NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Distinction
Management and Conservation of the Environment - Degradation Factors

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

-Distinguish between management of the environment and conservation of the environment
-Explain the key differences between management and conservation
-Appreciate the importance of both management and conservation

- Learners study pictures showing management and conservation of the environment
-In groups, learners distinguish between management of the environment and conservation of the environment
-Learners discuss key differences and write them in their notebooks

Why is it important to conserve degraded environment?

- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Effects of Degradation
Management and Conservation of the Environment - Conservation Measures
Management and Conservation of the Environment - Practical Applications
Management and Conservation of the Environment - Project Planning

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

-Describe the effects of environmental degradation in the community
-Explain how degradation affects health, biodiversity, and economy
-Recognize the far-reaching consequences of environmental degradation

- Learners study pictures showing effects of environmental degradation
-Learners discuss how environmental degradation affects health, biodiversity, and economic stability
-Learners complete a table showing effects of environmental degradation

What are the effects of environmental degradation on the community?

- MENTOR Social Studies Learner's Book pg. 108
-Pictures showing effects of degradation
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures
- MENTOR Social Studies Learner's Book pg. 110
-Local materials for dustbins
-Tree seedlings
-Gardening tools
- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials
-Poster materials

- Oral questions -Table completion assessment -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Identification
World Heritage Sites in Africa - Cultural Heritage
World Heritage Sites in Africa - Conservation Measures
World Heritage Sites in Africa - Conservation Strategies
World Heritage Sites in Africa - Global Significance

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

-Identify the selected world heritage sites in Africa
-Locate world heritage sites on a map of Africa
-Appreciate the existence of world heritage sites in Africa

- Learners read a story about various world heritage sites in Africa
-Learners identify five world heritage sites from the passage and name their locations
-Learners discuss the features of different world heritage sites

Why is it important to conserve the world heritage sites?

- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa
-Digital resources
-Pictures of heritage sites
- MENTOR Social Studies Learner's Book pg. 113
-Song composition materials
- MENTOR Social Studies Learner's Book pg. 114
-Field visit materials
-Clean-up materials
- MENTOR Social Studies Learner's Book pg. 115
-Poster materials
-Chart paper
- MENTOR Social Studies Learner's Book pg. 116
-Card making materials

- Oral questions -Identification assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Stages Arrangement
The Constitution of Kenya - Importance of Understanding
The Constitution of Kenya - Role of Parliament
The Constitution of Kenya - Role of Citizens

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
- MENTOR Social Studies Learner's Book pg. 119
-Poster materials
- MENTOR Social Studies Learner's Book pg. 120
-Resource person
- MENTOR Social Studies Learner's Book pg. 121
-Video clips
-Pictures of parliamentary sessions
- MENTOR Social Studies Learner's Book pg. 122
-Pictures of citizens' participation

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Citizen Participation
The Constitution of Kenya - Participating in Process
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:

-Debate on the role of citizens in the constitution-making process
-Create charts on the role of citizens in constitution-making
-Value active citizenship in democratic processes

- Learners debate on the role of citizens in the constitution-making process
-Learners create charts on the role of citizens in the constitution-making process
-Learners display their charts in the classroom

What responsibilities do citizens have in constitution-making?

- MENTOR Social Studies Learner's Book pg. 123
-Chart materials
-Digital devices
-Debate materials
-Role-play materials
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 124
-Writing materials
-Chart paper
-Display board

- Debate evaluation -Chart assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Individual Activities
Civic Engagement - Collective Activities
Civic Engagement - Creating Awareness
Civic Engagement - Political Parties
Civic Engagement - Democratic Governance

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
- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Chart paper
- MENTOR Social Studies Learner's Book pg. 127
-Poster materials
-Internet resources
-Civic journals
- MENTOR Social Studies Learner's Book pg. 128
-Newspapers
-Political party manifestos
- MENTOR Social Studies Learner's Book pg. 129
-Debate materials
-Political party information

- Oral questions -Essay evaluation -Written tests

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Elective Positions
Civic Engagement - Electoral Positions
Civic Engagement - School Elections
Civic Engagement - Promoting Values

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
- MENTOR Social Studies Learner's Book pg. 132
-Election materials
-Ballot boxes
-Campaign materials
-Poem composition materials
-Community resources

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Understanding
Kenya's Bill of Rights - Research
Kenya's Bill of Rights - Special Groups
Kenya's Bill of Rights - Protection of Special Groups
Kenya's Bill of Rights - Application

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

-Explore Kenya's Bill of Rights for mutual social well-being
-Identify human rights and freedoms in the Constitution
-Appreciate the importance of the Bill of Rights

- Learners look at the Constitution of Kenya and identify Chapter Four
-Learners study pictures showing different human rights and freedoms
-Learners identify human rights and freedoms shown in the pictures

How can we protect the special groups in the community?

- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights
-Digital devices
- MENTOR Social Studies Learner's Book pg. 134
-Chart paper
- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups
- MENTOR Social Studies Learner's Book pg. 136
- MENTOR Social Studies Learner's Book pg. 137
-Case studies

- Oral questions -Rights identification assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Assertiveness
Kenya's Bill of Rights - Empathy for Special Groups
Kenya's Bill of Rights - Strategies for Protection
Kenya's Bill of Rights - Practical Application
Cultural Globalisation - Global Recognition

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
- MENTOR Social Studies Learner's Book pg. 140
-Table templates
-The Constitution of Kenya
- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram
-Nearby homes for elderly
- MENTOR Social Studies Learner's Book pg. 142
-Pictures of Kenyan cultural items

- Role play assessment -Song/poem evaluation -Declaration quality

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Kenyan Cultural Items
Cultural Globalisation - African Cultural Practices
Cultural Globalisation - African Philosophies
Cultural Globalisation - Cultural Preservation

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

-Examine Kenyan cultural items that have acquired global status
-Explain the significance of these items to communities
-Value Kenya's cultural heritage

- Learners study pictures of cultural items like Kiondo and Maasai Kikoi
-Learners identify the communities associated with these items
-Learners discuss the uses and global significance of these cultural items

What Kenyan cultural elements have global recognition?

- MENTOR Social Studies Learner's Book pg. 143
-Pictures of cultural items
-Digital devices
-Cultural artifacts
- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices
- MENTOR Social Studies Learner's Book pg. 145
-Research materials
-Cultural information
- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Local cultural centers

- Oral questions -Written assignments -Item identification

POLITICAL DEVELOPMENTS AND GOVERNANCE
Natural and Historic Built Environments

Cultural Globalisation - Healthy Relationships
Cultural Globalisation - Speeches on Cultural Relationships
Cultural Globalisation - Global Citizenship
Cultural Globalisation - International Cultural Exchange
Map Reading and Interpretation - Marginal information

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
- MENTOR Social Studies Learner's Book pg. 148
-Speech texts
-Chart materials
-Research materials
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams
-Poster materials
- MENTOR Social Studies Learner's Book pg. 150
-Debate materials
-Documentation materials
- MENTOR Social Studies Learner's Book pg. 75
-Maps
-Digital resources

- Oral questions -Analysis quality -Written assignments

Natural and Historic Built Environments

Map Reading and Interpretation - Types of scales
Map Reading and Interpretation - Scale conversions
Map Reading and Interpretation - Measuring distances
Map Reading and Interpretation - Calculating areas

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

-Identify types of scales used on maps
-Explain the uses of different scales
-Appreciate the use of marginal information to interpret maps

- Learners brainstorm on types and uses of scales (Statement scale, linear scale, and Representative fraction scale)
-Learners present their findings in class

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 76
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 77
- MENTOR Social Studies Learner's Book pg. 78
- MENTOR Social Studies Learner's Book pg. 79

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Map Reading and Interpretation - Drainage features
Map Reading and Interpretation - Relief features
Map Reading and Interpretation - Vegetation
Map Reading and Interpretation - Drawing diagrams

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

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

- Learners research on methods of representing drainage features
-Learners share their findings in class

How can critical thinking be used in map interpretation?

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

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

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

-Apply critical thinking skills in map interpretation
-Identify critical thinking skills necessary for map interpretation
-Apply critical thinking skills in map reading and interpretation

- Learners use digital or print resources to search for essential critical thinking skills necessary for map interpretation (observation, analysis, communication, inference)
-Learners discuss how to apply critical thinking in map interpretation

How can critical thinking be used in map interpretation?

- MENTOR Social Studies Learner's Book pg. 84
-Maps
-Digital resources
- MENTOR Social Studies Learner's Book pg. 85
- 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

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

- 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

-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

- Oral questions -Observation -Project work

Natural and Historic Built Environments

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Mediterranean regions
Weather and Climate - Mountain regions
Weather and Climate - Stress management

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Causes of climate change
Weather and Climate - Effects of climate change

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

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

- Learners brainstorm on the causes of climate change
-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. 103
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 104

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Problem solving

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

-Apply problem solving skills to address effects of climate change
-Perform a skit on problem solving skills to address effects of climate change
-Apply problem solving skills in addressing effects of climate change on the environment

- Learners become aware of their own responsibility in the society as they perform a skit on problem solving skills to address effects of climate change
-Learners discuss problem solving approaches

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

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-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 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. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-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 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. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-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 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. 106
-Digital resources
-Resource person

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Weather and Climate - Human activities

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

-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 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. 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
Vegetation in Africa - Vegetation regions

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
- MENTOR Social Studies Learner's Book pg. 110

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Characteristics
Vegetation in Africa - Map drawing

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

-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 111
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 112
-Maps

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods
Vegetation in Africa - Caring for vegetation

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

-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

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

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Importance
Historical Sites and Monuments in Africa - Selected sites

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

-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 115
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 120

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Map drawing
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:

-Draw a map of Africa showing historical sites and monuments
-Locate historical sites and monuments on a map
-Value conservation of historical sites and monuments in the locality

- Learners draw a map of Africa and indicate the selected historical sites and monuments
-Learners share their maps in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 121
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 122
- MENTOR Social Studies Learner's Book pg. 123

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Creative thinking
Historical Sites and Monuments in Africa - Overcoming challenges

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

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

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

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:

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

- Oral questions -Observation -Project work

Natural and Historic Built Environments
Political Developments and Governance
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
The Constitution of Kenya - Assertiveness in 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
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios

- Oral questions -Observation -Project work

Political Developments and Governance

The Constitution of Kenya - Interrelationships of the arms of government
The Constitution of Kenya - Constitutional responsibilities
Human Rights - Introduction to Human Rights
Human Rights - Protection of Human Rights

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

-Describe how the three arms of government work together (knowledge)
-Analyze the interrelationships of the arms of government (skill)
-Appreciate the need for checks and balances in governance (attitude)

-Participate in a "Checks and Balances Game" where teams propose actions from one arm of government and other teams must respond with appropriate checks
-Create a large 3D model showing the three arms of government as pillars supporting a roof labeled "Good Governance"
-Organize a classroom debate on "Does Kenya's system of checks and balances work effectively?" with teams presenting evidence

How do the three arms of government work together?

-The Constitution of Kenya
-Digital resources
-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
-Mentor Social Studies Learner's Book pg. 137-138
-Manila papers
-Markers

-Observation -Oral questions -Written tests

Political Developments and Governance

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

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

-Outline steps for effective communication (knowledge)
-Describe the process of effective communication on human rights issues (skill)
-Appreciate effective communication in addressing human rights issues (attitude)

-Participate in a "Communication Styles Analysis" where learners identify effective and ineffective ways to discuss human rights
-Create and perform "Human Rights Radio Shows" where learners design segments addressing human rights issues
-Develop "Persuasive Rights Messages" using different media (posters, songs, poems, social media posts) to promote human rights

How can effective communication foster respect for human rights?

-Digital resources
-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
-Mentor Social Studies Learner's Book pg. 142-143
-Manila papers
-Markers
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access

-Observation -Oral questions -Role-play assessment

Political Developments and Governance

Human Rights - Human Rights Organizations
Citizenship - Global Citizen
Citizenship - Responsibilities of a Global Citizen
Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship

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

-Name human rights organizations in Kenya (knowledge)
-Describe the role of human rights organizations (skill)
-Appreciate the work of human rights organizations (attitude)

-Host a "Human Rights Organizations Fair" where groups research and create booths representing different organizations
-Conduct a "Rights Organization Profile Project" where learners create multimedia presentations about specific organizations
-Design "Thank You Cards" to send to local human rights organizations expressing appreciation for their work

How do human rights organizations help in protecting human rights?

-Digital resources
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 144-145
-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

-Observation -Written tests -Project work

Political Developments and Governance

Citizenship - Nobel Prize Nominees
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:

-Name Nobel Prize nominees who responded to injustice (knowledge)
-Explore ways in which Nobel Prize nominees responded to injustice situations in the society (skill)
-Desire to emulate Nobel Prize nominees (attitude)

-Host a "Nobel Heroes Gallery" where learners create interactive displays about different nominees
-Participate in a "Nobel Inspiration Journal" activity where learners reflect on how nominees' work connects to their own lives
-Create "Nobel Nominee Trading Cards" featuring key information and inspirational quotes

How can we address injustice in society?

-Digital resources
-Mentor Social Studies Learner's Book pg. 148-149
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 149-150
-Pictures of Nobel Prize nominees
-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 -Research assessment