PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Peace Initiatives

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

-Participate in peace initiatives at the community level
-Design peace promotion activities
-Embrace peace initiatives for harmonious living

- Learners organize a peaceful walk with placards containing peace messages
-Learners create posters encouraging community members to embrace peace initiatives
-Learners compose songs or poems on peaceful conflict resolution

How can we actively promote peace in our community?

- MENTOR Social Studies Learner's Book pg. 60
-Digital resources
-Poster materials
-Charts

- Poster evaluation -Poem/song evaluation -Observation

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Community Peace Building
Peaceful Conflict Resolution - Conflict Resolution Strategies
Healthy Relationships - Sustaining Relationships

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

-Role play community activities on cultivating peace initiatives
-Demonstrate peace-building skills
-Appreciate the role of community engagement in peace initiatives

- Learners role play community activities on cultivating peace initiatives and agreements
-Learners discuss the role of dialogue, reconciliation, and amnesty in peace-building
-Learners plan their participation in community peace initiatives

What role can individuals play in community peace initiatives?

- MENTOR Social Studies Learner's Book pg. 61
-Digital resources
-Role play materials
-Charts
-Role play scenarios
-Chart materials
- MENTOR Social Studies Learner's Book pg. 62
-Scenario cards

- Role play evaluation -Oral questions -Written assignments

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Barriers to Relationships
Healthy Relationships - Overcoming Barriers
Healthy Relationships - Communication Skills

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

-Explore barriers to harmonious relationships in the community
-Identify factors that hinder healthy relationships
-Appreciate the importance of addressing relationship barriers

- Learners speak clearly and effectively as they discuss barriers to harmonious relationships
-Learners analyze stories showing barriers to relationships
-Learners watch video clips on barriers to healthy relationships and write reports

What challenges affect relationships in the community?

- MENTOR Social Studies Learner's Book pg. 64
-Digital resources
-Video clips
-Charts
- MENTOR Social Studies Learner's Book pg. 65
-Card materials
- MENTOR Social Studies Learner's Book pg. 66
-Role play scenarios
-Poster materials

- Oral questions -Report evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities
Topographical Maps - Human Activities on Maps
Topographical Maps - Enlarging 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
- MENTOR Social Studies Learner's Book pg. 70
-Rulers
-Graph paper

- Oral questions -Written assignments -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Reducing Maps
Topographical Maps - Cross-sections
Topographical Maps - Cross-sections with Human Activities

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
- MENTOR Social Studies Learner's Book pg. 73
-Digital devices

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Practical Applications
Topographical Maps - Representation of Activities
Internal Land Forming Processes - Earth Movements

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
- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources
- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Sketch map evaluation -Practical assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements
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 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
- MENTOR Social Studies Learner's Book pg. 81
- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Continental Drift Theory
Internal Land Forming Processes - Plate Tectonics 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
- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper

- Oral questions -Flow chart evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Rift Valley
Internal Land Forming Processes - Formation of Block Mountains
Internal Land Forming Processes - Formation of Tilt Blocks

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

-Describe the formation of Rift Valley by tensional forces
-Illustrate the formation of Rift Valley
-Appreciate the role of faulting in the formation of Rift Valley

- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley
-Learners discuss how Rift Valley is formed by tensional forces

How is the Rift Valley formed by tensional forces?

- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Drawing materials
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers
- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks

- Oral questions -Diagram evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Escarpments
Internal Land Forming Processes - Types of Faults
Internal Land Forming Processes - Effects of Faulting

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

-Describe the formation of escarpments
-Illustrate the formation of escarpments
-Appreciate the role of faulting in the formation of escarpments

- Learners study diagrams showing the formation of escarpments
-Learners discuss how tensional forces create parallel faults leading to escarpment formation
-Learners illustrate the formation of escarpments in their notebooks

How are escarpments formed?

- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of escarpments
-Drawing materials
-Clay or plasticine
- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks
-Digital devices
-Video clips
- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials

- Oral questions -Illustration assessment -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Landscape and Human Activities
Multi-purpose River Projects in Africa - Identification
Multi-purpose River Projects in Africa - River Tana Projects

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

-Describe the landscape in their locality
-Explain how the landscape affects human activities
-Create awareness on conservation of features formed by faulting

- Learners discuss how the landscape in their locality affects human activities
-Learners create posters or charts on the conservation of features formed as a result of faulting
-Learners take walks in their locality to identify the shape of the landscape

How does the landscape influence human activities in our locality?

- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Pictures of dams
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Pictures of River Tana

- Oral questions -Poster evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Aswan High Dam
Multi-purpose River Projects in Africa - Economic Importance
Multi-purpose River Projects in Africa - Challenges

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
- MENTOR Social Studies Learner's Book pg. 100
-Pictures showing challenges

- Oral questions -Comparison charts -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Solutions to Challenges
Multi-purpose River Projects in Africa - Importance to Society
Management and Conservation of the Environment - Distinction

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
- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation

- Oral questions -Written assignments -Solution evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Degradation Factors
Management and Conservation of the Environment - Effects of Degradation
Management and Conservation of the Environment - Conservation Measures

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

-Explore factors that lead to degradation of the environment in the community
-Classify factors into human and natural causes
-Develop awareness on environmental degradation issues

- Learners study pictures showing environmental degradation
-Learners research on factors that lead to environmental degradation using digital and print resources
-Learners classify factors into human and natural causes

What factors lead to environmental degradation in our community?

- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 108
-Pictures showing effects of degradation
- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures

- Oral questions -Classification assessment -Written essays

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Practical Applications
Management and Conservation of the Environment - Project Planning
World Heritage Sites in Africa - Identification

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

-Apply creative thinking skills in managing and conserving the immediate environment
-Make dustbins and plant trees in the school compound
-Take part in environmental conservation activities

- Learners make simple dustbins using locally available materials
-Learners place dustbins at strategic places around the school
-Learners identify a place around the school to plant trees and organize planting activities

How can we actively participate in environmental conservation?

- 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
-Digital resources
- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa
-Pictures of heritage sites

- Practical assessment -Observation -Project evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Cultural Heritage
World Heritage Sites in Africa - Conservation Measures
World Heritage Sites in Africa - Conservation Strategies

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

-Examine importance of the selected world sites in promoting cultural heritage
-Explain how heritage sites contribute to cultural preservation
-Value the role of heritage sites in global cultural understanding

- Learners discuss the importance of world heritage sites in promoting cultural heritage
-Learners explain why it is important to conserve world heritage sites
-Learners compose songs on the importance of world heritage sites in Africa

How do world heritage sites promote cultural heritage?

- MENTOR Social Studies Learner's Book pg. 113
-Digital resources
-Pictures of heritage sites
-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

- Oral questions -Song evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS
POLITICAL DEVELOPMENTS AND GOVERNANCE
POLITICAL DEVELOPMENTS AND GOVERNANCE

World Heritage Sites in Africa - Global Significance
The Constitution of Kenya - Stages in Constitution-Making
The Constitution of Kenya - Stages Arrangement

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

-Recognize the global significance of Africa's world heritage sites
-Explain how heritage sites contribute to global understanding
-Appreciate Africa's contribution to world heritage

- Learners make cards about different world heritage sites in Africa
-Learners display the cards at the Social Studies corner
-Learners discuss the global significance of Africa's heritage sites

What is the global significance of Africa's heritage sites?

- MENTOR Social Studies Learner's Book pg. 116
-Card making materials
-Digital resources
-Pictures of heritage sites
- 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

- Card evaluation -Oral questions -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

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:

-Explain why it is important to understand the constitution-making process
-Discuss various stages in the constitution-making process
-Appreciate the value of understanding constitutional processes

- Learners share with classmates reasons why it is important to understand the constitution-making process
-Learners ask each other to name the various stages in the constitution-making process
-Learners explain each stage of the constitution-making process

Why should citizens understand the constitution-making process?

- MENTOR Social Studies Learner's Book pg. 120
-Digital devices
-The Constitution of Kenya
-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 -Peer assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

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

The Constitution of Kenya - Defending the Constitution
Civic Engagement - Individual Activities
Civic Engagement - Collective Activities

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

-Desire to defend and promote the Constitution of Kenya
-Recite poems about defending the Constitution
-Write speeches on defending the Constitution

- Learners recite poems about the Constitution of Kenya
-Learners identify ways to defend and promote the Constitution
-Learners write speeches on how to defend and promote the Constitution

How can we defend and promote the Constitution of Kenya?

- MENTOR Social Studies Learner's Book pg. 124
-The Constitution of Kenya
-Writing materials
-Digital devices
- MENTOR Social Studies Learner's Book pg. 125
-Slogans on civic engagement
- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Chart paper

- Poem recitation assessment -Speech evaluation -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Creating Awareness
Civic Engagement - Political Parties
Civic Engagement - Democratic Governance

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
- MENTOR Social Studies Learner's Book pg. 129
-Debate materials
-Political party information

- Poster evaluation -Oral questions -Peer feedback

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

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - School Elections
Civic Engagement - Promoting Values
Kenya's Bill of Rights - Understanding

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
-Poem composition materials
-Digital devices
-Community resources
- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights

- Election participation assessment -Observation -Written reports

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Research
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:

-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
- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups
- MENTOR Social Studies Learner's Book pg. 136

- Research quality assessment -Classification accuracy -Oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Application
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:

-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
- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Song/poem composition materials
- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy
-Chart paper

- Oral questions -Case study analysis -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

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:

-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
- 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
-Chart paper

- Table completion assessment -Oral questions -Peer feedback

POLITICAL DEVELOPMENTS AND GOVERNANCE

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

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

- Oral questions -Written assignments -Item identification

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Cultural Preservation
Cultural Globalisation - Healthy Relationships
Cultural Globalisation - Speeches on Cultural Relationships
Cultural Globalisation - Global Citizenship
Cultural Globalisation - International Cultural Exchange

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

-Explore ways of preserving cultural elements that promotes global citizenship
-Plan for preservation of cultural elements
-Value the importance of cultural preservation

- Learners visit local cultural centers with teacher guidance
-Learners prepare materials to preserve cultural elements that promote global citizenship
-Learners establish cultural museum centers in class

How can we preserve cultural elements that promote global citizenship?

- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Digital devices
-Local cultural centers
- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities
-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

- Oral questions -Museum quality assessment -Participation observation