Grade 10 History and Citizenship Term 3 Scheme of Work
History and Citizenship • Grade 10
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📘 Preview: Week 3 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 | Themes in Contemporary History and Citizenship | 4.3 Equality and Non-Discrimination | By the end of the lesson, the learner should be able to: a> analyse factors that promote equity in Kenyan society; b> link to Constitution (Article 27, 43); c> value inclusive development. |
The learners will be guided to: i> read constitutional equality clauses; ii> list promoting factors (education, affirmative action); iii> create an 'Equity Wheel'. |
What promotes equality in Kenya? | Constitution; wheel template | Wheel rubric with CC: Citizenship; PCI: Social cohesion | — |
| 3 | 2 | Themes in Contemporary History and Citizenship | 4.3 Equality and Non-Discrimination | By the end of the lesson, the learner should be able to: a> identify historical injustices causing inequality; b> connect to land, gender, and ethnic marginalisation; c> empathise with affected communities. |
The learners will be guided to: i> research historical injustices (e.g., Coast land issues); ii> write an empathetic letter; iii> share respectfully. |
Which past injustices still affect Kenya today? | Research devices; letter template | Letter rubric with CC: Empathy; PCI: Social-economic and environmental issues | — |
| 3 | 3 | Themes in Contemporary History and Citizenship | 4.3 Equality and Non-Discrimination | By the end of the lesson, the learner should be able to: a> evaluate government measures to promote equity; b> assess effectiveness of policies (e.g., 2/3 gender rule); c> desire to hold leaders accountable. |
The learners will be guided to: i> analyse policy documents or news reports; ii> complete a policy evaluation sheet; iii> write a citizen feedback note. |
How effective are Kenya’s equality policies? | Policy excerpts; evaluation sheet | Evaluation rubric with CC: Critical thinking; PCI: Social cohesion | — |
| 3 | 4 | Themes in Contemporary History and Citizenship | 4.3 Equality and Non-Discrimination | By the end of the lesson, the learner should be able to: a> develop a school action plan against discrimination; b> include anti-bullying and inclusion strategies; c> model inclusive leadership. |
The learners will be guided to: i> audit school for exclusionary practices; ii> draft an action plan; iii> present to class committee. |
How can our school become discrimination-free? | Action plan template; audit sheet | Plan rubric with CC: Social justice; PCI: Social cohesion | — |
| 3 | 5 | Themes in Contemporary History and Citizenship | 4.3 Equality and Non-Discrimination | By the end of the lesson, the learner should be able to: a> compose a spoken-word poem on equality; b> perform with expressive voice; c> inspire peers toward inclusion. |
The learners will be guided to: i> draft a 1-minute poem; ii> rehearse with peer coaching; iii> perform in class. |
How can art fight discrimination? | Poetry guide; performance space | Performance rubric with CC: Creativity; PCI: Social-economic and environmental issues | — |
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