People, Population and Relationships

Scientific Theory about Human Origin - Evolution theory
Scientific Theory about Human Origin - Human remains
Scientific Theory about Human Origin - Different species
Scientific Theory about Human Origin - Changes in humans
Scientific Theory about Human Origin - Africa as cradle of humanity

By the end of the lesson, the learner should be able to:

-Explore the scientific theory about human origin
-Describe how scientific theory is used to explain human origin
-Develop a sense of humanity based on common origin

-Draw a map of Africa and locate where prehistoric human remains were discovered
-Identify the places where early human remains were discovered
-Develop a sense of humanity based on common origin

- Learners discuss in groups how scientific theory is used to explain human origin and present
-Learners use digital technology to find out the places where early human remains were discovered in Africa

- Learners draw a map of Africa and locate where prehistoric human remains were discovered
-Learners use digital technology to find out the places where early human remains were discovered in Africa

Why is Africa considered as the cradle of humanity?

- MENTOR Social Studies Learner's Book pg. 20
-Digital resources
-Maps
- MENTOR Social Studies Learner's Book pg. 20
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 21
-Charts, marker pens
- MENTOR Social Studies Learner's Book pg. 22
-Charts
-Approved textbooks

- Oral questions -Observation -Written tests
- Oral questions -Project work -Observation

People, Population and Relationships

Scientific Theory about Human Origin - Preservation of remains
Early Civilisation - Origin of early visitors
Early Civilisation - Early visitors
Early Civilisation - Swahili civilisation

By the end of the lesson, the learner should be able to:

-Discuss the preservation of remains of early humans
-Draw conclusions on common understanding of origin of humanity
-Develop a sense of humanity based on common origin

- Learners engage with a resource person to discuss the preservation of remains of early humans
-Learners debate on the scientific theory of human origin and Africa as the cradle of humanity

Why is Africa considered as the cradle of humanity?

- MENTOR Social Studies Learner's Book pg. 23
-Resource persons
-Digital resources
- MENTOR Social Studies Learner's Book pg. 32
-Map of Africa
- MENTOR Social Studies Learner's Book pg. 33
- MENTOR Social Studies Learner's Book pg. 34
-Marker pens

- Oral questions -Observation -Written tests

People, Population and Relationships

Early Civilisation - East African city states
Early Civilisation - Architectural designs
Early Civilisation - Social organization
Early Civilisation - Impact of Swahili civilization

By the end of the lesson, the learner should be able to:

-Identify the major East African city states
-Locate the East African city states on a map
-Value cultural heritage

- Learners draw a map showing the location of major East African city states
-Learners discuss characteristics of the major East African city states

Why is cultural heritage important to society?

- MENTOR Social Studies Learner's Book pg. 35
-Map of Africa
-Digital resources
- MENTOR Social Studies Learner's Book pg. 36
-Pictures
- MENTOR Social Studies Learner's Book pg. 37
-Marker pens
- MENTOR Social Studies Learner's Book pg. 38

- Oral questions -Observation -Written tests

People, Population and Relationships

Early Civilisation - Best practices
Trans-Saharan Slave Trade - Development factors
Trans-Saharan Slave Trade - Organization
Trans-Saharan Slave Trade - Source regions
Trans-Saharan Slave Trade - Effects

By the end of the lesson, the learner should be able to:

-Show how the best practices from early civilisations have contributed to the modern world
-Role play the best practices from early civilisations
-Appreciate the best practices of early civilization

-Draw a map of Africa and locate regions where slaves were sourced
-Identify major slave trade routes
-Desire to promote social justice in a society

- Learners role play the best practices from early civilisations to the development of the modern world
-Learners reflect on their own during role-play

- Learners draw a map of Africa and locate regions where slaves were sourced during the Trans-Saharan slave trade
-Learners trace the major slave trade routes on a map

Why is cultural heritage important to society?
Why do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 38
-Digital resources
-Manilla papers
- MENTOR Social Studies Learner's Book pg. 39
-Internet
- MENTOR Social Studies Learner's Book pg. 40
- MENTOR Social Studies Learner's Book pg. 41
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 42
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - Resistance
Trans-Saharan Slave Trade - End of slave trade

By the end of the lesson, the learner should be able to:

-Describe forms of resistance to the Trans-Saharan slave trade
-Explain how Africans resisted the slave trade
-Desire to promote social justice in a society

- Learners discuss different forms of resistance to the Trans-Saharan slave trade
-Learners explain how Africans resisted the slave trade

Why do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 43
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 44

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Causes
Population Growth in Africa - Effects

By the end of the lesson, the learner should be able to:

-Explore causes of population growth in Africa
-Discuss the main factors leading to population growth
-Appreciate the impact of migration on population growth in Africa

- Learners brainstorm in groups causes of population growth in Africa
-Learners discuss the main factors leading to population growth

Why is it important to study demographic changes?

- MENTOR Social Studies Learner's Book pg. 46
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 47

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Demographic trends
Population Growth in Africa - Types of migration
Population Growth in Africa - Factors of migration
Population Growth in Africa - Awareness

By the end of the lesson, the learner should be able to:

-Illustrate demographic trends in Kenya
-Draw demographic trends using recent census data
-Appreciate the impact of migration on population growth in Africa

-Research on the factors that influence migration in Africa
-Explain how migration affects population distribution
-Appreciate the impact of migration on population growth in Africa

- Learners develop self-confidence as they draw demographic trends in Kenya using recent census data
-Learners discuss demographic trends in Kenya

- Learners exchange new ideas as they research on the factors that influence migration in Africa
-Learners discuss how migration affects population distribution

Why is it important to study demographic changes?

- MENTOR Social Studies Learner's Book pg. 48
-Recent census data
-Digital resources
- MENTOR Social Studies Learner's Book pg. 49
-Internet
- MENTOR Social Studies Learner's Book pg. 50
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 51
-Manila papers
-Marker pens

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Social-cultural diversities
Diversity, Inclusion and Interpersonal Skills - Social cohesion

By the end of the lesson, the learner should be able to:

-Explore social cultural diversities in Kenya
-Discuss the social cultural diversities in Kenya
-Appreciate social cultural diversities in Kenya

- Learners exhibit respect for fellow citizens as they discuss the social cultural diversities in Kenya
-Learners identify different social cultural diversities in Kenya

How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?

- MENTOR Social Studies Learner's Book pg. 55
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 56

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Self-esteem
Diversity, Inclusion and Interpersonal Skills - Emotions

By the end of the lesson, the learner should be able to:

-Explain ways of building a healthy self-esteem in social cultural diversity and inclusion
-Find out how to improve one's self-esteem
-Appreciate social cultural diversities in Kenya

- Learners use digital or print material to find out how to improve one's self-esteem
-Learners share their findings in class

How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?

- MENTOR Social Studies Learner's Book pg. 5
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 7
-Video clips

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Managing emotions
Diversity, Inclusion and Interpersonal Skills - Peer pressure
Diversity, Inclusion and Interpersonal Skills - Positive peer pressure
Diversity, Inclusion and Interpersonal Skills - Cultural diversities

By the end of the lesson, the learner should be able to:

-Engage a resource person to talk about managing effects of emotions
-Discuss managing effects of emotions in a diversified environment
-Appreciate social cultural diversities in Kenya

-Develop self-confidence and values to enhance positive peer pressure
-Act out skits on social cultural diversity and inclusion
-Appreciate social cultural diversities in Kenya

- Learners engage a resource person to talk about managing effects of emotions in a diversified environment
-Learners discuss managing effects of emotions

- Learners develop self-confidence and values to enhance positive peer pressure as they act out skits on social cultural diversity and inclusion
-Learners discuss values that enhance positive peer pressure

How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?

- MENTOR Social Studies Learner's Book pg. 8
-Resource person
-Digital resources
- MENTOR Social Studies Learner's Book pg. 9
-Internet
- MENTOR Social Studies Learner's Book pg. 10
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 11

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Cultural appreciation
Diversity, Inclusion and Interpersonal Skills - Inclusivity

By the end of the lesson, the learner should be able to:

-Discuss ways of appreciating social cultural diversities in Kenya
-Identify benefits of social cultural diversities
-Appreciate social cultural diversities in Kenya

- Learners discuss ways of appreciating social cultural diversities in Kenya
-Learners identify benefits of social cultural diversities

How can we demonstrate respect and appreciation of Social Cultural Diversity and Inclusion?

- MENTOR Social Studies Learner's Book pg. 12
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 13

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Problem identification

By the end of the lesson, the learner should be able to:

-Identify a problem/gap in the community
-Brainstorm on problems/gaps in their school/community
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners brainstorm and identify problems/gaps/opportunities in their school/community that need attention
-Learners discuss the identified problems

- How does one determine some gaps/needs in the community - Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 13
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Project title
Community Service Learning Project - Problem statement
Community Service Learning Project - Solution design
Community Service Learning Project - Implementation plan

By the end of the lesson, the learner should be able to:

-Discuss and adapt one identified problem for the class/group project
-State the project title
-Appreciate the need to be part of the solution to the gaps/challenges in the community

-Design a solution(s) to the identified problem
-Discuss and agree on an appropriate solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners speak engagingly when discussing and adapting one identified problem for the class/group project
-Learners state the project title

- Learners search, discuss and agree on an appropriate solution/way/skills of addressing the identified problem
-Learners note down the recommended/proposed solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 14
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 15
- MENTOR Social Studies Learner's Book pg. 16
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 17

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation
Community Service Learning Project - Reflection

By the end of the lesson, the learner should be able to:

-Implement the plan for solving the identified problem
-Implement the plan prudently
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners implement the plan prudently to address the identified problem
-Learners carry out the implementation of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 18
-Locally available materials
-Digital resources
-Internet

- Oral questions -Observation -Project work

Community Service Learning Project
Natural and Historic Built Environments
Natural and Historic Built Environments
Natural and Historic Built Environments

Community Service Learning Project - Appreciation
Map Reading and Interpretation - Marginal information
Map Reading and Interpretation - Types of scales
Map Reading and Interpretation - Scale conversions

By the end of the lesson, the learner should be able to:

-Appreciate the need to be part of the solution to the gaps/challenges in the community
-Discuss the importance of being part of the solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss the importance of being part of the solution to the gaps/challenges in the community
-Learners appreciate the need to be part of the solution

-How does one determine some gaps/needs in the community -Why is it necessary to make adequate preparations before embarking on a project?

- MENTOR Social Studies Learner's Book pg. 19
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 75
-Maps
- MENTOR Social Studies Learner's Book pg. 76
- MENTOR Social Studies Learner's Book pg. 77

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Measuring distances
Map Reading and Interpretation - Calculating areas
Map Reading and Interpretation - Drainage features
Map Reading and Interpretation - Relief features
Map Reading and Interpretation - Vegetation
Map Reading and Interpretation - Drawing diagrams
Map Reading and Interpretation - Critical thinking

By the end of the lesson, the learner should be able to:

-Measure distances on a topographical map
-Calculate distances using scales
-Apply critical thinking skills in map reading and interpretation

-Explain methods of representing vegetation on topographical maps
-Identify vegetation features on maps
-Apply critical thinking skills in map reading and interpretation

- Learners measure distances on a topographical map
-Learners share their findings in class

- Learners research on methods of representing vegetation on maps
-Learners share their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 78
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 79
- MENTOR Social Studies Learner's Book pg. 80
- MENTOR Social Studies Learner's Book pg. 81
- MENTOR Social Studies Learner's Book pg. 82
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 83
- MENTOR Social Studies Learner's Book pg. 84

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Application
Map Reading and Interpretation - Practical application

By the end of the lesson, the learner should be able to:

-Apply knowledge of map reading in practical situations
-Interpret maps with different scales
-Apply critical thinking skills in map reading and interpretation

- Learners interpret different types of maps
-Learners apply their knowledge in practical map reading exercises

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 85
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 86

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Factors influencing weather
Weather and Climate - Factors influencing climate

By the end of the lesson, the learner should be able to:

-Examine the factors influencing weather in Africa
-Identify factors that affect day-to-day weather conditions
-Recognise the effects of weather and climate on human activities

- Learners use print or digital resources to research on the factors influencing weather in Africa
-Learners share their findings in class

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 94
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 95

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Climatic regions
Weather and Climate - Desert regions
Weather and Climate - Semi-desert regions
Weather and Climate - Tropical regions

By the end of the lesson, the learner should be able to:

-Illustrate the distribution of major climatic regions of Africa
-Draw a map showing climatic regions
-Recognise the effects of weather and climate on human activities

-Illustrate the characteristics of semi-desert regions in Africa
-Identify semi-desert regions on a map
-Recognise the effects of weather and climate on human activities

- Learners draw a map of Africa and indicate the major climatic regions (desert, semi-desert, tropical, mediterranean and mountain)
-Learners display their maps in class

- Learners view a video clip/film or use print materials on the distribution and characteristics of semi-desert regions
-Learners make short notes on the semi-desert regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 96
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 97
-Video clips
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 99

- Oral questions -Observation -Project work
- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mediterranean regions
Weather and Climate - Mountain regions

By the end of the lesson, the learner should be able to:

-Illustrate the characteristics of mediterranean regions in Africa
-Identify mediterranean regions on a map
-Recognise the effects of weather and climate on human activities

- Learners view a video clip/film or use print materials on the distribution and characteristics of mediterranean regions
-Learners make short notes on the mediterranean regions

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 100
-Digital resources
-Video clips
- MENTOR Social Studies Learner's Book pg. 101

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Stress management
Weather and Climate - Causes of climate change

By the end of the lesson, the learner should be able to:

-Explore positive ways of managing stress during disasters caused by climate change
-Discuss ways of managing stress during disasters
-Recognise the effects of weather and climate on human activities

- Learners discuss ways of managing stress caused during disasters caused by climate change
-Learners share their experiences on managing stress

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 102
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 103

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Effects of climate change
Weather and Climate - Problem solving
Weather and Climate - Human activities

By the end of the lesson, the learner should be able to:

-Identify effects of climate change
-Brainstorm on the effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

-Examine the effects of weather and climate on human activities
-Engage with a resource person to discuss the effects of weather and climate
-Recognise the effects of weather and climate on human activities

- Learners brainstorm on the effects of climate change
-Learners share their findings in class

- Learners find extra information as they engage with a resource person to discuss the effects of weather and climate on personal wellbeing and human activities
-Learners discuss the importance of addressing climate change

-How does climate change affect human activities -How can one manage stress during disasters?

- MENTOR Social Studies Learner's Book pg. 104
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 105

- MENTOR Social Studies Learner's Book pg. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Factors influencing vegetation
Vegetation in Africa - Field excursion

By the end of the lesson, the learner should be able to:

-Explain factors influencing vegetation distribution in Africa
-Brainstorm on factors influencing vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners brainstorm in groups on factors influencing vegetation in Africa
-Learners do a presentation in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 108
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 109
-Immediate environment

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Vegetation regions
Vegetation in Africa - Characteristics

By the end of the lesson, the learner should be able to:

-Identify the vegetation regions in Africa
-Use digital or print resources to research on vegetation regions
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to find out the vegetation regions in Africa
-Learners share their findings in class

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 110
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 111

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Map drawing
Vegetation in Africa - Conservation methods
Vegetation in Africa - Caring for vegetation
Vegetation in Africa - Importance

By the end of the lesson, the learner should be able to:

-Locate the major vegetation regions of Africa
-Draw a map of Africa showing vegetation regions
-Appreciate vegetation conservation within the environment

-Write essays on ways of caring for vegetation
-Discuss ways of caring for vegetation
-Appreciate vegetation conservation within the environment

- Learners draw the map of Africa and indicate the vegetation regions
-Learners display their maps in class

- Learners write essays on ways of caring for vegetation in the school community
-Learners share their essays

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 112
-Digital resources
-Maps
- MENTOR Social Studies Learner's Book pg. 113
-Manila papers
- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 115

- Oral questions -Observation -Project work
- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Selected sites
Historical Sites and Monuments in Africa - Map drawing

By the end of the lesson, the learner should be able to:

-Locate selected historical sites and monuments in Africa
-Trace selected historical sites and monuments in Africa
-Value conservation of historical sites and monuments in the locality

- Learners use digital or print resources to trace selected historical sites and monuments in Africa (Fort Jesus, Kilwa, Great Zimbabwe, Giza pyramids, Meroe, Timbuktu, and Robben Island)
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 120
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 121

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Importance
Historical Sites and Monuments in Africa - Conservation ways

By the end of the lesson, the learner should be able to:

-Examine the importance of historical sites and monuments for the preservation of cultural heritage
-Brainstorm on the importance of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners develop the skill of constructive dialogue as they brainstorm in groups on the importance of historical sites and monuments in Africa
-Learners share their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 122
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 123

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking
Historical Sites and Monuments in Africa - Overcoming challenges
Historical Sites and Monuments in Africa - Photo album
Historical Sites and Monuments in Africa - Field visit

By the end of the lesson, the learner should be able to:

-Apply creative thinking in preserving cultural heritage
-Discuss ways of applying creative thinking in preserving cultural heritage
-Value conservation of historical sites and monuments in the locality

-Create an album of historical sites and monuments
-Collect pictures and photographs of historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners discuss ways of applying creative thinking in preserving cultural heritage
-Learners share their ideas on creative approaches

- Learners display national pride as they collect pictures and photographs and create an album of historical sites and monuments
-Learners display their albums in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 124
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 125
- MENTOR Social Studies Learner's Book pg. 126
-Digital resources
-Pictures and photographs
- MENTOR Social Studies Learner's Book pg. 127
-Historical site or monument

- Oral questions -Observation -Written tests
- Oral questions -Observation -Project work

Natural and Historic Built Environments
Political Developments and Governance
Political Developments and Governance
Political Developments and Governance

Historical Sites and Monuments in Africa - Awareness creation
The Constitution of Kenya - Components of the Constitution
The Constitution of Kenya - Three arms of government
The Constitution of Kenya - Guiding principles of leadership

By the end of the lesson, the learner should be able to:

-Create awareness on conservation of historical sites and monuments
-Design posters for awareness creation
-Value conservation of historical sites and monuments in the locality

- Learners design posters to create awareness on the conservation of historical sites and monuments
-Learners display their posters in the school and community

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127
-Digital resources
-Manila papers
-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 128-130
-Flip charts/manila papers
-Mentor Social Studies Learner's Book pg. 131-132
-The Constitution of Kenya (Chapter 6)
-Mentor Social Studies Learner's Book pg. 133

- Oral questions -Observation -Project work

Political Developments and Governance

The Constitution of Kenya - Assertiveness in leadership
The Constitution of Kenya - Interrelationships of the arms of government
The Constitution of Kenya - Constitutional responsibilities
Human Rights - Introduction to Human Rights

By the end of the lesson, the learner should be able to:

-Define assertiveness in leadership (knowledge)
-Apply assertiveness in upholding principles of leadership (skill)
-Desire to practice assertiveness in daily interactions (attitude)

-Create a "Scenario Challenge Box" where learners write down challenging leadership scenarios, then groups draw scenarios and demonstrate assertive responses
-Develop and perform "Assertiveness Skits" showing the difference between passive, aggressive, and assertive leadership styles
-Design a personal "Assertiveness Journal" where learners record situations requiring assertiveness and reflect on their responses

Why is assertiveness important in adhering to the Constitution of Kenya?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 132-133
-Flip charts
-Mentor Social Studies Learner's Book pg. 134-135
-Manila papers
-Mentor Social Studies Learner's Book pg. 135-136

-Observation -Oral questions -Role-play assessment

Political Developments and Governance

Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights
Human Rights - Children's Rights
Human Rights - Protection of Children's Rights
Human Rights - Societal Responsibility
Human Rights - Human Rights Violations
Human Rights - Human Rights Organizations
Citizenship - Global Citizen

By the end of the lesson, the learner should be able to:

-Identify ways of protecting human rights (knowledge)
-Explore how human rights can be protected in the community (skill)
-Show concern for protection of human rights (attitude)

-State societal responsibilities in protecting human rights (knowledge)
-Explain the responsibility of the society in protecting human rights (skill)
-Recognize the responsibility of society in protecting human rights (attitude)

-Conduct "Human Rights Protection Interviews" with school leaders and community members about how they protect rights
-Design a "Human Rights Protection Toolkit" with practical strategies for ensuring rights are respected
-Create a "Rights Protectors Hall of Fame" featuring people or organizations that champion human rights

-Conduct a "Community Responsibility Mapping Exercise" where learners identify different stakeholders and their roles in protecting rights
-Create a "Rights Responsibility Chain" visual showing how rights protection flows from individual to family to community to national levels
-Develop a "Society's Role in Rights Protection" pledge that learners can share with family members

What can we do to ensure human rights are protected?
What role does society play in protecting human rights?

-Digital resources
-Mentor Social Studies Learner's Book pg. 137-138
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios
-Manila papers
-Mentor Social Studies Learner's Book pg. 140-141
-Children's Act
-African Charter on the Rights and Welfare of the Child
-Mentor Social Studies Learner's Book pg. 141-142
-Digital resources
-Mentor Social Studies Learner's Book pg. 142-143
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 144-145

-Observation -Oral questions -Group presentation
-Observation -Oral questions -Written assignments

Political Developments and Governance

Citizenship - Responsibilities of a Global Citizen
Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship
Citizenship - Nobel Prize Nominees

By the end of the lesson, the learner should be able to:

-List responsibilities of a global citizen (knowledge)
-Explain the responsibilities of a global citizen (skill)
-Desire to fulfill responsibilities of a global citizen (attitude)

-Participate in a "Global Responsibility Challenge" where learners commit to specific actions for one week
-Create a "Responsibility Ripple" diagram showing how individual actions create wider positive impacts
-Develop a "Global Citizenship Pledge" with commitments to specific responsibilities

What are the responsibilities of a global citizen?

-Digital resources
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 146-147
-Mentor Social Studies Learner's Book pg. 147-148
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 148-149

-Observation -Oral questions -Project work

Political Developments and Governance

Citizenship - Response to Injustice
Citizenship - Goal Setting
Citizenship - Empathy
Citizenship - Regional Anthems
Citizenship - East African Community (EAC)

By the end of the lesson, the learner should be able to:

-Identify ways Nobel Prize nominees responded to injustice (knowledge)
-Compare how different Nobel Prize nominees responded to injustice (skill)
-Show respect for different approaches to addressing injustice (attitude)

-Engage in a "Nobel Response Comparison Matrix" where learners analyze different strategies used by nominees
-Create and perform "Injustice Response Tableaux" where groups physically recreate pivotal moments from nominees' lives
-Develop "Modern Day Applications" of nominees' strategies for addressing contemporary injustices

What can we learn from Nobel Prize nominees' responses to injustice?

-Digital resources
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees
-Manila papers
-Mentor Social Studies Learner's Book pg. 150-151
-Manila papers
-Magazines for vision boards
-Mentor Social Studies Learner's Book pg. 151-152
-Pictures of volunteers addressing injustices
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 152-153
-EAC and AU anthems
-Audio equipment
-Mentor Social Studies Learner's Book pg. 153-154
-Maps of Africa

-Observation -Oral questions -Debate assessment