1. analyze importance of social studies for personal development and service to humanity
2. explore career opportunities related to social studies in Kenya and globally
3. examine entrepreneurial opportunities for Social Studies in society
4. apply appropriate strategies for addressing gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies
5. recognize biological differences devoid of stereotypes in career choices and entrepreneurial opportunities in social studies) demonstrate respect for one’s gender identity in pursuit of Social Studies careers and entrepreneurial opportunities
6. appreciate the role of social studies for promotion of social cohesion

• brainstorm on the importance of social studies for personal development service to humanity
• use print or digital resources to explore careers in social studies in Kenya and globally
• create a list of careers in history, geography and citizenship education from a list of university career options
• Discuss suitable careers in social studies
• Initiate and develop class rules that discourage gender stereotypes in career choices.
• brainstorm on entrepreneurial opportunities for Social Studies in society
• create a poster of all entrepreneurial opportunities for Social Studies in society and display it in school

1. How do careers and entrepreneurial opportunities emanating from Social Studies serve self and humanity?
2. How can we demonstrate respect for one’s gender identity in pursuit of career and entrepreneurial opportunities in Social Studies?
3. . How can we address gender stereotypes associated with career choices and entrepreneurial opportunities in Social Studies?

• Citizenship as learners initiate and develop class rules that discourage gender stereotypes in career choices.
• Communication as learners brainstorm on the importance of social studies for personal development service to humanity
• Critical Thinking and Problem Solving as learners initiate and develop class and club rules that discourage gender stereotypes
• Self-efficacy as learners discuss suitable careers and hold peer led symposia on careers in Social Studies
• Learning to Learn as learners participate in talks by resource persons about prevention of gender stereotypes associated with careers, in mentorship and job shadowing sessions on Social Studies careers and sensitization sessions on career choices during career education weeks in schools.

• Patriotism as learners initiate and develop class rules that discourage gender stereotypes in career choices.
• Respect as learners demonstrate respect for one’s gender identity in daily interactions regardless of sociocultural perspectives
• Peace as learners recognise biological differences devoid of stereotypes in career choices in social studies
• Integrity as learners initiate and develop class and club rules that discourage gender stereotypes.

• Self-awareness as learners identify suitable careers in social studies
• Gender awareness as learners address gender stereotypes associated with career choices in school and the community
• Decision Making as learners explore careers and entrepreneurial opportunities related to Social Studies
• Problem Solving as learners apply appropriate strategies for addressing gender stereotypes associated with career choices in school and the community.

• Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globall
• Life Skill Education as learners identify possible careers that they may take in the social studies field and participate in mentorship and job shadowing sessions on Social Studies careers
• Pre-Technical and Pre- Career Studies as learners use print or digital resources to explore careers in social studies in Kenya and globally
• Computer Science as learners use digital resources to explore careers in Social Studies in Kenya and globally
• Business Studies as learners brainstorm on entrepreneurial opportunities in Social Studies
• Hindu Religious Education, Islamic Religious Education and Christian Religious Education as leaners promote human dignity and equality before God and value biological differences devoid of stereotypes
• Kenyan Sign Language, Kiswahili and English as learners develop communication messages and create talking walls with slogans on gender equity and careers.

1. describe the position, shape and size of Africa
2. Identify the countries that make up the African continent
3. use latitudes and longitudes to locate places and features on a map
4. calculate the time of different places in the world using longitudes
5. distinguish pictures, plans and maps as used in social studies
6. examine the three types of maps used in social studies
7. recognize the importance of maps in day to day lives 

• brainstorm in groups, the position, shape and size of Africa and share in class
• brainstorm in groups the countries that make up Africa and display in class
• draw an outline map of Africa and indicate the countries that make up Africa and display in class
• use relevant print, media or digital devices to establish the position and location of places and features on a map
• practice calculating time of different places using longitudes
• using pictures, plans and maps differentiate the three as used in social studies.
• research on the three types of maps used in Social Studies and make summary notes (Topographical maps, Sketch maps and Atlas Maps)
• discuss in groups the uses of different types of maps and present in class

1. How do we locate places and features on a map?
2. How important are maps in our daily lives?
3. How are latitudes and longitudes useful in day to day lives?

• Citizenship as learners take pride and have a sense of belonging to Kenya as they describe the location and position of Kenya in Africa
• Collaboration as learners practice in pairs calculating time of different places using longitudes
• Digital Literacy as learner use digital devices to establish the position and location of places and features on a map
• Critical thinking as learner use latitudes and longitudes to locate places and features on a map
• Self-efficacy as learners draw an outline map of Africa and indicate the countries that make up Africa for display in class

• Responsibility as learners research on the three types of maps used in Social Studies and make summary notes
• Patriotism as learner draw an outline map of Africa and indicate the countries that make up Africa and display in class
• Unity as they work in groups to brainstorm the position, shape and size of Africa and share the points in class

• Social cohesion as learners brainstorm in groups, the position, shape and size of Africa and share in class
• Environmental Education as learners use latitudes and longitudes to locate the position of places and features on a map
• Self-esteem as learners use longitudes correctly to calculate time of different places in the world.

• Computer Science as learners use relevant print, media or digital devices to practice calculating time of different places using longitude
• Mathematics as learners use longitudes to calculate time of different places in the world
• English, Kiswahili and Kenyan Sign Language as learners brainstorm in groups, the position, shape and size of Africa and share their ideas in class

With challenges accurately uses latitudes and longitudes to locate some of the
places and features on a
map

2.2 The
Earth and the Solar system

(5 Lessons)

1. describe the origin, size, shape and position of the earth in the solar system
2. examine the effects of rotation and revolution of the earth on human activities
3. illustrate the internal structure of the earth in the solar system
4. appreciate the effects of rotation and revolution of the earth on human activities

• share stories on the origin of the earth from their communities
• use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)
• use print or media resources to brainstorm in groups size, shape and position of the earth in the solar system
• do library research on effects of rotation and revolution of the earth on human activities
• draw the solar system and indicate the position of the earth as the home of humankind
• model the solar system and show the position of the earth and display in class
• draw the internal structure of the earth and display in class( core, mantle and crust).

1. How did
   the earth come into being?
2. Why is it important to understand the solar system?
3. How does the rotation and revolution of the earth influence day to day life?

• Learning to learn as learners do library research on the position of the earth in the solar system and write short notes
• Self-efficacy as learner model the solar system and show the position of the earth and display in class
• Citizenship as learner draw the solar system and indicate the position of the earth as the home of humankind
• Creativity and Imagination as learner model the internal structure of the earth, display in class, do gallery walk to peer assess the models

• Respect as learner share stories on the origin of the earth
• Patriotism as learner draw the solar system and indicate the position of the earth as the home of human kind
• Unity as learner brainstorm in groups on the origin, size, shape of the earth and share the findings in class  

• Environmental Education as learner examine the effects of rotation and revolution of the earth on human activities
• Social cohesion as learner share stories on the origin of the earth from their communities and brainstorm in groups on the origin, size, shape of the earth and share in class

• Integrated Science as learner explain the origin, size, shape and position of the earth in the solar system
• English, Kiswahili and Kenyan Sign Language as learner do library research on the position of the earth in the solar system and write short notes
• Computer Science as learner use relevant print or digital resources to find out about the theories explaining the origin of the earth (the passing star theory and the Nebula theory)

1. describe the elements of weather in the environment
2. analyze and interpret data on weather conditions in the environment
3. explain the factors considered when siting a weather station
4. construct selected instruments for measuring elements of weather
5. examine the significance of weather to human environment
6. respond appropriately to different weather conditions in the environment.

Learner is guided to:

• use relevant print or digital resources to describe the elements of weather in the environment
• use appropriate print, media or digital resources to analyze and interpret data on weather conditions in the environment
• in groups, record and calculate weather conditions in the local environment (temperature, rainfall)
• demonstrate how to site a weather station in the school compound
• in groups use locally available materials to construct selected instruments for measuring elements of weather (a rain gauge/ wind vane/windsock) and peer
  assess
• in groups brainstorm on significance of weather to human environment and how to appropriately change to varied weather
  conditions

1. Why are
   elements of weather in the environment important?
2. How do we use data on whether to make informed decisions?
3. How can we predict change in weather conditions?

• Communication as learners describe the elements of weather, compose and sing songs or recite poems on the significance of weather to the human environment
• Self-efficacy as learners accurately measure, calculate , analyze and present weather data
• Learning to learn as learners work in pairs and or in groups to measure, record, analyze and interpret weather data
• Digital literacy as learners use appropriate digital resources to describe elements of weather, analyze and interpret data on weather conditions 

• Responsibility as learners carefully handle instruments for measuring weather elements, analyze and interpret weather data using digital resources
• Respect and love for one another as learners measure the weather elements, consider each others’ views; construct instruments for measuring elements of weather and compose and sing songs or recite poems on the significance of weather to human activities

• Safety and security as learners acquire knowledge on weather elements and respond appropriately to different weather conditions and as they construct the weather instrument in the environment
• Decision making as learners make informed decisions based on the analysis and interpretation of weather data  

• English ,Kiswahili and Kenyan Sign Language as learners describe the elements of weather, recite poems, compose and sing songs on the significance of weather to human environment
• Mathematics as learners work in pairs to record and calculate weather data and use appropriate digital devices to analyze and interpret data on weather conditions
• Computer Science as learners use relevant digital resources to describe the elements of weather in the environment and when using appropriate digital devices to analyse and interpret data on weather conditions
• Visual Arts as they construct instruments for measuring elements of weather (rain gauge, wind vaneorwindsock)
• Performing Arts as learners compose and sing songs or recite poems on the significance of weather to human environment

1. identify various sources of historical information in the society
2. distinguish between primary and secondary sources of historical information
3. explore how various sources of historical information have been preserved over the years.
4. assess the significance of various sources of historical information in providing evidence of past human accounts.
5. recognize sources of historical information in understanding past human accounts.
6. acknowledge the use of various sources of historical information in the study of the past.

• use appropriate print , media or digital resources to find out sources of historical information in the society and share in class
• Design posters on primary and secondary sources of historical information in the society and display in class.
• Discuss ways of preserving sources of historical information
• Debate on the significance of various sources of historical information in providing evidence of past human accounts.

1. How do people write their history?
2. How does the past shape the present and future?
3. How are primary and secondary sources of historical information acquired?
4. How significant are sources of historical information in understanding past human accounts?

• Communication and Collaboration as learners express themselves with clarity as they debate on the significance of historical information
• Digital Literacy as learners find out the sources of historical information using appropriate media
• Learning to learn as learners debate on the significance of sources of historical information
• Citizenship as they learn about sources of historical information and explore how the historical sources of information have been preserved

• Patriotism as learners explore how the sources of historical information have been preserved.
• Unity as learners work together designing posters on sources of primary and secondary sources of historical information and display them in class
• Responsibility as learners correctly use appropriate print , media or digital resources to find out sources of historical information and share the same in class

• Self-esteem as learners debate on the significance sources of historical information to the society
• Creative thinking as learners skillfully create posters on the sources of historical information and display them conveniently in class
• Social cohesion as learners debate as a class on the significance of historical sources of information in the society

• English /Kiswahili / Kenyan Sign Language as learners discuss, in small groups, sources of historical information in the society and debate on the significance of historical sources of information in the society
• Visual Arts as learners design posters on sources of primary and secondary sources of historical information in the society
• Computer Science as learners use appropriate media/digital resources to find out sources of historical information in the society and share in class

3.1 Human Origin

(4 Lessons)

1. explore the traditional stories of human origin from the selected African communities
2. explain the religious stories about the origin of humankind
3. examine factors proving that Africa is the cradle of humankind
4. record traditional stories about the origin of humankind in society
5. appreciate the various stories of human origin for self-identity

• engage a resource person to discuss the traditional and religious stories on human origin
• in groups, learners compare the different stories on human origin
• Write a collaborative essay on traditional and religious stories of human origin
• use relevant print and electronic media resources to explain why Africa is the cradle of humankind
• brainstorm on factors proving that Africa is the cradle of humankind
• Discuss ways of recording traditional stories about the origin of humankind in society
• Develop communication messages on Africa as the cradle of humankind

1. Where did we come from?
2. Why is Africa the cradle of Humankind?

• Communication and Collaboration as learners work together in groups to compare different stories on human origin.
• Creativity and Imagination as learners engage with a resource person to discuss the traditional and religious stories on human origin
• Digital Literacy as learners use print and electronic media resources to search for information on human origin
• Citizenship as learners identify with the information on traditional myths in the community on human origin

• Responsibility as learners work in groups to compare different stories on human origin
• Patriotism as learners share stories about human origin in the community.
• Unity as learners work in groups to compare the different stories on Human Origin
• Respect as learners engage a resource person to discuss the traditional and religious stories on human origin

• Self-esteem as learners create learners work in groups to compare different stories on human origin
• Social Cohesion as learners use relevant print and electronic media resources to explain why Africa is the cradle land of humankind

• English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners converse and document facts emerging from the discussions
• Computer Science as learners use digital devices to search for information about human origin
• IRE, HRE and CRE as learners engage a resource person to discuss the traditional and religious stories on human origin

1. define the term kingdom as used in history
2. explore factors that led to growth of the selected ancient Kingdoms in Africa
3. locate the selected ancient kingdoms on a map of Africa.
4. assess the contributions of early African civilization to the modern world
5. appreciate the contribution of early civilization to the development of modern world.

• brainstorm factors which led to growth of ancient Egypt, Great Zimbabwe and Kingdom of Kongo
• use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa
• discuss in groups the contributions of early African civilization to the modern world
• view an audio-visual documentary on the contribution of early African civilization to the modern world.

1. Why is it important to study early African civilization today?
2. How has early African civilization contributed to the development of modern world?

• Communication as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
• Citizenship as learners use appropriate print or digital resources to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and discuss in groups the contributions of early African civilization to the modern world
• Digital Literacy as learner use appropriate print or digital devices to locate ancient Egypt, Great Zimbabwe and the Kingdom of Kongo on a map of Africa and view an audio-visual documentary on the contribution of early African civilization to the modern world
• Learning to Learn as learners discuss in groups the contributions of early African civilization to the modern world

• Responsibility as learners use appropriate print or digital resources to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
• Respect as learners brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
• Unity as learners discuss in groups the contribution of early African civilization to the modern world
• Peace as learners work in groups to accomplish various tasks

• Self-esteem as learner brainstorm factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo
• Social cohesion as learner view in class an audio-visual documentary on contribution of early African civilization to modern world
• Good Governance as learners explain factors which led to to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo

• Computer Science as learner use digital devices to download map of Africa showing location Ancient Egypt, Great Zimbabwe and Kingdom of Kongo.
• Kenyan Sign Language, English and Kiswahili as learners brainstorm on factors which led to growth of Ancient Egypt, Great Zimbabwe and Kingdom of Kongo

3.3 Social Organization of selected African Communities up to 1900

(4 Lessons)

1. locate on a map of Africa the areas settled by the selected African communities
2. describe the social organization of selected African communities up to 1900
3. compare the social organization of the selected African communities up to 1900
4. Value the Kenyan and African rich cultural diversity among communities
5. desire to appreciate and promote positive interactions among various communities.

• draw a map of Africa and indicate the areas settled by the selected African communities
  ( The Ogiek, Zulu, Asante )
• use print or digital devices to research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)
• brainstorm in groups on the aspects of social organization of the selected African communities
• debate on the differences and similarities in social organization of the selected African communities up to 1900

1. How were African communities organized socially up to 1900?
2. How can we promote positive interactions among communities?
3. Why is the population of the Ogiek, Zulu and Asante declining?
4. What can we do to empower the marginalized communities in society?

• Communication and Collaboration as learners brainstorm the aspects of social organization of the selected African communities up to 1900.
• Learning to learn as learners research on social organization of selected African communities up to 1900
• Digital literacy as learners use digital devices to research on social organization of selected African communities up to 1900

• Respect as learners recognize each other’s contribution as debate on the differences and similarities in social organization of the selected African communities up to 1900
• Peace as learners brainstorm in groups on the aspects of social organization of the selected African communities
• Responsibility as learners research on social organization of selected African communities up to 1900 (The Ogiek, Zulu, Asante)

• Social cohesion as learners draw a map of Africa and indicate the areas settled by the selected African communities
• ( The Ogiek, Zulu, Asante ) and debate on the differences and similarity in social organization of the selected African communities up to 1900
• Self-esteem as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )

• English, Kiswahili, Kenyan Sign Language and Indigenous languages as learners brainstorm various aspects of social organization of African communities up to 1900.
• Computer Science as learners use digital devices to search for information on social organization of selected communities.
• Visual Arts as learners draw a map of Africa and indicate the areas settled by the selected African communities ( The Ogiek, Zulu, Asante )

3.4 Human Diversity and inclusion

(4 lessons)

1. identify personality attributes which make individuals different from others
2. categorize desirable and undesirable personality attributes in a multi- cultural society
3. investigate different components of human identity in a multicultural society
4. apply inclusion in day to day interactions
5. show respect to others to promote social cohesion
6. appreciate individual differences for social cohesion

• role play in class the unique personality attributes to enhance self-awareness
• research using appropriate print, library resources or digital devices on desirable and undesirable personality attributes in a multi-cultural society
• find out from community members, library resources print or other relevant sources different components of human identity in a multicultural society and share in class
• debate on ways of applying inclusion in day to day interactions
• compose and recite poems which propagate respect and appreciation of diversity to promote social cohesion.

1. How is human identity useful in society
2. How do varied personalities shape society?
3. Why is respect and appreciation of diversity crucial for social cohesion?

• Self-efficacy as learners research on desirable and undesirable personality attributes and present in class
• Communication and Collaboration as learners brainstorm personality attributes which make individuals different from others.
• Digital literacy as learners use digital devices to research on desirable and undesirable personality attributes in a multicultural society
• Learning to learn as learners find out from find out from community members, library resources print or other relevant sources different components of human identity and share the information in class.   

• Respect as learners listen to each other as they brainstorm personality attributes which make individuals different from others
• Unity as the learners role play in class the unique personality attributes to enhance self-awareness 

• Self-esteem as learners compose and recite poems which propagate culture of respect among students and present in assembly once a term.
• Self-awareness as learners role play in class the unique personality attributes to enhance self-awareness
• Decision Making as learners categorize personality attributes into desirable and undesirable
• Social Cohesion as learners role play in class the unique personality attributes to enhance self-awareness    

• Life Skills Education as learners brainstorm and categorize personality attributes into desirable and undesirable
• English, Kiswahili and Kenyan Sign Language as learners brainstorm on personal attributes which make them different from others
• Computer Science as learners use digital devices to research on desirable and undesirable personality attributes.
• Performing Arts as learners recite poems which propagate respect and appreciation of diversity

1. examine peace and conflict for personal wellbeing
2. assess the contribution of personal peace to responsible citizenship
3. discuss personal characteristics that express a state of peace for mutual social wellbeing
4. investigate various approaches that can promote one’s inner peace for harmonious living
5. promote peace at personal level for harmonious living
6. recognize the significance of enhancing peace at the individual level

• find out the vernacular names for peace in their communities and share the information in class
• compose and recite peace poems
• brainstorm, in groups, personal characteristics that express a state of peace
• brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
• write down what they plan to do in order to improve inner peace and relations with their family, school or community

1. How can we promote peace at a personal level for mutual social wellbeing?
2. How does personal peace contribute to responsible citizenship?
3. How can we promote inner peace for harmonious living?

• Citizenship as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
• Self-efficacy as learners discuss personal characteristics that express a state of peace
• Creativity and Imagination as learners brainstorm, in groups, personal characteristics that express a state of peace
• Communication as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
• Critical Thinking and Problem Solving as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community

• Peace as learners apply various approaches that can promote one’s inner peace and make the community better through their skills, strengths and ideas.
• Respect as learners learners discuss personal characteristics that express a state of peace
• Unity as learners brainstorm in groups various approaches that can promote one’s inner peace and the contribution of personal peace to responsible citizenship
• Responsibility as learners find out the vernacular names for peace in their communities and share the information in class and write down what they plan to do in order to improve inner peace and relations with their family, school or community Unity as learners brainstorm various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship

• Self –awareness as learners find out the vernacular names for peace in their communities , share the information in class and discuss personal characteristics that express a state of peace
• Social Cohesion as learners write down what they plan to do in order to improve inner peace and relations with their family, school or community and apply various approaches that can promote one’s inner peace
• Conflict Resolution as learners write down what they plan to do to improve inner peace and relationships with their family, school or community. 

• Indigenous Languages as learners identify the vernacular names for peace in their communities and share the information in class
• Life Skills Education as learners discuss personal characteristics that express a state of peace and explore various approaches that can promote one’s inner peace and the contribution of personal peace to citizenship
• Performing Arts as learners compose and recite peace poems

1. identify the various forms of slavery and servitude in traditional African society
2. discuss the factors that led to development of the Indian Ocean slave trade
3. describe the organization of Indian Ocean slave trade in 15th Century
4. outline the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
5. Illustrate the geographical extent of the regions covered by Indian Ocean slave trade in Africa
6. desire to promote human dignity for a just and peaceful world

• Learner is guided to:
  Brainstorm in groups on:
  
  • meaning of slavery and servitude
  • various forms of slavery and servitude in traditional African society
• Use print or view a video clip to identify factors which led to development of Indian Ocean slave trade.
• Use print or digital resources to research on the organization of Indian Ocean slave trade.
• Debate on various social injustices committed on the
  Africans during Indian Ocean slave trade in 15th Century
• Use appropriate print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa

1. Why has slavery and servitude been existing for thousands of years?
2. How did slave trade limit development in in Eastern Africa?
3. How does slavery and servitude undermine human rights?

• Communication as learners Brainstorm in groups on meaning of slavery and servitude and various forms of slavery and servitude in traditional African society
• Digital literacy as learners use digital devices to draw and locate areas slaves were taken to during Indian Ocean slave trade.

• Unity as learners work groups tom brainstorm on various forms of slavery and servitude in traditional African society
• Respect as learners debate in class on various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century
• Responsibility as learners use print or digital resources to locate the geographical extent of the regions covered by Indian Ocean slave trade in Africa

• Social cohesion as learners debate on the various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade
• Human Rights as learners Identify the various forms of slavery and servitude in traditional African society and locate areas where slaves were taken during Indian Ocean slave trade
• Effective Communication as learners debate various social injustices committed on the Africans during Indian Ocean slave trade in 15th Century slave trade

• English, Kiswahili and Kenyan Sign Language as learners brainstorm forms of slavery and servitude
• Computer Science as learners use digital devices to research on the organization of Indian Ocean slave trade.
• Visual Arts as learners use digital devices to draw and locate areas where slaves were taken during Indian ocean slave trade

1. explain factors influencing population distribution in Africa
2. locate densely and sparsely populated areas on a map of Africa
3. illustrate settlement patterns in Africa using diagrams
4. appreciate patterns of population settlement in Africa

• carry out a library research in groups on factors influencing population distribution and do class presentation
• use digital resources to establish areas that are densely and sparsely populated.
• draw a map of Africa and indicate the densely and sparsely populated areas.

1. Why do people settle in certain places and not others?
2. Why does population distribution vary in different regions?

• Learning to Learn as learners research factors influencing population distribution in Africa in groups
• Communication as learners do class presentation of the research findings on factors influencing population distribution
• Digital Literacy as learners use digital resources to establish densely and sparsely populated areas in Africa
• Creativity draw a map of Africa and indicate the densely and sparsely populated areas
• Self-efficacy as learners present in class factors influencing population distribution in Africa.

• Unity as learners carry out a library research in groups, on factors influencing population distribution and do class presentation
• Responsibility as learners draw a map of Africa and indicate the densely and sparsely populated areas

• Social cohesion as learners’ research in groups on factors influencing population distribution in Africa.
• Self-esteem as learners do presentations in class on factors influencing population distribution in Africa.
• Technology safety as learners use digital resources to establish settlement patterns

• English, Kiswahili and Kenyan Sign Language as learners research in groups on population distribution in Africa.
• Computer Science as learners use digital resources to establish settlement patterns in Africa.
• Visual Arts as learners design posters or models of settlement patterns.

Correctly and comprehensively explains factors influencing population

distribution in Africa.

Correctly  explains factors influencing population

distribution in Africa.

Moderately explains factors influencing population

distribution in Africa.

Has challenges explaining factors influencing population

distribution in Africa.

3.8. Field Work

(5 lessons)

1. identify types of field work in Social Studies
2. analyse methods of data collection and recording in fieldwork
3. examine methods of data analysis and presentation in field work
4. explore challenges and solutions in carrying out field work
5. apply procedures of carrying out fieldwork in research
6. desire to carry out fieldwork in investigating phenomena

• use digital devices to find out types of fieldwork
• discuss methods of data analysis and presentation
• in groups, analyse and present the data collected during fieldwork and share in class discuss in groups challenges likely to be encountered during field work and possible solutions
• use digital resources to research on the importance of field work
• carry out field work to investigate phenomena within the immediate environment

1. Why is field work important in social studies?
2. How should we conduct fieldwork?

• Critical Thinking and Problem Solving as learners investigate challenges and solutions in carrying out fieldwork
• Digital Literacy as learners use digital devices to find out types of fieldwork and as they research on the importance of fieldwork in Social Studies
• Communication and Collaboration as learners discuss in groups challenges likely to be encountered during field work and possible solutions.
• Learning to Learn as learners apply procedures of carrying out fieldwork.

• Responsibility as learners carry out field work to investigate phenomena within the immediate environment
• Unity as learners accomplish tasks as a group
• Respect as learners recognize contributions of group members during discussions and as they engage with the resource person.

• Self-Esteem as learners analyse and present the data collected during fieldwork and share it in class
• Problem Solving as learner investigate challenges and solutions in carrying out field work
• Peer Education as learners analyse and present the data collected during fieldwork and share the information in class

• English, Kiswahili and Kenyan Sign Language as learners analyse and present the data collected during fieldwork and share in class.
• Computer Science as learners use digital resources to find out types and importance of fieldwork.
• Mathematics as learners analyze data collected from fieldwork

1. locate areas where early agriculture was practiced in selected geographical regions
2. explore crops grown and animals kept in selected regions during early agriculture
3. illustrate methods of irrigation used in ancient Egypt
4. assess the contribution of the Nile valley agriculture to world civilization
5. Value the importance of domestication of plant and animals in Africa
6. develop desire to practice agriculture as an economic activity

Learners are guided to:

• use appropriate digital devices and other sources to research in groups on areas where early agriculture was practiced in selected regions of the Rift Valley of Eastern African, Egypt and Nubia
• carry out a research in groups on animals kept and types of crops which were grown during early agriculture in Egypt, Nubia and in Rift valley of the Eastern African region and report the findings to the class
• in groups identify crops grown and animals which were kept during early agriculture in Egypt, Nubia and Rift Valley of the East African region
• view video clips or photographs on methods of irrigation used in ancient Egypt
• draw diagrams showing
  methods of irrigation which were used in ancient Egypt.
• in groups discuss the contribution of the Nile valley agriculture to world civilization
• collect/download pictures and photographs on different animals kept, crops grown in subsistence farming and methods of irrigation used during early agriculture in Egypt
• establish a poster park on indigenous crops and animals during early agriculture which
  is accessible to the public.

Why did people start practicing agriculture in Africa?

• Digital Literacy as learners use digital devices to research on areas where early agriculture was practiced in selected regions.
• Critical Thinking as learners carry out a research on animals kept and types of crops which were grown during early agriculture in selected regions and report to the class
• Communication as learners discuss the contribution of the Nile Valley agriculture to world civilization
• Creativity as learners illustrate diagrams showing methods of irrigation which were used in ancient Egypt.  

• Unity as learners research in groups on animals kept and types of crops grown during early agriculture
• Patriotism as global citizens as learners assess the contribution of Nile valley agriculture to world civilization

• Social cohesion as learners work in groups to classify crops grown and animals which were kept during early agriculture
• Environmental education as learners illustrates methods of irrigation which were used during early agriculture.    

• Agriculture as learners they learn about methods of irrigation.
• English, Kiswahili and Kenyan Sign Language as learners engage in discussions to communicate issues concerning agriculture.
• Visual Arts as learners draw diagrams showing methods of irrigation which were used during early agriculture in Egypt

 With assistance explores some crops grown and animals
kept in selected regions during early agriculture

4.2 Economic Organization of Selected African Communities up to 1900

(3 Lessons)

1. locate on a map of Africa areas occupied by the selected African communities
2. discuss the economic activities practiced by the selected African communities
3. compare the economic activities of the selected African communities
4. appreciate the economic activities of the selected African communities.

• draw a map of Africa and indicate areas occupied by selected African communities( The Ogiek, Zulu, Asante )
• brainstorm, the economic activities practiced by the selected African communities ( The Ogiek, Zulu, Asante ) and present the findings in class.
• make posters of economic activities practiced by the selected African communities( The Ogiek, Zulu, Asante ).

• Communication and Collaboration as learners brainstorm, the economic activities practiced by the selected African communities ( The Ogiek, Zulu, Asante ) and present the information in class.
• Creativity and Imagination as learners make posters of economic activities practiced by the selected African communities( The Ogiek, Zulu, Asante )
• Self-efficacy as learners draw a map of Africa and indicate areas occupied by selected African communities 

• Responsibility as learners make posters of economic activities practiced by the selected African communities
• Unity as learners brainstorm on the economic activities practiced by the selected African Communities

• Social cohesion as learners brainstorm, the economic activities practiced by the selected African
• Financial literacy as learners discuss the economic activities practiced by the selected African community

• Agriculture as learners learn about economic activities of the selected African communities
• Business Studies as learners engage a resource person to discuss the economic activities of the selected African communities and write a report
• English, Kiswahili and Kenyan Sign Language as learners engage in discussions on economic activities of the selected African communities
• Visual Arts as learners draw a map of Africa and indicate areas occupied by selected African communities

4.3 Internal Dynamics and Transformation in Africa

(3 lessons)

1. explain the transformation brought by introduction of money in Africa
2. discuss the use of money economy in trade
3. compare the use of money in currency trade and barter trade in Africa
4. develop interest to use money wisely for economic gain  

• debate on the transformation brought by introduction of money in Africa.
• visit a nearby market and carry out a field study on the use money in trade and write a report.
• brainstorm the impact of money on economy in groups of fire
• role play use of money in currency trade and barter trade in Africa

• Citizenship as learners’ debate on the transformation brought by introduction of money in Africa.
• Communication as learners’ debate on transformation brought by introduction of money in Africa.
• Self-efficacy as learners role play use of money in currency trade and barter trade in Africa
• Learning to Learn as learners carry out a field study on the use of money in trade and write a report

• Responsibility as learners visit a nearby market and carry out a field study on the use of money in trade and write a report
• Unity as learners’ role play use of money, currency trade and barter trade in Africa.
• Integrity as learners practice trading activities in class using money.

• Financial literacy as learners discuss the impact of money on the economy
• Social cohesion as learners role of the use of money in currency trade and barter trade in Africa
• Safety and security education as learners visit a nearby market and carry out a field study on the use money in trade and write a report

• Business Studies as learners learn about introduction of money economy.
• English, Kiswahili , Kenyan Sign Language and Indigenous Language as learners brainstorm in groups of four on impact of money on the economy
• Performing Arts as learners role play use of money in currency trade and barter trade in Africa
• Mathematics as learners role play use of money in currency trade and barter trade in Africa

1. discuss the concept of sustainable use of resources in society
2. explore sustainable ways of using resources available in the community
3. apply sustainable use of resources available in the community
4. appreciate sustainable use of resources for sustenance of life.

• in groups discuss the concept of sustainable use of resources and present in class
• in groups learners debate on sustainable ways of using resources available in the community
• design sustainable ways of using resources available at home and in schoo
• write a collaborative story on sustainable use of

1. Why should we use resources sustainably?
2. What are barriers to sustainable use of resources?

• Communication and collaboration as learners in groups discuss the concept of sustainable use of resources and present in class
• Critical Thinking and Problem Solving as learners design sustainable ways of using resources available at home and in school
• Creativity and Imagination as learners debate on sustainable ways of using resources available in the community and write a collaborative story on sustainable use of resources

• Responsibility as learners design sustainable ways of using resources available at home and in school
• Unity as learners in groups discuss the concept of sustainable use of resources andwrite a collaborative story on sustainable use of resources to present in class
• Patriotism as learners design sustainable ways of using resources available at home and in school

• Poverty reduction as learners design sustainable ways of using resources available at home and in school

• English, Kiswahili and Kenyan Sign Language as learners engage in discussions on sustainable use of resources and present in class
• Integrated Science as learners design sustainable ways of using resources available at home and in school

1. investigate the political organization of the selected African communities up to 1900
2. discuss the concepts “Scramble for and Partition” of Africa
3. identify the various European groups that came to Africa.
4. Explain factors that led to the presence of Europeans in Africa.
5. match the countries in Africa with their colonial masters
6. examine the terms of the Berlin Conference of 1884-1885 on the partitioning of Africa
7. acknowledge the political organization of the selected African communities up to 1900

Learner is guided to:

• brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• brainstorm in groups the the terms “Scramble for and Partition of Africa and make presentations
• Discuss the various European groups that came to Africa
• Debate on factors that led to the presence of Europeans in Africa.
• draw a map of Africa and indicate the areas taken up by the different European countries(Belgium, Britain, Germany, Italy
  , Spain and Portugal)during the partition of Africa
• using posters display in class the terms of the Berlin conference of 1884-1885 on the
  partitioning of Africa.

1. How were African communities politically organized before the coming of the Europeans?
2. How did developments in Europe influence the scramble and partition of Africa?

• Citizenship as learners identify with their country and the continent as they study the selected African communities and brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Communication and Collaboration as the learners work in groups during group research and on political organization of selected African communities
• Self-efficacy as the learners use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
• Learning to Learn as the learners debate on factors that led to the presence of Europeans in Africa.
• Creativity and Imagination as learners draw a map of Africa and indicate the areas taken up by the different European countries(Belgium, Britain, Germany, Italy , Spain and Portugal)during the partition of Africa

• Patriotism as the learners study the selected African Communities
• Unity as the learners brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Responsibility as learners use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.
• Respect as learners consider the opinion of each other as they brainstorm on political organizations of the Ogiek, the Zulu and the Asante up to 1900 and Debate on factors that led to the presence of Europeans in Africa.   

• Self-Awareness as the learners identify with their country and the continent as they study the selected African  communities and brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Good governance as the learners brainstorm the political organization of the Ogiek, the Zulu and the Asante up to 1900.
• Social Cohesion as learners discuss the various European groups that came to Africa   

Link to other subjects:

• Kenyan Sign Language, English and Kiswahili as learner debate on factors that led to the presence of Europeans in Africa.
• Visual Arts as the learners draw a map of Africa and indicate the areas taken up by the different European countries (Belgium, Britain, Germany, Italy, Spain and Portugal) during the partition of Africa and use posters display in class the terms of the Berlin conference of 1884-1885 on the partitioning of Africa.

Has challenges discussing the concepts “Scramble for and Partition” of Africa

5.2 The
Constitution of Kenya

(3 Lessons)

1. discuss the importance of the Constitution of Kenya for mutual social wellbeing
2. explore the national values as provided in the Constitution of Kenya for promotion of good governance
3. analyze ways of upholding and protecting the Constitution of Kenya for social cohesion
4. develop desire to uphold and protect the Constitution of Kenya for promotion of ethical and responsible citizenship

• use print or digital devices in groups to conduct an online research and write a report on the importance of the Constitution and share in class
• view a video on the promulgation of the Constitution of Kenya
• design a sample constitution for the class in groups and display in class
• write simple slogans or statements on any eight of the national values as provided in the Constitution of Kenya for promotion of good governance present
• discuss in groups ways of upholding and protecting the constitution of Kenya

1. Why should a country have a constitution?
2. Why should we uphold and protect the Constitution?
3. What necessitates a constitutional change?

• Citizenship as learners view a video on the promulgation of the Constitution of Kenya and create a sample constitution for the class in groups and display in class
• Self-efficacy as learners compose a song on any eight national values enshrined in the Constitution and work in groups.
• Learning to Learn as learners research in the local community on the importance of the Constitution of Kenya to the society and share the finding findings with the school community
• Digital Literacy as learners in groups use digital devices to conduct online research and write an essay on the importance of the Constitution and share in class.

• Respect as learners create a sample constitution for the class in groups and display in class
• Patriotism as learners watch a video on the promulgation of the Constitution of Kenya and compose a song on any eight national values enshrined in the Constitution
• Social justice as learners discuss in groups on ways of upholding and protecting the Constitution of Kenya
• Responsibility as learners work in groups, and research in community on the importance of the Constitution of Kenya to the society and share the findings in school

• Social cohesion as learners in groups conduct online research and write an essay on the importance of the Constitution, watch a video on the promulgation of the Constitution of Kenya, and create a sample constitution for the class in groups and display in class
• Good governance as learners organize an open forum as a class to pass messages on public engagement and democratic representation to the community   

• English, Kiswahili and Kenyan Sign Language as learners hold discussions, group activities, write essays, and create a class constitution.
• Performing Arts as learners compose songs, write slogans and make presentations in class and community.
• Computer Science as learners use digital devices to search for information such as conducting online research and writing an essay on the importance of the Constitution

With support analyses some ways of upholding and protecting the Constitution of
Kenya for social cohesion

1. identify types of democracy practiced in Africa
2. assess the importance of democracy in society
3. explain the role of citizens in democratic representation
4. examine the characteristics of various types of democracy in governance
5. apply democratic values in interactions with others in the community
6. desire to promote democratic values in the community. 

• role play the different types of democracy
• brainstorm in on the importance of democracy.
• debate on the role of citizens in effective democratic representation
• use print or digital devices to identify characteristics of various types of democracy in governance
• develop a poster on similarities and differences on various types of democracy and display in class or school
• Brainstorm in class ways of applying democratic values during interaction with others in the community. 

1. Why should we practice democracy?
2. How can we promote democratic values in our society?

• Citizenship as learners debate on the role of the citizens in effective democratic representation, brainstorm the importance of democracy and apply democratic values in interactions with others in the community.
• Collaboration as learners brainstorm the importance of democracy.
• Learning to Learn as learners conduct research on public engagement and democratic representation and share results in class or with the community
• Digital Literacy as learners use online resources to use digital devices to identify characteristics of types of democratic regimes in Africa and as they type an essay on types of democracy in Africa.
• Critical thinking as learners discuss the role of citizens in a democracy and compare, and contrast the characteristics of various types of democracy in Africa.

• Unity as learners role play the different types of democracy.
• Patriotism as learners debate on the role of the citizen in effective democratic representation.
• Social justice as learners debate on the role of the citizens in effective democratic representation.
• Respect for self and others as learners work in groups, debate and apply democratic principles as they interact with others.

• Social cohesion as learners discuss and debate the role of citizens in effective democratic governance.
• Good governance as learners apply democratic values in interactions with others in the community and discuss the importance of democracy in society.
• Self-awareness as learners discuss the role of citizens to ensure effective democratic representation and work in groups.

• Kenyan Sign Language, English and Kiswahili as learners hold discussions, group activities, write essays and debates and read materials on democracy.
• Performing Arts as learners role-play the different types of democracy
• Computer Science as they use digital devices to search for information such as to identify characteristics of types of democratic regimes in Africa

1. examine the evolution of human rights as practiced in society
2. classify human rights as stipulated in the human rights instruments
3. explore characteristics of human rights in society
4. analyze the concept of equity and non- discrimination in fostering solidarity
5. take action to promote equity and non- discrimination for posterity
6. demonstrate respect , adherence to and promotion of human rights for sanctity of life.

• use print or digital resources to examine evolution of human rights and report in class
• in groups create posters on the classification of human rights and display in school
• in groups use a tree to indicate characteristics of human rights and display in class
• brainstorm in groups on issues of equity and non-discrimination
• develop posters on equity and non- discrimination and display them in school

1. Why is it important to know our rights?
2. How can we promote equity and non- discrimination in society?
3. How can we promote respect for human rights in our community?

• Citizenship as learners use print or digital resources to examine evolution of human rights and report in class and develop posters on equity and non- discrimination and display them in school
• Learning to Learn as learners brainstorm in groups on issues of equity and non-discrimination
• Digital Literacy as learners use digital resources to examine evolution of human rights and report in class
• Creativity and Imagination as learners develop posters on characteristics of human rights and display them in school to pass on information to the community
• Communication and Collaboration as learners in groups create posters on the classification of human rights and display in school and use a tree to indicate characteristics of human rights and display in class
• Self-Efficacy as learners Develop posters on equity and non- discrimination and display them in school

• Social justice as learners use digital resources to examine evolution of human rights and report in class and develop posters on equity and non- discrimination and display them in school
• Unity as learners in groups create posters on the classification and use a tree to indicate characteristics of human rights and display in class
• Patriotism as learners Create posters on the classification of human rights and display in school
• Develop Respect as the learners recognise the input of every member of the team during the symposium
• Responsibility as learners in groups create posters on the classification and characteristics of human rights and display in school

• Social Cohesion as learners organize and participate in commemorating International Day for the Elimination of Racial Discrimination on 21st March
• Good Governance as learners engage in commemorating International Day for the Elimination of Racial Discrimination on 21st March
• Assertiveness, negotiation, problem solving as learners develop posters on equity and non- discrimination and display them in school
• Clubs and societies as learners brainstorm issues of equity and non-discrimination during clubs such as human rights club, journalism club and Amani club
• Human rights as learners compose and recite poems with messages on equity and non- discrimination

• Computer Science as learners use digital resources as they examine evolution of human rights and report in class
• Kenyan Sign Language, Kiswahili and English as learners use print resources to examine evolution of human rights and report in class and organize and participate in a human rights symposium
• Performing Arts as learners conduct debates during club meetings on ways of ensuring equity through enhancing access, equal opportunities and equitable distribution of resources
• Visual Arts as learners develop posters on equity and non- discrimination and display them in school
• Hindu Religious Education, Islamic Religious Education and Christian Religious Education as learners brainstorm issues of equity and non-discrimination

1. describe the concept of “African Diasporas”
2. explore the factors that contributed to the presence of African diasporas across the world
3. locate on the world map countries inhabited by African Diasporas on the World map.
4. assess the role of the diasporas in the political development in Africa.
5. Acknowledge the African diasporas for promotion of African unity in society today 

• with the aid of print or internet resources, discuss in groups the concept of African diasporas
• use library resources in groups to research on the factors that contributed presence of African diasporas across the world and share findings in class
• in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• view a video or You- Tube on the role of diaspora in the political development in Africa
• debate on the role of the diasporas in the political development in Africa

1. How can we promote collaboration between continental Africans and African Diasporas?
2. How can we promote African Unity in the society today? 

• Communication and Collaboration as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• Digital Literacy as learners use print or digital resources to locate on the world map countries inhabited by African diasporas and view a video or You- Tube on the role of diaspora in the political development in Africa
• Critical Thinking as learners in groups use library resources to research on the factors that contributed to the movement of African diasporas to various parts of the world and share findings in class
• Citizenship as learners debate on the role of diaspora in the political development in Africa
• Learning to Learn as learners with the aid of print or internet resources, discuss in groups the concept of African diasporas

• Social Justice as learners view a video or You- Tube on the role of diaspora in the political development in Africa
• Patriotism as learners debate on the role of diaspora in the political development in Africa
• Respect as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• Unity as learners in groups use print or digital resources to locate on the world map countries inhabited by African diasporas and the key routes of their migration from Africa

• Critical Thinking as learners in groups , use print or digital resources to indicate on the world map countries inhabited by African diasporas
• Social Cohesion as learners debate on the role of diaspora in the political development in Africa
• Self-Esteem as learners use print or digital resources to locate on the world map countries inhabited by African diasporas

• Kenyan Sign Language ,English and Kiswahili as leaners debate on the role of diaspora in the political development in Africa
• Computer Science as learners view a video or You- Tube on the role of diaspora in the political development in Africa

1. explain why there is interconnectedness and interdependence among countries in the world today
2. investigate positive and negative effects of globalization at local and national levels
3. describe qualities of a global citizen in the modern society
4. desire to contribute to the wellbeing of the international community while maintaining a sense of rootedness to Kenya
5. develop a sense of belonging to a common humanity for harmonious living.

• discuss in groups the interconnectedness and interdependence among countries in the world today
• in groups, go through and read news articles in newspapers or use appropriate media to find out aspects that promote globalization in the community and share the information in class
• debate on positive and negative effects of globalization at local and national levels
• brainstorm on the qualities of a global citizen in the modern society
• use print or digital resources to research for qualities of a global citizen and write them down
• draw a sketch of a human figure and indicate qualities of a global citizen.

1. How do countries connect and depend on each other in the world today?
2. Which are the common concerns in the world today?

• Citizenship as learners discuss in groups the interconnectedness and interdependence among countries and brainstorm on the qualities of a global citizen in the world today
• Communication and Collaboration as learners debate on positive and negative effects of globalization at local and national levels
• Learning to Learn as they go through and read news articles in newspapers and use appropriate media to find out aspects that promote globalization in the community, share the information in class and debate on the positive and negative effects of globalization
• Self-Efficacy as learners use print or digital resources to research for qualities of a global citizen and write them down. 

• Unity as learners in groups, go through and read news articles in newspapers or use appropriate media to find out aspects that promote globalization in the community and share the information in class
• Patriotism as the learners brainstorm on the qualities of a global citizen in the modern society
• Respect as the learners debate on positive and negative effects of globalization at local and national levels

• Good Governance as brainstorm on the qualities of a global citizen in the modern society
• Problem Solving as learners debate on positive and negative effects of globalization at local and national levels and propose solutions
• Self-Awareness as learners use print or digital resources to research for qualities of a global citizen and write them down.

• Computer Science as learners use use print or digital resources to research for qualities of a global citizen and write them down.
• Kenyan Sign Language, English, indigenous languages and Kiswahili as learners debate on positive and negative effects of globalization at local and national levels and propose solutions
• Visual Arts as learners draw a sketch of a human figure and indicate qualities of a global citizen

Correctly and comprehensively discusses the interconnectedness and interdependence

of different countries

1. Resources and economic activities
2. Political Development and Governance

• Sustainable use of Resources
• Global Citizenship

1. identify an environmental challenge affecting the community
2. plan a project to address the environmental challenge in the community
3. apply the knowledge on sustainable development and global citizenship to address the environmental challenge affecting the community
4. appraise the project in terms of benefits to the community and deepening learning
5. evaluate the implementation of the project in relation to its outcomes
6. appreciate the impact of CSL project in addressing the environmental challenge in the community

• Brainstorm on environmental challenges affecting the community
• research on environmental challenges affecting the community and share their findings in class
• conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• plan on how to implement the CSL project in groups, taking into consideration the following:
  • Identify the project title
  • Purpose of the project and time frame
  • Share responsibilities on implementation of the project
  • Identify individuals, institutions and organizations they can partner with in the project
  • Identify and acquire relevant resources or materials for the project
• learners work in groups to undertake the environmental project in the community
• develop slogans, posters, street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable development and global citizenship
• share their experiences on the implementation and impact of the project in the community through social media
• discuss how the project has helped learners to acquire in terms of research, life skills, leadership, Citizenship, Community development and Social entrepreneurship

1. How can we promote sustainable development in our community?
2. How do local challenges affect the global society?

• Citizenship as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Communication and Collaboration as learners work in groups to undertake the environmental project in then community and brainstorm environmental challenges affecting the community
• Self-Efficacy as learners develop slogans , posters , street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable development and global citizenship
• Critical Thinking and Problem Solving as learners plan on how to implement the CSL project in groups.
• Creativity and Imagination as learners identify and acquire relevant resources or materials for the project
• Digital literacy as learners share their experiences on the implementation and impact of the project in the community through social media

• Responsibility as learners share responsibilities on the implementation of the project
• Patriotism as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Respect as learners work in groups to undertake the environmental project in the community
• Unity as learners work in groups to undertake the environmental project in the community

• Community and stakeholder mobilization as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Information technology safety as learners share their experiences on the implementation and impact of the project in the community through social media
• Social Cohesion as learners conduct civic dialogue with community members on environmental challenges and vote for one that they can address through a CSL project
• Environmental Education as learners research on environmental challenges affecting the community and share their findings in class
• Self-awareness as learners share their experiences on the implementation and impact of the project in the community through social media
• Problem Solving as learners work in groups to undertake the environmental project in the community

• Kenyan Sign Language, English, indigenous languages and Kiswahili as learnersdevelop slogans, posters, street plays or communication messages to share experiences on the implementation of the project in relation to concepts learnt in sustainable use of resources and global citizenship
• Computer Science as learners share their experiences on the implementation and impact of the project in the community through social media.
• Visual Arts as learners develop slogans, posters, street plays or communication messages to share experiences on the implementation of the project

1. identify the guiding principles of leadership and integrity in promotion of good governance
2. examine the formation, achievements and challenges of the Organization of African Unity (OAU) and African Union (AU)
3. State the member countries of the African Union
4. illustrate the organizational structure of the African Union(AU)
5. explore factors which can promote continental interconnectedness and interdependence
6. develop a sense of belonging to Africa and respect for differences and diversity.

• role-play on the guiding principles of good leadership and integrity in promotion of good governance
• prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
• sing the AU anthem for promotion of regional citizenship
• use digital or print media resources to research on the formation, achievements and challenges of OAU and AU
• draw a map of Africa and indicate member countries of the AU use print , media and other resources to  search for the national flags of the member countries of AU and make a collage and share the information in class
• use print or digital resources to access the AU anthem, rehearse and Sing it
• draw the organizational structure of OAU and AU
• brainstorm in groups on factors which can promote continental interconnectedness and interdependence

1. How should leadership and integrity be promoted in the society today?
2. How can we promote continental interconnectedness and interdependence?

• Communication and Collaboration as the learners role-play on the guiding principles of good leadership and integrity
• Citizenship as learners draw a map of Africa and indicate member states of AU , use print or media and other resources to search for the national flags of the member countries of AU , make a collage and share the information in class
• Learning to Learn as the learners use digital or print media resources to research on the formation, achievements and challenges of OAU and AU
• Self-Efficacy as the learners role-play on the guiding principles of good leadership and integrity in promotion of good governance
• Digital literacy as learners use media and other resources to search for the national flags of the member states of AU and make a collage to share in class

• Love as learners sing the AU Anthem
• Respect as learners debate on how leadership is essential in promoting good governance
• Integrity as role-play on the guiding principles of good leadership and integrity in promotion of good governance
• Patriotism as the learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
• Social Justice as learners prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance

• Social Cohesion as learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
• Decisions Making as learners prepare slogans on the guiding principles of good leadership and integrity in promotion of good governance
• Good governance as they prepare slogans on guiding principles and benefits of leadership and integrity in promotion of good governance.

• English, Kiswahili and Kenyan Sign Language as learners role-play on the guiding principles of good leadership and integrity in promotion of good governance and brainstorm in groups on factors which can promote continental interconnectedness and interdependence
• Performing Arts as learners role-play on the guiding principles of good leadership and integrity in promotion of good governance and sing the AU Anthem
• Visual Arts as learners use print or media resources to search for the national flags of the member countries of AU and make a collage to share in class
• Computer Science as learners use use digital resources to research on the formation, achievements and challenges of OAU and AU

With assistance explores some factors which can promote continental interconnectedness
and interdependence

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Anecdotal Records
6. Checklist

• Approved textbooks and other printed resources
• Photographs, pictures
• Vetted digital resources
• Library
• TV/video/films/slides/ Internet sources
• Display boards

• Develop class and rules that discourage gender stereotypes in clubs
• Hold peer led symposia on careers and entrepreneurial opportunities in Social Studies
• Participate in talks by resource persons about prevention of gender stereotypes associated with careers,
• Participate in mentorship and job shadowing sessions on Social Studies careers and entrepreneurial opportunities in Social Studies
• Participate in sensitization sessions on career choices during career education weeks in schools
• develop simple guidelines on respecting gender identity during clubs and societies meetings
• develop communication messages and have talking walls with slogans on gender equity and careers
• Initiate and develop class and club rules that discourage gender stereotypes in career choices.

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Anecdotal Records
6. Checklist

• Local and extended environment
• Realia
• Maps/Globe
• Photographs, pictures and paintings
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• Library
• TV/video/films/slides/ Internet sources
• Display boards

• Drawing a sketch map of the school compound

1. Oral Questions
2. Teacher made tests
3. Observation
4. Portfolio
5. Project Work

• Local and extended environment
• Realia
• Maps/globe
• Photographs, pictures and paintings
• Internet sources
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources

• Making a model of the internal structure of the earth

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Portfolio
6. Anecdotal records
7. Checklists

• Local and extended environment
• Realia
• Maps
• Photographs, pictures and paintings
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• TV/video/films/slides/ Internet source
• Display boards

• Working in groups to construct a weather instrument of their choice using the available local materials and display in class

1. Oral Questions
2. Teacher made tests
3. Observation
4. Project Work
5. Anecdotal records

• Local and extended environment
• Photographs, pictures and paintings
• TV/video/films/slides/ Internet sources
• Vetted digital resources, educational computer games
• Approved textbooks and other printed resources
• Resource persons
• Artefacts
• Museum, Monuments, Cultural and historical sites
• Newspaper cuttings
• Libraries

• Conducting a library research on the sources of historical information
• Designing posters on sources of historical information and displaying

1. Oral questions
2. Written tests
3. Project work
4. Observation

• Resource persons
• Maps
• Digital resources
• Charts, marker pens
• Approved text books and other printed resources
• Internet
• Library resources
• Museums
• Artefacts

• Composing and singing songs about human origin
• creating posters or communication messages or videos on human origin and share with the school community

1. Oral questions 
2. Observations
3. Written tests

• Digital resources
• Map of Africa
• Marker pens
• Manilla papers
• Stickers/Flash cards
• Internet resources
• Approved text books and other printed resources

• Singing a song on the  importance of cultural diversity in Africa
• Drawing and displaying charts on migration routes

1. Oral questions
2. Observations
3. Written tests

• Digital resources
• Approved text books and other printed resources
• Museums
• Artefacts
• Resource person

• Reciting poems on importance of social organization of the (Okiek, Shona and Asante)
• Modelling aspects of social organization of selected communities in Africa upto 1900
• (Okiek, Shona and Asante)

1. Oral questions
2. Observation
3. Written tests
4. Checklists
5. Anecdotal records
6. Project

• Digital resources
• Flip charts/Manilla papers
• Approved text books and other printed resources

• Role-playing social values of various cultural groups
• Conducting a civic dialogue with community members about the importance of valuing

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Digital resources
• Flip charts/manila papers
• Maps
• Internet
• Approved text books

• In groups compose and recite poems that promote inner peace
• Develop slogans on inner peace
• Develop posters on inner peace

1. Oral questions
2. Written tests
3. Portfolio Project

• Digital resources
• Flip charts/manila papers
• Maps
• Internet
• Approved text books

• Debate in clubs on evils of slavery and servitude and ways of curbing them

1. Oral questions
2. Observation
3. Written tests
4. Checklists

• Digital resources
• Flip charts/manila papers
• Maps
• Internet
• Approved text books

• Design posters / models of settlement patterns in Africa

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Digital resources
• Flip charts/Manilla papers
• Approved text books and other printed resources

• Engage a resource person to discuss methods of data collection and recording during field work

1. oral questions
2. written tests
3. observations

• Map of Africa
• Internet
• Photographs

• Structuring a debate on economic organization of selected African communities

• Eastern African Region and

1. checklist
2. project
3. written tests
4. oral questions
5. aural questions

• Realia
• Chart
• Audio visual
• Maps
• Photographs
• Internet

• Reciting a poem on promotion of agriculture in Africa

• River Tana Projects and Aswan High dam

1. Oral questions
2. Written tests
3. Portfolio
4. Project

• Charts
• Resource person
• Photographs/Pictures
• Map
• Appropriate digital devices

• Modelling River Tana multipurpose Projects using locally available materials

1. Oral questions
2. Written tests
3. Observations

• Realia
• Chart
• Audio visual
• Maps
• Photographs
• Internet

• Compose and sing a song on importance of sustainable use of available resources

1. Oral questions
2. Observations
3. Written tests
4. Project work

• Maps
• Approved text books and other printed resources
• Photographs
• Internet
• Library resources
• Charts
• Journals

• Composing poems on political organization of the selected communities
• Visiting a local museum to find out how the local communities were organized and writing a report on the visit to share in class

1. Oral questions
2. Observations
3. Written tests

• Videos clips
• Map of Africa
• Stickers/Flash cards
• Internet resources
• Approved text books and other printed resources

• Creating poems on the scramble and partition of Africa

1. Oral questions
2. Observations
3. Written tests
4. Journaling

• Internet resources
• Approved text books and other printed resource
• The Constitution of Kenya
• TV/Video

• Conducting a library research and writing journals on selected chapters of the constitution and share with family.

1. Oral questions
2. Observations
3. Written tests

• Digital resources
• Flip charts/Manilla papers
• Internet sources

• Developing messages on types of democracy and sharing in school and at home
• Developing posters on democratic values and

1. Oral questions
2. Observations
3. Written tests

• Posters
• Flip charts/ Manilla papers
• Resource person
• Approved text books and other printed resources
• The Constitution of Kenya

• Developing messages on protection of human rights
• Creating awareness in the community on protection of human
• Conduct debates during club meetings on ways of ensuring equity through enhancing access, equal opportunities and equitable distribution of resources
• Organize a symposium on life skills and values that would
  enhance ability rights (assertiveness, negotiation, problem solving, and values such as responsibility and respect for self and others
• Organize and participate in commemorating the International Day for Elimination for Racial Discrimination of 21st March

1. Oral questions
2. Observations
3. Written tests

• Internet
• Flip charts/Manilla papers
• Masking tapes marker pens/pencils
• TV/Video
• Approved text books and other printed resources

• Organize a symposium on the role of African Diasporas in socio- economic and political development
• Composing songs and poems on African diasporas and share them with others

1. Oral questions
2. Observations
3. Written tests

•  Internet
• Flip charts/Manilla papers
• Masking tapes marker pens/pencils
• TV/Video
• Approved text books and other printed resources
• The Constitution of Kenya

• Composing poems on global citizenship
• Developing posters on qualities of global citizen and posting them at strategic positions in the school.
• Creating awareness in the community on global citizenship
• prepare scrap books to write down on the local, national, regional and global issues affecting people in form of a story
• Celebrating World Day on Social Justice

1. Oral questions
2. Observations
3. Written tests
4. Journaling

• Posters
• TV/Video
• Approved text books
• Flip charts/ manila papers
• Approved text books and other printed resources
• The Constitution of Kenya

• design litter bins displaying the member countries the AU
• create talking walls and trees to illustrate the organizational structure of the AU
• Celebrating/observing the international days related to Global
  Governance such as International Environment day/International day on multi-literalism and diplomacy for peace.