Natural and Historic Built Environments

Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales

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

-Interpret maps using marginal information
-Identify the different types of marginal information on a map
-Appreciate the use of marginal information to interpret maps

- Learners exchange new ideas when discussing in groups the marginal information on a map
-Learners present their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 75
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 76

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Scale conversions

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

-Practice scale conversions on a topographical map
-Convert scales from one form to another
-Apply critical thinking skills in map reading and interpretation

- Learners collaborate with others to practice scale conversions on a topographical map
-Learners critique each other's work

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 77
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Measuring distances
Map Reading and Interpretation - Calculating areas

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

-Measure distances on a topographical map
-Calculate distances using scales
-Apply critical thinking skills in map reading and interpretation

- Learners measure distances on a topographical map
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 78
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 79

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Drainage features

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

-Explain methods of representing drainage features on topographical maps
-Identify drainage features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing drainage features
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 80
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Relief features
Map Reading and Interpretation - Vegetation

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

-Describe methods of representing relief features on topographical maps
-Identify relief features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners research on methods of representing relief features
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 81
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 82

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Drawing diagrams

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

-Draw diagrams of the relief and drainage features on a topographical map
-Interpret physical features using diagrams
-Apply critical thinking skills in map reading and interpretation

- Learners draw diagrams of the relief and drainage features on a topographical map
-Learners share their work in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 83
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Critical thinking

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

-Apply critical thinking skills in map interpretation
-Identify critical thinking skills necessary for map interpretation
-Apply critical thinking skills in map reading and interpretation

- Learners use digital or print resources to search for essential critical thinking skills necessary for map interpretation (observation, analysis, communication, inference)
-Learners discuss how to apply critical thinking in map interpretation

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 84
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Application

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

-Apply knowledge of map reading in practical situations
-Interpret maps with different scales
-Apply critical thinking skills in map reading and interpretation

- Learners interpret different types of maps
-Learners apply their knowledge in practical map reading exercises

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 85
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Practical application

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

-Apply map reading skills in real-life situations
-Identify how maps are used in everyday life
-Appreciate the use of marginal information to interpret maps

- Learners discuss real-life applications of map reading
-Learners identify how maps are used in areas like transportation, emergency services, and urban planning

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 86
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Practical application

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

-Apply map reading skills in real-life situations
-Identify how maps are used in everyday life
-Appreciate the use of marginal information to interpret maps

- Learners discuss real-life applications of map reading
-Learners identify how maps are used in areas like transportation, emergency services, and urban planning

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 86
-Maps
-Digital resources

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing weather

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

-Examine the factors influencing weather in Africa
-Identify factors that affect day-to-day weather conditions
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing weather in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 94
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing climate

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

-Examine the factors influencing climate in Africa
-Distinguish between weather and climate factors
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing climate in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 95
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Climatic regions

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

-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Weather and Climate - Climatic regions

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

-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Weather and Climate - Desert regions

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

-Illustrate the characteristics of desert regions in Africa
-Identify desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of desert regions
-Learners make short notes on the desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 97
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Semi-desert regions

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

-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions
-Learners make short notes on the semi-desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Tropical regions

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

-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Tropical regions

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

-Illustrate the characteristics of tropical regions in Africa
-Identify tropical regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of tropical regions
-Learners make short notes on the tropical regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 99
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mediterranean regions

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

-Illustrate the characteristics of mediterranean regions in Africa
-Identify mediterranean regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mediterranean regions
-Learners make short notes on the mediterranean regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mountain regions

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

-Illustrate the characteristics of mountain regions in Africa
-Identify mountain regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mountain regions
-Learners make short notes on the mountain regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 101
-Digital resources
-Video clips

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management

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

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management

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

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Causes of climate change

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

-Identify causes of climate change
-Brainstorm on the causes of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the causes of climate change
-Learners share their findings in class

- How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 103
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Effects of climate change

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

-Identify effects of climate change
-Brainstorm on the effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners brainstorm on the effects of climate change
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 104
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Problem solving

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

-Apply problem solving skills to address effects of climate change
-Perform a skit on problem solving skills to address effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change
-Learners discuss problem solving approaches

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 105
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Problem solving

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

-Apply problem solving skills to address effects of climate change
-Perform a skit on problem solving skills to address effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change
-Learners discuss problem solving approaches

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 105
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Political Developments and Governance

The Constitution of Kenya - Components of the Constitution

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

-Identify the components of the Constitution of Kenya (knowledge)
-Describe the structure of the Constitution of Kenya (skill)
-Show interest in understanding the Constitution of Kenya (attitude)

-Engage in a jigsaw learning activity where learners are assigned different chapters of the Constitution to study and then teach others
-Create a mind map showing the main components of the Constitution
-Conduct a gallery walk where groups display their mind maps and other groups provide feedback using sticky notes

Why do we need a constitution?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 128-130
-Flip charts/manila papers

-Observation -Oral questions -Written assignments

Political Developments and Governance

The Constitution of Kenya - Three arms of government
The Constitution of Kenya - Guiding principles of leadership

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

-State the three arms of government (knowledge)
-Illustrate the roles of the three arms of government of Kenya (skill)
-Appreciate the separation of powers in government (attitude)

-Participate in a dramatic simulation where learners are divided into three groups representing the Executive, Legislature and Judiciary to enact how a bill becomes law
-Design creative infographics showing the structure, functions and interrelationships of the three arms of government
-Create a classroom "governance corner" displaying the charts and models created

Why is separation of powers important in governance?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 131-132
-Flip charts/manila papers
-The Constitution of Kenya (Chapter 6)
-Mentor Social Studies Learner's Book pg. 133
-Manila papers

-Observation -Oral questions -Group presentation

Political Developments and Governance

The Constitution of Kenya - Assertiveness in leadership

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

-Define assertiveness in leadership (knowledge)
-Apply assertiveness in upholding principles of leadership (skill)
-Desire to practice assertiveness in daily interactions (attitude)

-Create a "Scenario Challenge Box" where learners write down challenging leadership scenarios, then groups draw scenarios and demonstrate assertive responses
-Develop and perform "Assertiveness Skits" showing the difference between passive, aggressive, and assertive leadership styles
-Design a personal "Assertiveness Journal" where learners record situations requiring assertiveness and reflect on their responses

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

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios

-Observation -Oral questions -Role-play assessment

Political Developments and Governance

The Constitution of Kenya - Interrelationships of the arms of government
The Constitution of Kenya - Constitutional responsibilities

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

-Describe how the three arms of government work together (knowledge)
-Analyze the interrelationships of the arms of government (skill)
-Appreciate the need for checks and balances in governance (attitude)

-Participate in a "Checks and Balances Game" where teams propose actions from one arm of government and other teams must respond with appropriate checks
-Create a large 3D model showing the three arms of government as pillars supporting a roof labeled "Good Governance"
-Organize a classroom debate on "Does Kenya's system of checks and balances work effectively?" with teams presenting evidence

How do the three arms of government work together?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 132-133
-Flip charts
-Mentor Social Studies Learner's Book pg. 134-135
-Manila papers

-Observation -Oral questions -Written tests

Political Developments and Governance

Human Rights - Introduction to Human Rights

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

-Define human rights (knowledge)
-Explain the importance of human rights (skill)
-Value human dignity (attitude)

-Engage in a "Human Rights Exploration" where learners create artistic representations of different human rights
-Participate in a "Rights in Action" simulation where learners experience scenarios with and without human rights protections
-Create a "Human Rights Tree" mural where the roots represent the foundations of human rights, the trunk represents key principles, and branches represent specific rights

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

-Digital resources
-Mentor Social Studies Learner's Book pg. 135-136
-The Constitution of Kenya
-Manila papers

-Observation -Oral questions -Written assignments

Political Developments and Governance

Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights

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

-Identify ways of protecting human rights (knowledge)
-Explore how human rights can be protected in the community (skill)
-Show concern for protection of human rights (attitude)

-Conduct "Human Rights Protection Interviews" with school leaders and community members about how they protect rights
-Design a "Human Rights Protection Toolkit" with practical strategies for ensuring rights are respected
-Create a "Rights Protectors Hall of Fame" featuring people or organizations that champion human rights

What can we do to ensure human rights are protected?

-Digital resources
-Mentor Social Studies Learner's Book pg. 137-138
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios
-Manila papers

-Observation -Oral questions -Group presentation

Political Developments and Governance

Human Rights - Children's Rights

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

-List children's rights in Kenya (knowledge)
-Outline the Children's Rights in Kenya (skill)
-Desire to promote children's rights (attitude)

-Create a "Children's Rights Quilt" where each learner decorates a square representing a specific children's right
-Produce a "Child-Friendly Rights Guide" in simple language to explain children's rights to younger students
-Organize a "Rights Awareness Day" with activities, games, and presentations focused on children's rights

How can we ensure children's rights are respected?

-Digital resources
-Mentor Social Studies Learner's Book pg. 140-141
-Children's Act
-African Charter on the Rights and Welfare of the Child

-Observation -Written tests -Project work

Political Developments and Governance

Human Rights - Protection of Children's Rights
Human Rights - Societal Responsibility

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

-Identify ways children are protected against rights violations (knowledge)
-Demonstrate ways in which children are protected against violation of their rights (skill)
-Value the protection of children's rights (attitude)

-Create a "Child Protection Map" of the community identifying safe spaces, trusted adults, and resources for children
-Develop and perform interactive "Rights Protection Theater" scenarios showing how to respond to rights violations
-Design a "Child Rights Defenders Badge" program where learners earn recognition for taking specific actions to protect children's rights

How can we promote respect for Children's Rights in the community?

-Digital resources
-Mentor Social Studies Learner's Book pg. 141-142
-Children's Act
-Manila papers
-Mentor Social Studies Learner's Book pg. 142-143
-Manila papers
-Markers

-Observation -Oral questions -Skit assessment

Political Developments and Governance

Human Rights - Human Rights Violations

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

-Identify human rights violations (knowledge)
-Analyze causes and effects of human rights violations (skill)
-Show concern for human rights violations (attitude)

-Engage in a "Case Study Investigation" where groups analyze real examples of human rights violations and present findings
-Create a "Causes and Effects Web" showing the interconnections between different factors in human rights violations
-Develop "Rights Violation Early Warning Signs" posters to help identify potential rights abuses before they escalate

What are the consequences of human rights violations?

-Digital resources
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access

-Observation -Oral questions -Research assessment

Political Developments and Governance

Human Rights - Human Rights Organizations
Citizenship - Global Citizen

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

-Name human rights organizations in Kenya (knowledge)
-Describe the role of human rights organizations (skill)
-Appreciate the work of human rights organizations (attitude)

-Host a "Human Rights Organizations Fair" where groups research and create booths representing different organizations
-Conduct a "Rights Organization Profile Project" where learners create multimedia presentations about specific organizations
-Design "Thank You Cards" to send to local human rights organizations expressing appreciation for their work

How do human rights organizations help in protecting human rights?

-Digital resources
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 144-145

-Observation -Written tests -Project work

Political Developments and Governance

Citizenship - Responsibilities of a Global Citizen

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

-List responsibilities of a global citizen (knowledge)
-Explain the responsibilities of a global citizen (skill)
-Desire to fulfill responsibilities of a global citizen (attitude)

-Participate in a "Global Responsibility Challenge" where learners commit to specific actions for one week
-Create a "Responsibility Ripple" diagram showing how individual actions create wider positive impacts
-Develop a "Global Citizenship Pledge" with commitments to specific responsibilities

What are the responsibilities of a global citizen?

-Digital resources
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers

-Observation -Oral questions -Project work

Political Developments and Governance

Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship

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

-Identify factors for harmonious coexistence (knowledge)
-Discuss factors for harmonious coexistence among citizens in East Africa and Africa (skill)
-Value harmonious coexistence (attitude)

-Create a "Harmony Garden" where learners plant symbolic "flowers" representing different factors that promote coexistence
-Design a "Coexistence Cookbook" with "recipes" for harmonious living among diverse groups
-Develop a "Peace Bridge" model showing how different factors connect communities across divides

What promotes harmonious coexistence among citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 146-147
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 147-148
-Internet access
-Manila papers

-Observation -Oral questions -Group presentation

Political Developments and Governance

Citizenship - Nobel Prize Nominees

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

-Name Nobel Prize nominees who responded to injustice (knowledge)
-Explore ways in which Nobel Prize nominees responded to injustice situations in the society (skill)
-Desire to emulate Nobel Prize nominees (attitude)

-Host a "Nobel Heroes Gallery" where learners create interactive displays about different nominees
-Participate in a "Nobel Inspiration Journal" activity where learners reflect on how nominees' work connects to their own lives
-Create "Nobel Nominee Trading Cards" featuring key information and inspirational quotes

How can we address injustice in society?

-Digital resources
-Mentor Social Studies Learner's Book pg. 148-149
-Internet access
-Manila papers

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Response to Injustice
Citizenship - Goal Setting

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

-Identify ways Nobel Prize nominees responded to injustice (knowledge)
-Compare how different Nobel Prize nominees responded to injustice (skill)
-Show respect for different approaches to addressing injustice (attitude)

-Engage in a "Nobel Response Comparison Matrix" where learners analyze different strategies used by nominees
-Create and perform "Injustice Response Tableaux" where groups physically recreate pivotal moments from nominees' lives
-Develop "Modern Day Applications" of nominees' strategies for addressing contemporary injustices

What can we learn from Nobel Prize nominees' responses to injustice?

-Digital resources
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees
-Manila papers
-Mentor Social Studies Learner's Book pg. 150-151
-Manila papers
-Magazines for vision boards

-Observation -Oral questions -Debate assessment

Political Developments and Governance

Citizenship - Empathy

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

-Define empathy (knowledge)
-Show empathy to personalities who volunteer for addressing injustices in the society (skill)
-Value the importance of empathy (attitude)

-Participate in "Empathy Glasses" activities where learners attempt to see situations from others' perspectives
-Create "Empathy Maps" that explore the thoughts, feelings, needs, and motivations of people facing injustice
-Develop "Empathy in Action" plans with concrete ways to demonstrate empathy in school and community

How can we show empathy as global citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 151-152
-Pictures of volunteers addressing injustices
-Role-play scenarios

-Observation -Oral questions -Essay assessment

Political Developments and Governance

Citizenship - Regional Anthems

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

-Identify regional anthems (knowledge)
-Sing Eastern Africa (EAC) and African Union (AU) anthems (skill)
-Appreciate regional integration (attitude)

-Engage in "Anthem Analysis" where learners explore the meaning and symbolism in regional anthems
-Create "Anthem Music Videos" with choreography and visual elements to enhance the message
-Organize an "International Anthem Festival" where groups perform anthems in different languages

Why are regional anthems important for citizenship?

-Digital resources
-Mentor Social Studies Learner's Book pg. 152-153
-EAC and AU anthems
-Audio equipment

-Observation -Oral questions -Performance assessment

Political Developments and Governance

Citizenship - East African Community (EAC)

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

-Name the member states of the East African Community (knowledge)
-Explain the benefits of regional integration (skill)
-Value regional cooperation (attitude)

-Create a 3D "EAC Integration Map" showing connections between member states
-Participate in an "EAC Cultural Exchange" where groups research and share aspects of culture from different member states
-Design "Unity in Diversity" collaborative art pieces incorporating elements from all EAC countries

How does regional integration benefit citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 153-154
-Maps of Africa
-Manila papers

-Observation -Written tests -Project work