Natural and Historic Built Environments

Management and Conservation of the Environment - Factors that degrade the environment

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

- Identify factors that lead to degradation of the environment.
- Investigate factors that lead to environmental degradation in the community.
- Appreciate the need to prevent environmental degradation.

In groups, learners are guided to:
- Research factors that lead to environmental degradation in the community.
- View video clips/documentaries or pictures on degradation.
- Write an essay on the factors that lead to degradation.

What factors lead to degradation of the environment?

- Oxford Evolving World Social Studies Grade 9 pg. 133
- Video clips/documentaries
- Digital devices
- Reference books

- Observation - Essay - Oral questions

Natural and Historic Built Environments

Management and Conservation of the Environment - Effects of environmental degradation

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

- Describe the effects of environmental degradation in society.
- Analyse the effects of environmental degradation using print/digital resources.
- Appreciate the consequences of environmental degradation.

In groups, learners are guided to:
- Use print/digital resources to establish the effects of degradation.
- Discuss the effects of degradation on society.
- Present findings in class.

What are the effects of environmental degradation in society?

- Oxford Evolving World Social Studies Grade 9 pg. 135
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Measures to manage and conserve the environment

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

- Identify measures to manage and conserve the environment.
- Design measures to manage and conserve the environment for sustainability.
- Acknowledge the importance of conserving the environment.

In groups, learners are guided to:
- Brainstorm on measures to manage and conserve the environment.
- Discuss sustainable conservation measures.
- Design measures for environmental sustainability.

How can we manage and conserve the environment for sustainability?

- Oxford Evolving World Social Studies Grade 9 pg. 136
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Management versus conservation

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

- Explain the meaning of management and conservation of the environment.
- Distinguish between management and conservation of the environment.
- Value responsible use of environmental resources.

In groups, learners are guided to:
- Discuss the meaning of management of the environment.
- Discuss the meaning of conservation of the environment.
- Distinguish between management and conservation with examples.

What is the difference between managing and conserving the environment?

- Oxford Evolving World Social Studies Grade 9 pg. 137
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

Management and Conservation of the Environment - Creative conservation of the immediate environment
Management and Conservation of the Environment - Conservation messages and posters

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

- Outline creative ways of managing and conserving the immediate environment.
- Apply creative thinking skills to manage and conserve the immediate environment.
- Acknowledge the value of teamwork in conservation.

In groups, learners are guided to:
- Demonstrate tolerance and understand different viewpoints in conservation.
- Carry out a project on waste management in the school neighbourhood.
- Participate in environmental conservation in the community.

How can we creatively manage and conserve our immediate environment?

- Oxford Evolving World Social Studies Grade 9 pg. 138
- Project materials
- Digital devices
- Reference books
- Oxford Evolving World Social Studies Grade 9 pg. 139
- Manila/charts

- Observation - Project - Oral questions

Natural and Historic Built Environments

World Heritage Sites in Africa - Meaning of world heritage sites

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

- Explain the meaning of a world heritage site.
- Use digital/print resources to identify selected world heritage sites in Africa.
- Value world heritage sites in Africa.

In groups, learners are guided to:
- Discuss the meaning of a world heritage site.
- Use digital/print resources to identify selected world heritage sites.
- Make notes on the selected sites.

What is a world heritage site?

- Oxford Evolving World Social Studies Grade 9 pg. 141
- Digital devices
- Reference books
- Pictures

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Locating world heritage sites in Africa

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

- Identify the location of selected world heritage sites in Africa.
- Use a map to locate the selected world heritage sites.
- Appreciate the spread of heritage sites across Africa.

In groups, learners are guided to:
- Study the locations of Robben Island, Lalibela, Vallee de Mai, Serengeti and Victoria Falls.
- Locate and label the sites on a map of Africa.
- Present the labelled map in class.

Where are the selected world heritage sites in Africa located?

- Oxford Evolving World Social Studies Grade 9 pg. 142
- Map of Africa
- Digital devices
- Reference books

- Observation - Practical work - Oral questions

Natural and Historic Built Environments

World Heritage Sites in Africa - Importance in promoting cultural heritage

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

- Explain the importance of world heritage sites in promoting cultural heritage.
- Analyse the importance of selected world heritage sites in promoting cultural heritage.
- Appreciate the cultural value of world heritage sites.

In groups, learners are guided to:
- Brainstorm on the importance of the selected world heritage sites.
- Discuss how the sites promote cultural heritage.
- Demonstrate respect for diversity of cultural expression.

How do world heritage sites promote cultural heritage?

- Oxford Evolving World Social Studies Grade 9 pg. 143
- Digital devices
- Reference books
- Pictures

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Conserving selected world heritage sites

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

- Identify measures to conserve selected world heritage sites.
- Design measures to conserve the selected world heritage sites.
- Value the conservation of world heritage sites.

In groups, learners are guided to:
- Discuss threats facing world heritage sites.
- Design measures to conserve the selected sites.
- Present the measures in class.

How can we conserve world heritage sites?

- Oxford Evolving World Social Studies Grade 9 pg. 144
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments

World Heritage Sites in Africa - Conserving heritage sites in the locality

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

- Identify heritage sites within the locality.
- Apply critical thinking skills to conserve heritage sites within the locality.
- Value heritage sites in the community.

In groups, learners are guided to:
- Identify heritage sites within the locality.
- Apply critical thinking skills to suggest conservation measures.
- Present local conservation plans.

How can we conserve heritage sites within our locality?

- Oxford Evolving World Social Studies Grade 9 pg. 145
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

Natural and Historic Built Environments
Political Developments and Governance

World Heritage Sites in Africa - Valuing heritage sites in the community
The Constitution of Kenya - Stages in the constitution-making process

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

- Explain the value of heritage sites in the community.
- Create messages promoting the conservation of heritage sites.
- Value heritage sites in the community.

In groups, learners are guided to:
- Discuss the value of heritage sites in the community.
- Create messages/posters promoting conservation of heritage sites.
- Answer the are-you-able-to review questions.

Why should we value heritage sites in the community?

- Oxford Evolving World Social Studies Grade 9 pg. 146
- Manila/charts
- Digital devices
- Reference books
- Oxford Evolving World Social Studies Grade 9 pg. 147
- Reference books
- Constitution of Kenya

- Observation - Posters - Oral questions

Political Developments and Governance

The Constitution of Kenya - Illustrating the constitution-making stages
The Constitution of Kenya - Role of Parliament in constitution-making

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

- Describe the stages in the constitution-making process in Kenya.
- Create posters showing the stages of the constitution-making process.
- Appreciate the orderly stages in making a constitution.

In groups, learners are guided to:
- Discuss each stage of the constitution-making process.
- Create posters on the stages of the process.
- Display the posters in class.

How does a constitution move through its making stages?

- Oxford Evolving World Social Studies Grade 9 pg. 149
- Manila/charts
- Digital devices
- Reference books
- Oxford Evolving World Social Studies Grade 9 pg. 150
- Video clips

- Observation - Posters - Oral questions

Political Developments and Governance

The Constitution of Kenya - Role of citizens in constitution-making
The Constitution of Kenya - Participating as a responsible citizen

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

- Explain the role of citizens in the constitution-making process.
- Distinguish between the roles of Parliament and citizens in constitution-making.
- Appreciate the role of citizens in making the constitution.

In groups, learners are guided to:
- Engage a resource person to talk about the role of citizens.
- Discuss how citizens contribute to constitution-making.
- Distinguish between the roles of Parliament and citizens.

What is the role of citizens in the constitution-making process?

- Oxford Evolving World Social Studies Grade 9 pg. 151
- Resource person
- Digital devices
- Reference books
- Oxford Evolving World Social Studies Grade 9 pg. 152
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Political Developments and Governance

The Constitution of Kenya - Values in the constitution-making process
The Constitution of Kenya - Defending and promoting the Constitution
The Constitution of Kenya - Patriotic songs and the Constitution

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

- Identify values exercised during the constitution-making process.
- Demonstrate, through role-play, values exercised during constitution-making.
- Value patriotism and unity in the constitution-making process.

In groups, learners are guided to:
- Role-play the values that should be exercised during constitution-making.
- Discuss values such as peace, unity and patriotism.
- Share in class.

Which values should guide the constitution-making process?

- Oxford Evolving World Social Studies Grade 9 pg. 153
- Digital devices
- Reference books
- Charts
- Oxford Evolving World Social Studies Grade 9 pg. 154
- Constitution of Kenya
- Oxford Evolving World Social Studies Grade 9 pg. 155
- Manuscripts

- Observation - Role-play - Oral questions

Political Developments and Governance

Civic Engagement in Governance - Meaning of civic engagement

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

- Explain the meaning of civic engagement.
- Investigate civic engagement activities in Kenya using research.
- Appreciate civic engagement in promoting good governance.

In groups, learners are guided to:
- Brainstorm on the meaning of civic engagement.
- Research civic engagement activities in Kenya.
- Present findings in class.

What is civic engagement?

- Oxford Evolving World Social Studies Grade 9 pg. 157
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Political Developments and Governance

Civic Engagement in Governance - Individual and collective civic engagement

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

- Identify individual and collective civic engagement activities in Kenya.
- Create posters and slogans on individual and collective civic engagement.
- Appreciate participation in civic engagement activities.

In groups, learners are guided to:
- Brainstorm on individual and collective civic engagement activities.
- Develop slogans on civic engagement.
- Create and display posters on civic engagement activities.

What civic engagement activities can citizens take part in?

- Oxford Evolving World Social Studies Grade 9 pg. 158
- Manila/charts
- Digital devices
- Reference books

- Observation - Posters/slogans - Oral questions

Political Developments and Governance

Civic Engagement in Governance - Political parties in democratic governance

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

- Explain the role of political parties in democratic governance.
- Analyse the constitutional requirements and role of political parties (Article 91).
- Value the role of political parties in democracy.

In groups, learners are guided to:
- Discuss the basic constitutional requirements for political parties (Article 91).
- Discuss the role of political parties in democratic governance.
- Present findings in class.

What is the role of political parties in democratic governance?

- Oxford Evolving World Social Studies Grade 9 pg. 161
- Constitution of Kenya
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

Political Developments and Governance

Civic Engagement in Governance - Positions vied for in a general election
Civic Engagement in Governance - Participating in democratic processes

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

- Outline the positions vied for in a general election in Kenya.
- Design charts on the various elective positions in Kenya.
- Appreciate the electoral positions in democratic governance.

In groups, learners are guided to:
- Discuss the positions vied for in a general election in Kenya.
- Design charts on the various elective positions.
- Display the charts, take a gallery walk and peer assess.

What positions are vied for in a general election in Kenya?

- Oxford Evolving World Social Studies Grade 9 pg. 165
- Manila/charts
- Digital devices
- Reference books
- Oxford Evolving World Social Studies Grade 9 pg. 166
- Reference books
- Charts

- Observation - Charts - Peer assessment

Political Developments and Governance

Civic Engagement in Governance - Values for ethical civic engagement

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

- Identify values that promote ethical civic engagement.
- Demonstrate, through role-play, values that promote ethical civic engagement.
- Value ethical conduct in civic engagement.

In groups, learners are guided to:
- Role-play scenarios that bring out values promoting ethical civic engagement.
- Discuss values such as peace, social justice and integrity.
- Answer the are-you-able-to review questions.

How does civic engagement promote good governance in the country?

- Oxford Evolving World Social Studies Grade 9 pg. 167
- Digital devices
- Reference books
- Charts

- Observation - Role-play - Oral questions

Political Developments and Governance

Kenya's Bill of Rights - Exploring Kenya's Bill of Rights

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

- Explain the meaning and purpose of Kenya's Bill of Rights.
- Investigate Kenya's Bill of Rights using digital/print resources.
- Appreciate the Bill of Rights for mutual social well-being.

In groups, learners are guided to:
- Use digital/print resources to research Kenya's Bill of Rights and make notes.
- Discuss the meaning and purpose of the Bill of Rights.
- Present findings in class.

What is Kenya's Bill of Rights?

- Oxford Evolving World Social Studies Grade 9 pg. 168
- Constitution of Kenya
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

Political Developments and Governance

Kenya's Bill of Rights - Rights and freedoms in the Bill of Rights

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

- Identify the rights and freedoms in Kenya's Bill of Rights.
- Classify the rights and freedoms in the Bill of Rights.
- Value the rights and freedoms in the Bill of Rights.

In groups, learners are guided to:
- Discuss the rights and freedoms in the Bill of Rights.
- Classify the rights into categories.
- Present findings in class.

What rights and freedoms are contained in Kenya's Bill of Rights?

- Oxford Evolving World Social Studies Grade 9 pg. 170
- Constitution of Kenya
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

Political Developments and Governance

Kenya's Bill of Rights - Rights of the elderly

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

- Explain the human rights of the elderly.
- Analyse the human rights of the elderly for social justice.
- Cultivate empathy and solidarity with the elderly.

In groups, learners are guided to:
- Research the rights of the elderly.
- Discuss the human rights of the elderly.
- Present findings in class.

What are the human rights of the elderly?

- Oxford Evolving World Social Studies Grade 9 pg. 172
- Digital devices
- Reference books
- Constitution of Kenya

- Observation - Oral questions - Written assignments

Political Developments and Governance

Kenya's Bill of Rights - Rights of refugees

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

- Explain the human rights of refugees.
- Analyse the human rights of refugees for social justice and inclusivity.
- Cultivate empathy and solidarity with refugees.

In groups, learners are guided to:
- Research the rights of refugees.
- Discuss the human rights of refugees.
- Present findings in class.

What are the human rights of refugees?

- Oxford Evolving World Social Studies Grade 9 pg. 174
- Digital devices
- Reference books
- Constitution of Kenya

- Observation - Oral questions - Written assignments

Political Developments and Governance

Kenya's Bill of Rights - Rights of migrants

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

- Explain the human rights of migrants.
- Design posters on human rights laws about migrants.
- Cultivate empathy and solidarity with migrants.

In groups, learners are guided to:
- Read the passage on migrants and answer the questions.
- Design posters on human rights laws about migrants.
- Present findings in class.

What are the human rights of migrants?

- Oxford Evolving World Social Studies Grade 9 pg. 175
- Manila/charts
- Digital devices
- Reference books

- Observation - Posters - Oral questions

Political Developments and Governance

Kenya's Bill of Rights - Applying the Bill of Rights and assertiveness

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

- Describe how the Bill of Rights is applied for harmonious living.
- Apply the Bill of Rights to scenarios for harmonious living.
- Develop assertiveness in standing up for human rights.

In groups, learners are guided to:
- Discuss ways in which the Bill of Rights fosters harmonious living.
- Role-play scenarios that bring out assertiveness in standing up for rights.
- Present lessons learnt.

How is the Bill of Rights applied for harmonious living?

- Oxford Evolving World Social Studies Grade 9 pg. 176
- Constitution of Kenya
- Digital devices
- Reference books

- Observation - Role-play - Oral questions

Political Developments and Governance

Kenya's Bill of Rights - Empathy and solidarity with special groups

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

- Explain the meaning of empathy and solidarity with special groups.
- Demonstrate empathy and solidarity with special groups through activities.
- Cultivate empathy and solidarity with special groups in society.

In groups, learners are guided to:
- Discuss the meaning of empathy and solidarity.
- Undertake school/community activities that show empathy with special groups.
- Present experiences in class.

How can we show empathy and solidarity with special groups?

- Oxford Evolving World Social Studies Grade 9 pg. 178
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

Political Developments and Governance

Kenya's Bill of Rights - Promoting and respecting human rights
Cultural Globalisation - Cultural elements with global recognition

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

- Outline strategies for promoting the protection of special groups.
- Design strategies for promoting the protection of special groups in the community.
- Appreciate respect for human rights in society.

In groups, learners are guided to:
- Brainstorm on human rights laws for the protection of special groups.
- Develop strategies for promoting the protection of special groups.
- Answer the are-you-able-to review questions.

How can we protect the special groups in the community?

- Oxford Evolving World Social Studies Grade 9 pg. 179
- Digital devices
- Reference books
- Constitution of Kenya
- Oxford Evolving World Social Studies Grade 9 pg. 181
- Pictures

- Observation - Oral questions - Written assignments

Political Developments and Governance

Cultural Globalisation - Kenyan cultural elements of global status

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

- Describe Kenyan cultural elements that have acquired global status.
- Analyse the global status of the Kiondo, Maasai Kikoi and safari.
- Value Kenyan cultural elements of global status.

In groups, learners are guided to:
- Research the Kiondo, the Maasai Kikoi and safari.
- Discuss how these elements acquired global status.
- Present findings in class.

Which Kenyan cultural elements have acquired global status?

- Oxford Evolving World Social Studies Grade 9 pg. 182
- Digital devices
- Reference books
- Pictures

- Observation - Oral questions - Written assignments

Political Developments and Governance

Cultural Globalisation - African cultural practices and common humanity

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

- Explain how African cultural practices promote a common humanity.
- Analyse African cultural practices in promoting a common humanity.
- Appreciate African cultural practices in promoting common humanity.

In groups, learners are guided to:
- Discuss African cultural practices in promoting a common humanity.
- Research examples of such practices.
- Present findings in class.

How do African cultural practices promote a common humanity?

- Oxford Evolving World Social Studies Grade 9 pg. 183
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Political Developments and Governance

Cultural Globalisation - Preserving cultural elements for global citizenship

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

- Identify ways of preserving cultural elements that promote global citizenship.
- Design strategies for preserving cultural elements that promote global citizenship.
- Appreciate the preservation of cultural elements.

In groups, learners are guided to:
- Carry out research on ways of preserving cultural elements.
- Invite a resource person to discuss preservation of cultural elements.
- Design and present preservation strategies.

How can we preserve cultural elements that promote global citizenship?

- Oxford Evolving World Social Studies Grade 9 pg. 184
- Resource person
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

Political Developments and Governance

Cultural Globalisation - Healthy cultural relationships and interconnectedness

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

- Outline factors that promote healthy cultural relationships and global interconnectedness.
- Design charts/posters depicting factors that promote healthy cultural relationships.
- Value healthy cultural relationships in global interconnectedness.

In groups, learners are guided to:
- Discuss factors that promote healthy cultural relationships.
- Design charts/posters depicting these factors.
- Take part in a class debate on cultural exchange programmes.

What factors promote healthy cultural relationships in global interconnectedness?

- Oxford Evolving World Social Studies Grade 9 pg. 185
- Manila/charts
- Digital devices
- Reference books

- Observation - Charts - Debate

Political Developments and Governance

Cultural Globalisation - Merits of cultural globalisation

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

- Explain the merits of cultural globalisation.
- Compose messages on cultural elements that promote global citizenship.
- Appreciate values and cultural elements that promote global citizenship.

In groups, learners are guided to:
- Discuss the merits of cultural globalisation.
- Compose messages on preserving cultural elements.
- Answer the are-you-able-to review questions.

What are the merits of cultural globalisation?

- Oxford Evolving World Social Studies Grade 9 pg. 186
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments