Grade 10 History and Citizenship Term 2 Scheme of Work
History and Citizenship • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 5 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 5 | 1 | Themes in African History and Citizenship | 2.5 Global Wars | By the end of the lesson, the learner should be able to: a> explain how WWII accelerated African independence; b> connect veterans’ demands to political awareness; c> appreciate war’s unintended consequences. |
The learners will be guided to: i> watch a veteran’s testimony; ii> create a cause-effect chain; iii> present to class. |
How did WWII fuel Africa’s independence movements? | Testimony video; chain template | Chain accuracy with CC: Critical thinking; PCI: Peace Education | — |
| 5 | 2 | Themes in African History and Citizenship | 2.5 Global Wars | By the end of the lesson, the learner should be able to: a> compare Cold War and Russia-Ukraine War impacts on Africa; b> discuss proxy conflicts and economic sanctions; c> desire peaceful global engagement. |
The learners will be guided to: i> research impacts using news sources; ii> complete a comparison chart; iii> debate: 'Should Africa stay neutral?' |
How do modern global wars affect Africa? | News articles; debate guide | Chart and debate with CC: Critical thinking; PCI: Peace Education | — |
| 5 | 3 | Themes in African History and Citizenship | 2.5 Global Wars | By the end of the lesson, the learner should be able to: a> compose a peace anthem for Africa; b> include lessons from global wars; c> perform with unity. |
The learners will be guided to: i> draft lyrics in groups; ii> rehearse with rhythm; iii> perform for class. |
What message of peace can Africa send to the world? | Lyric paper; instruments | Performance rubric with CC: Creativity; PCI: Peace Education | — |
| 5 | 4 | Themes in World History and Citizenship | 3.1 American Revolution (1776) | By the end of the lesson, the learner should be able to: a> assess Thomas Paine’s 'Common Sense' as a revolutionary text; b> explain how ideas inspired action; c> value the power of persuasive writing. |
The learners will be guided to: i> read excerpts from 'Common Sense'; ii> analyse rhetorical strategies; iii> write a modern 'call for change' letter. |
How can words ignite a revolution? | Text excerpt; letter template | Analysis rubric with CC: Critical thinking; PCI: Citizenship Education | — |
| 5 | 5 | Themes in World History and Citizenship | 3.1 American Revolution (1776) | By the end of the lesson, the learner should be able to: a> classify economic, political, and social causes of the American Revolution; b> create a causes chart; c> draw parallels to African struggles. |
The learners will be guided to: i> categorize causes using textbook; ii> design a colorful chart; iii> discuss: 'What causes revolutions?' |
What really caused the American Revolution? | Textbook; chart paper | Chart rubric with CC: Citizenship; PCI: Citizenship Education | — |
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