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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Human Activities
Topographical Maps - Human Activities on Maps |
By the end of the
lesson, the learner
should be able to:
-Identify human activities on topographical maps -Describe how human activities are represented on topographical maps -Appreciate the representation of human activities on topographical maps |
- Learners study various map symbols and identify the human activities they represent
-Learners examine topographical map extracts to identify human activities -In groups, learners discuss how human activities are represented on topographical maps |
Why are topographical maps important?
|
- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts -Topographical map symbols -Digital devices - MENTOR Social Studies Learner's Book pg. 69 -Chart paper -Drawing materials |
- Oral questions
-Written assignments
-Observation
|
|
| 2 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Enlarging Maps
|
By the end of the
lesson, the learner
should be able to:
-Explain the process of enlarging parts of a topographical map -Use creative thinking skills to enlarge parts of topographical maps -Appreciate the importance of map enlargement |
- Learners study the steps followed when enlarging a section of a topographical map
-Learners measure the width and length of map areas to be enlarged -Learners practice enlarging sections of topographical maps using a scale factor |
How do we enlarge sections of topographical maps?
|
- MENTOR Social Studies Learner's Book pg. 70
-Topographical map extracts -Rulers -Graph paper -Drawing materials |
- Practical assessment
-Observation
-Written assignments
|
|
| 2 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Reducing Maps
Topographical Maps - Cross-sections |
By the end of the
lesson, the learner
should be able to:
-Explain the process of reducing parts of a topographical map -Use creative thinking skills to reduce parts of topographical maps -Value the importance of map reduction |
- Learners study the steps followed when reducing a section of a topographical map
-Learners measure the width and length of map areas to be reduced -Learners practice reducing sections of topographical maps using a scale factor |
How do we reduce sections of topographical maps?
|
- MENTOR Social Studies Learner's Book pg. 71
-Topographical map extracts -Rulers -Graph paper -Drawing materials - MENTOR Social Studies Learner's Book pg. 72 -Straight edge papers |
- Practical assessment
-Observation
-Written assignments
|
|
| 2 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Cross-sections with Human Activities
|
By the end of the
lesson, the learner
should be able to:
-Illustrate cross-sections showing human activities from topographical maps -Indicate human activities along cross-sections -Value the importance of showing human activities on cross-sections |
- Learners study topographical map extracts and identify human activities
-Learners draw cross-sections from topographical maps showing both physical features and human activities -Learners display their cross-sections for peer assessment |
How do we show human activities on cross-sections?
|
- MENTOR Social Studies Learner's Book pg. 73
-Topographical map extracts -Graph paper -Drawing materials -Digital devices |
- Practical assessment
-Cross-section evaluation
-Peer assessment
|
|
| 3 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Practical Applications
|
By the end of the
lesson, the learner
should be able to:
-Draw sketch maps of local areas showing human activities -Enlarge and reduce sections of sketch maps -Apply mapping skills in real-life situations |
- Learners draw sketch maps of the area around their school
-Learners identify parts of the sketch map to enlarge and reduce -Learners practice enlarging and reducing selected parts of their sketch maps |
How can we apply topographical map skills in real life?
|
- MENTOR Social Studies Learner's Book pg. 74
-Local area map -Drawing materials -Graph paper -Rulers |
- Sketch map evaluation
-Practical assessment
-Observation
|
|
| 3 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Topographical Maps - Representation of Activities
Internal Land Forming Processes - Earth Movements |
By the end of the
lesson, the learner
should be able to:
-Represent human activities on sketch maps -Describe the human activities on topographical maps -Appreciate the importance of mapping human activities |
- Learners study how human activities are represented on topographical maps
-Learners visit a library or survey office to examine topographical maps -Learners describe how human activities are represented on the maps examined |
Why is representation of human activities on maps important?
|
- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps -Library resources -Survey office resources -Drawing materials - MENTOR Social Studies Learner's Book pg. 79 -Blocks of wood -Pictures of landforms -Marker pens -Digital resources |
- Oral questions
-Written reports
-Observation
|
|
| 3 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Horizontal Earth Movements
|
By the end of the
lesson, the learner
should be able to:
-Describe horizontal earth movements -Explain how tensional, compressional, and shear forces affect crustal rocks -Appreciate how horizontal movements shape the landscape |
- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces -Learners identify natural environments formed as a result of horizontal earth movements |
What causes horizontal earth movements?
|
- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements -Clay or plasticine -Digital resources |
- Oral questions
-Demonstrations
-Written assignments
|
|
| 3 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Vertical Earth Movements
Internal Land Forming Processes - Causes of Earth Movements |
By the end of the
lesson, the learner
should be able to:
-Describe vertical earth movements -Explain how uplifting and downwarping forces affect crustal rocks -Appreciate how vertical movements shape the landscape |
- Learners study diagrams showing forces causing vertical movements of crustal rocks
-Learners discuss the effect of vertical forces on the crustal rock layers -Learners identify natural environments formed as a result of vertical earth movements |
What causes vertical earth movements?
|
- MENTOR Social Studies Learner's Book pg. 81
-Diagrams of earth movements -Clay or plasticine -Digital resources - MENTOR Social Studies Learner's Book pg. 83 -Diagrams showing causes of earth movements -Drawing materials |
- Oral questions
-Demonstrations
-Written assignments
|
|
| 4 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Continental Drift Theory
|
By the end of the
lesson, the learner
should be able to:
-Explain the theory of continental drift -Describe the formation of continents according to continental drift theory -Appreciate the contribution of Alfred Wegener to understanding of earth's structure |
- Learners use digital or print resources to research on the continental drift theory
-Learners discuss the super-continent Pangea and its subsequent breakup -Learners complete a flow chart on the continental drift theory |
How did the continents form according to the continental drift theory?
|
- MENTOR Social Studies Learner's Book pg. 85
-Digital resources -Flow charts -Drawing materials -World maps |
- Oral questions
-Flow chart evaluation
-Written tests
|
|
| 4 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Plate Tectonics Theory
Internal Land Forming Processes - Formation of Rift Valley |
By the end of the
lesson, the learner
should be able to:
-Explain the theory of plate tectonics -Describe the formation of continents according to plate tectonics theory -Recognize the importance of plate tectonics in shaping the earth's surface |
- Learners research on the plate tectonics theory using digital or print resources
-Learners make cut-outs from manila or cardboards to demonstrate plate tectonics theory -Learners study a world map showing positions of major world plates |
How does the plate tectonics theory explain the formation of continents?
|
- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates -Cardboard or manila paper -Digital resources -Drawing materials - MENTOR Social Studies Learner's Book pg. 88 -Diagrams showing formation of Rift Valley -Clay or plasticine |
- Oral questions
-Demonstration evaluation
-Written assignments
|
|
| 4 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Formation of Block Mountains
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of block mountains -Illustrate the formation of block mountains -Appreciate the role of faulting in the formation of block mountains |
- Learners model the formation of block mountains using old carton boxes, papers, or manila papers
-Learners use the steps to describe the formation of block mountains -Learners illustrate the formation of block mountains in their notebooks |
How are block mountains formed?
|
- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes -Manila papers -Drawing materials -Clay or plasticine |
- Oral questions
-Model evaluation
-Illustration assessment
|
|
| 4 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Formation of Tilt Blocks
Internal Land Forming Processes - Formation of Escarpments |
By the end of the
lesson, the learner
should be able to:
-Describe the formation of tilt blocks -Illustrate the formation of tilt blocks -Recognize the importance of faulting in the formation of tilt blocks |
- Learners study diagrams showing the formation of tilt blocks
-Learners use the diagrams to illustrate the formation of tilt blocks -Learners draw diagrams of tilt blocks to describe their formation |
How are tilt blocks formed?
|
- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks -Drawing materials -Clay or plasticine -Diagrams showing formation of escarpments |
- Oral questions
-Diagram evaluation
-Written assignments
|
|
| 5 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Types of Faults
|
By the end of the
lesson, the learner
should be able to:
-Identify different types of faults -Describe the formation of normal faults, reverse faults, and anticlinal faults -Appreciate the role of faulting in landscape formation |
- Learners collect wooden blocks and demonstrate the formation of normal faults
-Learners use clay or plasticine to model different types of faults -Learners watch video clips on the process of faulting in the environment |
How are different types of faults formed?
|
- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks -Clay or plasticine -Digital devices -Video clips |
- Oral questions
-Model evaluation
-Observation
|
|
| 5 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Internal Land Forming Processes - Effects of Faulting
Internal Land Forming Processes - Landscape and Human Activities |
By the end of the
lesson, the learner
should be able to:
-Examine the effects of faulting to human activities -Explain how faulting affects tourism, mining, economy, energy, and trading -Appreciate the significance of faulting to human activities |
- Learners research on the effects of faulting to human activities from internet or other relevant sources
-Learners role play presenting speeches on the significance of faulting to human activities -Learners plan for Environmental Walk to create awareness on the significance of faulting |
How does faulting affect human activities?
|
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources -Research materials -Role play materials - MENTOR Social Studies Learner's Book pg. 93 -Local environment -Poster materials -Chart paper -Drawing materials |
- Oral questions
-Role play evaluation
-Written assignments
|
|
| 5 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Identification
|
By the end of the
lesson, the learner
should be able to:
-Identify selected multi-purpose river projects on a map of Africa -Locate major multi-purpose river projects in Africa -Appreciate the importance of multi-purpose river projects |
- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa -Learners draw a sketch map of Africa and locate various multi-purpose river projects |
How useful are multi-purpose river projects in society?
|
- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa -Digital devices -Drawing materials -Pictures of dams |
- Oral questions
-Map work evaluation
-Written assignments
|
|
| 5 | 4 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - River Tana Projects
|
By the end of the
lesson, the learner
should be able to:
-Outline the conditions that led to the establishment of multi-purpose river projects along River Tana -Explain how these conditions favored the establishment of the project -Value the importance of considering various factors before establishing river projects |
- Learners study a map of Africa showing the location of River Tana Development project
-Learners draw or trace the map of Africa and locate the River Tana Development Project -In pairs, learners discuss the conditions that led to the establishment of the multi-purpose river project along River Tana |
What conditions led to the establishment of River Tana Projects?
|
- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa -Drawing materials -Digital resources -Pictures of River Tana |
- Oral questions
-Map work evaluation
-Written assignments
|
|
| 6 | 1 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Aswan High Dam
Multi-purpose River Projects in Africa - Economic Importance |
By the end of the
lesson, the learner
should be able to:
-Outline the conditions that led to the establishment of Aswan High Dam -Compare the establishment conditions of River Tana Projects and Aswan High Dam -Appreciate the importance of considering various factors before establishing river projects |
- Learners study a map of Africa showing the location of Aswan High Dam
-Learners draw or trace the map of Africa and locate the Aswan High Dam -In groups, learners compare the conditions that led to the establishment of Aswan High Dam and River Tana Projects |
What conditions led to the establishment of Aswan High Dam?
|
- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa -Drawing materials -Digital resources -Pictures of Aswan High Dam - MENTOR Social Studies Learner's Book pg. 99 -Pictures of river projects -Chart paper |
- Oral questions
-Comparison charts
-Written assignments
|
|
| 6 | 2 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Challenges
|
By the end of the
lesson, the learner
should be able to:
-Assess challenges facing multi-purpose river projects in Africa -Explain how factors like flooding, siltation, drought affect river projects -Recognize the need to address challenges facing river projects |
- Learners discuss what happens to local communities when governments plan to build dams
-Learners explain the effects of flooding, siltation, and drought on dams -In pairs, learners identify challenges facing River Tana Projects and Aswan High Dam |
What challenges face multi-purpose river projects in Africa?
|
- MENTOR Social Studies Learner's Book pg. 100
-Digital resources -Chart paper -Pictures showing challenges |
- Oral questions
-Written assignments
-Group presentations
|
|
| 6 | 3 |
NATURAL AND HISTORIC BUILT ENVIRONMENTS
|
Multi-purpose River Projects in Africa - Solutions to Challenges
Multi-purpose River Projects in Africa - Importance to Society |
By the end of the
lesson, the learner
should be able to:
-Design solutions to challenges facing multi-purpose river projects in Africa -Explain how dredging and other interventions help address challenges -Appreciate efforts to address challenges facing river projects |
- Learners study pictures showing a dredger machine in a dam
-Learners discuss the role of dredgers in reducing siltation in multi-purpose river projects -Learners analyze solutions proposed to address challenges facing river projects |
How can challenges facing multi-purpose river projects be addressed?
|
- MENTOR Social Studies Learner's Book pg. 101
-Pictures of dredgers -Digital resources -Chart paper - MENTOR Social Studies Learner's Book pg. 102 -Speech writing materials |
- Oral questions
-Written assignments
-Solution evaluation
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
The Constitution of Kenya - Role of Parliament
|
By the end of the
lesson, the learner
should be able to:
-Examine the role of parliament in constitution-making process -Explain how parliamentary debates contribute to constitution-making -Value the importance of parliament in democratic governance |
- Learners study pictures showing parliamentary sessions
-Learners watch video clips on parliamentary debates about constitution-making process -Learners discuss the role of parliament in constitution-making |
How does the parliament contribute to constitution-making?
|
- MENTOR Social Studies Learner's Book pg. 121
-Digital devices -Video clips -Pictures of parliamentary sessions |
- Oral questions
-Written assignments
-Video analysis
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Individual Activities
|
By the end of the
lesson, the learner
should be able to:
-Identify individual civic engagement activities in Kenya -Explain how individual activities promote democracy -Appreciate the importance of individual civic participation |
- Learners read slogans about individual civic engagement activities
-Learners explain individual civic engagement activities from the slogans -Learners write essays on individual civic engagement activities in their community |
How does civic engagement promote good governance in the country?
|
- MENTOR Social Studies Learner's Book pg. 125
-Slogans on civic engagement -Digital devices -The Constitution of Kenya |
- Oral questions
-Essay evaluation
-Written tests
|
|
| 8 | 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
|
|
| 8 | 4 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Creating Awareness
Civic Engagement - Political Parties |
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 - MENTOR Social Studies Learner's Book pg. 128 -Newspapers -Political party manifestos |
- Poster evaluation
-Oral questions
-Peer feedback
|
|
| 9 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Democratic Governance
|
By the end of the
lesson, the learner
should be able to:
-Debate on the role of political parties in democratic governance -Analyze successes and failures of political parties -Value the importance of objective analysis |
- Learners debate on the motion: "Political parties have failed to promote democratic governance in Kenya"
-Learners identify highlights of the role of political parties in democratic governance -Learners document key points from the debate |
Do political parties enhance or hinder democratic governance?
|
- MENTOR Social Studies Learner's Book pg. 129
-Debate materials -Digital devices -Political party information |
- Debate evaluation
-Oral questions
-Documentation quality
|
|
| 9 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Elective Positions
Civic Engagement - Electoral Positions |
By the end of the
lesson, the learner
should be able to:
-Outline positions vied for in a general election in Kenya -Identify leaders holding different elective positions -Appreciate the electoral system in Kenya |
- Learners study pictures showing voting activities
-Learners identify positions being vied for as shown in ballot boxes -Learners read articles about elective positions in Kenya -Learners name leaders holding different elective positions |
What are the elective positions in Kenya's governance system?
|
- MENTOR Social Studies Learner's Book pg. 130
-Pictures of ballot boxes -Digital devices -Newspaper articles - MENTOR Social Studies Learner's Book pg. 131 -Diagram templates -The Constitution of Kenya |
- Oral questions
-Written tests
-Observation
|
|
| 9-10 |
Middle term break |
||||||||
| 10 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - School Elections
|
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 |
- Election participation assessment
-Observation
-Written reports
|
|
| 10 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Civic Engagement - Promoting Values
Kenya's Bill of Rights - Understanding |
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 - MENTOR Social Studies Learner's Book pg. 133 -The Constitution of Kenya -Pictures showing human rights |
- Poem evaluation
-Recitation assessment
-Participation observation
|
|
| 10 | 4 |
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
|
|
| 11 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Special Groups
Kenya's Bill of Rights - Protection of Special Groups |
By the end of the
lesson, the learner
should be able to:
-Examine human rights of special groups for promotion of social justice and inclusivity -Identify rights of elderly, refugees, and migrants -Appreciate the importance of protecting special groups |
- Learners study pictures showing special groups like elderly, refugees, and migrants
-Learners discuss what makes these people special -Learners identify the human rights of special groups promoted in the pictures |
What special protections do vulnerable groups need?
|
- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups -The Constitution of Kenya -Digital devices - MENTOR Social Studies Learner's Book pg. 136 -Chart paper |
- Oral questions
-Written assignments
-Group presentations
|
|
| 11 | 2 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Application
|
By the end of the
lesson, the learner
should be able to:
-Apply the bill of rights for harmonious living -Identify ways to promote equality and respect for all -Value the application of the Bill of Rights in daily life |
- Learners read passages about application of the Bill of Rights in school settings
-Learners identify ways in which rights are applied for harmonious living -Learners discuss other ways human rights of special groups are applied in their community |
How can we apply the Bill of Rights in our daily lives?
|
- MENTOR Social Studies Learner's Book pg. 137
-The Constitution of Kenya -Digital devices -Case studies |
- Oral questions
-Case study analysis
-Written assignments
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 12 | 1 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Kenya's Bill of Rights - Practical Application
|
By the end of the
lesson, the learner
should be able to:
-Identify values that promote human rights -Explain how these values promote respect for human rights -Embrace respect for human rights in society |
- Learners identify values from a "fruit tree" that promote human rights
-Learners explain how the values picked promote respect for human rights in society -Learners visit nearby homes for the elderly to learn about human rights promotion |
How do values translate into human rights protection?
|
- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram -Digital devices -Nearby homes for elderly |
- Oral questions
-Value explanation assessment
-Visit reports
|
|
| 12 | 2 |
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
|
|
| 12 | 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
|
|
| 12 | 4 |
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
|
|
| 13 | 1 |
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
|
|
| 13 | 2 |
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
|
|
| 13 | 3 |
POLITICAL DEVELOPMENTS AND GOVERNANCE
|
Cultural Globalisation - International Cultural Exchange
|
By the end of the
lesson, the learner
should be able to:
-Debate on the role of international cultural exchange in promoting global citizenship -Document key points from the debate -Value international cultural exchange |
- Learners organize class debates on the role of international cultural exchange in promoting global citizenship
-Learners appoint secretaries to document key points during the debate -Learners share documented points at the end of the debate |
What is the role of international cultural exchange in promoting global citizenship?
|
- MENTOR Social Studies Learner's Book pg. 150
-Debate materials -Documentation materials -Digital devices |
- Debate quality assessment
-Documentation evaluation
-Oral questions
|
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