People, Population and Relationships

Scientific Theory about Human Origin - Human remains
Scientific Theory about Human Origin - Different species

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

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

- Oral questions -Project work -Observation

People, Population and Relationships

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:

-Illustrate changes that took place in humans as a result of evolution
-Draw charts showing different stages of human evolution
-Appreciate the common origin of humans

- Learners draw charts showing the different stages of human evolution and share in class
-Learners carry out library research on changes that took place in humans as a result of evolution and draw an evolutionary tree

Why is Africa considered as the cradle of humanity?

- MENTOR Social Studies Learner's Book pg. 22
-Charts
-Digital resources
-Approved textbooks

- Project work -Observation -Written tests

People, Population and Relationships

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

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Early Civilisation - Early visitors
Early Civilisation - Swahili civilisation

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

-Identify the early visitors to the East African Coast
-Describe the reasons for the coming of the early visitors
-Appreciate cultural diversity

- Learners accommodate divergent opinions in groups as they discuss the early visitors to the East African Coast
-Learners find out the reasons for the coming of early visitors

Why is cultural heritage important to society?

- MENTOR Social Studies Learner's Book pg. 33
-Digital resources
-Map of Africa
- 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

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Early Civilisation - Architectural designs
Early Civilisation - Social organization

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

-Describe the architectural designs of the East African city states
-Identify various cultural aspects of the Swahili people
-Appreciate the Swahili culture

- Learners observe pictures of architectural designs in East African city states
-Learners discuss various cultural aspects of the Swahili people

Why is cultural heritage important to society?

- MENTOR Social Studies Learner's Book pg. 36
-Pictures
-Digital resources
- MENTOR Social Studies Learner's Book pg. 37
-Marker pens

- Oral questions -Observation -Written tests

People, Population and Relationships

Early Civilisation - Impact of Swahili civilization
Early Civilisation - Best practices

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

-Explain the impact of Swahili civilization on modern East African society
-Identify the influence of early visitors on Swahili culture
-Appreciate cultural diversity

- Learners discuss the impact of Swahili civilization on modern East African society
-Learners identify the influence of early visitors on Swahili culture

Why is cultural heritage important to society?

- MENTOR Social Studies Learner's Book pg. 38
-Digital resources
-Marker pens
-Manilla papers

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - Development factors

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

-Identify factors that led to development of Trans-Saharan slave Trade in Africa
-Discuss how these factors contributed to slave trade
-Desire to promote social justice in a society

- Learners debate on factors that led to development of Trans-Saharan slave trade in Africa
-Learners identify how these factors contributed to slave trade

Why do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 39
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - Organization

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

-Describe the organization of Trans-Saharan slave trade in Africa
-Identify the key participants in the slave trade
-Participate in promotion of social justice in the society

- Learners use digital or print resources to research on the organization of Trans-Saharan slave trade in Africa
-Learners discuss the key participants in the Trans-Saharan slave trade

Why do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 40
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - Source regions

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

-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 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 do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 41
-Maps
-Digital resources

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - Effects

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

-Outline the effects of Trans-Saharan slave trade in Africa
-Discuss how slave trade affected African communities
-Participate in promotion of social justice in the society

- Learners work together and discuss the effects of Trans-Saharan slave trade in Africa
-Learners appreciate diverse opinions as they work together

Why do people subject others to slave trade?

- MENTOR Social Studies Learner's Book pg. 42
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - Resistance

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Trans-Saharan Slave Trade - End of slave trade

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

-Discuss factors that led to the end of Trans-Saharan slave trade
-Explain the role of different groups in ending slave trade
-Participate in promotion of social justice in the society

- Learners research on factors that led to the end of Trans-Saharan slave trade
-Learners discuss the role of different groups in ending slave trade

Why do people subject others to slave trade?

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Causes

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Effects

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

-Explore effects of population growth in Africa
-Research on the effects of population growth
-Create awareness on the effects of population growth

- Learners use digital and print resources to research on the effects of population growth in Africa
-Learners discuss how population growth affects communities

Why is it important to study demographic changes?

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Effects

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

-Explore effects of population growth in Africa
-Research on the effects of population growth
-Create awareness on the effects of population growth

- Learners use digital and print resources to research on the effects of population growth in Africa
-Learners discuss how population growth affects communities

Why is it important to study demographic changes?

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Demographic trends

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

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

Why is it important to study demographic changes?

- MENTOR Social Studies Learner's Book pg. 48
-Recent census data
-Digital resources

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Types of migration

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

-Examine types of migration in Africa
-Identify different types of migration
-Appreciate the impact of migration on population growth in Africa

- Learners brainstorm in groups on types of migration
-Learners identify different types of migration in Africa

Why is it important to study demographic changes?

- MENTOR Social Studies Learner's Book pg. 49
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Factors of migration

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

-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 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. 50
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Population Growth in Africa - Awareness

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

-Develop posters to create awareness of the effect of population growth
-Create awareness on the effects of population growth in the community
-Appreciate the impact of migration on population growth in Africa

- Learners exhibit team spirit as they develop posters to create awareness of the effect of population growth in the community
-Learners discuss the effects of rapid population growth

Why is it important to study demographic changes?

- MENTOR Social Studies Learner's Book pg. 51
-Manila papers
-Marker pens

- Oral questions -Observation -Project work

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Social-cultural diversities

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Social cohesion

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

-Discuss personal and social cultural factors that influence social cohesion
-Explore their own beliefs and those of others
-Appreciate social cultural diversities in Kenya

- Learners explore their own beliefs and those of others as they discuss personal and social cultural factors that influence social cohesion
-Learners identify factors that influence social cohesion

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

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Self-esteem

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Emotions

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

-Describe the impact of emotions on self and others
-Watch video clips on ways of handling different emotional states
-Appreciate social cultural diversities in Kenya

- Learners watch video clips on ways of handling different emotional states
-Learners share experiences on handling different emotional states

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

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Managing emotions

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

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

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Managing emotions

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

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

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Peer pressure

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

-Managing peer pressure in a culturally diverse environment
-Role play ways of managing peer pressure
-Appreciate social cultural diversities in Kenya

- Learners practice inclusivity as they role play ways of managing peer pressure
-Learners discuss ways of managing peer pressure

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

- MENTOR Social Studies Learner's Book pg. 9
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Positive peer pressure

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

-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 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. 10
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Cultural diversities

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

-Compose communication messages on social cultural diversities in Kenya
-Share the communication messages in class
-Appreciate social cultural diversities in Kenya

- Learners in groups, compose communication messages on social cultural diversities in Kenya
-Learners share the communication messages in class

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

- MENTOR Social Studies Learner's Book pg. 11
-Digital resources
-Internet

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Cultural appreciation

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

- Oral questions -Observation -Written tests

People, Population and Relationships

Diversity, Inclusion and Interpersonal Skills - Inclusivity

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

-Explain the importance of inclusivity in a diverse environment
-Discuss ways of promoting inclusivity
-Appreciate social cultural diversities in Kenya

- Learners explain the importance of inclusivity in a diverse environment
-Learners discuss ways of promoting inclusivity

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

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

- 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

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

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

-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

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Problem statement

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

-Authenticate the problem/gap
-Write down the statement of the problem
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners authenticate the problem/gap
-Learners write down the statement of the problem (a small description of the identified problem)

-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. 15
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Solution design

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

-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 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. 16
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Solution design

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

-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 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. 16
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation plan

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

-Plan to implement the solution to the identified problem
-Draw a plan for implementing the proposed solution
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners discuss and draw a plan for implementing the proposed solution
-Learners share their implementation plan

-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. 17
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Implementation

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

- Oral questions -Observation -Project work

Community Service Learning Project

Community Service Learning Project - Reflection

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

-Reflect on the concluded project
-Write a summary report on the concluded project
-Appreciate the need to be part of the solution to the gaps/challenges in the community

- Learners reflect on the concluded project
-Learners submit a summary account/report to the CSL teacher

-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
-Digital resources
-Internet

- Oral questions -Observation -Written tests

Community Service Learning Project

Community Service Learning Project - Appreciation

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

- Oral questions -Observation -Written tests