NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Practical Applications

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

-Draw sketch maps of local areas showing human activities
-Enlarge and reduce sections of sketch maps
-Apply mapping skills in real-life situations

- Learners draw sketch maps of the area around their school
-Learners identify parts of the sketch map to enlarge and reduce
-Learners practice enlarging and reducing selected parts of their sketch maps

How can we apply topographical map skills in real life?

- MENTOR Social Studies Learner's Book pg. 74
-Local area map
-Drawing materials
-Graph paper
-Rulers

- Sketch map evaluation -Practical assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Representation of Activities
Internal Land Forming Processes - Earth Movements

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

-Represent human activities on sketch maps
-Describe the human activities on topographical maps
-Appreciate the importance of mapping human activities

- Learners study how human activities are represented on topographical maps
-Learners visit a library or survey office to examine topographical maps
-Learners describe how human activities are represented on the maps examined

Why is representation of human activities on maps important?

- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Oral questions -Written reports -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical Earth Movements
Internal Land Forming Processes - Causes of Earth Movements

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

-Describe horizontal earth movements
-Explain how tensional, compressional, and shear forces affect crustal rocks
-Appreciate how horizontal movements shape the landscape

- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces
-Learners identify natural environments formed as a result of horizontal earth movements

What causes horizontal earth movements?

- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 81
- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Continental Drift Theory
Internal Land Forming Processes - Plate Tectonics Theory

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

-Explain the theory of continental drift
-Describe the formation of continents according to continental drift theory
-Appreciate the contribution of Alfred Wegener to understanding of earth's structure

- Learners use digital or print resources to research on the continental drift theory
-Learners discuss the super-continent Pangea and its subsequent breakup
-Learners complete a flow chart on the continental drift theory

How did the continents form according to the continental drift theory?

- MENTOR Social Studies Learner's Book pg. 85
-Digital resources
-Flow charts
-Drawing materials
-World maps
- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper

- Oral questions -Flow chart evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Rift Valley
Internal Land Forming Processes - Formation of Block Mountains
Internal Land Forming Processes - Formation of Tilt Blocks

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

-Describe the formation of Rift Valley by tensional forces
-Illustrate the formation of Rift Valley
-Appreciate the role of faulting in the formation of Rift Valley

- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley
-Learners discuss how Rift Valley is formed by tensional forces

How is the Rift Valley formed by tensional forces?

- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Drawing materials
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers
- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks

- Oral questions -Diagram evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Escarpments
Internal Land Forming Processes - Types of Faults
Internal Land Forming Processes - Effects of Faulting

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

-Describe the formation of escarpments
-Illustrate the formation of escarpments
-Appreciate the role of faulting in the formation of escarpments

- Learners study diagrams showing the formation of escarpments
-Learners discuss how tensional forces create parallel faults leading to escarpment formation
-Learners illustrate the formation of escarpments in their notebooks

How are escarpments formed?

- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of escarpments
-Drawing materials
-Clay or plasticine
- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks
-Digital devices
-Video clips
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials

- Oral questions -Illustration assessment -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Landscape and Human Activities
Multi-purpose River Projects in Africa - Identification

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

-Describe the landscape in their locality
-Explain how the landscape affects human activities
-Create awareness on conservation of features formed by faulting

- Learners discuss how the landscape in their locality affects human activities
-Learners create posters or charts on the conservation of features formed as a result of faulting
-Learners take walks in their locality to identify the shape of the landscape

How does the landscape influence human activities in our locality?

- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Pictures of dams

- Oral questions -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - River Tana Projects
Multi-purpose River Projects in Africa - Aswan High Dam
Multi-purpose River Projects in Africa - Economic Importance

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

-Outline the conditions that led to the establishment of multi-purpose river projects along River Tana
-Explain how these conditions favored the establishment of the project
-Value the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of River Tana Development project
-Learners draw or trace the map of Africa and locate the River Tana Development Project
-In pairs, learners discuss the conditions that led to the establishment of the multi-purpose river project along River Tana

What conditions led to the establishment of River Tana Projects?

- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of River Tana
-Pictures of Aswan High Dam
- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Chart paper

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Challenges
Multi-purpose River Projects in Africa - Solutions to Challenges

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

-Assess challenges facing multi-purpose river projects in Africa
-Explain how factors like flooding, siltation, drought affect river projects
-Recognize the need to address challenges facing river projects

- Learners discuss what happens to local communities when governments plan to build dams
-Learners explain the effects of flooding, siltation, and drought on dams
-In pairs, learners identify challenges facing River Tana Projects and Aswan High Dam

What challenges face multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Chart paper
-Pictures showing challenges
- MENTOR Social Studies Learner's Book pg. 101
-Pictures of dredgers

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Importance to Society
Management and Conservation of the Environment - Distinction
Management and Conservation of the Environment - Degradation Factors

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

-Recognize the contribution of multi-purpose river projects to society
-Write speeches on the importance of multi-purpose river projects
-Appreciate the overall value of river projects in development

- Learners write short speeches on the importance of multi-purpose river projects in society
-Learners read their speeches during Environment Day in school
-Learners sing songs to recognize the importance of multi-purpose river projects

Why are multi-purpose river projects important to society?

- MENTOR Social Studies Learner's Book pg. 102
-Speech writing materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation
-Chart paper
- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation

- Speech evaluation -Oral questions -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Effects of Degradation
Management and Conservation of the Environment - Conservation Measures

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

-Describe the effects of environmental degradation in the community
-Explain how degradation affects health, biodiversity, and economy
-Recognize the far-reaching consequences of environmental degradation

- Learners study pictures showing effects of environmental degradation
-Learners discuss how environmental degradation affects health, biodiversity, and economic stability
-Learners complete a table showing effects of environmental degradation

What are the effects of environmental degradation on the community?

- MENTOR Social Studies Learner's Book pg. 108
-Pictures showing effects of degradation
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures

- Oral questions -Table completion assessment -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Practical Applications
Management and Conservation of the Environment - Project Planning
World Heritage Sites in Africa - Identification

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

-Apply creative thinking skills in managing and conserving the immediate environment
-Make dustbins and plant trees in the school compound
-Take part in environmental conservation activities

- Learners make simple dustbins using locally available materials
-Learners place dustbins at strategic places around the school
-Learners identify a place around the school to plant trees and organize planting activities

How can we actively participate in environmental conservation?

- MENTOR Social Studies Learner's Book pg. 110
-Local materials for dustbins
-Tree seedlings
-Gardening tools
- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials
-Poster materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa
-Pictures of heritage sites

- Practical assessment -Observation -Project evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Cultural Heritage
World Heritage Sites in Africa - Conservation Measures

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

-Examine importance of the selected world sites in promoting cultural heritage
-Explain how heritage sites contribute to cultural preservation
-Value the role of heritage sites in global cultural understanding

- Learners discuss the importance of world heritage sites in promoting cultural heritage
-Learners explain why it is important to conserve world heritage sites
-Learners compose songs on the importance of world heritage sites in Africa

How do world heritage sites promote cultural heritage?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Pictures of heritage sites
-Song composition materials
- MENTOR Social Studies Learner's Book pg. 114
-Field visit materials
-Clean-up materials

- Oral questions -Song evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS
POLITICAL DEVELOPMENTS AND GOVERNANCE

World Heritage Sites in Africa - Conservation Strategies
World Heritage Sites in Africa - Global Significance
The Constitution of Kenya - Stages in Constitution-Making

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

-Apply critical thinking skills in conserving heritage sites within the locality
-Create posters with information on heritage site conservation
-Value the need to preserve heritage sites for future generations

- Learners study the measures designed by Grade 9 learners to conserve heritage sites in their locality
-Learners create posters with the information showing measures to conserve world heritage sites
-Learners compose poems on the importance of world heritage sites

How can communities participate in heritage site conservation?

- MENTOR Social Studies Learner's Book pg. 115
-Poster materials
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 116
-Card making materials
-Pictures of heritage sites
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya

- Poster evaluation -Poem assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages Arrangement
The Constitution of Kenya - Importance of Understanding
The Constitution of Kenya - Role of Parliament

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

-Arrange the stages of constitution-making process in correct order
-Create a poster on the stages of the constitution-making process
-Value the importance of following proper procedures in constitution-making

- Learners arrange stages of constitution-making process in correct order
-Learners create posters on the stages of the constitution-making process
-Learners display their posters in class

What is the correct sequence of stages in constitution-making?

- MENTOR Social Studies Learner's Book pg. 119
-Poster materials
-Digital devices
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 120
-Resource person
- MENTOR Social Studies Learner's Book pg. 121
-Video clips
-Pictures of parliamentary sessions

- Poster evaluation -Oral questions -Sequence arrangement

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Role of Citizens
The Constitution of Kenya - Citizen Participation

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

-Explore the role of citizens in constitution-making process
-Identify ways citizens participate in constitution-making
-Appreciate the importance of citizen participation in governance

- Learners study pictures showing citizens' participation in constitution-making process
-Learners use digital devices to watch videos on citizen participation
-Learners discuss the roles of citizens in constitution-making

How do citizens participate in constitution-making?

- MENTOR Social Studies Learner's Book pg. 122
-Digital devices
-Pictures of citizens' participation
-Video clips
- MENTOR Social Studies Learner's Book pg. 123
-Chart materials
-Debate materials

- Oral questions -Written assignments -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Participating in Process
The Constitution of Kenya - Class Constitution
The Constitution of Kenya - Defending the Constitution

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

-Participate in the constitution-making process in community
-Role-play constitution-making process
-Appreciate the importance of active participation in civic processes

- Learners study pictures showing citizens participating in constitution-making
-Learners role-play a constitution-making process with some playing citizens and others playing commissioners
-Learners give views on issues they need addressed in the constitution

How can we actively participate in constitution-making?

- MENTOR Social Studies Learner's Book pg. 123
-Role-play materials
-Digital devices
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 124
-Writing materials
-Chart paper
-Display board

- Role-play evaluation -Oral questions -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Individual Activities
Civic Engagement - Collective Activities

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

-Identify individual civic engagement activities in Kenya
-Explain how individual activities promote democracy
-Appreciate the importance of individual civic participation

- Learners read slogans about individual civic engagement activities
-Learners explain individual civic engagement activities from the slogans
-Learners write essays on individual civic engagement activities in their community

How does civic engagement promote good governance in the country?

- MENTOR Social Studies Learner's Book pg. 125
-Slogans on civic engagement
-Digital devices
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Chart paper

- Oral questions -Essay evaluation -Written tests

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Creating Awareness
Civic Engagement - Political Parties
Civic Engagement - Democratic Governance

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

-Create posters on personal and collective civic engagement activities
-Display posters for community awareness
-Appreciate the role of civic education in democracy

- Learners search from internet, civic journals, or newspapers on civic engagement activities
-Learners create posters on personal and collective civic engagement activities
-Learners display their posters in class for feedback

How can we promote civic awareness in our community?

- MENTOR Social Studies Learner's Book pg. 127
-Poster materials
-Digital devices
-Internet resources
-Civic journals
- MENTOR Social Studies Learner's Book pg. 128
-Newspapers
-Political party manifestos
- MENTOR Social Studies Learner's Book pg. 129
-Debate materials
-Political party information

- Poster evaluation -Oral questions -Peer feedback

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Elective Positions
Civic Engagement - Electoral Positions

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

-Outline positions vied for in a general election in Kenya
-Identify leaders holding different elective positions
-Appreciate the electoral system in Kenya

- Learners study pictures showing voting activities
-Learners identify positions being vied for as shown in ballot boxes
-Learners read articles about elective positions in Kenya
-Learners name leaders holding different elective positions

What are the elective positions in Kenya's governance system?

- MENTOR Social Studies Learner's Book pg. 130
-Pictures of ballot boxes
-Digital devices
-Newspaper articles
- MENTOR Social Studies Learner's Book pg. 131
-Diagram templates
-The Constitution of Kenya

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - School Elections
Civic Engagement - Promoting Values
Kenya's Bill of Rights - Understanding

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

-Exhibit values that promote ethical civic engagement in the community
-Participate in mock school elections
-Appreciate democratic processes in school governance

- Learners study pictures showing students promoting civic engagement in their school
-Learners carry out mock elections of Students' Government
-Learners participate in the process including campaigns, manifestos, and voting

How can students practice civic engagement in school?

- MENTOR Social Studies Learner's Book pg. 132
-Election materials
-Ballot boxes
-Campaign materials
-Poem composition materials
-Digital devices
-Community resources
- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights

- Election participation assessment -Observation -Written reports

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Research
Kenya's Bill of Rights - Special Groups

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

-Research on Kenya's Bill of Rights
-Classify human rights and freedoms
-Value the protection of rights and freedoms

- Learners use digital devices, textbooks, or Constitution to search for information on Kenya's Bill of Rights
-Learners write notes of their findings
-Learners classify human rights and freedoms in a table

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

- MENTOR Social Studies Learner's Book pg. 134
-The Constitution of Kenya
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups

- Research quality assessment -Classification accuracy -Oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Protection of Special Groups
Kenya's Bill of Rights - Application
Kenya's Bill of Rights - Assertiveness

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

-Discuss how to protect special groups in the community
-Identify specific rights for each special group
-Value social justice and inclusivity

- Learners discuss how to protect special groups in the community
-Learners identify specific rights for elderly, refugees, and migrants
-Learners present their points in class

How can we promote social justice and inclusivity for special groups?

- MENTOR Social Studies Learner's Book pg. 136
-The Constitution of Kenya
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 137
-Case studies
- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Song/poem composition materials

- Oral questions -Presentation assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Empathy for Special Groups
Kenya's Bill of Rights - Strategies for Protection
Kenya's Bill of Rights - Practical Application

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

-Cultivate empathy and solidarity with special groups in society
-Explain ways to show empathy to special groups
-Appreciate the importance of mutual social responsibility

- Learners study pictures showing people demonstrating empathy to special groups
-Learners discuss how people show empathy to children of refugees
-Learners identify other ways of cultivating empathy with special groups

How can we cultivate empathy for special groups in society?

- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 140
-Table templates
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram
-Nearby homes for elderly

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Global Recognition
Cultural Globalisation - Kenyan Cultural Items

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

-Identify cultural elements and practices that have acquired a global recognition and status
-Explain how cultural elements make Kenya globally recognized
-Appreciate Kenya's cultural contributions globally

- Learners discuss how aspects like Kenyan athletes, tea, beaches, wildlife, and cultural items make Kenya famous
-Learners identify cultural items in Kenya which have acquired global status
-Learners share their answers in class

How can we preserve aspects of cultural globalisation in the community?

- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 143
-Pictures of cultural items
-Cultural artifacts

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - African Cultural Practices
Cultural Globalisation - African Philosophies
Cultural Globalisation - Cultural Preservation

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

-Examine African cultural practices in promoting a common humanity
-Identify practices that enhance cultural globalisation
-Appreciate how cultural practices promote common humanity

- Learners study pictures showing African cultural practices
-Learners examine how the practices enhance cultural globalisation and common humanity
-Learners discuss how they promote humanity in school, home, and community

How do African cultural practices promote common humanity?

- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices
-Digital devices
-Cultural artifacts
- MENTOR Social Studies Learner's Book pg. 145
-Research materials
-Cultural information
- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Local cultural centers

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Healthy Relationships
Cultural Globalisation - Speeches on Cultural Relationships
Cultural Globalisation - Global Citizenship
Cultural Globalisation - International Cultural Exchange

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

-Enumerate factors that promote healthy cultural relationships and global interconnectedness
-Analyze activities that promote cultural relationships
-Appreciate global cultural interconnectedness

- Learners study pictures showing activities that promote healthy cultural relationships
-Learners analyze how these activities promote cultural relationships and global interconnectedness
-Learners identify other factors that promote healthy cultural relationships

What factors promote healthy cultural relationships globally?

- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 148
-Speech texts
-Chart materials
-Research materials
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams
-Poster materials
- MENTOR Social Studies Learner's Book pg. 150
-Debate materials
-Documentation materials

- Oral questions -Analysis quality -Written assignments