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SCHEME OF WORK
Social Studies
Grade 9 2025
TERM III
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Internal Land Forming Processes - Earth Movements
By the end of the lesson, the learner should be able to:

-Explore the types of earth movements in the environment
-Identify causes of earth movements
-Recognize the importance of earth movements in shaping landscapes
- Learners study pictures showing different types of earth movements
-In pairs, learners use blocks of wood to demonstrate horizontal and vertical movements
-Learners discuss what happens when these movements occur on the earth's surface
How do landforms influence human activities?
- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources
- Oral questions -Observation -Written tests
1 2
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical 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
- Oral questions -Demonstrations -Written assignments
1 3
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Internal Land Forming Processes - Causes of Earth Movements
Internal Land Forming Processes - Continental Drift Theory
By the end of the lesson, the learner should be able to:

-Identify causes of earth movements
-Explain how different factors lead to earth movements
-Appreciate the role of earth movements in landscape formation
- Learners study diagrams showing causes of earth movements such as molten magma, isostatic movement, and gravitational force
-In groups, learners draw diagrams showing causes of earth movements
-Learners match causes of earth movements with their explanations
What factors lead to earth movements?
- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 85
-Flow charts
-World maps
- Oral questions -Diagram evaluation -Matching exercise
1 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Internal Land Forming Processes - Plate Tectonics Theory
Internal Land Forming Processes - Formation of Rift Valley
By the end of the lesson, the learner should be able to:

-Explain the theory of plate tectonics
-Describe the formation of continents according to plate tectonics theory
-Recognize the importance of plate tectonics in shaping the earth's surface
- Learners research on the plate tectonics theory using digital or print resources
-Learners make cut-outs from manila or cardboards to demonstrate plate tectonics theory
-Learners study a world map showing positions of major world plates
How does the plate tectonics theory explain the formation of continents?
- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper
-Digital resources
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Clay or plasticine
- Oral questions -Demonstration evaluation -Written assignments
2 1
NATURAL AND HISTORIC BUILT ENVIRONMENTS
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 block mountains
-Illustrate the formation of block mountains
-Appreciate the role of faulting in the formation of block mountains
- Learners model the formation of block mountains using old carton boxes, papers, or manila papers
-Learners use the steps to describe the formation of block mountains
-Learners illustrate the formation of block mountains in their notebooks
How are block mountains formed?
- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers
-Drawing materials
-Clay or plasticine
- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks
- Oral questions -Model evaluation -Illustration assessment
2 2
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Internal Land Forming Processes - Formation of Escarpments
Internal Land Forming Processes - Types of Faults
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
- Oral questions -Illustration assessment -Written tests
2 3
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Internal Land Forming Processes - Effects of Faulting
Internal Land Forming Processes - Landscape and Human Activities
By the end of the lesson, the learner should be able to:

-Examine the effects of faulting to human activities
-Explain how faulting affects tourism, mining, economy, energy, and trading
-Appreciate the significance of faulting to human activities
- Learners research on the effects of faulting to human activities from internet or other relevant sources
-Learners role play presenting speeches on the significance of faulting to human activities
-Learners plan for Environmental Walk to create awareness on the significance of faulting
How does faulting affect human activities?
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials
- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials
- Oral questions -Role play evaluation -Written assignments
2 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Multi-purpose River Projects in Africa - Identification
Multi-purpose River Projects in Africa - River Tana Projects
By the end of the lesson, the learner should be able to:

-Identify selected multi-purpose river projects on a map of Africa
-Locate major multi-purpose river projects in Africa
-Appreciate the importance of multi-purpose river projects
- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa
-Learners draw a sketch map of Africa and locate various multi-purpose river projects
How useful are multi-purpose river projects in society?
- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Drawing materials
-Pictures of dams
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Pictures of River Tana
- Oral questions -Map work evaluation -Written assignments
3 1
NATURAL AND HISTORIC BUILT ENVIRONMENTS
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 Aswan High Dam
-Compare the establishment conditions of River Tana Projects and Aswan High Dam
-Appreciate the importance of considering various factors before establishing river projects
- Learners study a map of Africa showing the location of Aswan High Dam
-Learners draw or trace the map of Africa and locate the Aswan High Dam
-In groups, learners compare the conditions that led to the establishment of Aswan High Dam and River Tana Projects
What conditions led to the establishment of Aswan High Dam?
- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of Aswan High Dam
- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Chart paper
- Oral questions -Comparison charts -Written assignments
3 2
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
3 3
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Multi-purpose River Projects in Africa - Importance to Society
Management and Conservation of the Environment - Distinction
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
- Speech evaluation -Oral questions -Written assignments
3 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Management and Conservation of the Environment - Degradation Factors
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:

-Explore factors that lead to degradation of the environment in the community
-Classify factors into human and natural causes
-Develop awareness on environmental degradation issues
- Learners study pictures showing environmental degradation
-Learners research on factors that lead to environmental degradation using digital and print resources
-Learners classify factors into human and natural causes
What factors lead to environmental degradation in our community?
- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 108
-Pictures showing effects of degradation
- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures
- Oral questions -Classification assessment -Written essays
4 1
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Management and Conservation of the Environment - Practical Applications
Management and Conservation of the Environment - Project Planning
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
- Practical assessment -Observation -Project evaluation
4 2
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Identification
World Heritage Sites in Africa - Cultural Heritage
By the end of the lesson, the learner should be able to:

-Identify the selected world heritage sites in Africa
-Locate world heritage sites on a map of Africa
-Appreciate the existence of world heritage sites in Africa
- Learners read a story about various world heritage sites in Africa
-Learners identify five world heritage sites from the passage and name their locations
-Learners discuss the features of different world heritage sites
Why is it important to conserve the world heritage sites?
- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa
-Digital resources
-Pictures of heritage sites
- MENTOR Social Studies Learner's Book pg. 113
-Song composition materials
- Oral questions -Identification assessment -Written assignments
4 3
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Conservation Measures
World Heritage Sites in Africa - Conservation Strategies
By the end of the lesson, the learner should be able to:

-Design measures to conserve the selected world heritage sites
-Explain how heritage sites can be preserved
-Appreciate efforts to conserve heritage sites
- Learners plan a field visit to a nearby heritage site or invite a resource person
-Learners find out measures used to conserve heritage sites
-Learners conduct clean-up sessions around heritage sites or plant seedlings
What measures can we take to conserve heritage sites?
- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Field visit materials
-Clean-up materials
- MENTOR Social Studies Learner's Book pg. 115
-Poster materials
-Chart paper
- Oral questions -Field report evaluation -Observation
4 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
POLITICAL DEVELOPMENTS AND GOVERNANCE
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:

-Recognize the global significance of Africa's world heritage sites
-Explain how heritage sites contribute to global understanding
-Appreciate Africa's contribution to world heritage
- Learners make cards about different world heritage sites in Africa
-Learners display the cards at the Social Studies corner
-Learners discuss the global significance of Africa's heritage sites
What is the global significance of Africa's heritage sites?
- MENTOR Social Studies Learner's Book pg. 116
-Card making materials
-Digital resources
-Pictures of heritage sites
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya
- Card evaluation -Oral questions -Written assignments
5 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Stages Arrangement
The Constitution of Kenya - Importance of Understanding
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
- Poster evaluation -Oral questions -Sequence arrangement
5 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Role of Parliament
The Constitution of Kenya - Role of Citizens
By the end of the lesson, the learner should be able to:

-Examine the role of parliament in constitution-making process
-Explain how parliamentary debates contribute to constitution-making
-Value the importance of parliament in democratic governance
- Learners study pictures showing parliamentary sessions
-Learners watch video clips on parliamentary debates about constitution-making process
-Learners discuss the role of parliament in constitution-making
How does the parliament contribute to constitution-making?
- MENTOR Social Studies Learner's Book pg. 121
-Digital devices
-Video clips
-Pictures of parliamentary sessions
- MENTOR Social Studies Learner's Book pg. 122
-Pictures of citizens' participation
- Oral questions -Written assignments -Video analysis
5 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Citizen Participation
The Constitution of Kenya - Participating in Process
By the end of the lesson, the learner should be able to:

-Debate on the role of citizens in the constitution-making process
-Create charts on the role of citizens in constitution-making
-Value active citizenship in democratic processes
- Learners debate on the role of citizens in the constitution-making process
-Learners create charts on the role of citizens in the constitution-making process
-Learners display their charts in the classroom
What responsibilities do citizens have in constitution-making?
- MENTOR Social Studies Learner's Book pg. 123
-Chart materials
-Digital devices
-Debate materials
-Role-play materials
-The Constitution of Kenya
- Debate evaluation -Chart assessment -Observation
5 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
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:

-Plan for a class constitution-making session
-Discuss class rules to be followed by members
-Value the importance of consensual rule-making
- Learners plan for a class constitution-making session
-Learners discuss class rules that will be followed by members of the class
-Learners display the new class rules on the school noticeboard
How can we apply constitution-making principles in our class?
- MENTOR Social Studies Learner's Book pg. 124
-Writing materials
-Chart paper
-Display board
-The Constitution of Kenya
-Digital devices
- Process evaluation -Rules assessment -Observation
6 1
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
6 2
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
6 3
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
6 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - School Elections
Civic Engagement - Promoting Values
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
- Election participation assessment -Observation -Written reports
7 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Understanding
Kenya's Bill of Rights - Research
By the end of the lesson, the learner should be able to:

-Explore Kenya's Bill of Rights for mutual social well-being
-Identify human rights and freedoms in the Constitution
-Appreciate the importance of the Bill of Rights
- Learners look at the Constitution of Kenya and identify Chapter Four
-Learners study pictures showing different human rights and freedoms
-Learners identify human rights and freedoms shown in the pictures
How can we protect the special groups in the community?
- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights
-Digital devices
- MENTOR Social Studies Learner's Book pg. 134
-Chart paper
- Oral questions -Rights identification assessment -Written assignments
7 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Special Groups
Kenya's Bill of Rights - Protection of Special Groups
By the end of the lesson, the learner should be able to:

-Examine human rights of special groups for promotion of social justice and inclusivity
-Identify rights of elderly, refugees, and migrants
-Appreciate the importance of protecting special groups
- Learners study pictures showing special groups like elderly, refugees, and migrants
-Learners discuss what makes these people special
-Learners identify the human rights of special groups promoted in the pictures
What special protections do vulnerable groups need?
- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups
-The Constitution of Kenya
-Digital devices
- MENTOR Social Studies Learner's Book pg. 136
-Chart paper
- Oral questions -Written assignments -Group presentations
7 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Application
Kenya's Bill of Rights - Assertiveness
By the end of the lesson, the learner should be able to:

-Apply the bill of rights for harmonious living
-Identify ways to promote equality and respect for all
-Value the application of the Bill of Rights in daily life
- Learners read passages about application of the Bill of Rights in school settings
-Learners identify ways in which rights are applied for harmonious living
-Learners discuss other ways human rights of special groups are applied in their community
How can we apply the Bill of Rights in our daily lives?
- MENTOR Social Studies Learner's Book pg. 137
-The Constitution of Kenya
-Digital devices
-Case studies
- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Song/poem composition materials
- Oral questions -Case study analysis -Written assignments
7 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Empathy for Special Groups
Kenya's Bill of Rights - Strategies for Protection
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
- Oral questions -Written assignments -Group discussions
8 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Practical Application
Cultural Globalisation - Global Recognition
By the end of the lesson, the learner should be able to:

-Identify values that promote human rights
-Explain how these values promote respect for human rights
-Embrace respect for human rights in society
- Learners identify values from a "fruit tree" that promote human rights
-Learners explain how the values picked promote respect for human rights in society
-Learners visit nearby homes for the elderly to learn about human rights promotion
How do values translate into human rights protection?
- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram
-Digital devices
-Nearby homes for elderly
- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items
-Chart paper
- Oral questions -Value explanation assessment -Visit reports
8 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Kenyan Cultural Items
Cultural Globalisation - African Cultural Practices
By the end of the lesson, the learner should be able to:

-Examine Kenyan cultural items that have acquired global status
-Explain the significance of these items to communities
-Value Kenya's cultural heritage
- Learners study pictures of cultural items like Kiondo and Maasai Kikoi
-Learners identify the communities associated with these items
-Learners discuss the uses and global significance of these cultural items
What Kenyan cultural elements have global recognition?
- MENTOR Social Studies Learner's Book pg. 143
-Pictures of cultural items
-Digital devices
-Cultural artifacts
- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices
- Oral questions -Written assignments -Item identification
8 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - African Philosophies
Cultural Globalisation - Cultural Preservation
By the end of the lesson, the learner should be able to:

-Explain African cultural philosophies like African Socialism, Ujamaa, and Ubuntu
-Examine how these philosophies promote common humanity
-Value African cultural philosophies
- Learners research on African cultural practices like African Socialism, Ujamaa, and Ubuntu
-Learners discuss how these practices promote common humanity
-Learners present their findings in class
How do African philosophies contribute to global cultural understanding?
- MENTOR Social Studies Learner's Book pg. 145
-Research materials
-Digital devices
-Cultural information
- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Local cultural centers
- Research quality assessment -Oral questions -Presentation evaluation
8 4
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

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