Grade 10 History and Citizenship Term 2 Scheme of Work
History and Citizenship • Grade 10
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📘 Preview: Week 12 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 12 | 1 | Themes in World History and Citizenship | 3.1 American Revolution (1776) | By the end of the lesson, the learner should be able to: a> compare American and Kenyan independence; b> analyse similarities in struggle and ideals; c> value shared democratic aspirations. |
The learners will be guided to: i> use a comparison chart; ii> discuss: 'What ideals do we share?'; iii> write a comparative essay. |
How are Kenyan and American independence similar? | Chart template; essay guide | Essay rubric with CC: Critical thinking; PCI: Citizenship Education | — |
| 12 | 2 | Themes in World History and Citizenship | 3.2 International organisations - Commonwealth of nations | By the end of the lesson, the learner should be able to: a> apply for a Commonwealth youth grant; b> draft a project proposal; c> demonstrate global engagement. |
The learners will be guided to: i> research grant opportunities; ii> write a 1-page proposal; iii> present to class. |
How can you access Commonwealth opportunities? | Grant guidelines; proposal template | Proposal rubric with CC: Creativity; PCI: Civic Responsibility | — |
| 12 | 3 | Themes in World History and Citizenship | 3.3 Modern Slavery and Servitude | By the end of the lesson, the learner should be able to: a> launch a school anti-slavery campaign; b> include awareness, reporting, and support; c> model ethical leadership. |
The learners will be guided to: i> plan campaign elements; ii> assign roles; iii> launch in school. |
How can our school fight modern slavery? | Campaign planner; materials | Campaign rubric with CC: Social justice; PCI: Social awareness skills | — |
| 12 | 4 | Themes in World History and Citizenship | 3.4 Global Governance | By the end of the lesson, the learner should be able to: a> simulate a UN Security Council meeting; b> represent a country on a global issue; c> practice diplomacy and consensus. |
The learners will be guided to: i> assign country roles; ii> prepare statements; iii> negotiate a resolution. |
How do nations solve global crises together? | Role cards; resolution template | Simulation rubric with CC: Citizenship; PCI: Good governance | — |
| 12 | 5 | Themes in World History and Citizenship | 3.5 1st Generation of Industrial Revolution in Europe and Africa | By the end of the lesson, the learner should be able to: a> design a 'Green Industrialisation' plan for Kenya; b> include renewable energy and local jobs; c> promote sustainable development. |
The learners will be guided to: i> brainstorm eco-friendly industries; ii> draft a plan; iii> present to 'ministers'. |
How can Kenya industrialise without harming Africa? | Plan template; research devices | Plan rubric with CC: Environmental protection; PCI: Equity and non-discrimination | — |
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