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
Self-Esteem Assessment – Improving self-esteem

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
- Mentor Social Studies Learner's Book pg. 10
- Self-esteem journal templates

- Observation - Oral questions - Written assignments

Community Service Learning

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

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

- Identify a problem/gap in the community
- Discuss problems that affect the community
- Appreciate the need to address community problems

- Brainstorm and identify problems/gaps/opportunities in their school/community that need attention
- Study pictures showing problems faced by communities
- List down problems in the community that should be addressed

How does one determine some gaps/needs in the community?

- Mentor Social Studies Learner's Book pg. 13
- Digital resources
- 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

- Observation - Oral questions - Group presentations

Community Service Learning

Community Service Learning Project – Planning to implement the solution
Community Service Learning Project – Implementing the plan (Part 1)
Community Service Learning Project – Implementing the plan (Part 2)

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

- Plan to implement the solution to the identified problem
- Develop a project implementation plan
- Appreciate the importance of planning in project implementation

- Discuss and draw a plan for implementing the proposed solution
- Share roles, create a list of activities to be undertaken, mobilise resources needed and set timelines for execution
- Develop a plan showing activities, resources needed and timelines

What steps are involved in planning a community project?

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

- Observation - Oral questions - Project plans

Community Service Learning
People and Relationships

Community Service Learning Project – Reporting on the concluded project
Community Service Learning Project – Reflection and appreciation
Scientific Theory about Human Origin - The Evolution Theory

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

- Report/account on the concluded project
- Write a summary report on project activities
- Appreciate the importance of project documentation

- Reflect on the concluded project and submit a summary account/report to the CSL teacher
- Write a report detailing project activities and learnings from feedback
- Showcase project items and reflect on feedback

How do we report on a concluded community project?

- 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

- Observation - Oral questions - Written reports

People and Relationships

Scientific Theory about Human Origin - Stages of Human Evolution
Scientific Theory about Human Origin - Changes in Humans due to Evolution
Scientific Theory about Human Origin - Conclusions on Human Origin
Scientific Theory about Human Origin - Preservation of Early Human Remains

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

- Identify the different stages of human evolution
- Draw charts showing stages of human evolution
- Appreciate the process of human evolution

- Use digital devices or textbooks to search for different stages of evolution
- Draw charts showing stages of human evolution from earliest to most recent
- Display charts in class for others to see

What are the different stages through which humans evolved?

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

- Oral questions - Project work - Observation

People and Relationships

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

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

- Explain reasons why Africa is considered the cradle of humanity
- Locate pre-historic sites on the map of Africa
- Recognise Africa's significance in human origin

- Read article on reasons Africa is the cradle for humanity
- Draw map of Africa showing pre-historic sites
- Discuss reasons such as oldest fossils, favourable climate, and central location

Why is Africa considered the cradle of humanity?

- 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

- Oral questions - Written tests - Project work

People and Relationships

Early Civilisation - The Swahili Civilisation
Early Civilisation - Factors for Growth of Swahili Civilisation

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

- Describe the Swahili civilisation along the East African Coast
- Explain the origin of the term 'Swahili'
- Value the Swahili cultural heritage

- Use internet or textbooks to find out about Swahili civilisation
- Describe the Swahili civilisation along the East African Coast
- Write an essay on findings

What was the Swahili civilisation and how did it develop?

- Mentor Social Studies Learner's Book pg. 33
- Digital devices
- Approved textbooks
- Maps
- Mentor Social Studies Learner's Book pg. 34
- Charts
- Journal entries

- Oral questions - Written tests - Essay writing

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
Trans-Saharan Slave Trade - Promoting Social Justice

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

- Oral questions - Written tests - Observation

People and Relationships

Population Growth in Africa - Causes of Population Growth

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

- Explore causes of population growth in Africa
- Explain factors such as improved healthcare and high birth rates
- Show interest in demographic studies

- Study pictures showing causes of population growth
- Brainstorm in groups causes of population growth
- Design poster on causes of population growth

What are the main causes of population growth in Africa?

- Mentor Social Studies Learner's Book pg. 46
- Pictures
- Manila papers
- Digital devices

- Oral questions - Observation - Project work

People and Relationships

Population Growth in Africa - Effects of Population Growth
Population Growth in Africa - Types of 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

- Oral questions - Debate - Written tests

People and Relationships

Population Growth in Africa - Factors Influencing Migration
Population Growth in Africa - Demographic Trends in Kenya

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

- Explain factors that influence migration in Africa
- Analyse push and pull factors of migration
- Value stability in communities

- Research on factors that influence migration in Africa
- Complete table on factors influencing migration
- Listen to resource person discuss effects of migration

What factors influence migration in Africa?

- Mentor Social Studies Learner's Book pg. 50
- Digital devices
- Resource person
- Reference books
- Mentor Social Studies Learner's Book pg. 51
- Census data
- Graph papers
- Digital devices

- Oral questions - Written tests - Observation

People and Relationships

Population Growth in Africa - Creating Awareness on Effects

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

- Oral questions - Project work - Observation

People and Relationships

Diversity and Interpersonal Skills - Socio-cultural Diversities in Kenya
Diversity and Interpersonal Skills - Cultural Practices and Beliefs

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

- Explore socio-cultural diversities in Kenya
- Explain differences in cultural practices among communities
- Appreciate cultural diversity

- Study pictures of different traditional costumes
- Discuss meaning of socio-cultural diversity and inclusion
- Search for various socio-cultural diversities in Kenya

What are the different socio-cultural diversities in Kenya?

- Mentor Social Studies Learner's Book pg. 55
- Pictures of traditional costumes
- Digital devices
- Reference books
- Mentor Social Studies Learner's Book pg. 56
- Radio
- Charts

- Oral questions - Observation - Written tests

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
Natural and Historic Built Environments

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

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
- Topographical maps of Yimbo and Taita areas
- Rulers
- Compasses

- Oral questions - Journal writing - Debate

Natural and Historic Built Environments

Map Reading and Interpretation - Types of scales on maps
Map Reading and Interpretation - Converting scales
Map Reading and Interpretation - Converting to linear scale

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

- Identify types of scales used on topographical maps
- Describe statement scale, linear scale and representative fraction scale
- Show interest in learning about map scales

- Use digital devices or textbooks to search for types of scales
- In groups, discuss and outline the three types of scales found on topographical maps
- Make summary notes and share in class

What are the different types of scales used on maps?

- 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
- Rulers
- Drawing materials

- Oral questions - Observation - Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Calculating areas of regular shapes
Map Reading and Interpretation - Calculating areas of irregular shapes
Map Reading and Interpretation - Measuring distances on maps

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

- Identify regular and irregular features on maps
- Calculate areas of regular shapes on topographical maps
- Show interest in calculating areas on maps

- Learners discuss features with regular shapes (rectangles, triangles) on maps
- Practice calculating areas using formulas for rectangles and triangles
- Share methods used in class

How do you calculate the area of regular features on a map?

- Mentor Social Studies Learner's Book Grade 8 pg. 80
- Topographical maps
- Calculators
- Rulers
- Mentor Social Studies Learner's Book Grade 8 pg. 81
- Topographical map of Kijabe area
- Grid paper
- Calculators
- Mentor Social Studies Learner's Book Grade 8 pg. 82
- String
- Paper strips
- Pair of dividers

- Oral questions - Written tests - Practical exercises

Natural and Historic Built Environments

Map Reading and Interpretation - Methods of representing relief on maps
Map Reading and Interpretation - Trigonometric points and spot heights

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

- Describe methods of representing relief on topographical maps
- Identify hachures, contours and layer colouring
- Value different methods of relief representation

- Use digital devices or textbooks to search for methods of representing relief
- Read and discuss the research journal on relief representation methods
- Describe hachures, contours and layer colouring and their uses

What methods are used to represent relief on topographical maps?

- Mentor Social Studies Learner's Book Grade 8 pg. 84
- Topographical maps
- Digital resources
- Charts
- Mentor Social Studies Learner's Book Grade 8 pg. 85
- Manilla paper
- Drawing materials

- Oral questions - Written tests - Observation

Natural and Historic Built Environments

Map Reading and Interpretation - Physical features on topographical maps
Map Reading and Interpretation - Application of maps in day-to-day life

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

- Identify physical features related to drainage, relief and vegetation on maps
- Interpret conventional symbols on topographical maps
- Show interest in identifying physical features on maps

- Learners study topographical map of Oyugis area and identify physical features
- Match conventional symbols with their features
- Draw diagrams showing relief and drainage features
- Share work in class

How are physical features represented on topographical maps?

- Mentor Social Studies Learner's Book Grade 8 pg. 87
- Topographical maps
- Key/legend charts
- Mentor Social Studies Learner's Book Grade 8 pg. 89
- Pictures of maps in use
- Digital resources

- Oral questions - Written tests - Practical work

Natural and Historic Built Environments

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

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

- Describe factors influencing climate in Africa
- Explain how altitude and latitude influence climate
- Show interest in understanding climate factors

- Learners use atlases, textbooks or digital resources to search for factors influencing climate
- Discuss factors such as altitude, latitude and relief
- Make summary notes and share in class

What factors influence climate in Africa?

- 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

- Oral questions - Written tests - Observation

Natural and Historic Built Environments

Weather and Climate - Constructing a climatic model of Africa
Weather and Climate - Characteristics of climatic regions
Weather and Climate - Characteristics of other climatic regions

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

- Construct a simple African climatic model
- Illustrate major climatic regions using locally available materials
- Appreciate creativity in model making

- Learners draw a large map of Africa on manilla paper
- Use beans, maize, sand, leaves or paints to illustrate different climatic regions
- Display models for gallery walk and analysis
- Display best model at Social Studies Corner

How can we represent climatic regions on a model?

- 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
- Digital resources
- Video clips
- Digital resources
- Climate charts

- Observation - Project work - Portfolio

Natural and Historic Built Environments

Weather and Climate - Causes of climate change
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:

- Identify causes of climate change
- Distinguish between natural and human causes of climate change
- Show concern about climate change

- Learners study pictures showing causes of climate change (industrial emissions, deforestation)
- Debate: 'Climate change is caused by natural causes' vs 'Climate change is caused by human activities'
- Make summary notes on points raised

What are the main causes of climate change?

- Mentor Social Studies Learner's Book Grade 8 pg. 100
- Pictures
- Digital resources
- Charts
- Mentor Social Studies Learner's Book Grade 8 pg. 101
- Charts
- Resource persons
- Mentor Social Studies Learner's Book Grade 8 pg. 102

- Oral questions - Debates - Observation

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
Historical Sites and Monuments in Africa - Meroe and Timbuktu

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
- Reference materials

- Oral questions - Map work - Observation

Natural and Historic Built Environments

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

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

- Oral questions - Written tests - Discussions

Natural and Historic Built Environments
Political Developments and Governance
Political Developments and Governance

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:

- Apply ways of conserving cultural heritage in the community
- Create album of historical sites and monuments
- Show commitment to promoting cultural heritage

- Learners complete album of historical sites and monuments and display in class
- Discuss ways of applying conservation in their community
- Plan visit to local historical site or cultural centre
- Participate in establishing cultural corner or cultural days in school

How can we apply conservation of cultural heritage in our community?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- 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
- Mentor Social Studies Learner's Book pg. 129
- Manila papers
- Marker pens

- Observation - Portfolio - Project work

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

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

- Observation - Oral questions - Chart assessment

Political Developments and Governance

Human Rights – How human rights can be respected and protected
Human Rights – Respecting and protecting specific human rights
Human Rights – Effective communication on human rights issues

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

- Explore how human rights can be respected and protected in the community
- Identify different human rights
- Show interest in promoting human rights

- Foster fairness and justice among peers as they brainstorm on how human rights can be respected and protected in the community
- Study pictures showing people enjoying different human rights
- Suggest how human rights can be respected and protected in the community

How can we promote respect for human rights in the community?

- Mentor Social Studies Learner's Book pg. 135
- Digital resources
- Pictures showing human rights
- The Constitution of Kenya
- Mentor Social Studies Learner's Book pg. 136
- Posters on human rights
- Flip charts
- Mentor Social Studies Learner's Book pg. 137
- Flow charts
- Manila papers

- Observation - Oral questions - Group presentations

Political Developments and Governance

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

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

- Outline Children's Rights as stipulated in the Children's Act 2022
- Identify the provisions of the Children's Act 2022
- Show interest in Children's Rights

- Use print or digital resources to search for and identify the rights of the child as stipulated in the Children's Act 2022
- Make a list of the Children's Rights in the Children's Act 2022
- Share findings with others in class

What are the Children's Rights in Kenya?

- Mentor Social Studies Learner's Book pg. 138
- Children's Act 2022
- Digital resources
- 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

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – Taking action to protect human rights
Human Rights – Responsibility of society in protecting human rights
Citizenship – Qualities of a global citizen

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

- Apply ways of taking action to protect human rights in society
- Design strategies for protecting human rights
- Appreciate individual role in protecting human rights

- Using digital or print resources, find out how we can take action to protect human rights in the society
- Think about the action to take to promote protection of human rights such as non-discrimination, right to life, right to education
- Make summary notes and share with other groups

What actions can we take to protect human rights?

- Mentor Social Studies Learner's Book pg. 141
- Digital resources
- Posters
- Flip charts
- Mentor Social Studies Learner's Book pg. 142
- Citizenship Education Teachers Handbook
- Reference books
- Mentor Social Studies Learner's Book pg. 144
- Citizenship Education Learners Activity Book
- Charts

- Observation - Oral questions - Written assignments

Political Developments and Governance

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)

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

- Explain responsibilities of a global citizen in the world today
- Relate responsibilities to daily life
- Value responsibilities of global citizenship

- Use digital or print resources to find out the responsibilities of a global citizen
- Become aware about responsibilities of global citizens by developing communication messages or posters
- Watch a video clip on responsibilities of a global citizen

What are the responsibilities of a global citizen?

- Mentor Social Studies Learner's Book pg. 145
- Digital resources
- 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
- 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