Social Studies and Career Development

Pathway Choices - Factors to consider in selecting a pathway

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

- Identify factors to consider in selecting a career pathway.
- Analyse how personality, interests and abilities influence the choice of a pathway.
- Appreciate the role of these factors in making informed choices.

In groups, learners are guided to:
- Brainstorm the meaning of a career path.
- Engage a resource person to discuss factors to consider in selecting a pathway.
- Discuss the career counsellor's conversation and list the factors raised.

What factors should we consider when selecting a career pathway?

- Oxford Evolving World Social Studies Grade 9 pg. 1
- Resource person (career counsellor)
- Digital devices
- Reference books

- Oral questions - Observation - Written assignments

Social Studies and Career Development

Pathway Choices - Requirements for the Social Sciences pathway

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

- State the requirements for the Social Sciences pathway.
- Classify the subjects of the Social Sciences pathway into its two tracks.
- Value the importance of meeting pathway requirements.

In groups, learners are guided to:
- Use digital devices/print materials to examine the requirements for the Social Sciences pathway.
- Group the requirements into the two tracks in a table.
- Create and display charts on pathways and their requirements.

What are the requirements for pursuing the Social Sciences pathway?

- Oxford Evolving World Social Studies Grade 9 pg. 4
- Digital devices
- Reference books
- Manila/charts

- Observation - Oral questions - Written tests

Social Studies and Career Development

Pathway Choices - Choosing a track within a pathway

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

- Identify the tracks within the Social Sciences pathway.
- Apply a self-assessment of interests and abilities to choose a suitable track.
- Appreciate aligning tracks with personal interests and abilities.

- Read and discuss the conversation to identify learners who chose the right tracks.
- Complete the abilities-and-interests self-assessment table.
- Choose and journal a possible track for academic growth.

How do you choose a suitable track within a career pathway?

- Oxford Evolving World Social Studies Grade 9 pg. 6
- Personal journal
- Reference books
- Digital devices

- Observation - Oral questions - Self-assessment

Social Studies and Career Development

Pathway Choices - Importance of choosing a pathway at Senior School

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

- Explain the importance of choosing a pathway at Senior School.
- Compose and recite a poem on pathway choices.
- Appreciate the need for choosing a pathway in Senior School.

In groups, learners are guided to:
- Read the case study and discuss why choosing a pathway is important.
- Create and display a chart/poster of pathways and their requirements.
- Compose and recite poems on pathway choices.

Why is it important to choose a pathway at Senior School?

- Oxford Evolving World Social Studies Grade 9 pg. 9
- Manila/charts
- Reference books
- Digital devices

- Oral questions - Observation - Written assignments

Social Studies and Career Development

Pre-career Support Systems - Support systems for pre-career and other needs

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

- Identify support systems for pre-career and other needs.
- Use appropriate support systems in the community.
- Appreciate the value of pre-career support systems.

In groups, learners are guided to:
- Use digital/print materials to search for the meaning and examples of support systems.
- Brainstorm on the effective use of different support systems in the community.
- Write a personal plan showing one's support systems.

Why does a learner need pre-career support?

- Oxford Evolving World Social Studies Grade 9 pg. 12
- Digital devices
- Reference books
- Resource person

- Oral questions - Observation - Written assignments

Social Studies and Career Development

Pre-career Support Systems - Challenges arising from existing support systems

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

- Identify challenges arising from existing pre-career support systems.
- Analyse challenges that prevent effective use of support systems.
- Value awareness of challenges for effective use of support systems.

- Carry out the class find-someone-who activity on support challenges.
- Brainstorm challenges arising from existing pre-career support systems.
- Discuss how the challenges prevent learners from getting support.

What challenges arise from using pre-career support systems?

- Oxford Evolving World Social Studies Grade 9 pg. 15
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written tests

Social Studies and Career Development

Pre-career Support Systems - Solutions to challenges in using support systems
Pre-career Support Systems - Significance of pre-career mapping for individual growth

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

- Outline solutions to challenges arising from using support systems.
- Design solutions to challenges arising from support systems.
- Value the effective use of support systems for personal growth.

In groups, learners are guided to:
- In groups, pick and respond to challenge strips and suggest solutions.
- Research solutions to challenges arising from using psychosocial support.
- Match challenges to their solutions and write complete sentences.

How can challenges in using support systems be addressed?

- Oxford Evolving World Social Studies Grade 9 pg. 16
- Strips of paper
- Digital devices
- Reference books
- Oxford Evolving World Social Studies Grade 9 pg. 18
- Personal journal

- Observation - Oral questions - Written assignments

Community Service Learning

Community Service-Learning Project - Identifying a problem in the community

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

- State the meaning and importance of Community Service Learning.
- Investigate and select a community problem or gap for the project.
- Appreciate teamwork in identifying community problems.

In groups, learners are guided to:
- Brainstorm and identify problems/gaps/opportunities in the class, school or community.
- Discuss and agree on one problem for the group project and state the project title.
- List the methods used to identify the problem.

How do you identify a problem or gap in the community?

- Oxford Evolving World Social Studies Grade 9 pg. 22
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Group discussion

Community Service Learning

Community Service-Learning Project - Investigating the extent of the problem

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

- Outline the aspects to find out about the identified problem.
- Investigate the extent of the problem using interviews, observation and questionnaires.
- Value accuracy in gathering information about the problem.

In groups, learners are guided to:
- Research the problem on the internet and in print materials.
- Interview affected community members and observe the environment.
- Write a summary of the findings.

How can you find out the extent to which a problem affects the community?

- Oxford Evolving World Social Studies Grade 9 pg. 23
- Questionnaires
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

Community Service Learning

Community Service-Learning Project - Writing the statement of the problem

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

- Explain what a statement of the problem is.
- Compose a statement of the problem for the identified gap.
- Appreciate the value of a clear problem statement in guiding a project.

In groups, learners are guided to:
- Discuss the guiding questions for the statement of the problem.
- Authenticate the problem and write down the statement of the problem.
- Give the project a name and title.

How do you write the statement of the problem for a community project?

- Oxford Evolving World Social Studies Grade 9 pg. 24
- Exercise books
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

Community Service Learning

Community Service-Learning Project - Designing solutions to the identified problem

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

- Identify possible solutions to the identified problem.
- Design appropriate solutions based on urgency, time, cost and resources.
- Appreciate teamwork in agreeing on solutions to community problems.

In groups, learners are guided to:
- Research solutions in the community and on the internet.
- Discuss and list all possible solutions to the problem.
- Select and note down the best solutions to implement.

How do you design appropriate solutions to a community problem?

- Oxford Evolving World Social Studies Grade 9 pg. 25
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Group discussion

Community Service Learning

Community Service-Learning Project - Planning the project: leadership and duties

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

- Identify the leadership roles and duties needed for the project.
- Construct a work schedule and share out duties fairly.
- Appreciate fairness and responsibility in sharing duties.

In groups, learners are guided to:
- Choose project leaders (coordinator, chairperson, secretary, treasurer).
- Share out duties fairly among group members.
- Prepare a work schedule and project guidelines or rules.

How do you organise leadership and duties for a community project?

- Oxford Evolving World Social Studies Grade 9 pg. 26
- Exercise books
- Charts
- Digital devices

- Observation - Oral questions - Written assignments

Community Service Learning

Community Service-Learning Project - Mobilising resources and developing a work plan

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

- Outline the resources required for the project.
- Construct a work plan and a resource-mobilisation plan for the project.
- Value prudent use of locally available resources.

In groups, learners are guided to:
- Identify locally available resources and ways to obtain them.
- Develop a work plan or calendar aligned to the school calendar.
- Discuss how to seek permission and communicate the plan to the school community.

How do you plan resources and activities for a community project?

- Oxford Evolving World Social Studies Grade 9 pg. 26
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Project planning

Community Service Learning

Community Service-Learning Project - Implementing the plan to solve the problem

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

- Describe how to implement the project plan.
- Demonstrate respect, collaboration and tolerance while implementing the project.
- Appreciate teamwork and sustainability in implementing community projects.

In groups, learners are guided to:
- Implement the project in line with the work plan or calendar.
- Take photos, record videos and write observations during implementation.
- Discuss how to sustain the project after implementation.

What should you consider while implementing a community project?

- Oxford Evolving World Social Studies Grade 9 pg. 27
- Digital devices/cameras
- Project materials
- Reference books

- Observation - Oral questions - Practical work

Community Service Learning

Community Service-Learning Project - Reporting and reflecting on the concluded project

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

- State the subheadings of a project report.
- Compose a report on the concluded project using the given subheadings.
- Appreciate teamwork and reflection in addressing community problems.

In groups, learners are guided to:
- Reflect on the implementation and benefits of the project.
- Write a report using the given subheadings and submit it to the teacher.
- Complete a personal reflection form on the lessons learnt.

Why is reporting and reflection important after a community project?

- Oxford Evolving World Social Studies Grade 9 pg. 28
- Exercise books
- Report template
- Digital devices

- Observation - Written report - Self-reflection

People and Relationships

Socio-economic Practices of Early Humans - Practices during the Early Stone Age

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

- Describe the socio-economic practices of early humans during the Early Stone Age.
- Investigate the practices of the Early Stone Age using digital and print media.
- Appreciate the relevance of early humans' practices to modern society.

In groups, learners are guided to:
- Research the socio-economic practices of the Early Stone Age using digital/print media.
- Brainstorm and make notes on the practices of the Early Stone Age.
- Discuss how these practices relate to modern society.

What were the socio-economic practices of early humans during the Early Stone Age?

- Oxford Evolving World Social Studies Grade 9 pg. 31
- Digital devices
- Reference books
- Pictures/charts

- Oral questions - Observation - Written assignments

People and Relationships

Socio-economic Practices of Early Humans - Practices during the Middle Stone Age

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

- Describe the socio-economic practices of early humans during the Middle Stone Age.
- Compare the practices of the Middle Stone Age with those of the Early Stone Age.
- Appreciate the development of human practices over time.

In groups, learners are guided to:
- Research the practices of the Middle Stone Age using digital/print media.
- Brainstorm and make notes on Middle Stone Age practices.
- Compare Early and Middle Stone Age practices and present.

How did socio-economic practices change during the Middle Stone Age?

- Oxford Evolving World Social Studies Grade 9 pg. 33
- Digital devices
- Reference books
- Charts

- Oral questions - Observation - Written assignments

People and Relationships

Socio-economic Practices of Early Humans - Practices during the Late Stone Age

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

- Describe the socio-economic practices of early humans during the Late Stone Age.
- Analyse the relevance of Late Stone Age practices to modern society.
- Value diverse opinions during discussions on early human practices.

In groups, learners are guided to:
- Research the practices of the Late Stone Age using digital/print media.
- Debate the relevance of early humans' practices to modern society.
- Make notes on Late Stone Age practices.

How relevant are Late Stone Age practices to modern society?

- Oxford Evolving World Social Studies Grade 9 pg. 34
- Digital devices
- Reference books
- Charts

- Oral questions - Observation - Debate

People and Relationships

Socio-economic Practices of Early Humans - Tools used during the Stone Age

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

- Identify the types of tools used by early humans during the Stone Age.
- Classify the tools used during the Early, Middle and Late Stone Age.
- Appreciate the ingenuity of early humans in making tools.

In groups, learners are guided to:
- Undertake group tasks to discuss the types of tools used in each Stone Age stage.
- Use digital resources to view various Stone Age tools.
- Classify the tools according to the Stone Age stages.

What types of tools did early humans use during the Stone Age?

- Oxford Evolving World Social Studies Grade 9 pg. 36
- Digital devices
- Reference books
- Pictures of tools

- Observation - Oral questions - Written tests

People and Relationships

Socio-economic Practices of Early Humans - Illustrating tools used by early humans

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

- Outline the features of tools used by early humans during the Stone Age.
- Draw and label various tools used by early humans during the Stone Age.
- Appreciate the value of tools in the lives of early humans.

In groups, learners are guided to:
- View various Stone Age tools using digital resources.
- Draw various types of tools used by early humans.
- Display and share the drawings in class.

How were the tools used by early humans designed?

- Oxford Evolving World Social Studies Grade 9 pg. 38
- Drawing materials
- Digital devices
- Reference books

- Observation - Drawings/portfolio - Oral questions

People and Relationships

Socio-economic Practices of Early Humans - Africa as the birthplace of human technology

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

- Explain why Africa is regarded as the birthplace of human technology.
- Analyse reasons why Africa is the birthplace of human technology.
- Appreciate Africa's contribution to human technology.

In groups, learners are guided to:
- Engage a resource person to discuss why Africa is the birthplace of human technology.
- Research evidence of early technology in Africa.
- Make notes and present findings in class.

Why is Africa regarded as the birthplace of human technology?

- Oxford Evolving World Social Studies Grade 9 pg. 40
- Resource person
- Digital devices
- Reference books

- Oral questions - Observation - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Forms: agriculture and medicine
Indigenous Knowledge Systems in African Societies - Forms: climate and technology

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

- Identify forms of indigenous knowledge systems in agriculture and medicine.
- Classify indigenous knowledge practices under agriculture and medicine.
- Appreciate indigenous knowledge systems for self-identity.

In groups, learners are guided to:
- Brainstorm in pairs on indigenous knowledge in agriculture and medicine.
- Use print/digital resources to research these knowledge systems.
- Make notes and present findings.

What forms of indigenous knowledge exist in agriculture and medicine?

- Oxford Evolving World Social Studies Grade 9 pg. 42
- Digital devices
- Reference books
- Resource persons
- Oxford Evolving World Social Studies Grade 9 pg. 43

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Forms: education and environmental conservation

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

- Identify indigenous knowledge systems in education and environmental conservation.
- Distinguish between indigenous education and environmental conservation practices.
- Value indigenous education and conservation practices.

In groups, learners are guided to:
- Brainstorm on indigenous education and conservation knowledge.
- Research indigenous education and conservation practices.
- Present findings in class.

How was indigenous knowledge used in education and environmental conservation?

- Oxford Evolving World Social Studies Grade 9 pg. 44
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Forms: astronomy, religion and arts

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

- Identify indigenous knowledge systems in astronomy, religion and arts.
- Classify indigenous practices under astronomy, religion and arts.
- Appreciate indigenous knowledge in astronomy, religion and arts.

In groups, learners are guided to:
- Brainstorm on indigenous astronomy, religion and arts.
- Research these knowledge systems using print/digital resources.
- Present findings in class.

What roles did astronomy, religion and arts play in African indigenous knowledge?

- Oxford Evolving World Social Studies Grade 9 pg. 45
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - How indigenous knowledge sustained life

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

- Explain how indigenous knowledge systems were used for the sustainability of life.
- Analyse how indigenous knowledge supported sustainable living in traditional societies.
- Appreciate the role of indigenous knowledge in sustaining life.

In groups, learners are guided to:
- Use print/digital resources to research how indigenous knowledge sustained life.
- Discuss how traditional societies used indigenous knowledge for survival.
- Make notes and present.

How were indigenous knowledge systems used for the sustainability of life?

- Oxford Evolving World Social Studies Grade 9 pg. 46
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - How indigenous knowledge sustained life

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

- Explain how indigenous knowledge systems were used for the sustainability of life.
- Analyse how indigenous knowledge supported sustainable living in traditional societies.
- Appreciate the role of indigenous knowledge in sustaining life.

In groups, learners are guided to:
- Use print/digital resources to research how indigenous knowledge sustained life.
- Discuss how traditional societies used indigenous knowledge for survival.
- Make notes and present.

How were indigenous knowledge systems used for the sustainability of life?

- Oxford Evolving World Social Studies Grade 9 pg. 46
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - How indigenous knowledge sustained life

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

- Explain how indigenous knowledge systems were used for the sustainability of life.
- Analyse how indigenous knowledge supported sustainable living in traditional societies.
- Appreciate the role of indigenous knowledge in sustaining life.

In groups, learners are guided to:
- Use print/digital resources to research how indigenous knowledge sustained life.
- Discuss how traditional societies used indigenous knowledge for survival.
- Make notes and present.

How were indigenous knowledge systems used for the sustainability of life?

- Oxford Evolving World Social Studies Grade 9 pg. 46
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Indigenous and modern knowledge for decision-making

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

- Describe how indigenous and modern knowledge systems aid decision-making.
- Apply indigenous and modern knowledge systems to make effective decisions.
- Appreciate combining indigenous and modern knowledge in decision-making.

In groups, learners are guided to:
- In pairs, devise ways of using indigenous and modern knowledge for decision-making.
- Present the devised ways in class.
- Discuss real-life situations where both systems apply.

How can indigenous and modern knowledge systems guide decision-making?

- Oxford Evolving World Social Studies Grade 9 pg. 47
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Indigenous Knowledge Systems in African Societies - Application of indigenous knowledge in various fields

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

- Outline fields in Africa where indigenous knowledge is applied.
- Analyse the application of indigenous knowledge in various fields through debate.
- Value others' ideas during the debate.

In groups, learners are guided to:
- Debate how indigenous knowledge systems are applied in various fields in Africa.
- Research examples of indigenous knowledge application in different fields.
- Present and defend points respectfully.

How is indigenous knowledge applied in various fields in Africa today?

- Oxford Evolving World Social Studies Grade 9 pg. 48
- Digital devices
- Reference books
- Resource persons

- Observation - Debate - Oral questions

People and Relationships

Indigenous Knowledge Systems in African Societies - Application of indigenous knowledge in various fields

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

- Outline fields in Africa where indigenous knowledge is applied.
- Analyse the application of indigenous knowledge in various fields through debate.
- Value others' ideas during the debate.

In groups, learners are guided to:
- Debate how indigenous knowledge systems are applied in various fields in Africa.
- Research examples of indigenous knowledge application in different fields.
- Present and defend points respectfully.

How is indigenous knowledge applied in various fields in Africa today?

- Oxford Evolving World Social Studies Grade 9 pg. 48
- Digital devices
- Reference books
- Resource persons

- Observation - Debate - Oral questions

People and Relationships

Indigenous Knowledge Systems in African Societies - Application of indigenous knowledge in various fields

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

- Outline fields in Africa where indigenous knowledge is applied.
- Analyse the application of indigenous knowledge in various fields through debate.
- Value others' ideas during the debate.

In groups, learners are guided to:
- Debate how indigenous knowledge systems are applied in various fields in Africa.
- Research examples of indigenous knowledge application in different fields.
- Present and defend points respectfully.

How is indigenous knowledge applied in various fields in Africa today?

- Oxford Evolving World Social Studies Grade 9 pg. 48
- Digital devices
- Reference books
- Resource persons

- Observation - Debate - Oral questions

People and Relationships

Indigenous Knowledge Systems in African Societies - Preserving indigenous knowledge systems

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

- Explain the importance of preserving indigenous knowledge systems.
- Create a chart or presentation on indigenous knowledge systems for self-identity.
- Appreciate indigenous knowledge systems in the society.

In groups, learners are guided to:
- Discuss the importance of preserving indigenous knowledge.
- Create charts or presentations on indigenous knowledge systems.
- Answer the are-you-able-to review questions.

Why is it important to preserve indigenous knowledge systems?

- Oxford Evolving World Social Studies Grade 9 pg. 49
- Manila/charts
- Digital devices
- Reference books

- Observation - Projects - Oral questions

People and Relationships

Poverty Reduction - Meaning and causes of poverty in Africa

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

- Explain the meaning and causes of poverty in Africa.
- Investigate the causes of poverty in Africa using print/digital resources.
- Appreciate the need to address poverty in society.

In groups, learners are guided to:
- Brainstorm on the meaning and causes of poverty in Africa.
- Research causes of poverty using print/digital resources.
- Present findings in class.

What are the causes of poverty in Africa?

- Oxford Evolving World Social Studies Grade 9 pg. 50
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Meaning and causes of poverty in Africa

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

- Explain the meaning and causes of poverty in Africa.
- Investigate the causes of poverty in Africa using print/digital resources.
- Appreciate the need to address poverty in society.

In groups, learners are guided to:
- Brainstorm on the meaning and causes of poverty in Africa.
- Research causes of poverty using print/digital resources.
- Present findings in class.

What are the causes of poverty in Africa?

- Oxford Evolving World Social Studies Grade 9 pg. 50
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Meaning and causes of poverty in Africa

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

- Explain the meaning and causes of poverty in Africa.
- Investigate the causes of poverty in Africa using print/digital resources.
- Appreciate the need to address poverty in society.

In groups, learners are guided to:
- Brainstorm on the meaning and causes of poverty in Africa.
- Research causes of poverty using print/digital resources.
- Present findings in class.

What are the causes of poverty in Africa?

- Oxford Evolving World Social Studies Grade 9 pg. 50
- Digital devices
- Reference books
- Charts

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Causes of poverty in Africa

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

- Describe how various factors cause poverty in Africa.
- Analyse the link between identified factors and poverty.
- Value responsible use of resources to prevent poverty.

In groups, learners are guided to:
- Discuss additional causes of poverty in Africa.
- Analyse case studies linking factors to poverty.
- Present findings in class.

How do different factors contribute to poverty in Africa?

- Oxford Evolving World Social Studies Grade 9 pg. 51
- Digital devices
- Reference books
- Case studies

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Over-exploitation of resources and poverty

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

- Explain the effects of over-exploitation of natural resources on poverty.
- Analyse the effects of over-exploitation of natural resources using news reports.
- Appreciate the need for sustainable use of natural resources.

In groups, learners are guided to:
- Read news articles on over-exploitation of resources (fishing, tree harvesting, mining).
- Discuss the effects of over-exploitation on poverty in Africa.
- Present findings in class.

How does over-exploitation of natural resources lead to poverty?

- Oxford Evolving World Social Studies Grade 9 pg. 52
- News articles
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Over-exploitation of resources and poverty

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

- Explain the effects of over-exploitation of natural resources on poverty.
- Analyse the effects of over-exploitation of natural resources using news reports.
- Appreciate the need for sustainable use of natural resources.

In groups, learners are guided to:
- Read news articles on over-exploitation of resources (fishing, tree harvesting, mining).
- Discuss the effects of over-exploitation on poverty in Africa.
- Present findings in class.

How does over-exploitation of natural resources lead to poverty?

- Oxford Evolving World Social Studies Grade 9 pg. 52
- News articles
- Digital devices
- Reference books

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Creative thinking to reduce poverty

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

- Identify creative ways of reducing poverty in society.
- Apply creative thinking skills to design solutions for reducing poverty.
- Appreciate creativity in solving poverty in the community.

In groups, learners are guided to:
- Read the Clean Beaches case study and discuss its approach.
- In pairs, illustrate problem-solving skills to reduce poverty and present.
- Watch documentaries/video clips on poverty reduction and write a report.

How can creative thinking help reduce poverty in society?

- Oxford Evolving World Social Studies Grade 9 pg. 54
- Documentaries/video clips
- Digital devices
- Reference books

- Observation - Reports - Oral questions

People and Relationships

Poverty Reduction - Creative thinking to reduce poverty

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

- Identify creative ways of reducing poverty in society.
- Apply creative thinking skills to design solutions for reducing poverty.
- Appreciate creativity in solving poverty in the community.

In groups, learners are guided to:
- Read the Clean Beaches case study and discuss its approach.
- In pairs, illustrate problem-solving skills to reduce poverty and present.
- Watch documentaries/video clips on poverty reduction and write a report.

How can creative thinking help reduce poverty in society?

- Oxford Evolving World Social Studies Grade 9 pg. 54
- Documentaries/video clips
- Digital devices
- Reference books

- Observation - Reports - Oral questions

People and Relationships

Poverty Reduction - Home-grown poverty reduction strategies

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

- Describe home-grown practical solutions to poverty reduction.
- Investigate home-grown solutions to poverty using print/digital resources.
- Appreciate the contribution of poverty reduction strategies in society.

In groups, learners are guided to:
- Use print/digital resources to explore home-grown solutions to poverty.
- Discuss measures taken by African governments to reduce poverty.
- Present findings in class.

What measures do African governments take to reduce poverty?

- Oxford Evolving World Social Studies Grade 9 pg. 55
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Home-grown poverty reduction strategies

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

- Describe home-grown practical solutions to poverty reduction.
- Investigate home-grown solutions to poverty using print/digital resources.
- Appreciate the contribution of poverty reduction strategies in society.

In groups, learners are guided to:
- Use print/digital resources to explore home-grown solutions to poverty.
- Discuss measures taken by African governments to reduce poverty.
- Present findings in class.

What measures do African governments take to reduce poverty?

- Oxford Evolving World Social Studies Grade 9 pg. 55
- Digital devices
- Reference books
- Resource persons

- Observation - Oral questions - Written assignments

People and Relationships

Poverty Reduction - Sustainable use of resources

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

- Explain how prudent use of resources reduces poverty.
- Create posters or compose songs on sustainable use of resources.
- Appreciate sustainable use of resources in the community.

In groups, learners are guided to:
- Compose and sing songs/recite poems on sustainable use of resources.
- Create posters on sustainable use of resources in the community.
- Answer the are-you-able-to review questions.

How does prudent use of resources help reduce poverty in society?

- Oxford Evolving World Social Studies Grade 9 pg. 56
- Manila/charts
- Digital devices
- Reference books

- Observation - Projects/posters - Oral questions

People and Relationships

Poverty Reduction - Sustainable use of resources

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

- Explain how prudent use of resources reduces poverty.
- Create posters or compose songs on sustainable use of resources.
- Appreciate sustainable use of resources in the community.

In groups, learners are guided to:
- Compose and sing songs/recite poems on sustainable use of resources.
- Create posters on sustainable use of resources in the community.
- Answer the are-you-able-to review questions.

How does prudent use of resources help reduce poverty in society?

- Oxford Evolving World Social Studies Grade 9 pg. 56
- Manila/charts
- Digital devices
- Reference books

- Observation - Projects/posters - Oral questions