Grade 10 History and Citizenship Term 2 Scheme of Work
History and Citizenship • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 8 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 8 | 1 | Themes in World History and Citizenship | 3.4 Global Governance | By the end of the lesson, the learner should be able to: a> explore the need for global governance in climate change; b> link to COP meetings and African positions; c> desire to protect the planet. |
The learners will be guided to: i> research Kenya’s climate diplomacy; ii> write a youth statement for COP; iii> share in class. |
How can global governance solve climate change? | Research devices; statement template | Statement rubric with CC: Environmental protection; PCI: Good governance | — |
| 8 | 2 | Themes in World History and Citizenship | 3.4 Global Governance | By the end of the lesson, the learner should be able to: a> distinguish roles of UN, AU, and regional bodies; b> create an org chart; c> appreciate layered governance. |
The learners will be guided to: i> research organisational mandates; ii> build a 'Who Does What' chart; iii> present to class. |
How do global and regional bodies work together? | Org chart template; research devices | Chart accuracy with CC: Digital literacy; PCI: Good governance | — |
| 8 | 3 | Themes in World History and Citizenship | 3.4 Global Governance | By the end of the lesson, the learner should be able to: a> compose a poem on good global governance; b> include peace, health, and justice; c> perform with conviction. |
The learners will be guided to: i> draft verses in groups; ii> rehearse with expression; iii> recite for class. |
What does a well-governed world look like? | Poetry template; performance space | Performance rubric with CC: Creativity; PCI: Good governance | — |
| 8 | 4 | 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> compare factors that led to industrialisation in Britain and USA; b> highlight coal, capital, and colonies; c> understand global inequality roots. |
The learners will be guided to: i> use a comparison matrix; ii> discuss how colonies fueled Europe; iii> link to African underdevelopment. |
Why did industrialisation start in Europe and not Africa? | Matrix template; discussion prompts | Matrix rubric with CC: Critical thinking; PCI: Equity and non-discrimination | — |
| 8 | 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> assess contributions of early inventions; b> explain steam engine and textile machines; c> value technological progress with caution. |
The learners will be guided to: i> research key inventions; ii> create a 'Invention Impact' chart; iii> present findings. |
How did machines change the world? | Research devices; chart paper | Chart rubric with CC: Digital literacy; PCI: Equity and non-discrimination | — |
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