Grade 10 History and Citizenship Term 3 Scheme of Work
History and Citizenship • Grade 10
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📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Themes in Contemporary History and Citizenship | 4.1 Peace and Conflict Transformations in Kenya | By the end of the lesson, the learner should be able to: a) identify national peace-promoting activities in Kenya; b) explain how the National Cohesion and Integration Commission fosters unity; c) value national cohesion as a shared responsibility. |
The learners will be guided to: i> brainstorm national peace initiatives (e.g., peace clubs, barazas); ii> research NCIC’s role; iii> create a 'Peace in Kenya' poster. |
What national activities promote peace in Kenya? | NCIC website; poster materials | Poster rubric with CC: Citizenship; PCI: Peace education | — |
| 1 | 2 | Themes in Contemporary History and Citizenship | 4.1 Peace and Conflict Transformations in Kenya | By the end of the lesson, the learner should be able to: a) examine how the 2010 Constitution prevents conflicts; b) cite specific articles (e.g., Article 7, 10, 159); c) appreciate the Constitution as a peace tool. |
The learners will be guided to: i> read key constitutional provisions; ii> discuss in groups how these prevent conflict; iii> write a pledge to uphold the Constitution. |
How does the 2010 Constitution prevent conflicts? | Constitution of Kenya (2010); pledge cards | Pledge rubric with CC: Critical thinking; PCI: Rule of law | — |
| 1 | 3 | Themes in Contemporary History and Citizenship | 4.1 Peace and Conflict Transformations in Kenya | By the end of the lesson, the learner should be able to: a) analyse a real incident where the Constitution resolved conflict; b) outline the process of constitutional application; c) desire to use legal means in disputes. |
The learners will be guided to: i> study the 2013 or 2017 election petitions; ii> create a flowchart of judicial resolution; iii> reflect on peaceful alternatives to violence. |
When has the Constitution successfully prevented violence? | Case study; flowchart template | Flowchart assessment with CC: Citizenship; PCI: Peace education | — |
| 1 | 4 | Themes in Contemporary History and Citizenship | 4.1 Peace and Conflict Transformations in Kenya | By the end of the lesson, the learner should be able to: a) role-play peaceful conflict resolution in school; b> apply constitutional values (respect, tolerance); c> model non-violent communication. |
The learners will be guided to: i> rehearse peer mediation scenarios; ii> use 'I-statements' and active listening; iii> receive peer feedback. |
How can you resolve conflicts without violence? | Scenario cards; mediation guide | Role-play checklist with CC: Social justice; PCI: Peace education | — |
| 1 | 5 | Themes in Contemporary History and Citizenship | 4.1 Peace and Conflict Transformations in Kenya | By the end of the lesson, the learner should be able to: a> compose a peace anthem for Kenya; b> include constitutional values and national symbols; c> perform with patriotic pride. |
The learners will be guided to: i> draft lyrics in groups; ii> rehearse with clapping or instruments; iii> perform for class. |
What message of peace can youth send to Kenya? | Lyric paper; instruments | Performance rubric with CC: Creativity; PCI: Peace education | — |
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