NATURAL AND HISTORIC BUILT ENVIRONMENTS

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

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

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

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

Why is it important to conserve degraded environment?

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

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Effects of Degradation

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

- Oral questions -Table completion assessment -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Conservation Measures
Management and Conservation of the Environment - Practical Applications

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

-Design measures to manage and conserve the environment in the community
-Explain different conservation approaches
-Appreciate the importance of conservation efforts

- Learners study pictures showing measures taken to manage and conserve the environment
-Learners design measures they would propose to community members on managing and conserving the environment
-Learners organize themselves in groups and choose activities to conserve the environment

What measures can we take to conserve our environment?

- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 110
-Local materials for dustbins
-Tree seedlings
-Gardening tools

- Oral questions -Design evaluation -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Project Planning

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

-Plan for environmental conservation projects
-Identify environmental issues in the community
-Appreciate the importance of managing and conserving the environment

- Learners plan for projects on environmental issues like waste management, tree planting, pollution control, or soil conservation
-Learners identify specific actions to take in the school neighborhood
-Learners create posters to inform community members on proper environmental management

How can we implement environmental conservation projects?

- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials
-Poster materials
-Digital resources

- Project plan evaluation -Poster assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Identification
World Heritage Sites in Africa - Cultural Heritage

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

- Oral questions -Identification assessment -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Conservation Measures

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

-Design measures to conserve the selected world heritage sites
-Explain how heritage sites can be preserved
-Appreciate efforts to conserve heritage sites

- Learners plan a field visit to a nearby heritage site or invite a resource person
-Learners find out measures used to conserve heritage sites
-Learners conduct clean-up sessions around heritage sites or plant seedlings

What measures can we take to conserve heritage sites?

- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Field visit materials
-Clean-up materials

- Oral questions -Field report evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Conservation Strategies
World Heritage Sites in Africa - Global Significance

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

-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

- Poster evaluation -Poem assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages in Constitution-Making

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

-Identify the stages in the constitution-making process in Kenya
-Explain what happens in each stage of the constitution-making process
-Appreciate the need for following a process in constitution-making

- Learners study pictures showing constitution-making process in Kenya
-Learners identify stages like collection of views, constitutional conferences, referendum, and promulgation
-Learners use digital devices or textbooks to research on the stages in the constitution-making process

Why is constitution-making process in Kenya important?

- MENTOR Social Studies Learner's Book pg. 118
-Digital devices
-Pictures of constitution-making process
-The Constitution of Kenya

- Oral questions -Written tests -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Stages Arrangement

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

- Poster evaluation -Oral questions -Sequence arrangement

POLITICAL DEVELOPMENTS AND GOVERNANCE

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:

-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

- Oral questions -Peer assessment -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Role of Citizens

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

- Oral questions -Written assignments -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

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

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

- Debate evaluation -Chart assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

The Constitution of Kenya - Class Constitution

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

-Plan for a class constitution-making session
-Discuss class rules to be followed by members
-Value the importance of consensual rule-making

- Learners plan for a class constitution-making session
-Learners discuss class rules that will be followed by members of the class
-Learners display the new class rules on the school noticeboard

How can we apply constitution-making principles in our class?

- MENTOR Social Studies Learner's Book pg. 124
-Writing materials
-Chart paper
-Display board

- Process evaluation -Rules assessment -Observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

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

- Poem recitation assessment -Speech evaluation -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Collective Activities

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

-Identify collective civic engagement activities in Kenya
-Explain how collective activities promote democracy
-Value collaborative efforts in civic participation

- Learners study pictures showing collective civic engagement activities
-Learners discuss how activities like voting, maintaining peace, and seeking justice promote democracy
-Learners write points in their notebooks

How can citizens collectively engage in civic activities?

- MENTOR Social Studies Learner's Book pg. 126
-Pictures of civic activities
-Digital devices
-Chart paper

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Creating Awareness
Civic Engagement - Political Parties

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

- Poster evaluation -Oral questions -Peer feedback

POLITICAL DEVELOPMENTS AND GOVERNANCE

Civic Engagement - Democratic Governance

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

-Debate on the role of political parties in democratic governance
-Analyze successes and failures of political parties
-Value the importance of objective analysis

- Learners debate on the motion: "Political parties have failed to promote democratic governance in Kenya"
-Learners identify highlights of the role of political parties in democratic governance
-Learners document key points from the debate

Do political parties enhance or hinder democratic governance?

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

- Debate evaluation -Oral questions -Documentation quality

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

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

- Election participation assessment -Observation -Written reports

POLITICAL DEVELOPMENTS AND GOVERNANCE

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

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

-Compose poems on promoting values in school
-Recite poems during school events
-Value integrity, peace, and social justice

- Learners compose poems on promoting values like integrity, peace, and social justice
-Learners recite poems during school events
-Learners take part in local civic engagement activities

How can we promote civic values in our community?

- MENTOR Social Studies Learner's Book pg. 132
-Poem composition materials
-Digital devices
-Community resources
- MENTOR Social Studies Learner's Book pg. 133
-The Constitution of Kenya
-Pictures showing human rights

- Poem evaluation -Recitation assessment -Participation observation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Research

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

- Research quality assessment -Classification accuracy -Oral questions

POLITICAL DEVELOPMENTS AND GOVERNANCE

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:

-Examine human rights of special groups for promotion of social justice and inclusivity
-Identify rights of elderly, refugees, and migrants
-Appreciate the importance of protecting special groups

- Learners study pictures showing special groups like elderly, refugees, and migrants
-Learners discuss what makes these people special
-Learners identify the human rights of special groups promoted in the pictures

What special protections do vulnerable groups need?

- MENTOR Social Studies Learner's Book pg. 135
-Pictures of special groups
-The Constitution of Kenya
-Digital devices
- MENTOR Social Studies Learner's Book pg. 136
-Chart paper

- Oral questions -Written assignments -Group presentations

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Application

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

- Oral questions -Case study analysis -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Assertiveness

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

-Develop assertiveness necessary in standing up for human rights
-Role play situations demonstrating assertiveness
-Value the importance of standing up for rights

- Learners role play situations that bring out assertiveness in standing up for human rights
-Learners compose poems or songs that bring out assertiveness in standing up for human rights
-Learners create declarations to stand up for human rights

How can we develop assertiveness in defending human rights?

- MENTOR Social Studies Learner's Book pg. 138
-Role play materials
-Digital devices
-Song/poem composition materials

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

POLITICAL DEVELOPMENTS AND GOVERNANCE

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

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

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Kenya's Bill of Rights - Practical Application

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

-Identify values that promote human rights
-Explain how these values promote respect for human rights
-Embrace respect for human rights in society

- Learners identify values from a "fruit tree" that promote human rights
-Learners explain how the values picked promote respect for human rights in society
-Learners visit nearby homes for the elderly to learn about human rights promotion

How do values translate into human rights protection?

- MENTOR Social Studies Learner's Book pg. 141
-Human rights "fruit tree" diagram
-Digital devices
-Nearby homes for elderly

- Oral questions -Value explanation assessment -Visit reports

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Global Recognition
Cultural Globalisation - Kenyan Cultural Items

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

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - African Cultural Practices

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

-Examine African cultural practices in promoting a common humanity
-Identify practices that enhance cultural globalisation
-Appreciate how cultural practices promote common humanity

- Learners study pictures showing African cultural practices
-Learners examine how the practices enhance cultural globalisation and common humanity
-Learners discuss how they promote humanity in school, home, and community

How do African cultural practices promote common humanity?

- MENTOR Social Studies Learner's Book pg. 144
-Pictures of cultural practices
-Digital devices
-Cultural artifacts

- Oral questions -Written assignments -Group discussions

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - African Philosophies
Cultural Globalisation - Cultural Preservation

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

-Explain African cultural philosophies like African Socialism, Ujamaa, and Ubuntu
-Examine how these philosophies promote common humanity
-Value African cultural philosophies

- Learners research on African cultural practices like African Socialism, Ujamaa, and Ubuntu
-Learners discuss how these practices promote common humanity
-Learners present their findings in class

How do African philosophies contribute to global cultural understanding?

- MENTOR Social Studies Learner's Book pg. 145
-Research materials
-Digital devices
-Cultural information
- MENTOR Social Studies Learner's Book pg. 146
-Cultural preservation materials
-Local cultural centers

- Research quality assessment -Oral questions -Presentation evaluation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Healthy Relationships

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

-Enumerate factors that promote healthy cultural relationships and global interconnectedness
-Analyze activities that promote cultural relationships
-Appreciate global cultural interconnectedness

- Learners study pictures showing activities that promote healthy cultural relationships
-Learners analyze how these activities promote cultural relationships and global interconnectedness
-Learners identify other factors that promote healthy cultural relationships

What factors promote healthy cultural relationships globally?

- MENTOR Social Studies Learner's Book pg. 147
-Pictures of cultural activities
-Digital devices
-Chart paper

- Oral questions -Analysis quality -Written assignments

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - Speeches on Cultural Relationships
Cultural Globalisation - Global Citizenship

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

-Analyze speeches on factors promoting healthy cultural relationships
-Identify factors that promote cultural interconnectedness
-Value the importance of positive cultural exchange

- Learners read speeches by Grade 9 learners on factors promoting healthy cultural relationships
-Learners identify additional factors that promote cultural relationships
-Learners research and create charts on these factors

How can speeches promote cultural understanding?

- MENTOR Social Studies Learner's Book pg. 148
-Speech texts
-Chart materials
-Digital devices
-Research materials
- MENTOR Social Studies Learner's Book pg. 149
-Road map diagrams
-Poster materials

- Speech analysis assessment -Chart quality -Research evaluation

POLITICAL DEVELOPMENTS AND GOVERNANCE

Cultural Globalisation - International Cultural Exchange

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

-Debate on the role of international cultural exchange in promoting global citizenship
-Document key points from the debate
-Value international cultural exchange

- Learners organize class debates on the role of international cultural exchange in promoting global citizenship
-Learners appoint secretaries to document key points during the debate
-Learners share documented points at the end of the debate

What is the role of international cultural exchange in promoting global citizenship?

- MENTOR Social Studies Learner's Book pg. 150
-Debate materials
-Documentation materials
-Digital devices

- Debate quality assessment -Documentation evaluation -Oral questions