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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 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
|
|
1 | 3 |
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
|
|
1 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
World Heritage Sites in Africa - Conservation Strategies
World Heritage Sites in Africa - Global Significance |
By the end of the
lesson, the learner
should be able to:
-Apply critical thinking skills in conserving heritage sites within the locality -Create posters with information on heritage site conservation -Value the need to preserve heritage sites for future generations |
- Learners study the measures designed by Grade 9 learners to conserve heritage sites in their locality
-Learners create posters with the information showing measures to conserve world heritage sites -Learners compose poems on the importance of world heritage sites |
How can communities participate in heritage site conservation?
|
- MENTOR Social Studies Learner's Book pg. 115
-Poster materials -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 116 -Card making materials -Pictures of heritage sites |
- Poster evaluation
-Poem assessment
-Observation
|
|
2 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Stages in Constitution-Making
|
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 |
- Oral questions
-Written tests
-Observation
|
|
2 | 2 |
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
|
|
2 | 3 |
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
|
|
2 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Role of Citizens
The Constitution of Kenya - Citizen Participation |
By the end of the
lesson, the learner
should be able to:
-Explore the role of citizens in constitution-making process -Identify ways citizens participate in constitution-making -Appreciate the importance of citizen participation in governance |
- Learners study pictures showing citizens' participation in constitution-making process
-Learners use digital devices to watch videos on citizen participation -Learners discuss the roles of citizens in constitution-making |
How do citizens participate in constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 122
-Digital devices -Pictures of citizens' participation -Video clips - MENTOR Social Studies Learner's Book pg. 123 -Chart materials -Debate materials |
- Oral questions
-Written assignments
-Observation
|
|
3 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Participating in Process
|
By the end of the
lesson, the learner
should be able to:
-Participate in the constitution-making process in community -Role-play constitution-making process -Appreciate the importance of active participation in civic processes |
- Learners study pictures showing citizens participating in constitution-making
-Learners role-play a constitution-making process with some playing citizens and others playing commissioners -Learners give views on issues they need addressed in the constitution |
How can we actively participate in constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 123
-Role-play materials -Digital devices -The Constitution of Kenya |
- Role-play evaluation
-Oral questions
-Observation
|
|
3 | 2 |
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
|
|
3 | 3 |
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
|
|
3 | 4 |
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 |
Mid term assessment |
||||||||
5 | 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
|
|
5 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Democratic Governance
Civic Engagement - Elective Positions |
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 - MENTOR Social Studies Learner's Book pg. 130 -Pictures of ballot boxes -Newspaper articles |
- Debate evaluation
-Oral questions
-Documentation quality
|
|
5 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Electoral Positions
Civic Engagement - School Elections |
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 - MENTOR Social Studies Learner's Book pg. 132 -Election materials -Ballot boxes -Campaign materials |
- Diagram completion assessment
-Oral questions
-Portfolio review
|
|
5 | 4 |
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
|
|
6 | 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
|
|
6 | 2 |
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
|
|
6 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Protection of Special Groups
Kenya's Bill of Rights - Application |
By the end of the
lesson, the learner
should be able to:
-Discuss how to protect special groups in the community -Identify specific rights for each special group -Value social justice and inclusivity |
- Learners discuss how to protect special groups in the community
-Learners identify specific rights for elderly, refugees, and migrants -Learners present their points in class |
How can we promote social justice and inclusivity for special groups?
|
- MENTOR Social Studies Learner's Book pg. 136
-The Constitution of Kenya -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 137 -Case studies |
- Oral questions
-Presentation assessment
-Written assignments
|
|
6 | 4 |
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
|
|
7 | 1 |
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 | 2 |
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 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Global Recognition
Cultural Globalisation - Kenyan Cultural Items |
By the end of the
lesson, the learner
should be able to:
-Identify cultural elements and practices that have acquired a global recognition and status -Explain how cultural elements make Kenya globally recognized -Appreciate Kenya's cultural contributions globally |
- Learners discuss how aspects like Kenyan athletes, tea, beaches, wildlife, and cultural items make Kenya famous
-Learners identify cultural items in Kenya which have acquired global status -Learners share their answers in class |
How can we preserve aspects of cultural globalisation in the community?
|
- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items -Digital devices -Chart paper - MENTOR Social Studies Learner's Book pg. 143 -Pictures of cultural items -Cultural artifacts |
- Oral questions
-Written assignments
-Group discussions
|
|
7 | 4 |
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
|
|
8 | 1 |
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 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Healthy 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 |
- Oral questions
-Analysis quality
-Written assignments
|
|
8 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - Speeches on Cultural Relationships
Cultural Globalisation - Global Citizenship |
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 - MENTOR Social Studies Learner's Book pg. 149 -Road map diagrams -Poster materials |
- Speech analysis assessment
-Chart quality
-Research evaluation
|
|
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 |
End term assessment |
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