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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
2 1
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Identification
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
- Oral questions -Identification assessment -Written assignments
2 2
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
2 3
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Conservation Strategies
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
- Poster evaluation -Poem assessment -Observation
2 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Global Significance
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
- Card evaluation -Oral questions -Written assignments
3 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Importance of Understanding
By the end of the lesson, the learner should be able to:

-Identify the stages in the constitution-making process in Kenya
-Explain what happens in each stage of the constitution-making process
-Appreciate the need for following a process in constitution-making
- Learners study pictures showing constitution-making process in Kenya
-Learners identify stages like collection of views, constitutional conferences, referendum, and promulgation
-Learners use digital devices or textbooks to research on the stages in the constitution-making process
Why is constitution-making process in Kenya important?
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 120
-Resource person
- Oral questions -Written tests -Observation
3 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Role of Parliament
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
- Oral questions -Written assignments -Video analysis
3 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Role of Citizens
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
- Oral questions -Written assignments -Observation
3 4
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
4 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
The Constitution of Kenya - Defending the Constitution
By the end of the lesson, the learner should be able to:

-Desire to defend and promote the Constitution of Kenya
-Recite poems about defending the Constitution
-Write speeches on defending the Constitution
- Learners recite poems about the Constitution of Kenya
-Learners identify ways to defend and promote the Constitution
-Learners write speeches on how to defend and promote the Constitution
How can we defend and promote the Constitution of Kenya?
- MENTOR Social Studies Learner's Book pg. 124
-The Constitution of Kenya
-Writing materials
-Digital devices
- Poem recitation assessment -Speech evaluation -Written assignments
4 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Individual 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
- Oral questions -Essay evaluation -Written tests
4 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Collective Activities
Civic Engagement - Creating Awareness
By the end of the lesson, the learner should be able to:

-Identify collective civic engagement activities in Kenya
-Explain how collective activities promote democracy
-Value collaborative efforts in civic participation
- Learners study pictures showing collective civic engagement activities
-Learners discuss how activities like voting, maintaining peace, and seeking justice promote democracy
-Learners write points in their notebooks
How can citizens collectively engage in civic activities?
- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 127
-Poster materials
-Internet resources
-Civic journals
- Oral questions -Written assignments -Group discussions
4 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Political Parties
By the end of the lesson, the learner should be able to:

-Illustrate the role of political parties in democratic governance
-Explain how political parties promote democratic values
-Appreciate the contribution of political parties to governance
- Learners read a conversation about the role of political parties in democratic governance
-Learners identify how political parties promote national unity and democracy
-In groups, learners name political parties in Kenya and discuss how they promote democratic governance
How do political parties contribute to democratic governance?
- MENTOR Social Studies Learner's Book pg. 128
-Digital devices
-Newspapers
-Political party manifestos
- Oral questions -Group presentations -Written assignments
5 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Democratic Governance
By the end of the lesson, the learner should be able to:

-Debate on the role of political parties in democratic governance
-Analyze successes and failures of political parties
-Value the importance of objective analysis
- Learners debate on the motion: "Political parties have failed to promote democratic governance in Kenya"
-Learners identify highlights of the role of political parties in democratic governance
-Learners document key points from the debate
Do political parties enhance or hinder democratic governance?
- MENTOR Social Studies Learner's Book pg. 129
-Debate materials
-Digital devices
-Political party information
- Debate evaluation -Oral questions -Documentation quality
5 2
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
5 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Promoting Values
By the end of the lesson, the learner should be able to:

-Compose poems on promoting values in school
-Recite poems during school events
-Value integrity, peace, and social justice
- Learners compose poems on promoting values like integrity, peace, and social justice
-Learners recite poems during school events
-Learners take part in local civic engagement activities
How can we promote civic values in our community?
- MENTOR Social Studies Learner's Book pg. 132
-Poem composition materials
-Digital devices
-Community resources
- Poem evaluation -Recitation assessment -Participation observation
5 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Understanding
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
- Oral questions -Rights identification assessment -Written assignments
6 1
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
6 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Application
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
- Oral questions -Case study analysis -Written assignments
6 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Assertiveness
By the end of the lesson, the learner should be able to:

-Develop assertiveness necessary in standing up for human rights
-Role play situations demonstrating assertiveness
-Value the importance of standing up for rights
- Learners role play situations that bring out assertiveness in standing up for human rights
-Learners compose poems or songs that bring out assertiveness in standing up for human rights
-Learners create declarations to stand up for human rights
How can we develop assertiveness in defending human rights?
- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Digital devices
-Song/poem composition materials
- Role play assessment -Song/poem evaluation -Declaration quality
6 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
7 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Practical Application
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
- Oral questions -Value explanation assessment -Visit reports
7 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Global Recognition
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
- Oral questions -Written assignments -Group discussions
7 3
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
7 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - African Philosophies
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
- Research quality assessment -Oral questions -Presentation evaluation
8 1
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Cultural Preservation
By the end of the lesson, the learner should be able to:

-Explore ways of preserving cultural elements that promotes global citizenship
-Plan for preservation of cultural elements
-Value the importance of cultural preservation
- Learners visit local cultural centers with teacher guidance
-Learners prepare materials to preserve cultural elements that promote global citizenship
-Learners establish cultural museum centers in class
How can we preserve cultural elements that promote global citizenship?
- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Digital devices
-Local cultural centers
- Oral questions -Museum quality assessment -Participation observation
8 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Healthy Relationships
Cultural Globalisation - Speeches on Cultural Relationships
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
- Oral questions -Analysis quality -Written assignments
8 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Global Citizenship
By the end of the lesson, the learner should be able to:

-Identify cultural elements and values that promote global citizenship
-Explain how these elements promote global citizenship
-Appreciate values and cultural elements which promote responsible global citizenship
- Learners study road maps showing cultural elements and values that promote global citizenship
-Learners discuss how these cultural elements and values promote global citizenship
-Learners create posters with cultural elements and values that promote global citizenship
How do cultural elements promote global citizenship?
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams
-Poster materials
-Digital devices
- Oral questions -Poster evaluation -Written assignments
8 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - International Cultural Exchange
By the end of the lesson, the learner should be able to:

-Debate on the role of international cultural exchange in promoting global citizenship
-Document key points from the debate
-Value international cultural exchange
- Learners organize class debates on the role of international cultural exchange in promoting global citizenship
-Learners appoint secretaries to document key points during the debate
-Learners share documented points at the end of the debate
What is the role of international cultural exchange in promoting global citizenship?
- MENTOR Social Studies Learner's Book pg. 150
-Debate materials
-Documentation materials
-Digital devices
- Debate quality assessment -Documentation evaluation -Oral questions

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