Natural and Historic Built Environments

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

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

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

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

Why should we care for vegetation in our environment?

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Vegetation regions
Vegetation in Africa - Characteristics

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

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

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

Why should we care for vegetation in our environment?

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Map drawing
Vegetation in Africa - Conservation methods

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

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

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

Why should we care for vegetation in our environment?

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

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Caring for vegetation

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

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

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

Why should we care for vegetation in our environment?

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

- Oral questions -Observation -Written tests

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

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

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Conservation ways
Historical Sites and Monuments in Africa - Creative thinking

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

-Explore ways of conserving historical sites and monuments in Africa
-Find out ways of conserving historical sites and monuments
-Value conservation of historical sites and monuments in the locality

- Learners work harmoniously in groups, and use digital or print resources to find out ways of conserving historical sites and monuments
-Learners present their findings in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 123
-Digital resources
-Internet
- MENTOR Social Studies Learner's Book pg. 124

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges

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

-Apply strategies of overcoming challenges to creative thinking in conserving cultural heritage
-Design strategies to overcome challenges in creative thinking
-Value conservation of historical sites and monuments in the locality

- Learners demonstrate love for their own community as they exchange new ideas in designing strategies to overcome challenges in creative thinking preserving cultural heritage
-Learners share their strategies

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125
-Digital resources
-Internet

- 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

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

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

- Oral questions -Observation -Project work

Political Developments and Governance

The Constitution of Kenya - Guiding principles of leadership
The Constitution of Kenya - Assertiveness in leadership
The Constitution of Kenya - Interrelationships of the arms of government

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

-Outline the guiding principles of leadership and integrity (knowledge)
-Examine how the principles apply in governance (skill)
-Value the importance of integrity in leadership (attitude)

-Engage in a "Leadership Values Hunt" where learners search through Chapter 6 of the Constitution to identify leadership principles
-Create artistic "Leadership Principle Cards" with illustrations and examples of each principle in action
-Conduct mock interviews where learners take turns being "journalists" interviewing "government officials" about how they uphold leadership principles

What are the key principles of good leadership?

-The Constitution of Kenya (Chapter 6)
-Digital resources
-Mentor Social Studies Learner's Book pg. 133
-Manila papers
-The Constitution of Kenya
-Mentor Social Studies Learner's Book pg. 133-134
-Role-play scenarios
-Mentor Social Studies Learner's Book pg. 132-133
-Flip charts

-Observation -Written tests -Group work assessment

Political Developments and Governance

The Constitution of Kenya - Constitutional responsibilities
Human Rights - Introduction to Human Rights
Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights

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

-Identify citizens' constitutional responsibilities (knowledge)
-Demonstrate ways of fulfilling constitutional responsibilities (skill)
-Exhibit good leadership as intended in chapter six of the Constitution (attitude)

-Create a "Citizenship Pledge" where learners craft personal statements of how they will fulfill their constitutional responsibilities
-Design and perform a "Constitutional Responsibilities Anthem" that captures key citizen duties
-Develop a "Constitution Week" campaign for the school with posters, slogans, and activities to promote constitutional awareness

What are our responsibilities as citizens according to the Constitution?

-The Constitution of Kenya
-Digital resources
-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
-Mentor Social Studies Learner's Book pg. 138-139
-Role-play scenarios

-Observation -Written assignments -Project work

Political Developments and Governance

Human Rights - Children's Rights
Human Rights - Protection of Children's Rights
Human Rights - Societal Responsibility

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

-List children's rights in Kenya (knowledge)
-Outline the Children's Rights in Kenya (skill)
-Desire to promote children's rights (attitude)

-Create a "Children's Rights Quilt" where each learner decorates a square representing a specific children's right
-Produce a "Child-Friendly Rights Guide" in simple language to explain children's rights to younger students
-Organize a "Rights Awareness Day" with activities, games, and presentations focused on children's rights

How can we ensure children's rights are respected?

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

-Observation -Written tests -Project work

Political Developments and Governance

Human Rights - Human Rights Violations
Human Rights - Human Rights Organizations
Citizenship - Global Citizen
Citizenship - Responsibilities of a Global Citizen

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

-Identify human rights violations (knowledge)
-Analyze causes and effects of human rights violations (skill)
-Show concern for human rights violations (attitude)

-Engage in a "Case Study Investigation" where groups analyze real examples of human rights violations and present findings
-Create a "Causes and Effects Web" showing the interconnections between different factors in human rights violations
-Develop "Rights Violation Early Warning Signs" posters to help identify potential rights abuses before they escalate

What are the consequences of human rights violations?

-Digital resources
-Mentor Social Studies Learner's Book pg. 143
-Newspaper articles
-Internet access
-Mentor Social Studies Learner's Book pg. 144
-Internet access
-Manila papers
-Mentor Social Studies Learner's Book pg. 144-145
-Mentor Social Studies Learner's Book pg. 145-146
-Manila papers
-Markers

-Observation -Oral questions -Research assessment

Political Developments and Governance

Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship
Citizenship - Nobel Prize Nominees

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

-Identify factors for harmonious coexistence (knowledge)
-Discuss factors for harmonious coexistence among citizens in East Africa and Africa (skill)
-Value harmonious coexistence (attitude)

-Create a "Harmony Garden" where learners plant symbolic "flowers" representing different factors that promote coexistence
-Design a "Coexistence Cookbook" with "recipes" for harmonious living among diverse groups
-Develop a "Peace Bridge" model showing how different factors connect communities across divides

What promotes harmonious coexistence among citizens?

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

-Observation -Oral questions -Group presentation

Political Developments and Governance

Citizenship - Response to Injustice
Citizenship - Goal Setting
Citizenship - Empathy
Citizenship - Regional Anthems

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

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

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

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

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

-Observation -Oral questions -Debate assessment

Political Developments and Governance

Citizenship - East African Community (EAC)

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

-Name the member states of the East African Community (knowledge)
-Explain the benefits of regional integration (skill)
-Value regional cooperation (attitude)

-Create a 3D "EAC Integration Map" showing connections between member states
-Participate in an "EAC Cultural Exchange" where groups research and share aspects of culture from different member states
-Design "Unity in Diversity" collaborative art pieces incorporating elements from all EAC countries

How does regional integration benefit citizens?

-Digital resources
-Mentor Social Studies Learner's Book pg. 153-154
-Maps of Africa
-Manila papers

-Observation -Written tests -Project work