Natural and Historic Built Environments

Weather and Climate - Factors influencing climate in Africa
Weather and Climate - Influence of ocean currents and winds

By the end of the lesson, the learner should be able to:
- Describe factors influencing climate in Africa
- Explain how altitude and latitude influence climate
- Show interest in understanding climate factors

- Learners use atlases, textbooks or digital resources to search for factors influencing climate
- Discuss factors such as altitude, latitude and relief
- Make summary notes and share in class

What factors influence climate in Africa?

- Mentor Social Studies Learner's Book Grade 8 pg. 94
- Atlases
- Digital resources
- Climate maps
- Climate maps
- Video clips

- Oral questions - Written tests - Observation

Natural and Historic Built Environments

Weather and Climate - Distribution of climatic regions in Africa

By the end of the lesson, the learner should be able to:
- Identify the major climatic regions of Africa
- Locate climatic regions on a map of Africa
- Show interest in learning about African climates

- Learners study the map showing climatic regions of Africa
- Draw a map of Africa and illustrate all climatic regions
- Identify the largest climatic region (Tropical Savannah)
- Display maps in class

What are the major climatic regions found in Africa?

- Mentor Social Studies Learner's Book Grade 8 pg. 96
- Map of Africa
- Atlases
- Colouring materials

- Oral questions - Observation - Map work

Natural and Historic Built Environments

Weather and Climate - Constructing a climatic model of Africa
Weather and Climate - Characteristics of climatic regions

By the end of the lesson, the learner should be able to:
- Construct a simple African climatic model
- Illustrate major climatic regions using locally available materials
- Appreciate creativity in model making

- Learners draw a large map of Africa on manilla paper
- Use beans, maize, sand, leaves or paints to illustrate different climatic regions
- Display models for gallery walk and analysis
- Display best model at Social Studies Corner

How can we represent climatic regions on a model?

- Mentor Social Studies Learner's Book Grade 8 pg. 97
- Manilla paper
- Beans, maize, sand, leaves
- Glue
- Crayons/paints
- Mentor Social Studies Learner's Book Grade 8 pg. 98
- Climate charts
- Digital resources

- Observation - Project work - Portfolio

Natural and Historic Built Environments

Weather and Climate - Causes of climate change

By the end of the lesson, the learner should be able to:
- Identify causes of climate change
- Distinguish between natural and human causes of climate change
- Show concern about climate change

- Learners study pictures showing causes of climate change (industrial emissions, deforestation)
- Debate: 'Climate change is caused by natural causes' vs 'Climate change is caused by human activities'
- Make summary notes on points raised

What are the main causes of climate change?

- Mentor Social Studies Learner's Book Grade 8 pg. 100
- Pictures
- Digital resources
- Charts

- Oral questions - Debates - Observation

Natural and Historic Built Environments

Weather and Climate - Effects of climate change on environment

By the end of the lesson, the learner should be able to:
- Describe effects of climate change on the environment
- Explain effects on crops, animals, urban centres and sea levels
- Show concern about environmental changes

- Learners use digital devices or textbooks to search for effects of climate change
- Describe effects on crops and animals, urban centres, transport, sea levels and human settlement
- Complete table on effects of climate change

How does climate change affect the environment?

- Mentor Social Studies Learner's Book Grade 8 pg. 102
- Pictures
- Digital resources
- Charts

- Oral questions - Written tests - Table completion

Natural and Historic Built Environments

Weather and Climate - Solutions to climate change effects
Vegetation in Africa - Factors influencing vegetation distribution

By the end of the lesson, the learner should be able to:
- Apply problem-solving skills in addressing effects of climate change
- Explain effects of climate on human activities
- Desire to participate in climate action

- Learners study pictures of solar panels, electric cars, tree planting and wind turbines
- Discuss how these activities address climate change effects
- Perform a skit on problem-solving skills to address climate change
- Write short essay on possible solutions to climate change

What solutions can address the effects of climate change?

- Mentor Social Studies Learner's Book Grade 8 pg. 103
- Pictures
- Charts
- Digital resources
- Mentor Social Studies Learner's Book Grade 8 pg. 108
- School environment
- Atlases

- Oral questions - Essays - Skits

Natural and Historic Built Environments

Vegetation in Africa - Relief and human activities on vegetation

By the end of the lesson, the learner should be able to:
- Explain how relief influences vegetation distribution
- Describe the impact of human and animal activities on vegetation
- Show interest in understanding vegetation factors

- Learners follow the road map showing factors influencing vegetation
- Discuss how relief affects vegetation (windward vs leeward sides)
- Study group presentations on soil, climate and relief effects on vegetation
- Make notes from group findings

How do relief and human activities affect vegetation?

- Mentor Social Studies Learner's Book Grade 8 pg. 109
- Charts
- Digital resources
- Road map diagrams

- Oral questions - Written tests - Group presentations

Natural and Historic Built Environments

Vegetation in Africa - Characteristics of vegetation regions
Vegetation in Africa - Methods of conserving vegetation

By the end of the lesson, the learner should be able to:
- Describe characteristics of tropical rainforest and savannah vegetation
- Compare different vegetation types
- Value the importance of vegetation diversity

- Learners carry out field excursion to identify different types of vegetation
- Use digital or print resources to identify characteristics of vegetation
- Describe characteristics of tropical rainforest (evergreen, canopy) and savannah

What are the characteristics of tropical rainforest and savannah vegetation?

- Mentor Social Studies Learner's Book Grade 8 pg. 112
- Local environment
- Digital resources
- Pictures
- Mentor Social Studies Learner's Book Grade 8 pg. 114
- Pictures
- Charts
- Manilla paper

- Oral questions - Written tests - Field observations

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Introduction and location

By the end of the lesson, the learner should be able to:
- Identify selected historical sites and monuments in Africa
- Locate historical sites on a map of Africa
- Show interest in learning about African heritage

- Learners use digital or print resources to trace selected historical sites and monuments in Africa
- Draw a map of Africa and indicate Fort Jesus, Kilwa, Great Zimbabwe, Giza Pyramids, Meroe, Timbuktu and Robben Island
- Share maps in class

Where are the major historical sites and monuments located in Africa?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Map of Africa
- Digital resources
- Pictures

- Oral questions - Map work - Observation

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Fort Jesus and Kilwa
Historical Sites and Monuments in Africa - Great Zimbabwe and Giza Pyramids

By the end of the lesson, the learner should be able to:
- Describe the historical significance of Fort Jesus and Kilwa
- Explain the importance of these sites for cultural heritage
- Appreciate the rich history of East African coast

- Learners brainstorm in groups on the importance of Fort Jesus and Kilwa
- Use digital or print resources to find information about these monuments
- Discuss factors that led to their construction
- Make short notes and share in class

What is the historical significance of Fort Jesus and Kilwa?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Pictures
- Digital resources
- Reference books
- Pictures and photographs
- Album materials

- Oral questions - Written tests - Group discussions

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Meroe and Timbuktu

By the end of the lesson, the learner should be able to:
- Describe the historical significance of Meroe and Timbuktu
- Explain their role in African civilization and trade
- Value the contribution of these sites to world heritage

- Learners work harmoniously in groups to discuss Meroe and Timbuktu
- Use digital or print resources to research their history
- Discuss their role in trade and learning
- Present findings in class

Why are Meroe and Timbuktu considered important African monuments?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Pictures
- Digital resources
- Reference materials

- Oral questions - Written tests - Presentations

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Robben Island
Historical Sites and Monuments in Africa - Importance of historical sites

By the end of the lesson, the learner should be able to:
- Describe the historical significance of Robben Island
- Explain its role in the struggle against apartheid
- Show empathy for those who fought for freedom

- Learners discuss the history and significance of Robben Island
- Research the role of Robben Island in South African history
- Discuss notable figures associated with the site
- Add photographs to class album

What is the historical significance of Robben Island?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Pictures
- Digital resources
- Video clips
- Charts
- Digital resources

- Oral questions - Written tests - Discussions

Natural and Historic Built Environments

Historical Sites and Monuments in Africa - Ways of conserving historical sites

By the end of the lesson, the learner should be able to:
- Describe ways of conserving historical sites and monuments
- Apply creative thinking in preserving cultural heritage
- Desire to participate in conservation efforts

- Learners work harmoniously in groups to find ways of conserving historical sites
- Discuss ways of applying creative thinking in preserving cultural heritage
- Create posters on conservation methods
- Present conservation strategies in class

How can historical sites and monuments be conserved?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Manilla paper
- Marker pens
- Digital resources

- Oral questions - Observation - Poster work

Natural and Historic Built Environments
Political Developments and Governance

Historical Sites and Monuments in Africa - Applying conservation in community
The Constitution of Kenya – Components of the Constitution

By the end of the lesson, the learner should be able to:
- Apply ways of conserving cultural heritage in the community
- Create album of historical sites and monuments
- Show commitment to promoting cultural heritage

- Learners complete album of historical sites and monuments and display in class
- Discuss ways of applying conservation in their community
- Plan visit to local historical site or cultural centre
- Participate in establishing cultural corner or cultural days in school

How can we apply conservation of cultural heritage in our community?

- Mentor Social Studies Learner's Book Grade 8 pg. 120
- Album materials
- Pictures and photographs
- Local cultural artifacts
- Mentor Social Studies Learner's Book pg. 128
- The Constitution of Kenya
- Digital resources
- Charts on components of the Constitution

- Observation - Portfolio - Project work

Political Developments and Governance

The Constitution of Kenya – Components of the Constitution (continued)
The Constitution of Kenya – Roles of the three arms of government

By the end of the lesson, the learner should be able to:
- Explain examples of chapters, articles and schedules in the Constitution
- Analyse the structure of the Constitution of Kenya
- Appreciate the importance of the Constitution in governance

In groups, learners are guided to:
- Search for other components of the Constitution and give examples
- Share findings with other groups in class
- Create charts showing components of the Constitution and display

What are the main components of the Constitution of Kenya?

- Mentor Social Studies Learner's Book pg. 129
- The Constitution of Kenya
- Manila papers
- Marker pens
- Mentor Social Studies Learner's Book pg. 130
- Digital resources
- Charts on government structure

- Observation - Oral questions - Group presentations

Political Developments and Governance

The Constitution of Kenya – Roles of the Judiciary and Legislature

By the end of the lesson, the learner should be able to:
- Illustrate roles of the Judiciary and Legislature arms of government
- Explain the interrelationship of the three arms of government
- Appreciate the separation of powers in governance

In groups, learners are guided to:
- Carry out library search on the three arms of government
- Discuss the roles of the Judiciary and Legislature
- Create charts showing the roles and interrelationship of the three arms of government and display

How are the three arms of government interrelated?

- Mentor Social Studies Learner's Book pg. 130
- The Constitution of Kenya
- Digital resources
- Manila papers

- Observation - Oral questions - Written tests

Political Developments and Governance

The Constitution of Kenya – Guiding principles of leadership and integrity
The Constitution of Kenya – Applying assertiveness in upholding principles of leadership and integrity

By the end of the lesson, the learner should be able to:
- Examine guiding principles of leadership and integrity in the Constitution of Kenya
- Identify Chapter VI of the Constitution
- Value integrity in leadership

In groups, learners are guided to:
- Use print materials, digital devices or a copy of the Constitution of Kenya to search for the chapter that outlines the guiding principles of leadership and integrity
- Examine the chapter that contains the guiding principles of leadership and integrity
- Write a summary of findings and share with classmates

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

- Mentor Social Studies Learner's Book pg. 131
- The Constitution of Kenya
- Digital resources
- Citizenship Education Teachers Handbook
- Mentor Social Studies Learner's Book pg. 133
- Flip charts

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – How human rights can be respected and protected

By the end of the lesson, the learner should be able to:
- Explore how human rights can be respected and protected in the community
- Identify different human rights
- Show interest in promoting human rights

In groups, learners are guided to:
- Foster fairness and justice among peers as they brainstorm on how human rights can be respected and protected in the community
- Study pictures showing people enjoying different human rights
- Suggest how human rights can be respected and protected in the community

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

- Mentor Social Studies Learner's Book pg. 135
- Digital resources
- Pictures showing human rights
- The Constitution of Kenya

- Observation - Oral questions - Group presentations

Political Developments and Governance

Human Rights – Respecting and protecting specific human rights
Human Rights – Effective communication on human rights issues

By the end of the lesson, the learner should be able to:
- Explain ways of respecting and protecting specific human rights
- Differentiate between various human rights
- Value the importance of human rights in society

In groups, learners are guided to:
- Explore how we can respect and protect the right to life, liberty, equality before the law, own property, decent housing, privacy
- Make short notes and share with friends
- Identify ways that promote and violate human rights

What are the ways of respecting and protecting human rights?

- Mentor Social Studies Learner's Book pg. 136
- Digital resources
- Posters on human rights
- Flip charts
- Mentor Social Studies Learner's Book pg. 137
- Flow charts
- Manila papers

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – Children's Rights in Kenya (Children's Act 2022)

By the end of the lesson, the learner should be able to:
- Outline Children's Rights as stipulated in the Children's Act 2022
- Identify the provisions of the Children's Act 2022
- Show interest in Children's Rights

In groups, learners are guided to:
- Use print or digital resources to search for and identify the rights of the child as stipulated in the Children's Act 2022
- Make a list of the Children's Rights in the Children's Act 2022
- Share findings with others in class

What are the Children's Rights in Kenya?

- Mentor Social Studies Learner's Book pg. 138
- Children's Act 2022
- Digital resources
- Citizenship Education Learners Activity Book

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – Children's Rights (African Charter on Rights and Welfare of the Child)
Human Rights – Ways children are protected against violation of their Rights

By the end of the lesson, the learner should be able to:
- Identify Children's Rights as stipulated in the African Charter on the Rights and Welfare of the Child
- Compare Children's Rights in different instruments
- Value the protection of Children's Rights

In groups, learners are guided to:
- Use textbooks or digital devices to search for and identify the Children's Rights as stipulated in the African Charter on the Rights and Welfare of the Child
- Compare and analyse the Children's Rights in the Children's Act 2022 and the African Charter
- Share findings with other groups in class

How do different instruments protect Children's Rights?

- Mentor Social Studies Learner's Book pg. 139
- African Charter on the Rights and Welfare of the Child
- Digital resources
- Reference books
- Mentor Social Studies Learner's Book pg. 140
- Mind map templates
- Picture stories

- Observation - Oral questions - Comparative analysis

Political Developments and Governance

Human Rights – Taking action to protect human rights

By the end of the lesson, the learner should be able to:
- Apply ways of taking action to protect human rights in society
- Design strategies for protecting human rights
- Appreciate individual role in protecting human rights

In groups, learners are guided to:
- Using digital or print resources, find out how we can take action to protect human rights in the society
- Think about the action to take to promote protection of human rights such as non-discrimination, right to life, right to education
- Make summary notes and share with other groups

What actions can we take to protect human rights?

- Mentor Social Studies Learner's Book pg. 141
- Digital resources
- Posters
- Flip charts

- Observation - Oral questions - Written assignments

Political Developments and Governance

Human Rights – Responsibility of society in protecting human rights
Citizenship – Qualities of a global citizen

By the end of the lesson, the learner should be able to:
- Recognise responsibility of the society in protecting human rights
- Explain roles of different people in protecting human rights
- Value collective responsibility in human rights protection

In groups, learners are guided to:
- Use digital devices or print media to search for information on the responsibilities of parents, children, government, religious groups, human rights activists and NGOs in protection of human rights
- Discuss how teachers in school take part in protection of human rights
- Make brief notes on discussion and compare with other groups

Why is protection of human rights a responsibility of everyone?

- Mentor Social Studies Learner's Book pg. 142
- Digital resources
- Citizenship Education Teachers Handbook
- Reference books
- Mentor Social Studies Learner's Book pg. 144
- Citizenship Education Learners Activity Book
- Charts

- Observation - Oral questions - Group presentations

Political Developments and Governance

Citizenship – Responsibilities of a global citizen
Citizenship – Creating awareness on global citizenship

By the end of the lesson, the learner should be able to:
- Explain responsibilities of a global citizen in the world today
- Relate responsibilities to daily life
- Value responsibilities of global citizenship

In groups, learners are guided to:
- Use digital or print resources to find out the responsibilities of a global citizen
- Become aware about responsibilities of global citizens by developing communication messages or posters
- Watch a video clip on responsibilities of a global citizen

What are the responsibilities of a global citizen?

- Mentor Social Studies Learner's Book pg. 145
- Digital resources
- Video clips
- Manila papers
- Mentor Social Studies Learner's Book pg. 146
- Manila papers
- Marker pens
- Digital resources

- Observation - Oral questions - Poster assessment

Political Developments and Governance

Citizenship – Ways Nobel Prize nominees responded to injustice (Wangari Maathai)

By the end of the lesson, the learner should be able to:
- Explore ways in which Wangari Maathai responded to injustice situations in society
- Describe Wangari Maathai's achievements and contributions
- Show empathy to personalities who volunteer to address injustices

In groups, learners are guided to:
- Using digital devices or textbooks, search for Wangari Maathai's biography, achievements and contributions to the world
- Identify how Wangari Maathai responded to injustice and unfair treatment in society
- Make summary notes of findings and share with classmates

How can we show empathy as global citizens?

- Mentor Social Studies Learner's Book pg. 146
- Digital resources
- Photographs of Wangari Maathai
- Reference books

- Observation - Oral questions - Written assignments

Political Developments and Governance

Citizenship – Ways Nobel Prize nominees responded to injustice (Mahatma Gandhi)
Citizenship – Factors for harmonious coexistence in East Africa

By the end of the lesson, the learner should be able to:
- Explore ways in which Mahatma Gandhi responded to injustice situations in society
- Compare contributions of Wangari Maathai and Mahatma Gandhi
- Appreciate the role of activists in promoting justice

In groups, learners are guided to:
- Using digital devices or textbooks, search for Mahatma Gandhi's biography, achievements and contributions to the world
- Identify similarities between Wangari Maathai and Mahatma Gandhi in responding to injustice
- Illustrate the similarities in notebook or on a chart

What did Nobel Prize nominees do to address injustices in society?

- Mentor Social Studies Learner's Book pg. 147
- Digital resources
- Photographs of Mahatma Gandhi
- Charts
- Mentor Social Studies Learner's Book pg. 148
- Pictures of regional cooperation
- Maps of East Africa

- Observation - Oral questions - Comparative analysis

Political Developments and Governance

Citizenship – Factors for harmonious coexistence in Africa

By the end of the lesson, the learner should be able to:
- Explain factors for harmonious coexistence among citizens in Africa
- Relate factors to African unity
- Appreciate African citizenship

In groups, learners are guided to:
- Discuss how factors such as promoting African cultural heritage, protecting people's rights, encouraging use of locally manufactured goods promote harmonious coexistence in Africa
- Find out from textbooks other factors that promote African citizenship
- Make notes and share

What factors promote harmonious coexistence in Africa?

- Mentor Social Studies Learner's Book pg. 150
- Digital resources
- Maps of Africa
- Reference books

- Observation - Oral questions - Written assignments

Political Developments and Governance

Citizenship – East African Community and African Union anthems
Citizenship – Social entrepreneurship for personal and social wellbeing

By the end of the lesson, the learner should be able to:
- Sing the East African Community and African Union anthems
- Explain how the anthems promote harmonious coexistence
- Show patriotism and regional pride

In groups, learners are guided to:
- Practice and sing the Eastern Africa Community (EAC) and African Union (AU) anthems
- Read the words in the East African Community anthem and discuss how they promote harmonious coexistence among citizens in East Africa
- Sing the East African Community anthem in indigenous language

How do regional anthems promote unity?

- Mentor Social Studies Learner's Book pg. 149
- The East African and African Union anthems
- Digital resources
- Audio recordings
- Mentor Social Studies Learner's Book pg. 151
- Case studies on social entrepreneurs
- Reference books

- Observation - Oral questions - Singing assessment

Political Developments and Governance

Citizenship – Showing empathy to personalities who address injustices

By the end of the lesson, the learner should be able to:
- Show empathy to personalities who volunteer to address injustices in society
- Identify roles of people who address injustices
- Appreciate the contribution of activists in society

In groups, learners are guided to:
- Search from the internet, newspapers, magazines or articles on personalities who volunteer to address injustices in Kenya and the world
- Write an essay on the roles of personalities who volunteer to address injustices in society
- Design examples of social entrepreneurship and active participation in the community

Why should we show empathy to people who address injustices?

- Mentor Social Studies Learner's Book pg. 152
- Digital resources
- Newspapers and magazines
- Articles on activists

- Observation - Oral questions - Essay assessment