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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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