COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Identification

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

-Describe the community service learning
-Identify a problem in the community
-Create a chart showing the identified problem or gap in the community
-Desire to identify a problem in the community

- Learner is guided to brainstorm and identify problem or gap in their community that need attention
-In groups, learners are guided to create a chart showing the identified problem or gap in the community

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 12
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Statement
Community Service-Learning Project - Solution Design
Community Service-Learning Project - Planning

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

-Identify a problem in the community
-Write a statement of the problem
-Demonstrate interest in addressing community problems
-Appreciate the need to analyze problems in the community

- Learner is guided to authenticate the problem/gap and write down the statement of the problem
-Learners in groups discuss the problem and validate its existence in the community

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 13
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 14
- MENTOR Social Studies Learner's Book pg 15

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Implementation I
Community Service-Learning Project - Implementation II
Community Service-Learning Project - Report Writing
Community Service-Learning Project - Reflection

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

-Implement the plan to solve the problem
-Execute specific tasks in the implementation plan
-Value the importance of implementation in addressing community problems

- Learner is guided to implement the plan prudently to address the identified problem
-Learners execute the project activities according to the plan and keep evidence of work done

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 16
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 17
- MENTOR Social Studies Learner's Book pg 18

- Oral questions -Oral report -Observation

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Early Stone Age Period
Socio-Economic Practices of Early Humans - Middle Stone Age Period
Socio-Economic Practices of Early Humans - Late Stone Age Period

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

-Describe the socio-economic practices of early humans in Africa during the Early Stone Age period
-Identify the tools used by early humans during the Early Stone Age period
-Appreciate the socio-economic practices of early humans during the Early Stone Age period

- Learners are guided to brainstorm on socio-economic practices of early humans during the Early Stone Age period
-Learners use appropriate digital resources to view various types of tools used by early humans during the Early Stone Age period
-In groups, learners discuss the types of tools used by early humans during the Early Stone Age period

How do socio-economic practices of early humans impact on the modern society?

- MENTOR Social Studies Learner's Book pg. 19
-Digital devices
-Pictures of early human tools
-Charts
- MENTOR Social Studies Learner's Book pg. 20
-Pictures of Middle Stone Age tools
- MENTOR Social Studies Learner's Book pg. 22
-Pictures of Late Stone Age tools and settlements

- Oral questions -Observation -Written tests

PEOPLE AND RELATIONSHIPS

Socio-Economic Practices of Early Humans - Comparison of Stone Age Periods
Socio-Economic Practices of Early Humans - Tools Illustration
Socio-Economic Practices of Early Humans - Relevance to Modern Society

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

-Compare the socio-economic practices of early humans during the three Stone Age periods
-Examine different types of tools used by early humans during the Stone Age periods
-Recognize the significance of the Stone Age periods to human development

- Learners are guided to create a comparative chart showing socio-economic practices during the three Stone Age periods
-Learners discuss the development of tools from simple to more advanced forms across the Stone Age periods
-Learners engage a resource person to discuss the significance of the Stone Age periods to human development

How did tools evolve through the Stone Age periods?

- MENTOR Social Studies Learner's Book pg. 23
-Digital devices
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 25
-Drawing materials
-Chart paper
- MENTOR Social Studies Learner's Book pg. 27
-Debate materials

- Oral questions -Observation -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Types and Agriculture
Indigenous Knowledge Systems in African Societies - Medicine
Indigenous Knowledge Systems in African Societies - Climate

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

-Identify types of indigenous knowledge systems in African societies for self-identity
-Explain how indigenous knowledge systems in agriculture were used in African societies
-Appreciate the role of indigenous agricultural knowledge in African societies

- Learners brainstorm in pairs on various types of indigenous knowledge systems in African societies
-Learners use print or digital resources to research on how indigenous agricultural knowledge was applied in traditional African society
-Learners discuss the importance of indigenous agricultural knowledge in traditional African societies

How does indigenous knowledge influence the modern society?

- MENTOR Social Studies Learner's Book pg. 28
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 29
-Resource materials
- MENTOR Social Studies Learner's Book pg. 30

- Oral questions -Observation -Written tests

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Environmental Conservation
Indigenous Knowledge Systems in African Societies - Technology
Indigenous Knowledge Systems in African Societies - Arts and Religion
Indigenous Knowledge Systems in African Societies - Education

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

-Identify indigenous knowledge systems in environmental conservation in African societies
-Explain how indigenous knowledge in environmental conservation was used for sustainability of life
-Appreciate traditional environmental conservation practices

- Learners brainstorm on indigenous environmental conservation practices
-In groups, learners discuss sacred places (e.g., Kaya forests) and their role in environmental conservation
-Learners discuss how traditional rules and taboos helped in environmental conservation

How did indigenous societies conserve their environment?

- MENTOR Social Studies Learner's Book pg. 31
-Digital resources
-Charts
-Resource person
- MENTOR Social Studies Learner's Book pg. 32
-Pictures of indigenous tools and technology
- MENTOR Social Studies Learner's Book pg. 33
-Pictures of indigenous art

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Indigenous Knowledge Systems in African Societies - Integration with Modern Knowledge
Indigenous Knowledge Systems in African Societies - Preservation
Poverty Reduction - Causes of Poverty

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

-Use indigenous and modern knowledge systems for effective decision making in life
-Explain how indigenous knowledge can be integrated with modern knowledge systems
-Appreciate the complementary nature of indigenous and modern knowledge systems

- Learners in pairs devise ways of using indigenous and modern knowledge systems for effective decision making
-Learners discuss areas where indigenous knowledge complements modern knowledge
-Learners create posters showing the integration of indigenous and modern knowledge systems

How can we integrate indigenous and modern knowledge systems?

- MENTOR Social Studies Learner's Book pg. 34
-Digital resources
-Charts
-Poster materials
-Debate materials
- MENTOR Social Studies Learner's Book pg. 35
-Pictures showing poverty

- Oral questions -Group presentations -Posters evaluation

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Resource Exploitation
Poverty Reduction - Economic Challenges
Poverty Reduction - Creative Solutions

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

-Examine the effects of overexploitation of natural resources on poverty in Africa
-Identify how resource depletion contributes to poverty
-Appreciate the need for sustainable resource use

- Learners discuss the effects of overexploitation of natural resources on poverty in Africa
-Learners identify examples of resource depletion in their communities
-Learners create awareness posters on the effects of overexploitation of resources

How does overexploitation of resources contribute to poverty?

- MENTOR Social Studies Learner's Book pg. 37
-Digital resources
-Pictures showing environmental degradation
-Charts
- MENTOR Social Studies Learner's Book pg. 38
-Newspapers with economic data
- MENTOR Social Studies Learner's Book pg. 39
-Project materials

- Oral questions -Group presentations -Written assignments

PEOPLE AND RELATIONSHIPS

Poverty Reduction - Home-Grown Solutions
Poverty Reduction - Impact of Strategies
Population Structure - Sources of Population Data
Population Structure - Kenya's Population

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

-Use print or digital resources to explore home-grown practical solutions to poverty reduction
-Identify specific solutions to poverty reduction in Africa
-Appreciate local solutions to poverty challenges

- Learners interact with new technology as they use print or digital resources to explore home-grown practical solutions to poverty reduction
-Learners discuss sustainable technology approaches to poverty reduction
-Learners engage a resource person on local poverty reduction initiatives

How do home-grown solutions address poverty in Africa?

- MENTOR Social Studies Learner's Book pg. 40
-Digital resources
-Resource person
-Charts
- MENTOR Social Studies Learner's Book pg. 41
-Poster materials
- MENTOR Social Studies Learner's Book pg. 43
-Census reports
- MENTOR Social Studies Learner's Book pg. 45
-Population data of Kenya

- Oral questions -Group presentations -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Germany's Population
Population Structure - Population Pyramid Construction (Developing Countries)
Population Structure - Population Pyramid Construction (Developed Countries)

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

-Explain factors determining population structure in Germany
-Identify the characteristics of Germany's population structure
-Compare population factors between Kenya and Germany

- Learners research on factors determining population structure in Germany
-Learners discuss birth rates, mortality rates, and migration patterns in Germany
-Learners compare population characteristics between Kenya and Germany

How does Germany's population structure differ from Kenya's?

- MENTOR Social Studies Learner's Book pg. 47
-Digital resources
-Population data of Germany
-Charts
- MENTOR Social Studies Learner's Book pg. 49
-Drawing materials
-Population data
-Graph paper
- MENTOR Social Studies Learner's Book pg. 51

- Oral questions -Comparison charts -Written tests

PEOPLE AND RELATIONSHIPS

Population Structure - Resource Distribution
Population Structure - Population Composition
Population Structure - Population Dynamics

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

-Determine the significance of population structure in distribution of national resources in a society
-Identify how population influences resource allocation
-Appreciate the role of population data in national planning

- Learners brainstorm and enumerate the significance of population structure in distribution of national resources
-Learners discuss how population influences education, healthcare, and infrastructure development
-Learners analyze case studies of resource allocation based on population

How does population structure influence resource allocation?

- MENTOR Social Studies Learner's Book pg. 53
-Digital resources
-Case studies
-Charts
- MENTOR Social Studies Learner's Book pg. 52
-Population statistics
-Presentation materials

- Oral questions -Case study analysis -Written assignments

PEOPLE AND RELATIONSHIPS

Population Structure - Comparing Developed and Developing Countries
Population Structure - Population Policies
Peaceful Conflict Resolution - Forms of Peace

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

-Appreciate the differences in population structure between developed and developing countries
-Identify consequences of different population structures
-Recognize the relationship between population structure and development

- Learners discuss the differences in population structures between Kenya and Germany
-Learners explore the consequences of aging populations versus youthful populations
-Learners compose and display messages on differences in population structure for sustainable development

What are the consequences of different population structures?

- MENTOR Social Studies Learner's Book pg. 54
-Digital resources
-Charts
-Display materials
- MENTOR Social Studies Learner's Book pg. 55
-Policy documents
- MENTOR Social Studies Learner's Book pg. 56
-Peace quotes

- Oral questions -Message evaluation -Written tests

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Barriers to Resolution
Peaceful Conflict Resolution - Physical and Cultural Barriers
Peaceful Conflict Resolution - Managing Emotions
Peaceful Conflict Resolution - Emotional Intelligence

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

-Identify barriers to conflict resolution in day-to-day lives
-Explain how barriers affect conflict resolution
-Appreciate the importance of addressing barriers to conflict resolution

- Learners discuss barriers to conflict resolution such as poor communication, cultural differences, and ineffective listening
-Learners analyze how these barriers affect conflict resolution
-Learners match barriers to conflict resolution with their descriptions

What hinders effective conflict resolution?

- MENTOR Social Studies Learner's Book pg. 57
-Digital resources
-Case studies
-Charts
-Poster materials
- MENTOR Social Studies Learner's Book pg. 58
-Mood journal templates
- MENTOR Social Studies Learner's Book pg. 59
-Role play scenarios

- Oral questions -Matching exercise -Written tests

PEOPLE AND RELATIONSHIPS

Peaceful Conflict Resolution - Peace Initiatives
Peaceful Conflict Resolution - Community Peace Building
Peaceful Conflict Resolution - Conflict Resolution Strategies

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
- MENTOR Social Studies Learner's Book pg. 61
-Role play materials
-Role play scenarios
-Chart materials

- Poster evaluation -Poem/song evaluation -Observation

PEOPLE AND RELATIONSHIPS

Healthy Relationships - Sustaining Relationships
Healthy Relationships - Barriers to Relationships
Healthy Relationships - Overcoming Barriers

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

-Explain ways of sustaining healthy relationships in the community
-Identify characteristics of healthy relationships
-Appreciate the importance of healthy relationships

- Learners brainstorm in pairs ways of sustaining healthy relationships such as effective communication, mutual respect, and trust
-Learners discuss scenarios demonstrating healthy relationships
-Learners identify other ways of promoting healthy relationships

How can we promote healthy relationships in the community?

- MENTOR Social Studies Learner's Book pg. 62
-Digital resources
-Scenario cards
-Charts
- MENTOR Social Studies Learner's Book pg. 64
-Video clips
- MENTOR Social Studies Learner's Book pg. 65
-Card materials

- Oral questions -Scenario analysis -Written tests

PEOPLE AND RELATIONSHIPS
NATURAL AND HISTORIC BUILT ENVIRONMENTS
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Healthy Relationships - Communication Skills
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:

-Role play scenarios that depict effective communication, negotiation skills, empathy and assertiveness
-Demonstrate healthy relationship skills
-Appreciate the need for healthy relationships in the community

- Learners undertake tasks as they role play scenarios that depict effective communication, negotiation skills, empathy and assertiveness
-Learners discuss the importance of these skills in maintaining healthy relationships
-Learners create posters promoting healthy relationships in the community

Why are communication skills important in relationships?

- MENTOR Social Studies Learner's Book pg. 66
-Digital resources
-Role play scenarios
-Poster materials
- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation
-Chart paper
- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation

- Role play evaluation -Poster evaluation -Observation

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

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

- Oral questions -Identification assessment -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS
POLITICAL DEVELOPMENTS AND GOVERNANCE

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

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

-Apply critical thinking skills in conserving heritage sites within the locality
-Create posters with information on heritage site conservation
-Value the need to preserve heritage sites for future generations

- Learners study the measures designed by Grade 9 learners to conserve heritage sites in their locality
-Learners create posters with the information showing measures to conserve world heritage sites
-Learners compose poems on the importance of world heritage sites

How can communities participate in heritage site conservation?

- MENTOR Social Studies Learner's Book pg. 115
-Poster materials
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 116
-Card making materials
-Pictures of heritage sites
- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya

- Poster evaluation -Poem assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages Arrangement
The Constitution of Kenya - Importance of Understanding
The Constitution of Kenya - Role of Parliament

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
- MENTOR Social Studies Learner's Book pg. 121
-Video clips
-Pictures of parliamentary sessions

- Poster evaluation -Oral questions -Sequence arrangement

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Role of Citizens
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:

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

- Oral questions -Written assignments -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
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

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

- Oral questions -Rights identification assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Protection of Special Groups
Kenya's Bill of Rights - Application
Kenya's Bill of Rights - Assertiveness

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

-Discuss how to protect special groups in the community
-Identify specific rights for each special group
-Value social justice and inclusivity

- Learners discuss how to protect special groups in the community
-Learners identify specific rights for elderly, refugees, and migrants
-Learners present their points in class

How can we promote social justice and inclusivity for special groups?

- MENTOR Social Studies Learner's Book pg. 136
-The Constitution of Kenya
-Digital devices
-Chart paper
- MENTOR Social Studies Learner's Book pg. 137
-Case studies
- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Song/poem composition materials

- Oral questions -Presentation assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Empathy for Special Groups
Kenya's Bill of Rights - Strategies for Protection
Kenya's Bill of Rights - Practical Application

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

-Cultivate empathy and solidarity with special groups in society
-Explain ways to show empathy to special groups
-Appreciate the importance of mutual social responsibility

- Learners study pictures showing people demonstrating empathy to special groups
-Learners discuss how people show empathy to children of refugees
-Learners identify other ways of cultivating empathy with special groups

How can we cultivate empathy for special groups in society?

- MENTOR Social Studies Learner's Book pg. 139
-Pictures showing empathy
-Digital devices
-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

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Global Recognition
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:

-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
- 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 -Group discussions

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