Political Development and Governance

Political Development in Africa up to 1900 - Political organization
Political Development in Africa up to 1900 - Scramble for Africa

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

- Examine the political organization of selected African communities up to 1900
- Compare political systems of different communities
- Appreciate diverse political structures

- Brainstorm the political organization of the Ogiek, the Zulu, and the Asante up to 1900
- Discuss the various European groups that came to Africa
- Present findings to the class
- Create charts showing political organizations of selected communities

How were African communities politically organized before the coming of the Europeans?

Distinction Social Studies Learner's Book pg. 109-110

- Observation - Oral questions - Written assignments

Political Development and Governance

Political Development in Africa up to 1900 - European roles
Political Development in Africa up to 1900 - Berlin Conference

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

- Explore roles of European groups in the "Scramble for and Partition" of Africa
- Identify European powers and their territories
- Show interest in colonial history

- Research the roles of European groups in the "Scramble for and Partition of Africa"
- Study a chart showing European groups and their roles
- Create a chart showing European groups and their roles in Africa
- Share work with peers for feedback

What motivated European powers to colonize Africa?

Distinction Social Studies Learner's Book pg. 110-112

- Observation - Chart assessment - Written assignments

Political Development and Governance

Political Development in Africa up to 1900 - Colonial territories
The Constitution of Kenya - Importance

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

- Locate the regions of partition by the European groups
- Identify colonial territories in Africa
- Show interest in African colonial geography

- Study a map showing the partition of Africa by European powers
- Identify which European power had the most colonies
- Identify which European power had the least colonies
- Identify countries in Africa that were not colonized
- Fill in a table matching European powers with their African colonies

How was Africa divided among European powers?

Distinction Social Studies Learner's Book pg. 113-114
- Map of colonial Africa
- Atlas

- Observation - Map work - Written assignments

Political Development and Governance

The Constitution of Kenya - Upholding the constitution
The Constitution of Kenya - Promulgation

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

- Define terms related to upholding and protecting the constitution
- Identify ways of upholding the constitution
- Show interest in constitutional protection

- Match terms related to upholding and protecting the constitution with their meanings
- Research ways of upholding and protecting the Constitution of Kenya
- Discuss ways of upholding and protecting the Constitution
- Create posters showing ways to uphold the constitution

Why should we uphold and protect the Constitution?

Distinction Social Studies Learner's Book pg. 119-120
- Constitution of Kenya

- Observation - Matching exercises - Oral questions

Political Development and Governance

The Constitution of Kenya - National values
The Constitution of Kenya - Applying national values

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

- Identify national values in the Constitution of Kenya
- Explain the importance of national values
- Appreciate the role of values in governance

- Research national values provided in the Constitution of Kenya
- Complete a crossword puzzle containing Kenyan national values
- Complete a table explaining national values
- Discuss the importance of national values
- Create posters highlighting national values

How do national values promote good governance?

Distinction Social Studies Learner's Book pg. 122-123
- Constitution of Kenya

- Observation - Puzzle completion - Written assignments

Political Development and Governance

Human Rights - Classification
Human Rights - Characteristics

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

- Define human rights
- Classify human rights as stipulated in human rights instruments
- Value human rights in society

- Research the concept of human rights
- Research the classification of human rights
- Provide examples for each classification
- Share findings with the class
- Create posters showing human rights classifications

Why is it important to know our rights?

Distinction Social Studies Learner's Book pg. 126-128
- Human rights documents

- Observation - Oral questions - Written assignments

Political Development and Governance

Human Rights - Equity and non-discrimination
Human Rights - Promoting equity

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

- Explain the concept of equity and non-discrimination
- Identify examples of equity in society
- Value fair treatment of all people

- Study pictures showing examples of equity
- Discuss observations about equity and non-discrimination
- Read a story about equity and discuss its message
- Read a poem about non-discrimination and discuss its message
- Discuss benefits of equity and non-discrimination

How can we promote equity and non-discrimination in society?

Distinction Social Studies Learner's Book pg. 130-132
- Pictures showing equity

- Observation - Oral questions - Written assignments

Political Development and Governance

Human Rights - Valuing human rights
African Diasporas - Concept

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

- Explain ways to promote respect for human rights
- Identify actions that support human dignity
- Value the importance of human rights

- Research ways to promote respect for human rights
- Study a chart on promoting respect for human rights
- Discuss ways of promoting respect for human rights
- Organize a debate on "Value human rights for promotion of human dignity"
- Note down main points from the debate

How can we promote respect for human rights in our community?

Distinction Social Studies Learner's Book pg. 134-135
- Human rights documents

- Observation - Debate assessment - Written assignments

Political Development and Governance

African Diasporas - Contributing factors
African Diasporas - Geographic locations

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

- Identify factors that contributed to African Diasporas
- Explain historical and modern diaspora movements
- Show interest in diaspora history

- Read articles about factors contributing to African Diasporas
- Identify factors that contributed to the presence of African Diasporas
- Study profiles of diaspora individuals
- Identify factors that led to their diaspora status
- Create a mind map of diaspora contributing factors

What factors led to the formation of African Diasporas?

Distinction Social Studies Learner's Book pg. 139

- Observation - Mind map assessment - Written assignments

Political Development and Governance

African Diasporas - Political development
African Diasporas - Promoting unity

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

- Assess the role of diasporas in political development in Africa
- Identify ways diasporas influence African politics
- Value diaspora contributions

- Research the role of African diasporas in political development in Africa
- Watch videos on diaspora contributions to African politics
- Debate on "African Diasporas have supported political development in Africa"
- Study a researcher's notes on diaspora contributions
- Create posters highlighting diaspora contributions

How have African Diasporas influenced political development in Africa?

Distinction Social Studies Learner's Book pg. 141-142

- Observation - Debate assessment - Written assignments

Political Development and Governance

Citizenship - Interconnectedness

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

- Explain interconnectedness among countries
- Identify ways countries connect and depend on each other
- Value global interconnectedness

- Study images showing connections between countries
- Identify how people in different countries are connected
- Discuss a billboard message about interconnectedness
- Read articles about connections between countries
- Create a mind map showing ways countries are interconnected

How do countries connect and depend on each other in the world today?

Distinction Social Studies Learner's Book pg. 144-145

- Observation - Mind map assessment - Oral questions

Political Development and Governance

Citizenship - Globalization effects
Citizenship - Global citizen qualities

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

- Define globalization
- Examine effects of globalization at national and global levels
- Show interest in global connections

- Research the meaning of globalization and its effects
- Study a poster showing effects of globalization
- Categorize effects as positive or negative
- Create a wheel diagram showing effects of globalization
- Display the wheel at the Social Studies corner

Which are the common concerns in the world today?

Distinction Social Studies Learner's Book pg. 145

- Observation - Wheel assessment - Written assignments

Political Development and Governance
Natural and Historic Built Environments

Citizenship - International contribution
Vegetation in Africa - Factors influencing vegetation

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

- Explain ways of contributing to the international community
- Identify actions that maintain national loyalty while being global
- Value balanced global and national citizenship

- Research ways of contributing to the international community while maintaining loyalty to own country
- Read poems about balanced citizenship
- Study messages related to international contributions
- Discuss ways of contributing internationally while maintaining national loyalty
- Compose songs or poems on balanced citizenship

How can we contribute to the international community while maintaining loyalty to our country?

Distinction Social Studies Learner's Book pg. 149-151

- Observation - Creative work assessment - Oral questions

Natural and Historic Built Environments

Vegetation in Africa - Field excursion
Vegetation in Africa - Vegetation regions

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

-Identify different types of vegetation in the immediate environment
-Carry out a field excursion to identify vegetation
-Appreciate vegetation conservation within the environment

- Learners carry out a field excursion of the immediate environment and identify the different types of vegetation
-Learners record their observations

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 109
-Digital resources
-Immediate environment
- MENTOR Social Studies Learner's Book pg. 110

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Characteristics
Vegetation in Africa - Map drawing

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

-Describe the characteristics of major vegetation regions of Africa
-Identify the characteristics of vegetation in Africa
-Appreciate vegetation conservation within the environment

- Learners use digital or print resources to identify the characteristics of vegetation in Africa
-Learners discuss the characteristics of major vegetation regions

Why should we care for vegetation in our environment?

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

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Vegetation in Africa - Conservation methods
Vegetation in Africa - Caring for vegetation

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

-Apply methods of conserving vegetation in the community
-Create posters on methods of conserving vegetation
-Appreciate vegetation conservation within the environment

- Learners create posters on methods of conserving vegetation in the locality
-Learners display their posters

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 113

- Oral questions -Observation -Project work

Natural and Historic Built Environments

Vegetation in Africa - Importance
Historical Sites and Monuments in Africa - Selected sites

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

-Debate on the importance of vegetation in the community
-Make short notes on the importance of vegetation
-Appreciate vegetation conservation within the environment

- Learners speak clearly as they debate on the importance of vegetation in the community
-Learners make short notes on the importance of vegetation

Why should we care for vegetation in our environment?

- MENTOR Social Studies Learner's Book pg. 115

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Map drawing
Historical Sites and Monuments in Africa - Importance

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

-Draw a map of Africa showing historical sites and monuments
-Locate historical sites and monuments on a map
-Value conservation of historical sites and monuments in the locality

- Learners draw a map of Africa and indicate the selected historical sites and monuments
-Learners share their maps in class

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 121

- Oral questions -Observation -Project work

Natural and Historic Built Environments

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

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

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

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

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 123

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Overcoming challenges
Historical Sites and Monuments in Africa - Photo album

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

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

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

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 125

- Oral questions -Observation -Written tests

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Field visit
Historical Sites and Monuments in Africa - Awareness creation

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

-Visit a historical site or monument in the locality
-Write a report on the visit
-Value conservation of historical sites and monuments in the locality

- Learners visit a historical site or monument in the locality
-Learners write a report on the site visited

Why should we conserve historical sites and monuments?

- MENTOR Social Studies Learner's Book pg. 127

- Oral questions -Observation -Project work

Political Developments and Governance

The Constitution of Kenya - Components of the Constitution
The Constitution of Kenya - Three arms of government
The Constitution of Kenya - Guiding principles of leadership

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

-Identify the components of the Constitution of Kenya (knowledge)
-Describe the structure of the Constitution of Kenya (skill)
-Show interest in understanding the Constitution of Kenya (attitude)

-Engage in a jigsaw learning activity where learners are assigned different chapters of the Constitution to study and then teach others
-Create a mind map showing the main components of the Constitution
-Conduct a gallery walk where groups display their mind maps and other groups provide feedback using sticky notes

Why do we need a constitution?

-The Constitution of Kenya (Chapter 6)
-Mentor Social Studies Learner's Book pg. 133
-Manila papers

-Observation -Oral questions -Written assignments

Political Developments and Governance

The Constitution of Kenya - Assertiveness in leadership
The Constitution of Kenya - Interrelationships of the arms of government
The Constitution of Kenya - Constitutional responsibilities
Human Rights - Introduction to Human Rights

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

-Define assertiveness in leadership (knowledge)
-Apply assertiveness in upholding principles of leadership (skill)
-Desire to practice assertiveness in daily interactions (attitude)

-Create a "Scenario Challenge Box" where learners write down challenging leadership scenarios, then groups draw scenarios and demonstrate assertive responses
-Develop and perform "Assertiveness Skits" showing the difference between passive, aggressive, and assertive leadership styles
-Design a personal "Assertiveness Journal" where learners record situations requiring assertiveness and reflect on their responses

Why is assertiveness important in adhering to the Constitution of Kenya?

-The Constitution of Kenya
-Digital resources
-Mentor Social Studies Learner's Book pg. 133-134

-Observation -Oral questions -Role-play assessment

Political Developments and Governance

Human Rights - Protection of Human Rights
Human Rights - Effective Communication on Human Rights
Human Rights - Children's Rights
Human Rights - Protection of Children's Rights

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

-Identify ways of protecting human rights (knowledge)
-Explore how human rights can be protected in the community (skill)
-Show concern for protection of human rights (attitude)

-Conduct "Human Rights Protection Interviews" with school leaders and community members about how they protect rights
-Design a "Human Rights Protection Toolkit" with practical strategies for ensuring rights are respected
-Create a "Rights Protectors Hall of Fame" featuring people or organizations that champion human rights

What can we do to ensure human rights are protected?

-Digital resource
-Mentor Social Studies Learner's Book pg. 141-142

-Observation -Oral questions -Group presentation

Political Developments and Governance

Human Rights - Societal Responsibility
Human Rights - Human Rights Violations
Human Rights - Human Rights Organizations
Citizenship - Global Citizen

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

-State societal responsibilities in protecting human rights (knowledge)
-Explain the responsibility of the society in protecting human rights (skill)
-Recognize the responsibility of society in protecting human rights (attitude)

-Conduct a "Community Responsibility Mapping Exercise" where learners identify different stakeholders and their roles in protecting rights
-Create a "Rights Responsibility Chain" visual showing how rights protection flows from individual to family to community to national levels
-Develop a "Society's Role in Rights Protection" pledge that learners can share with family members

What role does society play in protecting human rights?

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

-Observation -Oral questions -Written assignments

Political Developments and Governance

Citizenship - Responsibilities of a Global Citizen
Citizenship - Harmonious Coexistence
Citizenship - Social Entrepreneurship
Citizenship - Nobel Prize Nominees

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

-List responsibilities of a global citizen (knowledge)
-Explain the responsibilities of a global citizen (skill)
-Desire to fulfill responsibilities of a global citizen (attitude)

-Participate in a "Global Responsibility Challenge" where learners commit to specific actions for one week
-Create a "Responsibility Ripple" diagram showing how individual actions create wider positive impacts
-Develop a "Global Citizenship Pledge" with commitments to specific responsibilities

What are the responsibilities of a global citizen?

-Digital resources
-Mentor Social Studies Learner's Book pg. 145-146

-Observation -Oral questions -Project work

Political Developments and Governance

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

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

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

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

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

-Digital resources
-Mentor Social Studies Learner's Book pg. 149-150

-Observation -Oral questions -Debate assessment

Political Developments and Governance

Citizenship - East African Community (EAC)

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

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

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

How does regional integration benefit citizens?

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

-Observation -Written tests -Project work