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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
Management and Conservation of the Environment - Distinction
By the end of the lesson, the learner should be able to:

-Distinguish between management of the environment and conservation of the environment
-Explain the key differences between management and conservation
-Appreciate the importance of both management and conservation
- Learners study pictures showing management and conservation of the environment
-In groups, learners distinguish between management of the environment and conservation of the environment
-Learners discuss key differences and write them in their notebooks
Why is it important to conserve degraded environment?
- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation
-Digital resources
-Chart paper
- Oral questions -Written assignments -Group presentations
1 2
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Management and Conservation of the Environment - Degradation Factors
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
- Oral questions -Classification assessment -Written essays
1 3
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
1 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Management and Conservation of the Environment - Practical Applications
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
- Practical assessment -Observation -Project evaluation
2 1
NATURAL AND HISTORIC BUILT ENVIRONMENTS
Management and Conservation of the Environment - Project Planning
By the end of the lesson, the learner should be able to:

-Plan for environmental conservation projects
-Identify environmental issues in the community
-Appreciate the importance of managing and conserving the environment
- Learners plan for projects on environmental issues like waste management, tree planting, pollution control, or soil conservation
-Learners identify specific actions to take in the school neighborhood
-Learners create posters to inform community members on proper environmental management
How can we implement environmental conservation projects?
- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials
-Poster materials
-Digital resources
- Project plan evaluation -Poster assessment -Observation
2 2
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 3
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Cultural Heritage
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
- Oral questions -Song evaluation -Written assignments
2 4
NATURAL AND HISTORIC BUILT ENVIRONMENTS
World Heritage Sites in Africa - Conservation Measures
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
- Oral questions -Field report evaluation -Observation
3 1
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
3 2
NATURAL AND HISTORIC BUILT ENVIRONMENTS
POLITICAL DEVELOPMENTS AND GOVERNANCE
World Heritage Sites in Africa - Global Significance
Civic Engagement - Individual Activities
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. 125
-Slogans on civic engagement
-Digital devices
-The Constitution of Kenya
- Card evaluation -Oral questions -Written assignments
3 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Collective Activities
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
- Oral questions -Written assignments -Group discussions
3 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Creating Awareness
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
- Poster evaluation -Oral questions -Peer feedback
4 1
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
4 2
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
4 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Civic Engagement - Electoral Positions
By the end of the lesson, the learner should be able to:

-Complete diagrams showing various elective positions in Kenya
-Explain the roles of different elective positions
-Value the democratic electoral system
- Learners complete diagrams showing various elective positions in Kenya
-Learners discuss the roles of different elected officials
-Learners file completed diagrams in their portfolios
How are elective positions structured in Kenya?
- MENTOR Social Studies Learner's Book pg. 131
-Diagram templates
-Digital devices
-The Constitution of Kenya
- Diagram completion assessment -Oral questions -Portfolio review
4 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
5 1
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
5 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Research
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
- Research quality assessment -Classification accuracy -Oral questions
5 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - 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
- Oral questions -Written assignments -Group presentations
5 4
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Protection of Special Groups
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
- Oral questions -Presentation assessment -Written assignments
6 1
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 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Assertiveness
Kenya's Bill of Rights - Empathy for Special Groups
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
- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy
-Chart paper
- Role play assessment -Song/poem evaluation -Declaration quality
6 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Kenya's Bill of Rights - Strategies for Protection
By the end of the lesson, the learner should be able to:

-Complete tables showing strategies for promoting protection of special groups
-Devise practical ways to help special groups
-Value empathy and protection for special groups
- Learners read statements on promoting empathy and solidarity among special groups
-Learners complete tables showing strategies for promoting protection of special groups
-Learners share their ideas with classmates
What strategies can protect and support special groups?
- MENTOR Social Studies Learner's Book pg. 140
-Table templates
-Digital devices
-The Constitution of Kenya
- Table completion assessment -Oral questions -Peer feedback
6 4
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 1
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 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Kenyan Cultural Items
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
- Oral questions -Written assignments -Item identification
7 3
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - African Cultural Practices
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
- Oral questions -Written assignments -Group discussions
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
Cultural Globalisation - Healthy Relationships
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
- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities
-Chart paper
- Oral questions -Museum quality assessment -Participation observation
8 2
POLITICAL DEVELOPMENTS AND GOVERNANCE
Cultural Globalisation - Speeches on Cultural Relationships
By the end of the lesson, the learner should be able to:

-Analyze speeches on factors promoting healthy cultural relationships
-Identify factors that promote cultural interconnectedness
-Value the importance of positive cultural exchange
- Learners read speeches by Grade 9 learners on factors promoting healthy cultural relationships
-Learners identify additional factors that promote cultural relationships
-Learners research and create charts on these factors
How can speeches promote cultural understanding?
- MENTOR Social Studies Learner's Book pg. 148
-Speech texts
-Chart materials
-Digital devices
-Research materials
- Speech analysis assessment -Chart quality -Research evaluation
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
9

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