Natural and Historic Built Environments

Vegetation in Africa - Factors influencing vegetation

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

-Explain factors influencing vegetation distribution in Africa
-Brainstorm on factors influencing vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners brainstorm in groups on factors influencing vegetation in Africa
-Learners do a presentation in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 108
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Field excursion

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

-Identify different types of vegetation in the immediate environment
-Carry out a field excursion to identify vegetation
-Appreciate vegetation conservation within the environment

- Learners carry out a field excursion of the immediate environment and identify the different types of vegetation
-Learners record their observations

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 109
-Digital resources
-Immediate environment

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Vegetation regions

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

-Identify the vegetation regions in Africa
-Use digital or print resources to research on vegetation regions
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to find out the vegetation regions in Africa
-Learners share their findings in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 110
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Characteristics

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

-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 111
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Map drawing

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

-Locate the major vegetation regions of Africa
-Draw a map of Africa showing vegetation regions
-Appreciate vegetation conservation within the environment

- Learners draw the map of Africa and indicate the vegetation regions
-Learners display their maps in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 112
-Digital resources
-Maps

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods

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

-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Manila papers

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Caring for vegetation

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

-Write essays on ways of caring for vegetation
-Discuss ways of caring for vegetation
-Appreciate vegetation conservation within the environment

- Learners write essays on ways of caring for vegetation in the school community
-Learners share their essays

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Importance

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

-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 115
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Selected sites

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

-Locate selected historical sites and monuments in Africa
-Trace selected historical sites and monuments in Africa
-Value conservation of historical sites and monuments in the locality

- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island)
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 120
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Selected sites

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

-Locate selected historical sites and monuments in Africa
-Trace selected historical sites and monuments in Africa
-Value conservation of historical sites and monuments in the locality

- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island)
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 120
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Map drawing

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

-Draw a map of Africa showing historical sites and monuments
-Locate historical sites and monuments on a map
-Value conservation of historical sites and monuments in the locality

- Learners draw a map of Africa and indicate the selected historical sites and monuments
-Learners share their maps in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 121
-Digital resources
-Internet

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Importance

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

-Examine the importance of historical sites and monuments for the preservation of cultural heritage
-Brainstorm on the importance of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa
-Learners share their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 122
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Conservation ways

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

-Explore ways of conserving historical sites and monuments in Africa
-Find out ways of conserving historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 123
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking

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

-Apply creative thinking in preserving cultural heritage
-Discuss ways of applying creative thinking in preserving cultural heritage
-Value conservation of historical sites and monuments in the locality

- Learners discuss ways of applying creative thinking in preserving cultural heritage
-Learners share their ideas on creative approaches

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 124
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges

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

-Apply strategies of overcoming challenges to creative thinking in conserving cultural heritage
-Design strategies to overcome challenges in creative thinking
-Value conservation of historical sites and monuments in the locality

- Learners demonstrate love for their own community as they exchange new ideas in designing strategies to overcome challenges in creative thinking preserving cultural heritage
-Learners share their strategies

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Photo album

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

-Create an album of historical sites and monuments
-Collect pictures and photographs of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners display national pride as they collect pictures and photographs and create an album of historical sites and monuments
-Learners display their albums in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 126
-Digital resources
-Pictures and photographs

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Field visit

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

-Visit a historical site or monument in the locality
-Write a report on the visit
-Value conservation of historical sites and monuments in the locality

- Learners visit a historical site or monument in the locality
-Learners write a report on the site visited

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Historical site or monument

- Oral questions -Observation -Project work

Natural and Historic Built Environments
Political Developments and Governance

Historical Sites and Monuments in Africa - Awareness creation
Human Rights - Introduction to Human Rights

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

-Create awareness on conservation of historical sites and monuments
-Design posters for awareness creation
-Value conservation of historical sites and monuments in the locality

- Learners design posters to create awareness on the conservation of historical sites and monuments
-Learners display their posters in the school and community

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Manila papers
-Digital resources
-Mentor Social Studies Learner's Book pg. 135-136
-The Constitution of Kenya

- Oral questions -Observation -Project work

Political Developments and Governance

Human Rights - Protection of 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

-Observation -Oral questions -Group presentation

Political Developments and Governance

Human Rights - Effective Communication on Human Rights
Human Rights - Children's Rights

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

-Outline steps for effective communication (knowledge)
-Describe the process of effective communication on human rights issues (skill)
-Appreciate effective communication in addressing human rights issues (attitude)

-Participate in a "Communication Styles Analysis" where learners identify effective and ineffective ways to discuss human rights
-Create and perform "Human Rights Radio Shows" where learners design segments addressing human rights issues
-Develop "Persuasive Rights Messages" using different media (posters, songs, poems, social media posts) to promote human rights

How can effective communication foster respect for human rights?

-Digital resources
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios
-Manila papers
-Mentor Social Studies Learner's Book pg. 140-141
-Children's Act
-African Charter on the Rights and Welfare of the Child

-Observation -Oral questions -Role-play assessment

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
Human Rights - Human Rights Organizations

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

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Global Citizen
Citizenship - Responsibilities of a Global Citizen

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

-Define a global citizen (knowledge)
-Describe qualities of a global citizen in the world today (skill)
-Aspire to be a good global citizen (attitude)

-Create "Global Citizen ID Cards" where learners identify key qualities and responsibilities of global citizens
-Engage in a "Global Issues Carousel" where learners rotate through stations exploring different global challenges
-Design a "Global Citizenship Compass" showing how local actions connect to global impacts

How can we promote global citizenship?

-Digital resources
-Mentor Social Studies Learner's Book pg. 144-145
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers

-Observation -Oral questions -Written assignments

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
Citizenship - Response to Injustice

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
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Goal Setting
Citizenship - Empathy

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

-Define goal setting (knowledge)
-Set goals that go beyond their comfort zone (skill)
-Appreciate the importance of goal setting (attitude)

-Create "Future Self Portraits" where learners artistically represent themselves 15 years in the future
-Participate in a "Goal Ladder" activity where learners break down big goals into manageable steps
-Design "Dream Time Capsules" containing their goals, to be opened at a future date

Why is goal setting important for citizenship?

-Digital resources
-Mentor Social Studies Learner's Book pg. 150-151
-Manila papers
-Magazines for vision boards
-Mentor Social Studies Learner's Book pg. 151-152
-Pictures of volunteers addressing injustices
-Role-play scenarios

-Observation -Oral questions -Vision board 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