If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
SOCIAL STUDIES AND CAREER DEVELOPMENT
|
Pathway Choices - Meaning and Factors
Pathway Choices - Pathways and Requirements Pathway Choices - Social Sciences Requirements |
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 - MENTOR Social Studies Learner's Book pg 2 -Computing devices - MENTOR Social Studies Learner's Book pg 3 |
- Oral questions
-Oral report
-Observation
|
|
| 2 | 2 |
SOCIAL STUDIES AND CAREER DEVELOPMENT
COMMUNITY SERVICE-LEARNING |
Pathway Choices - Possible Tracks
Pre-career Support Systems - Meaning and Use Pre-career Support Systems - Challenges Pre-career Support Systems - Solutions Pre-career Support Systems - Career Mapping Community Service-Learning Project - Problem Identification |
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 - MENTOR Social Studies Learner's Book pg 8 - MENTOR Social Studies Learner's Book pg 9 - MENTOR Social Studies Learner's Book pg 11 - MENTOR Social Studies Learner's Book pg 12 |
- Oral questions
-Oral report
-Observation
|
|
| 2 | 3 |
COMMUNITY SERVICE-LEARNING
|
Community Service-Learning Project - Problem Statement
Community Service-Learning Project - Solution Design Community Service-Learning Project - Planning Community Service-Learning Project - Implementation I Community Service-Learning Project - Implementation II Community Service-Learning Project - Report Writing |
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 - MENTOR Social Studies Learner's Book pg 14 - MENTOR Social Studies Learner's Book pg 15 - MENTOR Social Studies Learner's Book pg 16 - MENTOR Social Studies Learner's Book pg 17 |
- Oral questions
-Oral report
-Observation
|
|
| 2 | 4 |
COMMUNITY SERVICE-LEARNING
PEOPLE AND RELATIONSHIPS PEOPLE AND RELATIONSHIPS PEOPLE AND RELATIONSHIPS PEOPLE AND RELATIONSHIPS PEOPLE AND RELATIONSHIPS |
Community Service-Learning Project - Reflection
Socio-Economic Practices of Early Humans - Early Stone Age Period Socio-Economic Practices of Early Humans - Middle Stone Age Period Socio-Economic Practices of Early Humans - Late Stone Age Period Socio-Economic Practices of Early Humans - Comparison of Stone Age Periods Socio-Economic Practices of Early Humans - Tools Illustration |
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 - MENTOR Social Studies Learner's Book pg. 19 -Digital devices -Pictures of early human tools -Charts - MENTOR Social Studies Learner's Book pg. 20 -Pictures of Middle Stone Age tools - MENTOR Social Studies Learner's Book pg. 22 -Pictures of Late Stone Age tools and settlements - MENTOR Social Studies Learner's Book pg. 23 -Resource person - MENTOR Social Studies Learner's Book pg. 25 -Drawing materials -Chart paper |
- Oral questions
-Oral report
-Observation
|
|
| 3 | 1 |
PEOPLE AND RELATIONSHIPS
|
Socio-Economic Practices of Early Humans - Relevance to Modern Society
Indigenous Knowledge Systems in African Societies - Types and Agriculture Indigenous Knowledge Systems in African Societies - Medicine Indigenous Knowledge Systems in African Societies - Climate Indigenous Knowledge Systems in African Societies - Environmental Conservation Indigenous Knowledge Systems in African Societies - Technology |
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 - MENTOR Social Studies Learner's Book pg. 28 -Digital resources -Charts - MENTOR Social Studies Learner's Book pg. 29 -Resource materials - MENTOR Social Studies Learner's Book pg. 30 - MENTOR Social Studies Learner's Book pg. 31 - MENTOR Social Studies Learner's Book pg. 32 -Pictures of indigenous tools and technology |
- Debate evaluation
-Oral questions
-Written assignments
|
|
| 3 | 2 |
PEOPLE AND RELATIONSHIPS
|
Indigenous Knowledge Systems in African Societies - Arts and Religion
Indigenous Knowledge Systems in African Societies - Education Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge Indigenous Knowledge Systems in African Societies - Preservation Poverty Reduction - Causes of Poverty Poverty Reduction - Resource Exploitation |
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 -Resource person - MENTOR Social Studies Learner's Book pg. 34 -Poster materials -Debate materials - MENTOR Social Studies Learner's Book pg. 35 -Pictures showing poverty - MENTOR Social Studies Learner's Book pg. 37 -Pictures showing environmental degradation |
- Oral questions
-Group presentations
-Written tests
|
|
| 3 | 3 |
PEOPLE AND RELATIONSHIPS
NATURAL AND HISTORIC BUILT ENVIRONMENTS NATURAL AND HISTORIC BUILT ENVIRONMENTS |
Poverty Reduction - Economic Challenges
Poverty Reduction - Creative Solutions Poverty Reduction - Home-Grown Solutions Poverty Reduction - Impact of Strategies Topographical Maps - Human Activities Topographical Maps - Human Activities on Maps |
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 - MENTOR Social Studies Learner's Book pg. 39 -Project materials - MENTOR Social Studies Learner's Book pg. 40 -Resource person - MENTOR Social Studies Learner's Book pg. 41 -Poster materials - MENTOR Social Studies Learner's Book pg. 67 -Topographical map extracts -Topographical map symbols -Digital devices - MENTOR Social Studies Learner's Book pg. 69 -Chart paper -Drawing materials |
- Oral questions
-Debate evaluation
-Written tests
|
|
| 3 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Enlarging Maps
Topographical Maps - Reducing Maps Topographical Maps - Cross-sections Topographical Maps - Cross-sections with Human Activities Topographical Maps - Practical Applications Topographical Maps - Representation of Activities |
By the end of the
lesson, the learner
should be able to:
-Explain the process of enlarging parts of a topographical map -Use creative thinking skills to enlarge parts of topographical maps -Appreciate the importance of map enlargement |
- Learners study the steps followed when enlarging a section of a topographical map
-Learners measure the width and length of map areas to be enlarged -Learners practice enlarging sections of topographical maps using a scale factor |
How do we enlarge sections of topographical maps?
|
- MENTOR Social Studies Learner's Book pg. 70
-Topographical map extracts -Rulers -Graph paper -Drawing materials - MENTOR Social Studies Learner's Book pg. 71 - MENTOR Social Studies Learner's Book pg. 72 -Straight edge papers - MENTOR Social Studies Learner's Book pg. 73 -Digital devices - MENTOR Social Studies Learner's Book pg. 74 -Local area map - MENTOR Social Studies Learner's Book pg. 75 -Topographical maps -Library resources -Survey office resources |
- Practical assessment
-Observation
-Written assignments
|
|
| 4 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Earth Movements
Internal Land Forming Processes - Horizontal Earth Movements Internal Land Forming Processes - Vertical Earth Movements Internal Land Forming Processes - Causes of Earth Movements Internal Land Forming Processes - Continental Drift Theory Internal Land Forming Processes - Plate Tectonics Theory |
By the end of the
lesson, the learner
should be able to:
-Explore the types of earth movements in the environment -Identify causes of earth movements -Recognize the importance of earth movements in shaping landscapes |
- Learners study pictures showing different types of earth movements
-In pairs, learners use blocks of wood to demonstrate horizontal and vertical movements -Learners discuss what happens when these movements occur on the earth's surface |
How do landforms influence human activities?
|
- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood -Pictures of landforms -Marker pens -Digital resources - MENTOR Social Studies Learner's Book pg. 80 -Diagrams of earth movements -Clay or plasticine - MENTOR Social Studies Learner's Book pg. 81 - MENTOR Social Studies Learner's Book pg. 83 -Diagrams showing causes of earth movements -Drawing materials - MENTOR Social Studies Learner's Book pg. 85 -Flow charts -World maps - MENTOR Social Studies Learner's Book pg. 86 -World map showing major plates -Cardboard or manila paper |
- Oral questions
-Observation
-Written tests
|
|
| 4 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Formation of Rift Valley
Internal Land Forming Processes - Formation of Block Mountains Internal Land Forming Processes - Formation of Tilt Blocks Internal Land Forming Processes - Formation of Escarpments Internal Land Forming Processes - Types of Faults Internal Land Forming Processes - Effects of Faulting Internal Land Forming Processes - Landscape and Human Activities |
By the end of the
lesson, the learner
should be able to:
-Describe the formation of Rift Valley by tensional forces -Illustrate the formation of Rift Valley -Appreciate the role of faulting in the formation of Rift Valley |
- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley -Learners discuss how Rift Valley is formed by tensional forces |
How is the Rift Valley formed by tensional forces?
|
- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley -Drawing materials -Clay or plasticine -Digital resources - MENTOR Social Studies Learner's Book pg. 89 -Old carton boxes -Manila papers - MENTOR Social Studies Learner's Book pg. 90 -Diagrams showing formation of tilt blocks -Diagrams showing formation of escarpments - MENTOR Social Studies Learner's Book pg. 91 -Wooden blocks -Digital devices -Video clips - MENTOR Social Studies Learner's Book pg. 92 -Research materials -Role play materials - MENTOR Social Studies Learner's Book pg. 93 -Local environment -Poster materials -Chart paper |
- Oral questions
-Diagram evaluation
-Written tests
|
|
| 4 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Identification
Multi-purpose River Projects in Africa - River Tana Projects Multi-purpose River Projects in Africa - Aswan High Dam Multi-purpose River Projects in Africa - Economic Importance Multi-purpose River Projects in Africa - Challenges Multi-purpose River Projects in Africa - Solutions to Challenges |
By the end of the
lesson, the learner
should be able to:
-Identify selected multi-purpose river projects on a map of Africa -Locate major multi-purpose river projects in Africa -Appreciate the importance of multi-purpose river projects |
- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa -Learners draw a sketch map of Africa and locate various multi-purpose river projects |
How useful are multi-purpose river projects in society?
|
- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa -Digital devices -Drawing materials -Pictures of dams - MENTOR Social Studies Learner's Book pg. 98 -Digital resources -Pictures of River Tana -Pictures of Aswan High Dam - MENTOR Social Studies Learner's Book pg. 99 -Pictures of river projects -Chart paper - MENTOR Social Studies Learner's Book pg. 100 -Pictures showing challenges - MENTOR Social Studies Learner's Book pg. 101 -Pictures of dredgers |
- Oral questions
-Map work evaluation
-Written assignments
|
|
| 4 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Importance to Society
Management and Conservation of the Environment - Distinction Management and Conservation of the Environment - Degradation Factors Management and Conservation of the Environment - Effects of Degradation Management and Conservation of the Environment - Conservation Measures Management and Conservation of the Environment - Practical Applications |
By the end of the
lesson, the learner
should be able to:
-Recognize the contribution of multi-purpose river projects to society -Write speeches on the importance of multi-purpose river projects -Appreciate the overall value of river projects in development |
- Learners write short speeches on the importance of multi-purpose river projects in society
-Learners read their speeches during Environment Day in school -Learners sing songs to recognize the importance of multi-purpose river projects |
Why are multi-purpose river projects important to society?
|
- MENTOR Social Studies Learner's Book pg. 102
-Speech writing materials -Digital resources - MENTOR Social Studies Learner's Book pg. 105 -Pictures showing environmental management and conservation -Chart paper - MENTOR Social Studies Learner's Book pg. 106 -Pictures showing environmental degradation - MENTOR Social Studies Learner's Book pg. 108 -Pictures showing effects of degradation - MENTOR Social Studies Learner's Book pg. 109 -Pictures of conservation measures - MENTOR Social Studies Learner's Book pg. 110 -Local materials for dustbins -Tree seedlings -Gardening tools |
- Speech evaluation
-Oral questions
-Written assignments
|
|
| 5 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Management and Conservation of the Environment - Project Planning
World Heritage Sites in Africa - Identification World Heritage Sites in Africa - Cultural Heritage World Heritage Sites in Africa - Conservation Measures World Heritage Sites in Africa - Conservation Strategies World Heritage Sites in Africa - Global Significance |
By the end of the
lesson, the learner
should be able to:
-Plan for environmental conservation projects -Identify environmental issues in the community -Appreciate the importance of managing and conserving the environment |
- Learners plan for projects on environmental issues like waste management, tree planting, pollution control, or soil conservation
-Learners identify specific actions to take in the school neighborhood -Learners create posters to inform community members on proper environmental management |
How can we implement environmental conservation projects?
|
- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials -Poster materials -Digital resources - MENTOR Social Studies Learner's Book pg. 112 -Map of Africa -Pictures of heritage sites - MENTOR Social Studies Learner's Book pg. 113 -Song composition materials - MENTOR Social Studies Learner's Book pg. 114 -Field visit materials -Clean-up materials - MENTOR Social Studies Learner's Book pg. 115 -Chart paper - MENTOR Social Studies Learner's Book pg. 116 -Card making materials |
- Project plan evaluation
-Poster assessment
-Observation
|
|
| 5 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Stages Arrangement The Constitution of Kenya - Importance of Understanding The Constitution of Kenya - Role of Parliament The Constitution of Kenya - Role of Citizens The Constitution of Kenya - Citizen Participation |
By the end of the
lesson, the learner
should be able to:
-Identify the stages in the constitution-making process in Kenya -Explain what happens in each stage of the constitution-making process -Appreciate the need for following a process in constitution-making |
- Learners study pictures showing constitution-making process in Kenya
-Learners identify stages like collection of views, constitutional conferences, referendum, and promulgation -Learners use digital devices or textbooks to research on the stages in the constitution-making process |
Why is constitution-making process in Kenya important?
|
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices -Pictures of constitution-making process -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 119 -Poster materials - MENTOR Social Studies Learner's Book pg. 120 -Resource person - MENTOR Social Studies Learner's Book pg. 121 -Video clips -Pictures of parliamentary sessions - MENTOR Social Studies Learner's Book pg. 122 -Pictures of citizens' participation - MENTOR Social Studies Learner's Book pg. 123 -Chart materials -Debate materials |
- Oral questions
-Written tests
-Observation
|
|
| 5 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Participating in Process
The Constitution of Kenya - Class Constitution The Constitution of Kenya - Defending the Constitution Civic Engagement - Individual Activities Civic Engagement - Collective Activities Civic Engagement - Creating Awareness |
By the end of the
lesson, the learner
should be able to:
-Participate in the constitution-making process in community -Role-play constitution-making process -Appreciate the importance of active participation in civic processes |
- Learners study pictures showing citizens participating in constitution-making
-Learners role-play a constitution-making process with some playing citizens and others playing commissioners -Learners give views on issues they need addressed in the constitution |
How can we actively participate in constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 123
-Role-play materials -Digital devices -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 124 -Writing materials -Chart paper -Display board - MENTOR Social Studies Learner's Book pg. 125 -Slogans on civic engagement - MENTOR Social Studies Learner's Book pg. 126 -Pictures of civic activities - MENTOR Social Studies Learner's Book pg. 127 -Poster materials -Internet resources -Civic journals |
- Role-play evaluation
-Oral questions
-Observation
|
|
| 5 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Political Parties
Civic Engagement - Democratic Governance Civic Engagement - Elective Positions Civic Engagement - Electoral Positions Civic Engagement - School Elections Civic Engagement - Promoting Values |
By the end of the
lesson, the learner
should be able to:
-Illustrate the role of political parties in democratic governance -Explain how political parties promote democratic values -Appreciate the contribution of political parties to governance |
- Learners read a conversation about the role of political parties in democratic governance
-Learners identify how political parties promote national unity and democracy -In groups, learners name political parties in Kenya and discuss how they promote democratic governance |
How do political parties contribute to democratic governance?
|
- MENTOR Social Studies Learner's Book pg. 128
-Digital devices -Newspapers -Political party manifestos - MENTOR Social Studies Learner's Book pg. 129 -Debate materials -Political party information - MENTOR Social Studies Learner's Book pg. 130 -Pictures of ballot boxes -Newspaper articles - MENTOR Social Studies Learner's Book pg. 131 -Diagram templates -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 132 -Election materials -Ballot boxes -Campaign materials -Poem composition materials -Community resources |
- Oral questions
-Group presentations
-Written assignments
|
|
| 6 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Understanding
Kenya's Bill of Rights - Research Kenya's Bill of Rights - Special Groups Kenya's Bill of Rights - Protection of Special Groups Kenya's Bill of Rights - Application Kenya's Bill of Rights - Assertiveness |
By the end of the
lesson, the learner
should be able to:
-Explore Kenya's Bill of Rights for mutual social well-being -Identify human rights and freedoms in the Constitution -Appreciate the importance of the Bill of Rights |
- Learners look at the Constitution of Kenya and identify Chapter Four
-Learners study pictures showing different human rights and freedoms -Learners identify human rights and freedoms shown in the pictures |
How can we protect the special groups in the community?
|
- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya -Pictures showing human rights -Digital devices - MENTOR Social Studies Learner's Book pg. 134 -Chart paper - MENTOR Social Studies Learner's Book pg. 135 -Pictures of special groups - MENTOR Social Studies Learner's Book pg. 136 - MENTOR Social Studies Learner's Book pg. 137 -Case studies - MENTOR Social Studies Learner's Book pg. 138 -Role play materials -Song/poem composition materials |
- Oral questions
-Rights identification assessment
-Written assignments
|
|
| 6 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Empathy for Special Groups
Kenya's Bill of Rights - Strategies for Protection Kenya's Bill of Rights - Practical Application Cultural Globalisation - Global Recognition Cultural Globalisation - Kenyan Cultural Items Cultural Globalisation - African Cultural Practices |
By the end of the
lesson, the learner
should be able to:
-Cultivate empathy and solidarity with special groups in society -Explain ways to show empathy to special groups -Appreciate the importance of mutual social responsibility |
- Learners study pictures showing people demonstrating empathy to special groups
-Learners discuss how people show empathy to children of refugees -Learners identify other ways of cultivating empathy with special groups |
How can we cultivate empathy for special groups in society?
|
- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 140 -Table templates -The Constitution of Kenya - MENTOR Social Studies Learner's Book pg. 141 -Human rights "fruit tree" diagram -Nearby homes for elderly - MENTOR Social Studies Learner's Book pg. 142 -Pictures of Kenyan cultural items - MENTOR Social Studies Learner's Book pg. 143 -Pictures of cultural items -Cultural artifacts - MENTOR Social Studies Learner's Book pg. 144 -Pictures of cultural practices |
- Oral questions
-Written assignments
-Group discussions
|
|
| 6 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
Social Studies and Personal Management |
Cultural Globalisation - African Philosophies
Cultural Globalisation - Cultural Preservation Cultural Globalisation - Healthy Relationships Cultural Globalisation - Speeches on Cultural Relationships Cultural Globalisation - Global Citizenship Cultural Globalisation - International Cultural Exchange Self-Improvement – Personality traits |
By the end of the
lesson, the learner
should be able to:
-Explain African cultural philosophies like African Socialism, Ujamaa, and Ubuntu -Examine how these philosophies promote common humanity -Value African cultural philosophies |
- Learners research on African cultural practices like African Socialism, Ujamaa, and Ubuntu
-Learners discuss how these practices promote common humanity -Learners present their findings in class |
How do African philosophies contribute to global cultural understanding?
|
- MENTOR Social Studies Learner's Book pg. 145
-Research materials -Digital devices -Cultural information - MENTOR Social Studies Learner's Book pg. 146 -Cultural preservation materials -Local cultural centers - MENTOR Social Studies Learner's Book pg. 147 -Pictures of cultural activities -Chart paper - MENTOR Social Studies Learner's Book pg. 148 -Speech texts -Chart materials - MENTOR Social Studies Learner's Book pg. 149 -Road map diagrams -Poster materials - MENTOR Social Studies Learner's Book pg. 150 -Debate materials -Documentation materials - Mentor Social Studies Learner's Book pg. 1 - Digital resources - Video clips on personality traits - Charts on personality traits |
- Research quality assessment
-Oral questions
-Presentation evaluation
|
|
| 6 | 4 |
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 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:
- 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 - Mentor Social Studies Learner's Book pg. 5 - 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
|
|
| 7 | 1 |
Social Studies and Personal Management
Community Service Learning Community Service Learning Community Service Learning 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 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:
- 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 - Mentor Social Studies Learner's Book pg. 15 - Internet access - Resource persons - Mentor Social Studies Learner's Book pg. 16 - Manila papers - Mentor Social Studies Learner's Book pg. 17 - Locally available materials - Tools and equipment - Project resources |
- Observation
- Oral questions
- Journal assessment
|
|
| 7 | 2 |
Community Service Learning
People and Relationships People and Relationships People and Relationships |
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 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:
- 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 - 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 - Pictures of human evolution stages |
- Observation
- Checklist
- Portfolio
|
|
| 7 | 3 |
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 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:
- 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 - Mentor Social Studies Learner's Book pg. 32 - Maps of Europe and Asia - Maps - Charts - Mentor Social Studies Learner's Book pg. 33 - Approved textbooks - Maps |
- Oral questions
- Written tests
- Observation
|
|
| 7 | 4 |
People and Relationships
|
Early Civilisation - Factors for Growth of Swahili Civilisation
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:
- 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 - Maps - Reference books - Mentor Social Studies Learner's Book pg. 35 - Pictures - Charts |
- Oral questions
- Written tests
- Group discussions
|
|
| 8 | 1 |
People and Relationships
|
Early Civilisation - Contributions to Modern World
Early Civilisation - Appreciating Cultural Heritage Trans-Saharan Slave Trade - Factors for Development |
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 - Mentor Social Studies Learner's Book pg. 37 - Manila papers - Marker pens - Digital devices - Mentor Social Studies Learner's Book pg. 39 - Maps - Projector |
- Oral questions
- Role play
- Written tests
|
|
| 8 | 2 |
People and Relationships
|
Trans-Saharan Slave Trade - Organisation of the Trade
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:
- 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 - Newspaper extracts - Reference books - Mentor Social Studies Learner's Book pg. 42 - Pictures - Charts - Digital devices |
- Oral questions
- Map work
- Written tests
|
|
| 8 | 3 |
People and Relationships
|
Trans-Saharan Slave Trade - Spread of Islam and Cultural Effects
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:
- 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 - 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
- Written tests
- Observation
|
|
| 8 | 4 |
People and Relationships
|
Population Growth in Africa - Effects of Population Growth
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:
- 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 - Mentor Social Studies Learner's Book pg. 49 - Charts - Reference books - Mentor Social Studies Learner's Book pg. 50 - Resource person |
- Oral questions
- Debate
- Written tests
|
|
| 9 | 1 |
People and Relationships
|
Population Growth in Africa - Demographic Trends in Kenya
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:
- 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 - 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
- Graph work
- Written tests
|
|
| 9 | 2 |
People and Relationships
|
Diversity and Interpersonal Skills - Cultural Practices and Beliefs
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:
- 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 - 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
- Written tests
- Group discussions
|
|
| 9 | 3 |
People and Relationships
|
Diversity and Interpersonal Skills - Impact of Emotions
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:
- 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 - Mentor Social Studies Learner's Book pg. 60 - Scenarios - Charts - Role play props - Mentor Social Studies Learner's Book pg. 61 - Posters - Manila papers |
- Oral questions
- Written tests
- Observation
|
|
| 9 | 4 |
People and Relationships
|
Diversity and Interpersonal Skills - Appreciating Cultural Diversities
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:
- 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 - Mentor Social Studies Learner's Book pg. 63 - Pictures - Mind maps - Mentor Social Studies Learner's Book pg. 64 - Dictionary - Charts - Digital devices |
- Oral questions
- Performance
- Observation
|
|
| 10 | 1 |
People and Relationships
|
Peaceful Conflict Resolution - Applying Conflict Resolution Methods
Peaceful Conflict Resolution - Strategies for Effective Communication Peaceful Conflict Resolution - Building Healthy Relationships |
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 - Mentor Social Studies Learner's Book pg. 67 - Scenarios - Pictures - Charts |
- Oral questions
- Creative writing
- Panel discussion
|
|
| 10 | 2 |
People and Relationships
Natural and Historic Built Environments |
Peaceful Conflict Resolution - Values in Building Relationships
Peaceful Conflict Resolution - Showing Empathy to Survivors 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:
- 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 - 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
- Written tests
- Observation
|
|
| 10 | 3 |
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 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:
- 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 - Mentor Social Studies Learner's Book Grade 8 pg. 80 - Drawing materials - Calculators - Rulers - Mentor Social Studies Learner's Book Grade 8 pg. 81 - Topographical map of Kijabe area - Grid paper |
- Oral questions
- Observation
- Practical exercises
|
|
| 10 | 4 |
Natural and Historic Built Environments
|
Map Reading and Interpretation - Measuring distances on maps
Map Reading and Interpretation - Methods of representing relief on maps 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:
- 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 - Mentor Social Studies Learner's Book Grade 8 pg. 85 - Manilla paper - Drawing materials - Mentor Social Studies Learner's Book Grade 8 pg. 87 - Key/legend charts |
- Oral questions
- Observation
- Practical demonstrations
|
|
| 11 | 1 |
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 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 Weather and Climate - Characteristics of climatic regions |
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 - Climate maps - Video clips - Mentor Social Studies Learner's Book Grade 8 pg. 96 - Map of Africa - Colouring materials - Mentor Social Studies Learner's Book Grade 8 pg. 97 - Manilla paper - Beans, maize, sand, leaves - Glue - Crayons/paints - Mentor Social Studies Learner's Book Grade 8 pg. 98 - Climate charts |
- Oral questions
- Observation
- Debates
|
|
| 11 | 2 |
Natural and Historic Built Environments
|
Weather and Climate - Characteristics of other climatic regions
Weather and Climate - Causes of climate change Weather and Climate - Managing disaster-related stress Weather and Climate - Effects of climate change on environment Weather and Climate - Solutions to climate change effects |
By the end of the
lesson, the learner
should be able to:
- Describe characteristics of tropical savannah, Mediterranean and mountain climates - Compare different climatic regions - Appreciate the variety of African climates |
- Learners describe characteristics of tropical savannah, Mediterranean and mountain climates
- Watch video clip on characteristics of climatic regions - Compare notes with classmates - Make summary notes |
What distinguishes Mediterranean climate from mountain climate?
|
- Mentor Social Studies Learner's Book Grade 8 pg. 98
- Video clips - Digital resources - Climate charts - Mentor Social Studies Learner's Book Grade 8 pg. 100 - Pictures - Charts - Mentor Social Studies Learner's Book Grade 8 pg. 101 - Charts - Resource persons - Mentor Social Studies Learner's Book Grade 8 pg. 102 - Mentor Social Studies Learner's Book Grade 8 pg. 103 - Digital resources |
- Oral questions
- Written tests
- Observation
|
|
| 11 | 3 |
Natural and Historic Built Environments
|
Vegetation in Africa - Factors influencing vegetation distribution
Vegetation in Africa - Relief and human activities on vegetation Vegetation in Africa - Locating vegetation regions Vegetation in Africa - Characteristics of vegetation regions Vegetation in Africa - Methods of conserving vegetation Vegetation in Africa - Monitoring and research programs |
By the end of the
lesson, the learner
should be able to:
- Explain factors influencing vegetation distribution in Africa - Describe how soil and climate affect vegetation - Appreciate factors that influence plant growth |
- Learners go for nature walk to observe plants in school compound
- Brainstorm in groups factors influencing vegetation in Africa - Use digital devices or atlases to find out factors influencing vegetation distribution - Make summary notes |
What factors influence vegetation distribution in Africa?
|
- Mentor Social Studies Learner's Book Grade 8 pg. 108
- School environment - Atlases - Digital resources - Mentor Social Studies Learner's Book Grade 8 pg. 109 - Charts - Digital resources - Road map diagrams - Mentor Social Studies Learner's Book Grade 8 pg. 112 - Map of Africa - Colouring materials - Local environment - Pictures - Mentor Social Studies Learner's Book Grade 8 pg. 114 - Pictures - Manilla paper |
- Oral questions
- Observation
- Written tests
|
|
| 11 | 4 |
Natural and Historic Built Environments
|
Vegetation in Africa - Conservation for career exploration
Vegetation in Africa - Appreciating vegetation conservation 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 Historical Sites and Monuments in Africa - Meroe and Timbuktu |
By the end of the
lesson, the learner
should be able to:
- Identify careers related to vegetation conservation - Explore personal interests in conservation careers - Appreciate vegetation conservation for environmental sustainability |
- Learners study pictures showing different careers (farmers with seedlings, forest rangers, botanists)
- Discuss careers related to conservation of vegetation - Participate in tree planting activities - Share findings on careers with parents/guardians |
What careers are related to vegetation conservation?
|
- 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 - Mentor Social Studies Learner's Book Grade 8 pg. 120 - Map of Africa - Digital resources - Pictures - Reference books - Pictures and photographs - Album materials - Reference materials |
- Oral questions
- Observation
- Interviews
|
|
| 12 | 1 |
Natural and Historic Built Environments
Political Developments and Governance Political Developments and Governance |
Historical Sites and Monuments in Africa - Robben Island
Historical Sites and Monuments in Africa - Importance of historical sites 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 The Constitution of Kenya – Components of the Constitution (continued) |
By the end of the
lesson, the learner
should be able to:
- Describe the historical significance of Robben Island - Explain its role in the struggle against apartheid - Show empathy for those who fought for freedom |
- Learners discuss the history and significance of Robben Island
- Research the role of Robben Island in South African history - Discuss notable figures associated with the site - Add photographs to class album |
What is the historical significance of Robben Island?
|
- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Pictures - Digital resources - Video clips - Charts - Digital resources - Manilla paper - Marker pens - Album materials - Pictures and photographs - Local cultural artifacts - Mentor Social Studies Learner's Book pg. 128 - The Constitution of Kenya - Charts on components of the Constitution - Mentor Social Studies Learner's Book pg. 129 - Manila papers - Marker pens |
- Oral questions
- Written tests
- Discussions
|
|
| 12 | 2 |
Political Developments and Governance
|
The Constitution of Kenya – Roles of the three arms of government
The Constitution of Kenya – Roles of the Judiciary and Legislature 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 Human Rights – Respecting and protecting specific human rights |
By the end of the
lesson, the learner
should be able to:
- Illustrate the roles of the Executive arm of government - Explain the structure of the National Government in Kenya - Value the role of the Executive in governance |
- Work harmoniously in groups to discuss the roles of the Executive arm of government - Study the structure of the National Government in Kenya - Create manila paper charts illustrating the roles of the Executive and display |
What are the roles of the Executive arm of government?
|
- Mentor Social Studies Learner's Book pg. 130
- The Constitution of Kenya - Digital resources - Charts on government structure - Manila papers - Mentor Social Studies Learner's Book pg. 131 - 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 - Mentor Social Studies Learner's Book pg. 136 - Posters on human rights |
- Observation
- Oral questions
- Chart assessment
|
|
| 12 | 3 |
Political Developments and Governance
|
Human Rights – Effective communication on human rights issues
Human Rights – Children's Rights in Kenya (Children's Act 2022) 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 Human Rights – Responsibility of society in protecting human rights |
By the end of the
lesson, the learner
should be able to:
- Describe the process of effective communication on human rights issues - Develop an effective communication plan on human rights - Appreciate the role of communication in promoting human rights |
- Role-play scenarios that depict the process of effective communication on human rights issues - Study a flow chart showing process of effective communication on human rights issues - Come up with an effective communication plan on human rights |
How can effective communication foster respect for human rights?
|
- Mentor Social Studies Learner's Book pg. 137
- Digital resources - Flow charts - Manila papers - Mentor Social Studies Learner's Book pg. 138 - Children's Act 2022 - Citizenship Education Learners Activity Book - Mentor Social Studies Learner's Book pg. 139 - African Charter on the Rights and Welfare of the Child - 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 - Mentor Social Studies Learner's Book pg. 142 - Citizenship Education Teachers Handbook |
- Observation
- Oral questions
- Role-play assessment
|
|
| 12 | 4 |
Political Developments and Governance
|
Citizenship – Qualities of a global citizen
Citizenship – Responsibilities of a global citizen 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) 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:
- Describe qualities of a global citizen in an interconnected society - Identify characteristics of global citizens - Appreciate the importance of global citizenship |
- Brainstorm on qualities and responsibilities of a global citizen in the world today - Read stories about people with qualities of global citizens - Debate on the qualities of a global citizen in the modern society |
How can we promote global citizenship?
|
- Mentor Social Studies Learner's Book pg. 144
- Digital resources - Citizenship Education Learners Activity Book - Charts - Mentor Social Studies Learner's Book pg. 145 - Video clips - Manila papers - Mentor Social Studies Learner's Book pg. 146 - Manila papers - Marker pens - Digital resources - Photographs of Wangari Maathai - Reference books - Mentor Social Studies Learner's Book pg. 147 - Photographs of Mahatma Gandhi - Mentor Social Studies Learner's Book pg. 148 - Pictures of regional cooperation - Maps of East Africa - Mentor Social Studies Learner's Book pg. 150 - Maps of Africa - 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
- Debate assessment
|
Your Name Comes Here