NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in Africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls

By the end of the lesson, the learner should be able to:
-identify selected world heritage sites
- draw on a map The selected world heritage sites
- Appreciate selected world heritage sites.

-The learner is guided to identify selected world heritage sites
-In pairs Learners are guided to draw on a map the selected World heritage sites.

What are World Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

Word heritage sites in africa -Rock-Hewn churches -Vallee de mai nature reseve -Serengeti national park -Robben island -Victoria falls.

By the end of the lesson, the learner should be able to:
-Examine importance of the selected world sites in promoting cultural heritage.
- Create a poster showing importance of the selected world sites in promoting cultural heritage.
-Value heritage sites in the community.

-learner is guided to examine The importance of The selected world sites in promoting cultural heritage.
- learners in groups are guided to create a poster showing importance of The selected world sites in promoting cultural heritage.

Why is it important to conserve the world Heritage sites?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENT

World heritage sites in africa

By the end of the lesson, the learner should be able to:
-describe critical thinking skills applied in conserving heritage sites within the locality.
-Apply critical thinking skills in conserving heritage sites within the locality.
-Value heritage sites in the community.

-Learner is guided to describe the critical thinking skills applied in conserving heritage sites within locality
- learners in pairs are guided to formulate measures to conserve heritage sites.

What are the critical thinking skills applied in conserving heritage sites within the locality?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-define The term constitution.
- identify The stages in The constitution making process in Kenya.
-create posters on The stages of The constitution making process in Kenya.
-Appreciate The stages of The constitution making process in Kenya.

-Learner is guided to carry out research on the stages in the constitution making process in Kenya.
- learners in groups are guided to create a poster on the stages of constitution making process in Kenya.

What is constitution?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term. Citizenship.
- Explore the role of citizens in constitution making process.
-Appreciate the role of citizens in constitution making process.

-The learner is guided to define the term political citizenship.
-In groups learners are guided to explore the role of citizens in the constitution making process.

What is citizenship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term. Citizenship.
- Explore the role of citizens in constitution making process.
-Appreciate the role of citizens in constitution making process.

-The learner is guided to define the term political citizenship.
-In groups learners are guided to explore the role of citizens in the constitution making process.

What is citizenship?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe The constitution making process in The community.
- participate in The constitution making process in The community.
-Appreciate The constitution making process.

-The learner is guided to describe the constitution making process in the community.
- Learner is guided to participate in the constitution making process.

-What is constitution making process?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-Define the term value
-Explore values exercised during the constitution making process.
- Appreciate the values exercised during the constitution making process.

-The learner is guided to define the term value.
-In pairs learners are guided to explore the values exercised during the constitution making process.

What are values?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe ways of defending and promoting The constitution of Kenya.
-create posters showing ways of defending and promoting The constitution of Kenya.
-Appreciate ways of defending and promoting The constitution of Kenya.

-The learner is guided to describe ways of defending and promoting the
Constitution of Kenya.
-In groups learners are guided to create posters showing ways of defending and promoting the constitution of Kenya.

How can we defend and promote the constitution of Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

The constitution of Kenya

By the end of the lesson, the learner should be able to:
-describe The importance of constitution making process in Kenya.
- create posters showing importance of constitution making process in Kenya.
- Appreciate importance of constitution making process in Kenya

-learner is guided to describe The importance of constitution making process in Kenya.
-in pairs, learners are guided to create posters showing importance of making process in Kenya.
-learner is guided to sing patriotic songs on defending and promoting The constitution of Kenya.

What is constitution making process in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance -Social justice -Integrity -peace

By the end of the lesson, the learner should be able to:
-Identify individual and collective civic engagement activities in Kenya
- Create a poster showing individual and collective civic engagement activities in Kenya.
-Appreciate individual and collective civic engagement activities in Kenya.

-learner is guided to brain storm on individual and collective civic engagement activities in Kenya.
- in groups, learners are guided to create a poster showing individual and collective civic engagement activities in Kenya.

What is individual and collective civic engagement activities?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement In governance

By the end of the lesson, the learner should be able to:
-Define the term Political parties.
-Explore basic constitution requirements for political parties as stipulated in article 91 of the Constitution of Kenya
- Appreciate basic constitutional requirements for political parties are stipulated in article 91

-The learner is guided to define the term political parties.
-In Pairs, learners are guided to discuss the basic constitutional requirements for political parties as stipulated in the Article 91 of the Constitution of Kenya.

What is the political party?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance

By the end of the lesson, the learner should be able to:
-define The term democracy
-Illustrates The role of political parties in democratic governance.
-Appreciate The role of political parties in democratic governance

-learner is guided to define The term political democracy
-in groups, learners are guided to Illustrate The role of political parties in democratic governance.

What is democracy?

- course book
-Computin devices
-Chart

- oral question - Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in governance

By the end of the lesson, the learner should be able to:
-define The term democracy
-Illustrates The role of political parties in democratic governance.
-Appreciate The role of political parties in democratic governance

-learner is guided to define The term political democracy
-in groups, learners are guided to Illustrate The role of political parties in democratic governance.

What is democracy?

- course book
-Computin devices
-Chart

- oral question - Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Outline positions vied for In a general election in Kenya.
-Create a chat on positions vied for in general elections in Kenya.
-Appreciate positions vied for in general elections in Kenya.

-The learner is guided to Outline positions vied for in general elections in Kenya.
- in groups, learners are guided to create a Chart on various elective positions in Kenya,display take gallery walks and peer assessments.

How can we participate in democratic processes in the society?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe ethical, civic engagement in the community.
-Explore values that promote ethical civic engagement in the community
-Appreciate values that promote ethical civic engagement in the community.

-learner is guided to describe ethical civic engagement in community.
-in pairs learners are guided to discuss values that promote ethical civic engagement in community.

What is ethical civic engagement in the. Community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
Describe how civic engagement promote good governance in the country.
-Explore how civic engagement promote good governance in the country.
-Appreciate how civic engagement promote good governance in the country.

-learner is guided to describe how civic engagement promote good governance in The country.
-in pairs learners are guided to explore how civic engagement promote good governance in The country.

How can civic engagement Promote good governance in the country?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Civic engagement in Governance

By the end of the lesson, the learner should be able to:
-Describe how citizens can participate in democratic processes in the country.
-Create a chart on how citizens can participate in democratic processes in the society.
- Appreciate how citizens can participate in democratic processes in the society.

-learner is guided to describe how citizens can participate in democratic processes in The country.
- in groups, learners are guided to create a chat on how citizens can participate in democratic processes in The society.

How can citizens participate in democratic processes?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Describe the term bill of rights.
-Explore Kenya's bills of rights for mutual social well being.
- Embrace Kenya's bills of rights for mutual social well being.

-The learner is guided to describe the term bill of rights.
- The learner are guided to use digital and print resources to research on Kenya's bills of rights and make notes.

What is the bill of rights in Kenya?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

By the end of the lesson, the learner should be able to:
-Identify special groups in the society.
- examine human rights for special groups for promotion of social justice and inclusivity.
- Create a poster on human rights for special groups for promotion of socio- justice and inclusivity.

-The learner is guided to identify special groups in the society.
- The learner is guided to debate on human rights of special groups(elderly refugees, migrants)
- In groups, learners are guided to design posters on human rights laws about special groups

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe the bills of rights for harmonious living.
- Apply the bills of rights for harmonious living.
- Embrace the bill of rights for harmonious living.

-The learner is guided to describe The bills of rights for harmonious living.
-learner is guided to apply The bill of rights for harmonious living.

How can we live together harmoniously?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe the bills of rights for harmonious living.
- Apply the bills of rights for harmonious living.
- Embrace the bill of rights for harmonious living.

-The learner is guided to describe The bills of rights for harmonious living.
-learner is guided to apply The bill of rights for harmonious living.

How can we live together harmoniously?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe the term assertiveness.
-Develop assertiveness necessary in standing up for human rights.
-Desire to develop assertiveness necessary in studying up for human rights.

-Learner is guided to define the term assertiveness.
-Learner is guided to develop assertiveness necessary in studying up for human rights
-In groups learners are guided to role play scenarios that bring out assertiveness in standing up for individual hum

What is assertiveness?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Define the terms Empathy and solidarity
- Cultivate empathy and solidarity within special groups in society for mutual social responsibility.
- Appreciate ways of cultivating empathy and solidarity with special groups in society for mutual social responsibility.

-Learner is guided to define the terms empathy and solidarity.
- In pairs learners are guided to discuss ways in which empathy and solidarity is cultivated for special groups in society for mutual social responsibility.

What is empathy?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Kenya

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

-Describe strategies for promoting the protection of special groups in the community.
-Develop strategies for promoting the protection of special groups in the community.
-Embrace respect for human rights in society

-learner is guided to describe strategies for promoting The protection of special groups in The community.
- learners are guided to display a sense of responsibility to The nation as they develop strategies for promoting The protection of special groups in The community.

How can we protect the special groups in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization

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

-Define the term culture, identify cultural elements and practices that have acquired global recognition and status.
- Create a poster on cultural elements and practices that have acquired global cultural recognition and status.
-Appreciate cultural elements and practices that have acquired global recognition and status.

-Learner is guided to define the term culture.
- In groups learners are guided to use digital and print media resources to research on cultural elements in Kenya that have acquired a global status: the kiondo, the maasai kikoi the sufuria and write on a

What is culture?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Examine African cultural practices promoting a common humanity.
- Create a poster on cultural practices promoting a common humanity.
- Appreciate cultural practices promoting a common humanity.

-learner is guided to discuss in group African cultural practices elements in promoting a common humanity in groups.
-learners are guided to create a poster on cultural practices promoting a common humanity.

How can we preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-describe ways of preserving cultural elements that promote global citizenship
-Explore ways of preserving cultural elements that promote global citizenship.
-Appreciate cultural elements that promote responsible global citizenship.

-learner is guided to describe ways of preserving cultural elements.
-learner is guided to carry out research on ways of preserving cultural elements that promote global Citizenship.

How can. We preserve aspects of cultural globalization in the community?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Identify factors that promote healthy cultural relationships in global.
- Enumerate factors that promote healthy cultural relationships in global
- Appreciate factors that promote healthy cultural relationships in global.

-learner is guided to identify factors that promote healthy cultural relationships in global.
-in groups, learners are guided to design charts depicting factors that promote healthy cultural relationships and global interconnectedness.

What are the factors that promote healthy cultural practices?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Identify factors that promote healthy cultural relationships in global.
- Enumerate factors that promote healthy cultural relationships in global
- Appreciate factors that promote healthy cultural relationships in global.

-learner is guided to identify factors that promote healthy cultural relationships in global.
-in groups, learners are guided to design charts depicting factors that promote healthy cultural relationships and global interconnectedness.

What are the factors that promote healthy cultural practices?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Define the term value
-Debate on values and cultural elements that promote responsible global citizenship.
-Appreciate values and cultural elements that promote responsible global citizenship

-Learner is guided to define the term value.
-Learner is guided to debate on values and cultural events that promote responsible global citizenship.

What are the various and cultural elements that promote responsible global citizenship ?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation

POLITICAL DEVELOPMENT AND GOVERNANCE

Cultural globalization.

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

-Describe the role of international cultural exchange in promoting global citizenship.
- Create a poster showing the role of international cultural exchange in promoting global citizenship.
-Appreciate the role of interaction. Cultural exchange in promoting global citizenship.

-Learner is guided to plan to involve others as they debate on the role of international cultural exchange promoting global citizenship.
-In groups, learners are guided to create posters showing the role of international
cultural exchange in promoting

What are the merits of cultural globalization?

- course book
-Computin devices
-Chart

- oral question -Oral report -Observation