84
- Digital resources
- Charts

- Oral questions - Observation - Practical demonstrations

Natural and Historic Built Environments

Map Reading and Interpretation - Trigonometric points and spot heights
Map Reading and Interpretation - Physical features on topographical maps

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

- Explain trigonometric points and spot heights on maps
- Identify relief features using different representation methods
- Appreciate the importance of relief representation on maps

- Learners match methods of representing relief with their diagrams
- Draw and label methods of representing relief on plain paper
- Mount work and do gallery walk
- Identify elevation of points on topographical maps

How do trigonometric points and spot heights show relief on maps?

- Mentor Social Studies Learner's Book Grade 8 pg. 85
- Topographical maps
- Manilla paper
- Drawing materials
- Mentor Social Studies Learner's Book Grade 8 pg. 87
- Key/legend charts

- Oral questions - Observation - Portfolio

Natural and Historic Built Environments

Map Reading and Interpretation - Application of maps in day-to-day life
Weather and Climate - Factors influencing climate in Africa

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

- Explain how maps are used in day-to-day activities
- Apply critical thinking skills in map interpretation
- Appreciate the value of map reading in daily life

- Learners discuss how maps are used by online taxi drivers, pilots, surveyors
- Debate: "Without maps, finding direction and locating what we need would be difficult"
- Search for topographical maps and describe how features are represented

How are maps used in day-to-day activities?

- Mentor Social Studies Learner's Book Grade 8 pg. 89
- Pictures of maps in use
- Digital resources
- Mentor Social Studies Learner's Book Grade 8 pg. 94
- Atlases
- Digital resources
- Climate maps

- Oral questions - Observation - Debates

Natural and Historic Built Environments

Weather and Climate - Influence of ocean currents and winds
Weather and Climate - Distribution of climatic regions in Africa
Weather and Climate - Constructing a climatic model of Africa

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

- Explain how distance from water bodies influences climate
- Describe the influence of ocean currents and winds on climate
- Appreciate the relationship between climate factors

- Learners study the chart presented by a meteorologist on climate factors
- Discuss influence of winds and air masses on climate
- Discuss climate factors for specific African regions (Sahara, Ethiopian Highlands, coast of Namibia)

How do ocean currents and winds affect climate in Africa?

- Mentor Social Studies Learner's Book Grade 8 pg. 94
- Climate maps
- Digital resources
- Video clips
- Mentor Social Studies Learner's Book Grade 8 pg. 96
- Map of Africa
- Atlases
- Colouring materials
- Mentor Social Studies Learner's Book Grade 8 pg. 97
- Manilla paper
- Beans, maize, sand, leaves
- Glue
- Crayons/paints

- Oral questions - Written tests - Group discussions

Natural and Historic Built Environments

Weather and Climate - Characteristics of climatic regions
Weather and Climate - Characteristics of other climatic regions
Weather and Climate - Causes of climate change

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

- Describe characteristics of equatorial and desert climatic regions
- Match climatic regions with their characteristics
- Value the diversity of climates in Africa

- Learners match climatic regions with their characteristics from clouds drawn by Grade 8 learners
- Describe characteristics of equatorial climate (hot, wet, high humidity, double maxima rainfall)
- Describe desert climate (cloudless skies, hot and dry, below 250mm rainfall)

What are the characteristics of equatorial and desert climates?

- Mentor Social Studies Learner's Book Grade 8 pg. 98
- Climate charts
- Digital resources
- Video clips
- Digital resources
- Climate charts
- Mentor Social Studies Learner's Book Grade 8 pg. 100
- Pictures
- Charts

- Oral questions - Written tests - Matching exercises

Natural and Historic Built Environments

Weather and Climate - Managing disaster-related stress
Weather and Climate - Effects of climate change on environment

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

- Explain ways of managing stress during climate-related disasters
- Propose a plan to manage disaster-related stress
- Show empathy for disaster victims

- Learners discuss what should be done to manage disaster-related stress
- Study talk by disaster management officer on managing stress
- Create disaster management plans including stress reduction techniques
- Present plans during school parade or community events

How can one manage stress during climate-related disasters?

- Mentor Social Studies Learner's Book Grade 8 pg. 101
- Charts
- Resource persons
- Mentor Social Studies Learner's Book Grade 8 pg. 102
- Pictures
- Digital resources
- Charts

- Oral questions - Observation - Project work

Natural and Historic Built Environments

Weather and Climate - Solutions to climate change effects
Vegetation in Africa - Factors influencing vegetation distribution
Vegetation in Africa - Relief and human activities on vegetation

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

- Apply problem-solving skills in addressing effects of climate change
- Explain effects of climate on human activities
- Desire to participate in climate action

- Learners study pictures of solar panels, electric cars, tree planting and wind turbines
- Discuss how these activities address climate change effects
- Perform a skit on problem-solving skills to address climate change
- Write short essay on possible solutions to climate change

What solutions can address the effects of climate change?

- Mentor Social Studies Learner's Book Grade 8 pg. 103
- Pictures
- Charts
- Digital resources
- Mentor Social Studies Learner's Book Grade 8 pg. 108
- School environment
- Atlases
- Mentor Social Studies Learner's Book Grade 8 pg. 109
- Digital resources
- Road map diagrams

- Oral questions - Essays - Skits

Natural and Historic Built Environments

Vegetation in Africa - Locating vegetation regions
Vegetation in Africa - Characteristics of vegetation regions
Vegetation in Africa - Methods of conserving vegetation

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

- Locate major vegetation regions of Africa on a map
- Identify the largest vegetation zone (Savannah)
- Appreciate the diversity of vegetation in Africa

- Learners use digital devices or atlases to search for vegetation regions
- Draw a sketch map to illustrate vegetation regions
- Study the map showing vegetation zones in Africa
- Practice drawing the map without reference

Where are the major vegetation regions located in Africa?

- Mentor Social Studies Learner's Book Grade 8 pg. 112
- Map of Africa
- Atlases
- Colouring materials
- Local environment
- Digital resources
- Pictures
- Mentor Social Studies Learner's Book Grade 8 pg. 114
- Pictures
- Charts
- Manilla paper

- Oral questions - Map work - Observation

Natural and Historic Built Environments

Vegetation in Africa - Monitoring and research programs
Vegetation in Africa - Conservation for career exploration
Vegetation in Africa - Appreciating vegetation conservation

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

- Explain the importance of monitoring and research programs in conservation
- Describe data banks and reference collections for vegetation
- Show commitment to vegetation conservation

- Learners discuss establishment of monitoring programs and research studies
- Explain importance of data banks and reference collections
- Write essays on ways of caring for vegetation in school community
- Share essays with teacher

Why are monitoring and research programs important for vegetation conservation?

- Mentor Social Studies Learner's Book Grade 8 pg. 114
- Charts
- Digital resources
- Mentor Social Studies Learner's Book Grade 8 pg. 116
- Pictures
- Resource persons
- Mentor Social Studies Learner's Book Grade 8 pg. 117
- Seedlings
- Planting materials
- Manilla paper

- Oral questions - Written essays - Observation

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Introduction and location
Historical Sites and Monuments in Africa - Fort Jesus and Kilwa
Historical Sites and Monuments in Africa - Great Zimbabwe and Giza Pyramids

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

- Identify selected historical sites and monuments in Africa
- Locate historical sites on a map of Africa
- Show interest in learning about African heritage

- Learners use digital or print resources to trace selected historical sites and monuments in Africa
- Draw a map of Africa and indicate Fort Jesus, Kilwa, Great Zimbabwe, Giza Pyramids, Meroe, Timbuktu and Robben Island
- Share maps in class

Where are the major historical sites and monuments located in Africa?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Map of Africa
- Digital resources
- Pictures
- Pictures
- Reference books
- Pictures and photographs
- Album materials

- Oral questions - Map work - Observation

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Meroe and Timbuktu
Historical Sites and Monuments in Africa - Robben Island
Historical Sites and Monuments in Africa - Importance of historical sites

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

- Describe the historical significance of Meroe and Timbuktu
- Explain their role in African civilization and trade
- Value the contribution of these sites to world heritage

- Learners work harmoniously in groups to discuss Meroe and Timbuktu
- Use digital or print resources to research their history
- Discuss their role in trade and learning
- Present findings in class

Why are Meroe and Timbuktu considered important African monuments?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Pictures
- Digital resources
- Reference materials
- Video clips
- Charts
- Digital resources

- Oral questions - Written tests - Presentations

Natural and Historic Built Environments
Political Developments and Governance

Historical Sites and Monuments in Africa - Ways of conserving historical sites
Historical Sites and Monuments in Africa - Applying conservation in community
The Constitution of Kenya – Components of the Constitution

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

- Describe ways of conserving historical sites and monuments
- Apply creative thinking in preserving cultural heritage
- Desire to participate in conservation efforts

- Learners work harmoniously in groups to find ways of conserving historical sites
- Discuss ways of applying creative thinking in preserving cultural heritage
- Create posters on conservation methods
- Present conservation strategies in class

How can historical sites and monuments be conserved?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Manilla paper
- Marker pens
- Digital resources
- Album materials
- Pictures and photographs
- Local cultural artifacts
- Mentor Social Studies Learner's Book pg. 128
- The Constitution of Kenya
- Digital resources
- Charts on components of the Constitution

- Oral questions - Observation - Poster work

Political Developments and Governance

The Constitution of Kenya – Components of the Constitution (continued)
The Constitution of Kenya – Roles of the three arms of government
The Constitution of Kenya – Roles of the Judiciary and Legislature

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

- Explain examples of chapters, articles and schedules in the Constitution
- Analyse the structure of the Constitution of Kenya
- Appreciate the importance of the Constitution in governance

- Search for other components of the Constitution and give examples
- Share findings with other groups in class
- Create charts showing components of the Constitution and display

What are the main components of the Constitution of Kenya?

- Mentor Social Studies Learner's Book pg. 129
- The Constitution of Kenya
- Manila papers
- Marker pens
- Mentor Social Studies Learner's Book pg. 130
- Digital resources
- Charts on government structure
- Manila papers

- Observation - Oral questions - Group presentations

Political Developments and Governance

The Constitution of Kenya – Guiding principles of leadership and integrity
The Constitution of Kenya – Applying assertiveness in upholding principles of leadership and integrity
Human Rights – How human rights can be respected and protected

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

- Examine guiding principles of leadership and integrity in the Constitution of Kenya
- Identify Chapter VI of the Constitution
- Value integrity in leadership

- Use print materials, digital devices or a copy of the Constitution of Kenya to search for the chapter that outlines the guiding principles of leadership and integrity
- Examine the chapter that contains the guiding principles of leadership and integrity
- Write a summary of findings and share with classmates

Why is assertiveness important in adhering to the Constitution of Kenya?

- Mentor Social Studies Learner's Book pg. 131
- The Constitution of Kenya
- Digital resources
- Citizenship Education Teachers Handbook
- Mentor Social Studies Learner's Book pg. 133
- Flip charts
- Mentor Social Studies Learner's Book pg. 135
- Pictures showing human rights
- The Constitution of Kenya

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – Respecting and protecting specific human rights
Human Rights – Effective communication on human rights issues
Human Rights – Children's Rights in Kenya (Children's Act 2022)

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

- Explain ways of respecting and protecting specific human rights
- Differentiate between various human rights
- Value the importance of human rights in society

- Explore how we can respect and protect the right to life, liberty, equality before the law, own property, decent housing, privacy
- Make short notes and share with friends
- Identify ways that promote and violate human rights

What are the ways of respecting and protecting human rights?

- Mentor Social Studies Learner's Book pg. 136
- Digital resources
- Posters on human rights
- Flip charts
- Mentor Social Studies Learner's Book pg. 137
- Flow charts
- Manila papers
- Mentor Social Studies Learner's Book pg. 138
- Children's Act 2022
- Citizenship Education Learners Activity Book

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – Children's Rights (African Charter on Rights and Welfare of the Child)
Human Rights – Ways children are protected against violation of their Rights
Human Rights – Taking action to protect human rights

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

- Identify Children's Rights as stipulated in the African Charter on the Rights and Welfare of the Child
- Compare Children's Rights in different instruments
- Value the protection of Children's Rights

- Use textbooks or digital devices to search for and identify the Children's Rights as stipulated in the African Charter on the Rights and Welfare of the Child
- Compare and analyse the Children's Rights in the Children's Act 2022 and the African Charter
- Share findings with other groups in class

How do different instruments protect Children's Rights?

- Mentor Social Studies Learner's Book pg. 139
- African Charter on the Rights and Welfare of the Child
- Digital resources
- Reference books
- Mentor Social Studies Learner's Book pg. 140
- Mind map templates
- Picture stories
- Mentor Social Studies Learner's Book pg. 141
- Posters
- Flip charts

- Observation - Oral questions - Comparative analysis

Political Developments and Governance

Human Rights – Responsibility of society in protecting human rights
Citizenship – Qualities of a global citizen
Citizenship – Responsibilities of a global citizen

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

- Recognise responsibility of the society in protecting human rights
- Explain roles of different people in protecting human rights
- Value collective responsibility in human rights protection

- Use digital devices or print media to search for information on the responsibilities of parents, children, government, religious groups, human rights activists and NGOs in protection of human rights
- Discuss how teachers in school take part in protection of human rights
- Make brief notes on discussion and compare with other groups

Why is protection of human rights a responsibility of everyone?

- Mentor Social Studies Learner's Book pg. 142
- Digital resources
- Citizenship Education Teachers Handbook
- Reference books
- Mentor Social Studies Learner's Book pg. 144
- Citizenship Education Learners Activity Book
- Charts
- Mentor Social Studies Learner's Book pg. 145
- Video clips
- Manila papers

- Observation - Oral questions - Group presentations

Political Developments and Governance

Citizenship – Creating awareness on global citizenship
Citizenship – Ways Nobel Prize nominees responded to injustice (Wangari Maathai)
Citizenship – Ways Nobel Prize nominees responded to injustice (Mahatma Gandhi)

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

- Create awareness on qualities and responsibilities of global citizens
- Design posters on global citizenship
- Show commitment to global citizenship values

- Draw a sketch of a human figure and indicate qualities of a global citizen
- Create posters on the responsibilities of a global citizen
- Display posters in class or on the school noticeboard

How can we create awareness on global citizenship?

- Mentor Social Studies Learner's Book pg. 146
- Manila papers
- Marker pens
- Digital resources
- Digital resources
- Photographs of Wangari Maathai
- Reference books
- Mentor Social Studies Learner's Book pg. 147
- Photographs of Mahatma Gandhi
- Charts

- Observation - Oral questions - Poster assessment

Political Developments and Governance

Citizenship – Factors for harmonious coexistence in East Africa
Citizenship – Factors for harmonious coexistence in Africa
Citizenship – East African Community and African Union anthems
Citizenship – Social entrepreneurship for personal and social wellbeing
Citizenship – Showing empathy to personalities who address injustices

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

- Explain factors for harmonious coexistence among citizens in East Africa
- Identify factors that promote East African citizenship
- Value regional unity and cooperation

- In groups, discuss factors for harmonious coexistence among citizens in East Africa
- Study pictures showing harmonious coexistence among citizens in East Africa
- Share points in class

What factors promote harmonious coexistence in East Africa?

- Mentor Social Studies Learner's Book pg. 148
- Digital resources
- Pictures of regional cooperation
- Maps of East Africa
- Mentor Social Studies Learner's Book pg. 150
- Maps of Africa
- Reference books
- Mentor Social Studies Learner's Book pg. 149
- The East African and African Union anthems
- Audio recordings
- Mentor Social Studies Learner's Book pg. 151
- Case studies on social entrepreneurs
- Mentor Social Studies Learner's Book pg. 152
- Newspapers and magazines
- Articles on activists

- Observation - Oral questions - Group presentations